 Alright, so my clock says 11.30, and we're going to go ahead and get started. I have the honor and privilege of introducing myself, so hi. My name is Tom Cowley. I am the Education University Outreach Lead at Red Hat. And for the past two years in change, I've been working on trying to promote open source in higher education. We do a little bit in K-12 too, but that's a much harder problem than this all. We'll talk a little bit about that. Today I'm going to talk about free and open source education success stories. But before we get into that too deeply, I want to give a little bit of background in a sort of pseudo-academic way. I am not an academic. I just learned to speak a little bit of their language in order to communicate with them effectively. But we're going to start with an assertion. And this is one that is somewhat controversial, but I have never been able to find anyone that has been able to counter-prove this, and all of our interactions have really backed this up, which is that most computer science and engineering graduates, especially in North America, never learn about open source. Now, this does not mean they're not using open source. Plenty of them are. Linux is fairly common in higher education. A lot of what would have been UNIX Labs 10, 15 years ago are now Linux Labs. And so there's a pretty good representation for people that have Linux. Plenty of people use Firefox. There's even a high number of exposure for projects like LibreOffice. And certainly in some of the research fields and statistics and biology and chemistry, you see a lot of R. And so it's not that open source rather. It's not that open source isn't out there for the students. It's just that they don't understand how these tools, these software components are any different from anything else that they're using. It's just, this is what we learned in class. This is a tool. There's no discussion about how it is, any different from any Microsoft or any Adobe or any proprietary tool that's out there. Now, let's contrast that with this fact. In the Black Duck survey from 2015, when they pulled companies and asked them the question, how much do you run on open source? The answers were you run nothing on open source. You run partially on open source. You run entirely on open source. And if you sum up all the number of companies that said they were either partially or entirely running on open source, that was 78% of the companies that were surveyed. Now I would argue that the other 22% of companies were misled because they probably have some open source in their environment they just didn't know about when they answered on that survey. But we all know how reliable CIOs are about knowing what's actually running in the data center. But 88% of companies in the survey said that they planned to increase their contributions to open source projects. And that's an interesting stat. So if we take these two stats with my level little pie chart, we can make it another assertion which is that employers are actively using and increasingly contributing to open source projects. To be competitive for IT jobs, students need to be familiar with open source technologies, tools, methods, and communities. Because it's not just use, it's also the act of making those changes back to those communities. Now if we take our two assertions and we put them together, we have a problem. And it's great that students say well I know we use Linux, yeah we use R, but when that company wants to take that next step and say well you CS graduate will be helping us to contribute back to this open source company they have no idea what that looks like or why that's different or what they need to do to be successful in that arena. And in fact a lot of what computer science teaches them is how to code on their own. They get told do this task, write this bubble sort, do this operation. It's learning a specific operation so that they can have that skill in their toolbox, but at the end of the day they did it in their own computer by themselves. Maybe if they're lucky they're in a group with two or three other people on a major project. But oftentimes those students are still doing the same tasks just in a group. They're not really collaborating in that effort. It's just we're putting you together so we don't have to grade this so many times. We can only grade it a certain number of times. And oftentimes the examples that the students are being given to do in these classes are ones that haven't changed fundamentally since 1986. And that's so the TA can grade them and then the teacher doesn't have to come through and do it. And I appreciate that teaching is a very hard job. I'm not here to tell people that teachers are bad and that they're doing a terrible job but there's a certain amount of active involvement that the students are missing out in when the lesson doesn't change from year to year. And one of the things that I hear often when I talk to educators is that they're very concerned about things like stack exchange. They're very concerned about these sites that exist on the internet where when they go they find all of their end of semester lessons. All of those end of projects that they've been using since 1986 are sitting on stack exchange and well-meaning people on the internet have gone, well, here's a very elegant solution to that problem and pasted code. A couple of professors told me they found their entire set of problems they assigned the students over the class from the last semester uploaded in to GitHub with solutions. That student started to pass. They can't go back and be like, you're cheating. They're done. They're gone. They uploaded them as a courtesy to the next class. So how do they solve that problem? How do they address that? What do we do about this? And that's where open source plays an interesting role in this conversation because it complicates matters. It adds pain to those educators who want to do things but the rewards for the students and for the educators can be significant if they're willing to try something different. Now I know I just said try something different, an educator in the same sentence and that's normally a way to set yourself up for failure but more and more they are realizing that they cannot continue to teach computer science in the same way that they have taught it for the last 20, 25, 30 years that they're going to have to innovate in order to have the teachings be continually relevant so that when students graduate they have useful skills so that diploma means something. There will be no shortage of CS jobs. However, if schools do not produce students that have the skills that these jobs require then those degrees will be less and less valuable. I'm not one of those people that's going to say whether the academic system is going to be torn down and reinvented in a Khan Academy style way. I'm not smart enough to see the future that far ahead of me but I do know that these schools do not want to be considered redundant. They want to have that degree matter and they want their programs to be something that a student wants to go and take because there is no shortage of places where you can get education and information about computer science outside of the traditional four year degree. My team at Red Hat was created in 2013 and the goal was to take an engineering team and proactively establish relationships with Red Hat and academia. Now traditionally when a company does outreach to a school it is most often through two entities on both sides. The corporate relations office from a college and the recruiting team from the HR department and they have a lovely meeting in which they buy each other dinner and then they say this is how many students we want to fill in this many jobs and this is what we're going to do at your career fair and that is that. It is a very cold and clinical relationship. It's sort of boring honestly. We had no interest in doing that and we really wanted to try and take a different approach. Our main goal was really to promote free and open source software tooling methods and culture and if we don't sell anything that's fine and if we don't hire anyone that's also fine. Now sure Red Hat is very interested in hiring talented students. We're very interested in filling our internship roles but we have a lovely team of people that will do that and I don't have to worry about it. What I do want to worry about is thinking about a long game because internships and hires are short game. I want to think about what we can do to improve the situation so that I never ever have to sit at a career fair and have a student come up to me and when I ask them if they've heard about open source tell me, oh yeah that's Facebook right that's where I share my pictures. If we do not invest in educating and teaching our students how to be collaborative members of a digital world we are failing to educate them and the tools that they need to be successful in computer science and computer engineering. Now whether they ever really contribute back to an open source project I don't know I can't predict the future on that but I at least want them to appreciate why open source is different why the free software movement matters how they can incorporate those skills and knowledge into their own portfolio and actually have a portfolio when they graduate because computer science is a very creative endeavor and often times we treat it like it's not. When we do an education they come out and they give a degree from whatever school it is and they say well I'm a computer scientist now and then they go off and they say hire me I'm a computer scientist and they list off buzzwords. Take a digital artist. If a digital artist said oh I had no Photoshop I had no GIMP I had no blender I had no 3E Studio Max. Hire me. You would say no. Show me your portfolio. Show me the work you've done. Show me what you're capable of doing. But we expect computer scientists to act that way. We don't give them any opportunity to build up a portfolio. We don't give them the opportunity to say this is what I'm capable of doing and the net result is that we get all these computer scientists that show up and they hand me the exact same resume 150 times. Sometimes literally the exact same resume because they went through a little seminar course on how to prep a resume for a tech hire. I know statistically speaking in a group of five students that work together on a project one of them is awesome one of them is terrible and the other three are somewhere in the middle but I cannot tell you based on their work on the pet store project which means nothing to me and is irrelevant and I can't see the code for who is whom in that class. I need some way to visualize that. There is a common phrase that's going around in the industry right now which is the GitHub is the new resume. It absolutely is. I can count on one hand the number of hire education institutions in North America that I've come across that teaches Git even less that teach source control. They don't teach it. I ask when do you teach Git? It's the special interest group for computer science educators last year and we had a big open source box and we brought in about 40 professors into a room and these are important schools. These are not Tidewater Community College. I'll love to Tidewater but these are big schools. These are respectable schools. These are schools that if I drop their name you'd all be nodding along with me and I ask them how many of you teach source control? Two hands went up and I said two hands. When do you teach source control? One guy said I don't teach it so much as I expect my graduate level students to know what it is. We're going to cross you off because that's not what I asked. The other one was with RIT. I'm going to talk about RIT a little bit later about why they teach it and how it has been successful for them. I'll talk about that. It's important. Now I'm going to stop being all doom and gloom and talk about some actual success stories because I think it's important to get a little bit of framework in. We'll talk a little bit more about the problems we face after lunch. My co-worker Jenna Likens is going to give a lovely talk on some of the apparels that are really that problem. This is just my little taste of her talk. If you want to go deeper into doom and gloom and sadness we will be handing out suicide capital later. The Rochester Institute of Technology they came to Red Hat when I was the Fedora Engineering Manager. One of my direct reports was an RIT graduate and he said, hey, so we want to do some OLPC work. We would really love to be able to make some fun apps for kids to help them learn on this platform, but we only have one exo unit. We only have one of these laptops. It's making it really, really hard for us to code in a class around this because we only have one of these. Can you talk to those folks over at OLPC and get us some more? I said, you know what, I don't really have to do that because we have about 30 that are sitting in the corner gathering dust and we would be happy to give them to you. And so I just, you know, using my managerial privileges I just sort of put them all in a box and mailed them all up to Rochester and they were thrilled and then they started teaching a seminar class on how to write little apps for humanitarian purposes to make students lives better, you know, in countries where this is their only chance at a digital education. And then afterwards they said, well that was really cool. Could you like buy us pizza or something sometime? And I said, well we probably could but this is really fascinating what you're doing. I'd love to learn more about it. So I went out and I visited them and I met with the professor who was running all the seminars and he said, yeah, the students would really love it if you would buy them pizza sometime. And I said, well can't we think a little bit bigger here than just some pizza? I mean I will. I'll buy you pizza but let's talk about what open source means to your students what it means to your programs, how you teach it. And let's think a little bit bigger. And they love that idea. And RIT is not a school that is famous for being computer science-y. They are famous for game design. They're a game design school. If you want to be a digital game creator, author, you go to RIT and you can get a respected degree from that. So they were a little more willing to be flexible with what they do in a computer science context because they were interested in making learning games not so much big data. And so the professor said, well you know we would be willing to figure out how we could make a name for ourselves to get people excited about what we're doing and we think open source might be an interesting way to do that. So we had a good conversation back and forth and I challenged them to come up with a five-year plan because I know academia moves slowly. And I said, here's a five-year, come up with a five-year plan on how you think you can engage directly with your students to empower them with open source ideas and concepts. And they said, well we could do a minor. No one's ever done one of those before. And I said, are you sure? And they said, you know, we think we can do it in five years maybe, maybe ten. But we could get there. And they talked to their students who were involved in this active seminar and the students were like, this is amazing. This is what we came to college for. This is what we really wanted to do. This is us changing the world. And they were like, wow, we didn't actually expect you to buy into that so quickly. But okay, so the students put together a plan and they worked with the faculty and they came up with a five-year plan on what a minor looks like in free and open source software and culture. And they actually got it done in three and a half years, which is pretty incredible for an academic institution, especially in a big state like New York that has to go through levels of bureaucracy in order to get any of these put into place. So they offered, and students graduated last year were the first minor in free and open source software and culture. And they didn't just have it be software. So it wasn't just we're going to do a class on Linux. It wasn't just we're going to do a class on system administration. It was really, let's understand how open source communities work. Why they work, when they don't work. What does the governance factor into this? What does the history of these projects tell us about the future? What does it mean to practically be participating in open source? How do we engage with these communities? All of these questions were on the table and we worked with them to start creating curriculum and materials around that. And one of the things we set up as a foundational point when we started with them was we wanted to make sure that all the materials they generated would be open. Would be creative commons. That we were not interested in helping Pearson, much love to Pearson, make money on textbooks. We really wanted to make sure that this was something that other people could pick up, learn from, derive from, and work forward. Because we know what works for RIT is not going to work somewhere else. And they loved that idea and they have been huge supporters of it and the students have embraced it. And so now they have a minor program that looks like this. And I know this is a little bit hard to read. I mean, big slide, lots of words. But the idea is that they structured their minor in a way so that obviously for the College of Computing Information Sciences there's one track, pretty straightforward. But they also created one for the College of Liberal Arts so that people who were not traditional computer scientists had the opportunity to be exposed to what free culture looks like. Because the movement that we have in the world today is bigger than software. It is what you see at Maker Faire. It is what you see in Creative Commons remixing. It is in all of these other places that you don't ever have to write a line of code to be touched by this movement. And we wanted to make sure that was reflected. And then we bring all these people together at the end of the minor and they work together on projects. So you have graphic artists and designers and technical writers and they're working together with computer scientists, information scientists. People who are all creative in their own ways collaborating towards goals. And the goal that mattered for RIT was humanitarian goals. They wanted to make the world a better place. That started with the OOPC initiative and it's moved on into a number of different areas where in the project phase of the minor these students basically pick a project that they think is going to make the world a better place in some form or fashion and they actually make it happen. And they put it out there in open source. And because the students are not just studying theory they certainly do plenty of that but they're putting it into practice in meaningful real-world ways. They're interfacing with existing upstream projects and creating upstream projects of their own. They have a portfolio at the end of this minor that's meaningful, that's realistic. They can point to other communities and say, I worked with that community. Now, do all of them get patches accepted upstream? No, absolutely not. But that's not a measure of success. And we're very clear to make them understand that you're not a failure if your patch wasn't accepted. You're not a failure if you didn't write a patch and you did a contribution in another way. They learn to collaborate with people on the other side of the world with different experiences, with different knowledge, with different languages and be successful at that and learn what works and what doesn't work through practice, not just through theory. It's not just memorizing a textbook and saying, Linux kernel people talk like this and GNOME people talk like this. It's not like that. They actually actively participate. And they run a lot of hackathons, which they love doing. So they actively say, okay, guys, we were going to do what we were doing informally. We're just going to do it formally. Is that they were getting all their friends that were interested in this in a room and they were hacking on it. And now these things are more formal. They're called hackathons and they invite everyone to come and hack on it together with them. And like I said, HFOSS is a big part of this. HFOSS is humanitarian free and open source software. Now, in academia, if you want to do anything, you usually have to get a grant. And if you say, well, I just want to work on open source and free software for a while, you're probably not going to get a grant. But if you add that little H, capital H, all of a sudden the NSF is a lot more interested in talking to you about your grant. Your grant has a much greater chance of being accepted. I'll talk a little bit about a group that's doing this specifically later in the talk. But when they do HFOSS at RIT, they start by saying, here's all the materials we're going to cover in this specific example of how we're doing this HFOSS project. The repo for all of this is GitHub. Please, everybody fork this. Now, this circles back to Git at RIT. And one of the things when they started doing the open source minor, they were introducing Git very late in it. They were introducing it in the project phase. They were like, okay, we're going to start using source control now. And students were having a lot of trouble understanding Git and how it was complicated and the practical uses of it. It was slowing things down. And they were a little frustrated because the educators felt like the students should be picking it up quicker. But when they stepped back and we all looked at the program as a whole after the end of the first year, what we discovered is that students were struggling with the concepts of open source and communities as well. It wasn't coming to them as quickly as we thought they would. And so I suggested a radical idea that they introduce Git at CS1. They introduce Git Hub specifically at CS1 and that they start with it early and they not teach it as a computer tool but they teach it as a collaborative tool. That they walk into CS1 for the first day and their first assignment is going to be to fork a repository from Git Hub and put your name and where you're from in it and then merge it back. And they started doing these sorts of things and they started having their students check out their homework assignments by forking the homework from the main repo, making their changes, pushing them back as pull requests into the model. And the students started to do this and they really, you know, they had a little bit of ramp up but they were comfortable with it because when you're in CS1 I think you're a little more open minded to the world being different from what you were expecting. And by the time they got to a point where they were needing to practically use source control, they were ready. And by the time they were starting to have conversations about what open source meant, the answer from the students was, oh yeah, we kind of figured that was coming. We kind of saw that when we had this collaborative tool we were all using together. It kind of made sense. We kind of assumed that was the way it was supposed to be happening. And that's a great world view for the students in this program to have. And it really has made their program very successful. So when they get to this HPOS course they fork the course repository. They do things like take attendance with bots on IRC. The students have customized these bots to make it easy for them to check in the class so that the teacher no longer has to do a roll call. Students adjusted this idea because they felt that there was too much time being taken away by calling roll at the beginning of class and we can get a bot to do that. They submit their homework, pull requests, patches. And then one of the things they set up was they said look we're not going to penalize people who don't get patches submitted upstream but instead we're going to give unlimited extra credit for any upstream patches that you do get sent out there. You don't need any of this extra credit to graduate. You don't need it to graduate with an A. But if you do it, we're going to encourage it. We're going to help you and we'll give you extra credit for it. Also give them credit for hackathon participation. Again, no one has to participate in a hackathon if they don't feel comfortable with it. But if you do, you get extra credit. So let's contrast that with another school. Also in New York, Rensselaer Polytechnic. Rensselaer was doing fine. Had a student successfully graduate and he went off and started a startup and made a lot of money when his company was bought out and he decided he wanted to give a little bit of money back to his school. So he went back to them and he gave them a million dollars. And he said I'm going to give you a million dollar gift and the only thing I expect later I require that you do with this money is that you do something to promote open source. And so the school kind of looked at this rather large gift and said well you know we should do something with that that's open source. Anyone know open source? Anyone? Okay, alright. Let's hire somebody. So they hired somebody who knew open source and they said okay congratulations you have a million dollars and we need you to do something with open source so we can spend this money. So they created the center for open source software and they thought well you know what would be great is let's provide a space for students to build open source things build little projects and they structured an entire model around project based. Now this isn't a class they don't get credit for it but they do get paid for it and so the students have an opportunity to work in groups with mentorship to create open source projects and they practice their skills this is sort of late in their cycle in academia they're almost graduating by the time they do this but it gives them a great opportunity to build something they can point to a resume point. Now later they ended up adding some possibilities for credit because students were really interested in getting those last little credits out of this and so they turned it sort of into a credit or stipend thing but only one out of ten students actually claims the credit most of them want the cash. And when I reached out to talk to them I said hey it looks like you have this very interesting project going on love to figure out how we can partner with them they said can you give us another million dollars and I said what what and they said well we ran out of money we don't have the million dollars anymore and the students still want to get paid can you give us another million so we can keep doing this and I said well I like you guys but I don't have that much of my couch cushions so we met with them and we talked with them about what we could do to maybe fund some of their students not all of them but really to build something out that brings in other industry partners so that more people could fund this work and it wouldn't just be one giant fund of money and so that maybe we could talk about adding curriculum adding formalized things doing some of what RIT was doing over at Rensselaer and they love that idea and so this year was the first year that they've launched a course an introduction to open source not so much introduction to Linux but more introduction into how communities work and how they can collaborate with those communities now Oregon State University the people who work there they are disreputable they are shameful they are I can't stand to be in the same room as them if we're being brutally honest no I'm just kidding Lance is sitting right here so I have to be really nice to Lance but Oregon State University they created something called the open source lab and Lance could do a much better job talking about this than I could but I will fake it and hopefully I will not mangle it too badly one of the things they knew is that they saw that there was a lot of open source projects that needed a good hosting home and as lovely as Sourceforge was back in the day under statement of the year there was no good things for projects that needed to be a little more nimble with a little better hosting environment nor did folks have a lot of money to spend on hosting and hosting has gotten cheaper over the years certainly but it was not cheap back in the day and they also wanted to give an opportunity for students to learn the sort of skills that would prepare them for being system administrators IT people to work in a nimble environment and so they did something very clever is they basically bootstrapped a hosting company inside of an academic institution and they let the students work directly with professional staff in fact their ratio is four to one students to staff professional staff and they run a really solid tight ship hosting company that hosts a lot of successful open source projects and they over time have adapted to be DevOps as DevOps is a cool thing they kind of I like to say they were doing DevOps before it was cool and they figured out a lot of what worked with these projects that had expectations and being very professional about it so that these students have gone on to do a lot of amazing things and been very successful on a number of fields they also have had open source as part of their curriculum since 2005 and a lot of this has been at the graduate level but they do have some good solid coursework happening at the undergraduate level there's a professor there who's taught a course on open source development that's been very exciting and all of his materials have been available under open creative commons licenses so they do a lot of really interesting solid work around open source and in fact they actually have paid hands on learning so these students are not just toiling away to get this experience they get paid for the work because they work hard and when they pair this up with their formal courses around learning system administration the industry pretty much knows that if a student comes out of OSU and this program and they work in the lab that they're going to be a really solid system administrator they may even hire in at above a junior level another thing that they do that's really solid is they run a lot of bar camp and a lot of hackathon like events and this brings in a lot of people from a lot of regional schools and gives them the opportunity to really take advantage of the expertise that these students have and that they share and they get this hands-on experience that is really rare in academia they are learning things that a lot of companies expect they're going to have to train the students to do over the first six months to the year of a job it's one thing to say well I have my LPI certification in Linux and then have that company go well great we're going to start you at 35 and you're going to be a junior admin and we're going to hope you pick it up when you get along the certifications are good I don't mean to badmouth them I mean my company sells a ton of them but you cannot you cannot take away the value of hands-on experience with modern tech with real world environments with stuff where when it breaks people get angry the last story that I'm going to tell about schools before I get into some of the programs is Penn Manor high school Penn Manor decided that they were going to take a proprietary application for the teacher's grade book and convert it over to a lamp stack and this was in 2001 and this was primarily motivated by two things one the individual who was working on this project was a big free software advocate and that never hurts but the other thing was is they had no money and so the two combined together is sort of the perfect storm for let's try something and see if we can make it work the teachers loved it because they could customize it for their use cases they really had input in the way that they wanted to be successful they were spending way too much time working around the grade book system that was there that they had bought with no ability to customize it and then all of a sudden they were saying well what would work well for you how can we make it work better for you and their lives got better so over the years they started changing out some of the rest of the infrastructure so they started phasing out one proprietary thing after another they put in Moodle they put in WordPress they put in Coa they took out the phone systems and put in free software phone systems they took out all of their what would have been proto cloud and put in own cloud and then they said well we've got all these labs and all this infrastructure that's running exclusively FOS what about the laptops that we hand out to the students now they were using aging macbooks in 2011 when they got to this point this is not an overnight thing this is ten years in the life of a K-12 school and they said well let's try and give the students something else so when those macbooks were done and they weren't going to pay for them anymore they replaced them with Lenovo ThinkPad they put Xubuntu on them and they customized them based on what the teachers said they needed for the class they went around to all the teachers and said what do you need your students to be able to do on their laptops and it worked really really well in 2014 they rolled out a one-to-one laptop program and they expanded it to their middle school in 2015 which means they were they were not just at the high school level they were dipping into the middle school across the street at the end they have 3600 student computers that are running exclusively free and open source software and then they said we're going to go past this we're going to let the students be responsible for maintaining these laptops and they created the student tech team and they give these students the opportunity to basically work as apprenticeship to the tech staff that's in Penn Manor so that they can fix their own computers they can repair them they can put replacement parts in them they can maintain them they can fix the issues that come into the help desk the students learn all about how the technology works at a very low level that often is missing in at the K-12 level where they don't get that expertise computers are black boxes that we don't break these are computers that were broken and we fixed all of their efforts around open source all of their models around open collaborative communities when someone figures out how to fix something they immediately start sharing it back they talk about it they tweet about it they blog about it they collaborate with each other so that nobody is an expert and the rest of the people are leaning on that person now I'm going to show a very short video I'm going to try I'm going to hold the mic up to it because I think this video is worth explaining it's a very good job of getting us where we want to understand that conversation open philosophy we decided early on that we went and here's where we broke from the tradition during our class meetings we spoke with all of our high school students about the program we brought them together and we started that conversation with the words we trust you any one-to-one program when you're giving every child a computing device that is fundamentally an instructional program it truly should have anything to do with the technology not that the technology isn't important but it's the learning that is the focus we've always been looking at it from the standpoint of we have to educate students for life after high school and with technology being such an important factor it's about every job that the student's going to go into it wasn't a matter of should we do it it was more of when do we provide the students with the laptop when you give students a chance to explore you're teaching them to be responsible and in their future hopefully in their careers they will have learned in my class and in their other classes how to be responsible users of technology it's not going in there so why would we ever consider giving a 15-year-old route access to a laptop I think the question we should be asking is why would we not give to these ultimate autonomy and control over their technology devices I think by unlocking devices and giving kids truly open technology it empowers them to not only understand what's underneath the hood but understand that they can impact the world through software through technology they can be part of the decisions they're being made and not the results or the end user of someone else's frame of reference when do one help deaf models are not unique this model of having student apprentices is I shouldn't say common but it's not uncommon right the level we give our kids is uncommon right I think that's what differentiates there is a cost associated with allowing a 16-year-old to completely dismantle a laptop they could cook boards they could fry things the whole works could come out as a complete mess and sometimes it does but the power in that is that the student learned wow I cook that board now I know how not to do that or I learned that's what I shouldn't be doing right the power is in the experience I think it's a beautiful thing that the students are there behind the help desk because that's Latin that well it's just an adult telling us what to do since we've gotten the laptop in school it feels like the teachers and students are a lot more connected it was a new experience collaborating with the student on teaching and not just the teacher teaches the students but that he felt valuable in the class as well there is no distinction there's no distinction between the teacher and the student everyone is on equal footing and the best ideas win how can that not make sense for education for me to say this is how you do that would completely destroy any type of collaboration my students a lot of what they do is collaborative I don't think that they learn the best from me that's where I think it ties into not only the open source and the mentality of sharing and making it better but in addition to preparing them for those jobs that we don't know I think we missed something and thought but I think we lost something when education became so recently formalized and we moved away from the apprenticeship model curriculum itself we couldn't write a curriculum for this no matter what we did because the problems are different every single day and not only the problems are different across multiple disciplines and subjects so our students are going to be faced with how do I solve the problems and then turn around and say well this might be a network issue or maybe it's a hardware issue and now I'm working on a program that has remained to arch how do you write a curriculum about that we do repairs we do software we help anyway we can but just being here just makes me you know happy I think to help us just really help sort of I'm not really assessed on whether I can memorize things for like a test it's more of applying myself and you know accomplishing goals it's not the normal class it's completely different this is one of those defining moments in my entire career it's working with the initial group of students that were part of our one-to-one help desk here's an example Ben Ben is one of four students that formed for the initial one-to-one help desk my name is Benjamin I graduated in 2014 he was a kid that didn't really like school we would go into parent teacher conferences and feel deflated at the end of them because they just didn't see Ben or what we saw at home or in my freshman year I didn't really have too much of a focus like all right I gotta wake up go to school he had got an IEP I think in second grade for learning disability and then later he was diagnosed with AED I remember sitting in an IEP conference with a guy in the counselor in ninth grade for Ben and her saying that you know Ben's not gonna be going to college and we shouldn't plan on that we shouldn't focus on that and that really was hard um sophomore year we created the application junior year we did the um showcase and then that summer we started working on the applications that we were using to help that we kind of set up the building blocks that most of the students today follow that the end of that year we were at an IEP room with him and they were helping him plan out his next year and he said they wanted him to be in college play tennis classes my college professors definitely see that I'm a little bit ahead of the curve the other students hadn't really had too much exploding experience they weren't really exposed to open source I mean just with this an opportunity for him to showcase his talent he didn't have that opportunity before I would not be a student when you say to a student you know something you're an important part of your own education it's freeing it's empowering it makes them feel I think for the first time they feel that education is not being done to them they're actually an active participant in their own education and I think that's the power of trust and care really cool story really fascinating is not New York City Penn Manor is about a far in the woods in Pennsylvania as you can get this is not a private school they their biggest intended club is the FFA so this is them exposing students that would normally probably never even think about a computer job to open source in a very powerful way now I'm going to finish my slides if I can get it to go back where it was boom boom all right now it's important to talk about academic research too because that plays a very important part in higher education open source we've partnered with Purdue specifically with their Arcodi group Arcodi is the research center for open digital innovation and one of the things I discovered when I started talking to academia especially at the research level is when I say so open innovation is the ideas that we say open source applied to non-software they go open innovation is open innovation applied to software so we worked with them and we funded a research project specifically to provide some academic proof that open source works because everybody here knows open source works but there's a lack of research academic published literature that backs that up and if you don't have that then you might as well rather invest our money in something like this and so they're actively working at different governance models to determine what gets success in young communities how do they cross the chasm into being very healthy robust large communities what do large communities do well what do large communities do poorly and succeed despite that and really taking advantage of some of the new technologies that are emerging right now that are working with industries and telecommunications community coming in and doing software defined networking what does that mean for them to be participating in open source and not just open standards and not just open standards University of California Santa Cruz has just created CROSS which is the center for research on open source software Santa Cruz is where Steph Wild who was the creator of a little piece of software Sage Wild sorry Sage Wild and and Steph is this amazing robust open source storage management to basically mean that you don't have to buy expensive storage anymore you can just run software on just a bunch of discs and have it be as robust and reliable and he worked on that for his research his PhD research while he was there and Sage is lucky enough to be independently wealthy and can do whatever he wants whenever he wants but the average research student has to go find a real job and can't do any more work on that project and what they saw was that Steph was the exception not the norm and that all these code bases were basically being left to rot published in papers but not being used and there was no one to give them community give them life give them infrastructure and so they created CROSS to basically act as a pre incubator space for these projects so that they can fund these works to continue to grow to build the community around them and then when they're grown feet they can move out of this space and be successful they wanted to make sure that Steph was the norm and not the exception and that is something that just got started in August of 2015 Oregon State also does a lot of research around this on a range of subjects they do a lot of work on what makes communities healthy how they stay vital and what people can do to participate in them they also did a lot of work on how to represent these communities and what corporate influence means to projects like the Linux kernel how effective are corporations at manipulating these open source projects for better or for worse there's also a couple of communities of interest and volunteer groups that are active in this space that are trying to sort of solve these same big problems that we're working on the most notable is Open Hatch Open Hatch is a nonprofit organization that's dedicated to trying to find homes for people who want to I would love to get started but I have no idea where to go they say well we can point you in the right direction they act as that sort of starting point for people who are interested but don't know where to go to be a mentor and a guide post and so what they do is they match newcomers to projects that match their interest and they say well we have all these little tasks that need to get done in all these communities that we know are healthy, robust and friendly pick one of these that looks good to you and take it on they do this thing called open source comes to campus where they work with students that are interested in having an active demonstration of open source tools and ideas on campus for a little multi-day workshop and then they come and facilitate this workshop and bring all the materials they bring an educator and they work with the mentors and the students on campus and they have a lot of really good success stories around doing this and this often and they've run the open source comes to campus workshop 51 schools and they've partnered with 31 women in computer science organizations so it's a very comforting and friendly way for a lot of people who feel like they wouldn't otherwise be comfortable speaking up to have a venue to talk about open source and to talk about what a collaborative model works they also do a really solid get tutorial and that's good because a lot of schools the professors don't know get for me to convince the professor to teach get when he doesn't know it and we really believe based on what we've seen at RIT and in some other places that the earlier you can introduce students to source control the more effective they are at understanding a collaborative model and the better success they have in working with open source communities now there's also the teaching open source community which is an online community of interest of open source global success this was launched in 2009 based around an NSF grant to better prepare educators to have what they need to be comfortable to teach open source and that was what the educators said the barrier is not so much the lack of available computers what we don't have is the comfort level that we can go in front of the students ourselves so the teaching open source movement really said we need to create methods for educators to teach each other how to be successful at understanding open source and how we can teach it to our students and how we can involve them in that process and not just have it be the open source textbook is right there please read all of the chapters in it and study it there will be a test at the end of the semester then it stops happening in the summer and happening all the time and so they change the summer to software and this is something that Red Hat supported in its early stage and we continue to support it's also completely funded by NSF grants so what this means is if you're an educator in North America and you want to learn about how to teach open source you can come to this workshop and the grant will fund you to come and learn how from other professors how they have taught open source successfully through a workshop that's both a cohort relationship with those instructors after the workshop is complete so they really do understand that not every school is going to be able to do what RIT did they're not going to be able to create new courses around open source a lot of schools are going to have to figure out how they can incorporate open source ideas and concepts into their existing course structure and the whole point of this workshop is to help those professors and educators feel comfortable doing that now there's a couple of gaps because it's always a question people ask after this presentation from academia there's still a lot of places where it's hard to make the case for open source related curriculum the textbook industry is pretty thick in there and so there's a lot of people that say we want to make we want to make sure that we have valuable intellectual property and the materials that our educators create that we can sell later and rather than you know use profanity to respond to that argument it would be a lot cleaner to be able to point to a lot of the things that we've done and we'll go away over time as we were able to point to these success stories but it's also the case that a lot of educators have not invented here some drum going on where if they don't write it they don't want to use it I asked that same group at SIGC how many of you go to the internet and look for materials for your class to use and they said I'll go away from that in little baby steps there's also a lack of curriculum for related disciplines that aren't computer science open source matters in business it matters in marketing it matters in community management it matters in a lot of other ways free culture has effect on those spaces collaborative communities have effects on those spaces but it's often not covered and there's a lot of material that could be generated there in the graduate program and how they could work directly with students and they go quiet they don't have a structured mentor model for working with students and that's a big thing we would love to see change in research often times academic research is not intended to be practical a lot of schools are And so, you know, there's also not enough people doing research around open source and why it works and how it works. Don Foster is doing some amazing stuff right now that is desperately needed and there's a number of other schools that are starting to tread in this space. But there is this belief in our industry that marketing surveys are good enough and they replace academic research. I would much rather be citing academic research in the first two slides of my deck rather than sliding the Black Duck survey. It's easy to game a survey. It's easy to lie with statistics. I want academic research to be a lot harder to disprove. We also haven't had a really good academic community survey. The last time anybody tried to do one was in 2010. We're overdue for one. So to finish this out, there's a 64% chance you're still following with all the stuff I spit at you. I realize I data dumped a lot of stuff on you. But there's a lack of statistical data on the value of open source and education. We're working on trying to solve that. We're going to 60 this year and we're going to ask all the professors to give us information about how they use open source and hopefully be able to turn that into a publicly available data set and statistical report on what we found out at 60. And we hope to be able to share that next year at scale. So thank you very much for your time. If you have any questions, I'd be happy to hear them now. Now I don't know if we're videotaping, but I'm going to pass this lovely hand mic to anyone that wants to ask a question just in case that thing in the back is actually recording me. Hey. So I had definitely heard about Penn Manor before. I was very excited about that. As a teacher who is interested in incorporating open source in the classroom, I had not heard it mentioned in connection with Red Hat. Were you guys involved in that change that they went through? Or are you guys just documenting it after the fact? So we were not involved. They did that all on their own. We thought it was amazing and we loved it. They don't use any Red Hat tech, but we don't care. Honestly, open source is an open community where it doesn't matter that they're not using Red Hat on those laptops. It matters more that they're teaching their students the value of working in an open community. And so we are involved with them now. And we are working on figuring out partnerships. One of the first things we did was we brought in another partner of ours, which is Lowell Spot and ALF Objects. They make an open source hardware 3D printer. And we encourage them to incorporate this into their curriculum. And we said, why are you not doing open source 3D printing? Your students need to learn how to do that. We've also come up with a lot of interesting ideas on how they might be able to incorporate open source into the farming communities that these students are part of. And really tying that back into a bigger picture. So none of these things make Red Hat any money, but we're actively invested in being a community participant with them to help them spread the open source vision. Because we would really love it if some of the other school systems that are around Penn Manor have started to adopt some of their ideas. The more successful they are, the more other people will adopt it, the wider it will spread. So Charlie's a good friend of ours. I'm going to go out and meet with him and visit the campus in a couple of months. All right, so we're going to... I'm a researcher. Just finished my dissertation on open source. I'm an educator. I've been so for about 20 years. My question is, Red Hat, or is there any other big organization that's really making a push to get open source into public schools? I mean, I've been studying that problem. If you guys want something to put you to sleep, it's online. You can read it. I'm kind of frustrated because that story was my story 15 years ago. I introduced software to a couple of different school districts, a lot of non-profits. And the problem is that there's a big push. There's always an advocate. There's someone to kind of lead the charge. And then it dies because there's just not a deep enough tap root. Is there any plan by Red Hat, canonical, anybody to really put some structure for it so that a school district or a charter or something can say, hey, we want to do this, but we need a structure so that we can get our teachers trained and then we can have something that's sustainable. Great question. Jenna has her hand violently waving behind me, so I'm going to let her answer it. So I think you're looking at two different questions, right? One's at the K-12 level, and K-12's kind of hard because then you are looking at all of the standardized testing and how do you cram open source into that model? At the college level, it's also hard. And if you come to my talk at 1.30, I'll talk about all the reasons why it's hard, which is a little bit of a downer, but there's a puppy picture to make it better. I'm actually not joking about that. The interesting thing about the college issue is that there are guidelines for what you teach at a college level in CS, and they're put out by the ACM. They're guidelines, schools don't have to follow them. But one of the things that we're going to be working on with the policy team, with this group of teachers we have, that are very invested in changing the way CS is taught, is perhaps approaching the ACM with the idea that they need to, over time, change these guidelines. That will make a difference. When the guidelines change, the curriculum will change. I think that you clearly understand it's a very hard problem. There are a lot of environmental and political and social factors that make it difficult for technology to thrive at the K-12 level, not just open source. And I think that one of the things that Penn Manor has done so successfully to ensure that this project has been successfully running for 10 years in some form or fashion is that they have actively involved the students in this. When the students feel like they have a shape in controlling the direction of the program and advancing it and taking it into the new places so that it's not just, okay, we're gonna be open source, we're gonna run LAMP stack. It is beyond that, it is more than that. It is a collaborative team effort with the students and the teachers seeing each other as peers. That's what makes that program more robust and have a much better chance of surviving because there's a lot of minds in that field. It's a very difficult challenge. Now, as far as corporate investment, Red Hat is certainly looking at what that means and how we can work with those groups. It is a much harder problem because of the hyper-local nature of these. There's a lot of K-12 institutions where I can't even come and speak to a class because I am not a parent of a student in that school and it makes it much more complicated for us to do that. But we are actively looking for schools that want to have that conversation that are open to having that discussion. We really wanna find those schools that are able and willing to make that change to expose their students to open source and collaborative effort. All right. Are you telling me I'm out of time? Okay, good. If you're hungry, you wanna leave and go. I like the introduction that was doing Gloom but focused on the U.S. In the economic competitive models of trying to convince people of things, sometimes they compare us to other countries. So are there any other countries that are doing better in terms of integrating open source into curriculum? That's a fantastic question. So in the Czech Republic, the Czech Republic, you go to college for free. And so there is no, there is very little risk in changing their structure because people won't want to go to school there. And so they have a lot more flexibility and freedom in the way that they do things. And because they're not tied to funding, they're willing to be more innovative with their curriculum. So for example, the main technical institution schools in the Czech Republic are all actively teaching open source. They actively teach Linux system administration. They teach Python by having students work with upstream Python communities. And in fact, Red Hat has a number of professors that are Red Hat employees that are teaching in the college system. And so there is a huge open source community around higher education in that company. Germany is well renowned for its work at the graduate level with open source technologies. So there are cultural reasons, there are flexibilities. Europe is in some parts far more advanced and in some places far more behind. France doesn't look at all like Germany with regards to open source. The UK has some schools that are well along the path and quite a few that are not. So it's not as if we can really point to any one area and say, well, you know, Europe is just completely demolishing us. But they certainly have pockets of success stories that are better than ours because of the societal factors that are in play. Yeah, India is a very, very interesting. It's very difficult to generalize about India because it's such a big country with so many people, with so many different initiatives going on. Yeah, there are a lot of open source successes. There are a lot of open source failures. There are a lot of people who are trying. The successes tend to be successes because the school has chosen to figure out how to take control over their own destiny with their own students and really have built those successes around that active investment. The failures have been when companies have tried to dump open source on them and walk away. And so there's a lot of opportunity, but there's also, you wanna make sure that you balance out. I'm a firm believer that you cannot have a lot of successes if some of the core problems are not addressed, if there's not clean drinking water, if there's rampant poverty. Those are problems that are bigger to solve than why don't we have these kids contributing to the Linux kernel and that you need to get a lot of the societal environmental factors in a stable place and then say, let's build upon that. You take control over your own life, take control of your own destiny, let's introduce digital technologies and help you see how those can broaden your view of the world. All right, so you're next, go ahead. So I like to share my experiences here, promoting scale to different groups. Innovate Pasadena, they want to bring technology here, but they really don't understand what the open source necessarily is, but they want the tech. So same thing with LA, city of LA really wants to see LA become a tech center. Same thing with Long Beach and all these other places. So you start approaching the people who are in the business community that are tied to the government and also the government community. I mean, LA had to open data hackathon, right? And so you start approaching these guys, they actually want people to play with it. Now some of the people are really awesome, like a city of LA had a gentleman who used to work for Code for America who was their chief data officer for about a year and we've got a great, you know, a CIO here in Pasadena who wants to actually do open data tracks over here. So there's a lot of opportunities if you just go in there and look at things like the LA Economic Development Department, you'll find people there who are champions of technology for the youth. And by definition, if the youth get to play with it, it's open source. Think about it, they get to code it, right? Thanks. What do you talk about? All those iPads were so useful. Well, again, I think we're in a different position than what Apple was certainly in. But I think that there's, time will tell as to what the repercussions of the iPad debacle and, oh yeah, absolutely, absolutely. You have a clear idea about what they want to accomplish. A lot of people just have this idea that, you know, give kids this thingy and then all of a sudden everything will improve, but you have to have some type of tech plan. You have to have that in alignment with your instructional practice. And the key thing is that an iPad's really no effects in paper and pencil. I mean, if you're not gonna change the way that you're gonna incorporate technology into instruction, then basically you just kind of wasting your time. And that's, I guess for me, the frustration I've worked with school districts since 2001. And the number one thing is is that people have this strange mindset that, well, we've given them computers and it's like, well, I mean, that's just like giving the keys to your car to a 10 year old. Well, I've given him a car. I mean, he doesn't have the capacity to drive. He hasn't been trained to drive. He doesn't have the skills to use this device. And I think a lot of times, if you don't explain to a person that you have to have a plan and you have to have metrics to determine if it's effective, it takes work. It's almost like a person saying, I love fruit, I love fruit, but they don't realize you gotta plant a tree and you gotta water it and you gotta take care of it. No, no, no, I don't wanna do all that. I just want the fruit. And it's really a weird mindset. And so you really have to take the time to help people to understand that there's a process involved in integrating technology into instruction and in making it meaningful. In terms of connectivity, I mean, I've done a lot with digital divide. What are some of the policies? That's part of LAUSD's problem. You go there, you can't even get to most things online and it's just locked down and it's been like that ever since I can remember. So the IT policies for connecting and whatnot, can you maybe talk about that? Sure, and I think that's definitely a huge environmental factor in the K-12 picture is if you can't collaborate because you can't take advantage of this fantastic internet that we have as scary as it can be, then you have a giant barrier to doing what you need to do to teach collaboration to understand that we take control by bringing people together and collaborating with those other people. So yeah, absolutely. I think that is a huge problem and it's one of the reasons why we have more success working with higher ed than we do with K-12 because there isn't that barrier to entry. There is the understanding that the internet is a big, wide, scary place and we need to be prepared to deal with it, not hide from it. I personally don't buy into all those policies but I understand why when you have a school district, obviously I'm not referring to LA specifically but when you have a school district that at best has one full-time tech person working the entire district, how it is a lot easier to just lock that down than be wide open. And so that's one of the places where we as community can be involved in our own local spaces to say we know how to navigate the waters of the internet. We're willing to come and work with you and build a program around having our expertise, partnering with these school systems to come in and help you understand how you can build this collaborative, safe environment to work with other people in the way that it matters. Taking students on the internet to do open source work at the K-12 level is a lot different of a conversation than taking them at the college level. It's a lot more tricky. It has to be a lot more nuanced. It can be done, Penn Manor has proved it but you note that they don't talk a lot about how they're doing things externally. Their focus is on doing things internally and then figuring out how to share those communities with the world. All right, you, you. There was a gentleman a couple years ago at scale who was working at a K-12 situation and his solution was a net at the school that provided all the things that the kids really needed and gave them the opportunity to learn collaboration without exposing them to the dangers and he had a real definite plan as to how he walled off his network from the rest of the world. And I mean, he looked like a professional, even though he was a teacher who learned it all on his own. All right. So the person you're talking about is, I think it was Jim Klein, he was CTO at a school. We actually had him come over to Arizona and talk, he's great, great talk here and there. So the one thing for a new K-12, how about moving upstream to teachers colleges? Heard a lot of talk about computer science but if we get teachers using free software and understanding that before they get into the classroom so they're bringing that with them as the next generation. And then the other piece was, you can't go to any school in the country and say, hey, you should listen to me. I can't go to any school in the country and say, hey, you should listen to me. But I can go to my kid's school and I can go to the PTA and be participating in the PTA. We should be, as parents, we should be participating anyway because we wanna know what the schools are doing. For those of us that have some particular expertise, whatever that is, we should be helping the schools with that, they can't afford to pay my rates. So I can donate that though. No, absolutely good point. And I do think that there's a part of it where we as community participants have got to step up and say, how can we, it's great that we think globally but we also need to think locally. On changing what gets taught in teachers colleges and with teacher certifications, again, that goes back to what are the currents and better recommendations of what's being taught. And I talk a little bit about the ACM recommendations in my talk and why they are what they are. But at the moment it's a 518 page document. Adding anything is hard. And it's an interesting discussion. One of the ways that we think of getting around that or at least adding a parallel piece to that are these posse workshops. Where we teach teachers who are already in the field how to teach open source. And that is a way to get that knowledge into the hands of the people who need it the most. It's also interesting to note that there's a lot of trends in modern computing about bringing the teacher closer to the students and making it more collaborative learning experience. Things like, what's the, flip classroom. When you talk long enough with a teacher about flip classroom, you realize we're both talking the same language with different words. Very interesting. Totally in support of open source and collaboration, which is absolutely fascinating. We'll talk more about it later. I've organized here in LA a lot of open source user groups for years and hackathons and tech conferences. And one of the challenges that we had, we were trying to, I went to USC, and I wanted to have a Drupal camp at USC. So I thought it would be great to bring high school students and university students and professionals kind of together and that whole ecosystem of self-inspiration within each other. But we had an obstacle where we were working with the ACM, the student group, and it's not their fault, they're really busy. Some of their interest levels, it kind of waned. So we weren't able to have that happen. And then recently, we were trying to get a, well not myself, but a fellow Trojan who went to SC, he tried to get the USC lug rebooted back up because it had been dead. They were working with the ACM. And he just told me the other day because he's here, Rami, that it also felt through because of that lack of student kind of participation which you need to have something like that on the campus. What types of things can you provide the university students who have these super tight schedules and all this stuff happening to be able to incorporate more and participate more with those of us who are trying to help them and to bring stuff like hackathons to universities where it benefits them, it benefits the community and everyone involved. A very good question. I think that if there was a magic solution to that problem, we'd all be doing it. But I do think there's a couple things we can do that will help. One of the things we can do is remember that we don't have to have everything overnight. We can do these things in phases. Look around you, find other schools that have run successful hackathons with whatever infrastructure and organization they have. Sometimes these are corporate funded hackathons. Major League hacking runs a lot of very large, very well funded hackathons. They may not be at all what you want, but they exist. Take your students to a hackathon. Say we're gonna start by going and getting on a bus and we're gonna go to one of these nearby schools and we're gonna participate in their hackathon. We're gonna see what it looks like. And then when we get back, we're gonna talk about what worked, what didn't work. How did they do it? We'll ask a lot of questions, really get down in there and understand how they solve those problems. What do we think will apply to our environment? Then come back with that knowledge, that insight and say, okay, we're gonna try and do something small, build up, find local supporters in the community to make it be aware, drive something down a scale that we think is manageable because one of the biggest mistakes that students make is they try to bite off way more than they think they should and they try and do something way too big and then it all collapses under its own weight. Say it's okay if it's small. It's okay if only 15 people show up. It's okay if no one that doesn't go to the school starts out. Every single one of these hackathons started out small. They started out like that. They grew over time. The students saw the value of the participation. The community saw the value of the participation. Tap into your own resources. Ask your students who wanna do this. Do any of your parents work in tech? Could they come out and help us be there for that? Most of these parents are gonna be willing to come out and help in that way. Help teach the teachers is another one. If you get one teacher invested in a community and learning, you know, comfortable with GitHub, invested in your project, that teacher can then work with every group of students that he or she gets coming through. It's a more replicable model, we think, than necessarily doing direct student outreach all the time. So if you've got a relationship with a professor, if you can build a relationship with a professor, that's another way of doing it. And I think that if you can also get those students over time that do these that are successful, they will come back once they've graduated. They will come back and be your mentors and your supporters and your backbone, and they will say, well, we've been doing this for two years, three years. Let me help you. Let me come back and give you my time and my insight and my knowledge. And then you have a thriving community, which is really what you want, not just an event. I think it might be important to take a look at the certifications that are out there and notice that they are changing. I teach in the adult assistant at LAUSD and I get the opportunity to have a whole classroom full of computers that people can tear apart and put back together in any way they want. We always do, and I have been for years, doing some kind of Ubuntu or open-source software installation so they have a approach to that. But my curriculum is tied to the CompTIA Plus exam and for the first time this year, if you don't know, Linux is a part of the competencies they must demonstrate. So whereas it was just a proxy for Microsoft understanding, it is now opened up specifically and for now that I have to teach it, Linux and macOS. But the conversation has always been one-sided, one way or the other, black or white in the Linux and Microsoft world. And I've heard a podcast recently where they mentioned Microsoft Azure Linux certification test and it was mocked and laughed at. Okay, you can mock and laugh at it if you want, but I would rather like to see us extend the collaboration idea across the aisle both ways. And I think if we can support whatever Microsoft does or support wherever Red Hat interfaces with Microsoft, that also serves our ends. So anyway, things are changing, right? My curriculum has changed. Thanks for sharing. Non-traditional four-year institutions. What's happening in community colleges, technical colleges, and dare I say even the private? So community colleges? Yeah, yeah. Community colleges and technical colleges, they, I've always been more of a trade school model where you're going, you're gonna learn a trade, you're gonna get that degree or that certification around that trade and you're gonna come out with that. And there certainly has been a demand for Linux professionals over time. And I think more so, we're starting to see more of a demand for open source professionals. And I think that as DevOps changes the way that IT works, there's an understanding that you cannot just be the system administrator that doesn't write code anymore, that you need to have that balance of skills. So I think that we're certainly seeing a trend over time where those schools are more interested in teaching meaningful computer science concepts and not just as an administration concepts and that they're both valuable in combination. Now the certification world doesn't really reflect this yet, but I think that over time we'll see that start to change. One of the things that we certainly see is that there is an interest in a market for Red Hat certifications. Obviously, I am biased by my employer on that, but I think that it's good that we see this interest from those sorts of schools. I would love to encourage it. I'm not sure whether that's the environment that's gonna be really excited about teaching open source concepts in a broader way. Those tend to be more abstract than those schools are comfortable teaching on any subject. But that said, we have had some good conversations with some schools that are willing to expose their students to that sort of worldview. And I think that if you as an institution have it in your DNA that you wanna prepare your students to be adaptable in the world, that teaching them to be collaborative members of broad communities makes a lot of sense, even if you never say the open source word. Oh, sure, yeah, no worries. Any other last questions? All right, thank you for coming out, I appreciate it. I'm live, right? And I work, life is good. Am I still hooked up? Testing, I'm on. Okay, can you hear me if I talk at a normal volume? Not good, I'll turn it back off again. We're waiting, I'll just tell you how excited I am because I got braces about four weeks ago and there's a line. So put them in, take them out, put them in, take them out. And I decided that it's an acceptable reason to take them out doing a talk. So let's, ha, ha, not wear my braces, not wear my braces. Sure, my ortho's gonna fuss at me when I go see him on Wednesday, but it's given a talk, I have to take them out. I don't know how to minimize this popping, I hope it's not too annoying. Yeah, I think not touching it helps. All right, oh, hey, no flippy floppy, yay. All right, we're gonna call this good then. So for those of you who heard Tom Calloway speak this morning, a tiny bit of this will be a repeat and for that I apologize, I have a hair, there we go. My name's Jenna Likens, it does in fact look like Gina, that is my parents' fault. If you ever meet them, feel free to thank them profusely. I work with the university outreach team at Red Hat and I'm gonna tell you a little bit about what we do and what we've learned. So the university outreach team at Red Hat is charged with helping university students do more free and open source software, which is fantastic, we actually don't do recruiting. There's another team at Red Hat that does that, thankfully. Our team, our goal is just to increase the number of people who know and love open source. So Tom and I have spent a lot of time canvassing this great nation of ours, cues, small patriotic flags waving. This path I've drawn is not completely accurate, mostly due to my lack of facility with a Libri office, but we've been to a lot of schools, more than 25 of them. And we're not intentionally skipping the middle, that we just sort of ended up skipping the middle. For the most part, when we talk to students at the undergraduate level about open source and we say, you know, do you know what open source is? We get a look like this. This is a mystery to us. How can this possibly be the case? Open source is huge, right? Your line is, how huge is it? One, two, three. There you go. So these statistics of the 2015 Black Duck Survey, Future of Open Source, it's so huge. Nearly 80% of the companies that run all or part of their operations on Phos, fewer than 3%, use no-foss at all. 64% of companies participate in Phos projects. 50% have more than half their employees working on Phos projects that are doing development. And 88% expect to increase their contributions to Phos. So given this, it's clear that we care about free and open source. So why aren't universities teaching it, right? There's a whole lot of variables involved. And I think it's important that we, as community members, understand these variables so that we can find the most appropriate and the most effective ways to get open source into university classrooms. So I take a look at some of those variables. So this is just a little quiz. It's all about school, so quizzes are appropriate. Raise your hand if you think it's relatively easy for a university instructor to teach a new class. The answer is a big fat fuzzy no. And this is admittedly school specific. In general though, it's not very easy to add a class. And I've actually spoken with a lot of people in open source communities and this surprises them. They think a teacher can just up and teach a seminar if they want. But the reasons why it's hard for a teacher to add a new class include, that are not limited to, the fact that the department, either computer science or software engineering, has to have a curriculum that hangs together from end to end and makes sense for a student to go through. A random class in some specific thing, as cool as it might be, may not make sense as part of a degree program. And schools market themselves as having specialties. This is where you'll learn all the great big data stuff. Okay, George's gonna stick an open source class in there. That's not gonna fit their marketing message or their specialization. Secondly, schools, just like everybody else, have a limited resource budget. Those in terms of physical resources, like classroom space and the number of hours available to slot classes into those classrooms and in terms of budget and salaries. They have X number of teachers and Y number of students. Something has to give in order to add a new class. And in fact, just this past week, I was talking to a professor at a school that's actually very interested in doing open source. They are already so stretched that they just don't have the extra manpower to give someone an additional class on top of their existing course load. Secondly, or thirdly rather, adding a new course takes time and often the process is not well documented and you kind of have to figure it out as you go along. So again, hard to change the curriculum and yet student interest is not mapping to curriculum. How do we know that? This is back two years ago now. Karen Pernocero, oh, I can't pronounce that. She's the director of Web IT Stradery at SUNY New York, at SUNY Soderbrook and she said that incoming students are expecting to see open source in their classrooms, in their curriculum. Great, so open hatch, raise your hand if you've heard of it. Second of background for those of you who haven't. Open hatch is a nonprofit dedicated to matching prospective open source contributors with communities and one of the things they do is called open source comes to campus. It's a workshop where one or two people go onto a campus and they teach kind of everything you need to know to start contributing to a community including things like GitHub and also the culture. So back in May 2014, open hatch came to SUNY Stoderbrook and this engagement, like most of the ones that open hatch comes to campus has done, was actually driven by students, small-handful, of very engaged students. And it was really successful. 90 students signed up of that, 75 attended as such a really good response rate for students. When Falls 2014 came around, the instructors wanted to do another follow-up event, but they had trouble finding enough mentors. And now, two years later, as far as we know, SUNY Stoderbrook does not actually offer open source as part of its curriculum. Furthermore, and this is really unfortunate and sad from my perspective, open hatch at this point in time doesn't have any event scheduled and they're trying to figure out where they're going with life. We are hoping that that will be continuing on and doing more things because what they do is fantastic. So here's a clear case where there was student interest, students came in and said, we want to do open source, we'll have this workshop come in and when it came time to come around again and they couldn't find enough mentors in the department to carry it through. And now it's not happening and yet students want it. Okay, quiz and you can feel free to keep track of your own scores. I think there are six questions. So this is number two. Raise your hand if you think it is a best practice to teach open source. Ah, but the survey says no. The reason for this and at the college level, at the university level, there are no formal guidelines that a university must follow around curriculum. However, there is the association of computing machinery and they do publish ACM guidelines that say this is what we think you should teach if you're teaching computer science. It is the only set of guidelines or go. It's the one that schools use. So in 2013, the ACM released a new curriculum guideline for computer science. The one before that was back in 2001. So this doesn't come out really frequently. And this guide is a joint effort between the ACM and the IEEE to set the standards for what a degree in computer science means. Here's what it looks like. It's a 518 page document. I have spent quality time with this document. There are 18 major knowledge areas. One of those knowledge areas is called social issues and professional practice. Hereafter known as SIP. There are 10 topics within SIP. One of those is intellectual property. Within intellectual property, there are seven tier one subtopics and two elective subtopics. Tier one subtopics are ones that schools should probably consider covering. Electives are like, yeah, sure, if you've got time. One of those two elective subtopics is called foundations of the open source movement. So in all of those 518 pages, open source, the words open source appear twice in the curriculum recommendations twice. This is 2013. This is the most recent set of guidelines. They come out on average once every 12 years. And you can see just how granular this gets. If we have time at the end, I'll talk a little bit more about why this is the way it is. The words open source appear actually a total of 10 times in the 518 pages because along with the recommendations around curriculum, there are also sample courses from colleges. So for example, in Miami University, in their CSE 262 class, Technology, Ethics and Global Society mentions open source as the one elective they don't teach in the intellectual property topic. So that's two of those 10 references right there. A third one, Ann Arendelle Community College in Arnold, Maryland mentioned it in their CS 194 class, Ethics and the Information Age as an alternative to the property model. So eight of the, or nine rather, of those 10 references are in descriptions of courses and the majority of those are, yeah, we don't really go over that. Okay, how you doing on the quiz so far? You teach. Next question, getting your research published in a journal or presented at a conference matters if you're trying to get tenure? Raise your hand if you think so. Yes. This is mostly to see if you're paying attention. So can your track professors need to attract grant funding and present work at noteworthy conferences? Next question, raise your hand if you think that there are conferences and journals that these professors can publish their open source related work in. Y'all are getting better at this. Nope. And this is kind of frustrating because CS and SE instructors who are interested in that intersection of teaching and open source are in a really weird kind of stuck in the middle place. CS and SE journals, technical journals, aren't particularly interested in teaching or pedagogy for the most part. So if your passion is teaching open source, they're not gonna love your paper about how you can use open source to teach computer science. On the other hand, the large conference, the largest conference for computer science educators, which is SIGCY, the special interest group for computer science education, still doesn't have an open source track, which given the ACM recommendations, shouldn't be a huge surprise. So if in order to get tenure, you need to publish and or be presented or present at noteworthy conferences and yet there are no publications that are targeted at what you do nor conferences that are aimed at what you do, this is a hard intersection. Raise your hands if you think that many or most computer science and software engineering instructors have experience with open source. Mostly? No. So why? There are a bunch of reasons behind this, but the biggest ones are the tenure process itself doesn't leave a lot of time for trying new things in the classroom. When you were trying for tenure, you were trying not to get knocked out of the ballpark and that means doing what the department chair wants you to do, not raising a stink, and keeping on the path. And it's also a very risk averse climate because people don't want to jeopardize their chances. Why else might not our instructors at the university level have experience with open source? Well, open source is really easy, right? That's my sarcasm tag. They're not. They're large. They're complex. They're sometimes not incredibly well documented and that makes them really hard to understand. I think, might be one more. Raise your hand if you think that open source and academia run on similar timelines. You are getting better. Nope. Academia is so slow, babe. I keep discovering this myself when I go to think about submitting something for an academic conference like Sixie and I realized the deadline was five months ago because our deadlines are, you know, five, six, maybe seven months out from a conference. Their deadlines are a year out from the conference. So everything there is so much slower than we're accustomed to. To look at an actual example, here's some typical timelines. The Fedora project releases on a six month cycle, has a year long planning cycle and executes on a six to 12 month cycle. Academia has a one to four year lease cycle, two to five year planning cycle. So you're planning what courses you're gonna offer two to five plus years out. Execution time four years. It takes eight, four years to get a student through your system. Maybe more if they're on the five plus year plan. Well, I did lie. There's a bonus question. Raise your hand if you think it's A-OK for an instructor to admit that they don't know what's going on. Because that was kind of a cheap trick. It should be perfectly fine for an instructor to say, you know what, that's a great question. I don't know. The way that we have set up the model of being a professor, at least here in the United States, is that instructors are expected to know everything. And that is not only from the student point of view, but also from the university point of view. So if a professor is gonna have someone sit in their class to evaluate their teaching, they're gonna feel really awkward and uncomfortable if the student asks a question that they don't know the answer to. I can speak to this personally. I got my teacher certification for high school science. For all high school science. So as an undergraduate, I got a bachelor's in science and zoology and my teacher certification. When I graduated, I started applying for teaching jobs. The first offer I received was a physics teaching position for a high school in Appermall, North Carolina, which I was certified to teach. And quite frankly, in retrospect, I probably would have been fantastic at. I knew plenty enough physics to teach that class. And being able to say, let's work through this together because I know how to figure things out would have been great for the students. I could not do that because it takes a great deal of sureness in yourself and confidence to be able to say, I don't know, let's figure that out. So when we work with teachers, one of the things that we emphasize over and over with them is that when your students walk out the door, almost immediately, everything you learn is outdated. And they're gonna walk onto a project where the person who knows the answer has just gone on vacation or the comments are wrong or still in the blank here. The best thing you can do for your students is to model uncertainty, to show them that it's okay not to know and to show them smart ways of asking questions to find out. That is the hardest thing for the teachers that we work with to understand and to accept. And if we have time, I can talk a little bit more about that. So, sorry for the downer. That's like a great big long list of here's all the stuff that didn't work. Maybe that'll help. That's my puppy. He's a Pomeranian. He's really, really cute. Now that he's cheered up, right? Okay, so what can we do? And some of this you'll have heard from Spot if you were in that talk. It's not a codeloverlap though. So one thing we can do, we as community members can do is we support programs that teach instructors how to teach open source. And even though I do not have my braces in, I am glad I'm only saying that once because that is a mouthful. Given the issues that we know exist when instructors try to create net new courses, we are working with a model that incorporates open source into the existing CS track. So rather than students working on whatever blob of code the teacher has had sitting on a server in the back of their classroom for five years or 10 years or more, we think that students would be better served by learning the same principles but in communities working on real projects. This is hard. This is very new for teachers and they run up against all of those insecurities about I don't know how to do this, I don't know all the answers that we just talked about, but POSSI is a program that teaches them how to do this. So POSSI is jointly supported by Red Hat and a grant from the NSF. It's designed to help teachers. Oh, I'm gonna have to say it again, darn. Help teachers learn how to teach open source. Although it's better that time, I said learn not teach. It provides a framework for introducing open source into existing CS classes and it's participative. So the teachers themselves learn in an online community and then they come together for a three-day workshop and put all of this into practice and it's led by professors who are actually very passionate about teaching open source. So it's a great way to give teachers a foothold into this universe that they're really uncomfortable with and if you know of a teacher who might be interested in doing this because it's an NSF and Red Hat sponsor project, it is no cost for teachers who are accepted to the program which is really nice. Teaching open source is a website where we're collecting resources and materials. It will, if all things go to plan, evolve into a community where teachers can come together to ask questions of each other and support each other in teaching open source and we are redoing this idea even as we speak and this is actually one of the coolest things to me. Foster serve is the current repository for most of the materials that we've been creating around teaching open source and this is actually an exercise I wrote around bug gardening, bug grooming, you call it whatever. These are neat because they're written for teachers. So they've got all the things that a teacher would expect to have including what are the pro-liquidate knowledge coming into this? What are your learning objectives? What should a student be able to do or know upon completing this activity? And then it's got what the activity is itself and these are lab style activities. They're things you go and do. And then at the end, there's a rubric. So we even give teachers, this is what you should look for when you're grading this activity and the more of these we can develop, the better off teachers are because again, this is where they struggle. Along with the, what am I supposed to do if a student asks a question and I don't know the answer, the second most common question? Second most common question that we get when we run posse workshops, how do you grade something if it's collaborative? And these rubrics for these exercises help answer that question. What do you look for? How do you grade something where, for example, if they're participating in a community, their patch may not be accepted. So you can't grade them on, was your pull request accepted? You're grading them on what was the process like? Did you learn to work with the community? How do you grade someone on how well they collaborated? And so this framework has not only the lab itself but the pedagogical, I love that word, underpinning for the teachers to teach. If you're in Tom's session, you heard this. Very, very few schools teach source control at all. We were at SIGCY, we did a birds of the feather about teaching open source last year and we asked, okay, how many teachers here teach open source? There were like two people who raised their hand and one of them was at the master's level. Students, if students are not learning, did I say open source, I meant GitHub. If students are not learning source control, there's no way that they're gonna be able to do open source. There's just no way. So the neat thing is if you expose students early to source control, the collaboration thing just makes sense to them. And the experience we have at RIT is when they shifted their GitHub to freshman year to the basically CS1 class, the students, by the time the instructor started talking about how do you collaborate, what does community mean, what is open source, the students kind of said, yeah, we figured that out already. We knew this was coming. Because GitHub makes it obvious, it makes it so easy and painless to collaborate, the people begin to see the principles before they're ever taught the principles and that's the best kind of experiential learning there is. What can you do as community members? If you work for a company that hires people, ask your recruiters to look for GitHub on the resume. Say we're at the ask your recruiters to ask students for their GitHub repository. This happens some already, but not nearly as often as we'd like. And the more companies that start asking for it, the more demands they'll be for teachers to teach it. What else can you do? Let us, me, Tom, although he's down on a flight, maybe back to the East Coast, know if you're interested in open source in higher education. If you are on a project and you're willing to work with an instructor, let me know. In the past, we found that a lot of projects were doing outreach, but they're doing it straight to students and that's good. But if you work with professors, it becomes a whole lot more replicable. You teach one professor how to work in your project. They bring basically group after group after group of students through. And in fact, several of the Posse professors we're working with are now the maintainers of various open source projects. Heidi Ellis, who is one of the main professors in Posse, she is one of the maintainers of the GNOME Mousetrap software which is accessibility software for eye tracking because she brings her class through it every single semester. And the more time she spent with it, the more it made sense for her to become a maintainer on it. Secondly, help with the curricular materials. I just showed you one of them, the bug grooming. If you have materials and you think that they would be useful, please let me know. Even if you don't have the background to be able to create a pedagogical framework, we can help you with that. If you've got things that teach people how to do open source related processes or things that teach people how to do CS related things but using open source, also good. Reach out to your local schools, to the professors in your local schools. You can contact, we have been amazed at the number of college level, university level people who are begging us to come speak about open source at their classes because they haven't got the expertise. And to be able to have someone in from industry or a project to talk about how open source works, that's a fantastic thing. They love it. Sponsor and mentor students. So that's money, of course. You can sponsor a project, you can give money to a hackathon, but volunteer time. So there's a hackathon called Pearl Hacks at UNC Chapel, which is near where I live and it's an all women's hackathon. And I volunteered every year, they've had it, I think this is going on year three now. And I go, and even though I am not a massively skilled coder, I think it's important for me to go and be there and speak to students about what I do know, which is creating websites. And open source, do that. Volunteer, to be at a hackathon, be a mentor. How do you find schools that to work with? Or how when you go in contact with schools, do you find the right angle to talk to them about? Look at what they're doing anyway. If they are a huge gaming school, talk to them about open source games. If they're a great big open source hardware school, talk to them about open source hardware. If they're into security, talk to them about open source security. If you work with them on the programs they already care about, that they already are promoting as their big wins. And insert open source there. That open source, culture, principles, those will carry into other disciplines. Help share the successes. There aren't enough of them yet, but the more we talk about them, the more we say this can work. There are teachers who are successfully incorporating open source into their classrooms. There are successful industry, university partnerships. There's a minor in free and open source at RIT. The more we do that, the more it will happen. And encourage academia to be more transparent. This is hard. Academia is very bound to traditional publishers and traditional publishers, almost by definition. Don't fall in the fee and transparent. There is some movement there. It's slow, but a lot of, not a lot. Many, some, some, some. Universities are beginning to say we're down with open access at least, which is a start. And saying that any research that's done at our university will be published under an open access license. And if the university itself says that if research happens on our campus, the research will be accessible, that's a door in to the ideas around open research, open innovation, and open source. And we found, working with both UNC and Duke, that once they start thinking about transparency and knowledge sharing, the conversation around open source makes a lot of sense. I feel like I shouldn't really have to say this one, but if we partner, we will do better. And we get really siloed. There are very few educators at this conference. I see a couple that makes me happy. There are very few industry people at SIGCY. We need to do better. We need to create more partnerships. Even if IT, there is an ID department out of university, and there always is, we have to treat them as more than a sales lead. We have to treat them as a partner. It's great if we can get open source products in there and that they want to subscribe to our things, but it's just as important that we grow that open source ocean. And if we engage with students and faculty, the potential is so much greater for all of us. And we see this. We are, I believe, beginning to really see several universities start to think in the same direction around the combination of open data, open networking, open source development, and how all of this can work together and in partnership with industry to create programs that make sense that bring students out with the skills they need, cross fingers not good, it'll happen. So that's where we are right now. Both the why isn't, what makes it difficult and what you can do. I have some bonus slides if you're interested. I'll have time for questions. So take your pick, question. That's a great question as a question. I could probably turn this on and pass it around here. Can I have a mic runner? Mic runner? Who wants to access this? Yay. This is a question, what about the for-profit sector, the code camps and that kind of thing. And it's interesting you mentioned that because the Iron Yard is a code camp that's based in Durham and they are opening an office near Red Hat and Raleigh. And we've actually been working with them because they are now teaching Python. And I have a meeting set up with them I think in another week and a half to talk about how we can get more open source culture and principles into the open source they were already teaching through their programming and language. So I think there's just as much room for it in that space as there is in both the public university and private university space. Conservatives? Yeah. So the question was what about the more technical end of the education? And we don't discriminate. If there's a teacher who wants to do open source, I say CS and SC because they're abbreviations that make sense to most people. IT programs are doing open source. And if there's a program that can work open source principles, and as Tom mentioned in his talk, long past are the days where someone can be a sys admin and not know a lot of code. DevOps is making that a history thing. So the point at which you are developing tools to help support your systems. You're full if you're not contributing those into your upstream community to also help your stuff keep in sync with the things you were using. So I think it makes perfect sense to do it in those tracks as well. Yeah. So you talked a lot about having teachers and educating teachers about obviously open source and everything. Are you guys doing anything as far as TAs? Because at a lot of schools, the TA or in lab session is actually where students might have more of an opportunity to learn this stuff. That is a really good point. And we are not directly addressing TAs yet. And it's perhaps something we should add into the mix. The challenge we would have, which we could address if there were funding dropping out of the sky magically, the challenge is that the policy program is funded with an NSF grant that specifically restricts it to instructors. So if we can find a way around that. So find me afterwards because if there are, is there like a league of TAs? So okay, so I'm a student at USC. And probably if you ask the USC professor, they would say that they don't. So we learn get, but a USC professor doesn't really teach it. It's actually taught in lab sessions by the TAs. So I can definitely talk to you about that. Just because it actually was implemented by someone who no longer is at the university as a PhD student, but now we're still using it because it's a really great system and get works really well for grading. But yeah, I can tell you a little bit more about how it works at USC. That'd be great. If we could find like the league of TAs. It's sort of reach all of them at once. I would guess master's students, but yes. Great, thank you. We have very little at the K-12, not because we don't want to do K-12, but because. But because. Most schools at the primary level are really underfunded. And they've got one staff member who does all the IT stuff. Any of you guys who do K-12 teaching, you know it is all about the test right now and jamming everything in for the end of your test and several of my friends who are elementary, secondary, high school teachers are just furious because they have lost what they feel like they have lost control of their classroom at this point in time. So there's not a lot of room to put things into the curriculum. Stranger, danger. It's very, I have left trouble than Tom walking into a classroom to talk to a bunch of students, but it is hard. There's a many schools have policies that you don't get to go interact with students unless you're a known quantity, unless you're a parent of. And again, I have it easier than Tom because I'm a woman and I am less stranger and dangerous. And programming is not in the common core and it's also not taught at all. And there are, if you take, you know, for every one college or university in the United States, there are how many primary and secondary schools? So we're with a very limited resource pool. We are right now focusing our efforts on where we feel like we can make a difference which is at the college level where there's already focus on IT, on engineering, on computer science. Usually it's not the budget that's the big roadblock, it's things like how do you change the curriculum? How do you get teachers the right knowledge to be able to do this? And at the university level, they are actively courting industry participation. They want to see, you know, big company X and this university work together to produce this blank. Elementary, secondary schools don't really care about that at all. Does that answer your question? Yeah, yeah. It's not that we don't want to. There's one back here and then up here. The K through 12 actually is looking at colleges and these, you know, their graduation requirements that LAUSD is that they qualify to go to college. So maybe getting the colleges as part of their recruitment and career path to work with the high schools, because now the high schools are looking at doing the middle schools and lower in terms of their overall. So it's like teaching the teachers and the teachers teaching the students and the students becoming the teachers. So it's like training the trainer type thing, but having the K through 20 as the focus and having, if you have the best success, since you have the best success at the higher ed, but put there, give them a tool for actually developing communication and, you know, relationship. And a lot of them do it already. So it's just kind of getting, having the IT be a thread that they look at. Cause then they'll say, hey, we're recruiting when we were building a relationship so that these students will come here and be part of our university or college community. Right. And I think part of, it's hard to say to a university, you need to have this as part of your entrance, especially around open source. Let's take computer programming out as a whole out of the picture. Just look at open source. It's hard to say to a university, you should really be looking for students with some open source experience as an incoming freshman in order to put pressure on them to put pressure on when we know what the ACM curriculum guidelines look like. And the ACM curriculum guidelines, I actually know one of the people who's on that body and he's an open source guy and he did the best he possibly could. That's why it's in this one at all. It wasn't in the last one, even even even a little bit. And I'm like, so what's going on? Cause open source is huge. Doesn't everybody know this? And the reality is that computer science has gotten so huge and so specialized that when I looked through it, I admit, I did not find enormous places where oh sure, let's just not teach data structures. Put some open source in there. It's just, there's so much to teach right now that open source is kind of shoehorned in there. And the curriculum guideline itself has gotten enormous. We are specialized. You know, if you go back when I started my background after teaching high school and before doing this, I did web strategy for 18 years. When I started doing it, anybody who did web did everything web. You know, I knew what the server did. I could write HTML and I knew how to design a website. All of those things are now independent fields and very specialized within those independent fields. You know, UIUX is an entire degree program all by its lonesome. So we have gotten so specialized. There's so much to cover at the university level and that's why even getting an open source in there at all is a win, though it doesn't feel like it's a huge win. Here first, yes? I just basically had a question. Do you have any resources if I would like to help the local K through 12 teachers? Because I could go in and give all the seminars I want to to the students that hey, here's how to use Inkscape or all these other free things that a lot of the teachers have never been exposed to it. Would you have any resources to help me? I'd be willing to help the teachers learn because if they know it, they might give it to the students. Not at the K through 12 level. Most of what we're doing is, there are probably some, but what we're doing is focused at the university level. You can look on that urlsofttoserve.org and see if there's anything there that's adaptable for the K through 12 level. And anything you do that you adapt, if you give it back, that would be super fantastic. I'm very confused about something, particularly to hear that so many CS professors don't have experience with open source. I'm a Linux journalist, so I spend a lot of time reading about releases, looking for things. There are a lot of universities that are releasing open source code. And I just see Chex and MIT and Stanford and Urbana-Champaign, all these people have their own GitHub instances. And Oregon State, there's a lot of universities that do a lot of open source. How is it possible for that to be true and also for people to not know what it is or have experience with it? So one of the things you may be seeing is the great divide between the IT department and the CS or SE department. I don't think that's what I'm saying because I'm referring to projects that people have released and machine learning things and stuff that is research that people have done. And there are some, don't get me wrong. So for example, at Duke, I am working with a professor there who is doing open source. One professor out of all the professors at Duke, there are many professors there who are using open source in their projects. But again, look at the number of universities and the number of universities that aren't on that list. And for every Stanford or MIT, which is well known for open source, there are 200 that don't have any open source in their program at all. So how do the big famous universities not serve as positive examples? That's a really good question. There is a not invented here syndrome in academia, big time. Most teachers have, and I'll give the microphone to Lance, but there's a, when we went to start looking, our first thought was we're going to write a book on teaching open source and we're gonna write all the things and we weren't focused on this idea and learning activities at all. We were focused on writing a book and basically creating the textbook. Then we started looking, we realized this stuff exists and that we really didn't need to do that, but it exists but that other teachers weren't using it. And teachers for the most part are reluctant to use materials that other teachers have developed. They are perpetually reinventing the wheel. And so let's say MIT's got this great open source project and they've done this machine learning thing. You still have that problem. I don't know open source. How do I, I've never worked in the industry. I've been in academia my whole life. How do I start to use this thing? That's MIT. That's MIT. You know, how do I at WUNC or I could, your average community, your average college, your average college, Meredith College, which is right down the road from us. We have a great teacher who took the posse class. He's trying really hard to get his students doing open source. But in order for him to make that leap from I'm interested in doing this, I know it's important to I'm able to get my students working in a project. He has to go through something like posse because to understand how an open source project works and how you get involved in it, the difference between the theory and the reality is enormous. Lance, do you wanna, please, please tell us something, Lance. Well, just to give an example of the open source lab at OSU. We've been at OSU for over 10 years and we are just now finally trying to get real academic curriculum in. Just to give you an example. And a lot of that is because, for one thing, we started outside of an academic unit. And so we had no influence on the academic side. And two years in of being an academic unit, it took us that long to get the department head and everybody to realize, hey, applied, it's actually important, not all theory. It doesn't need to be all theory. But they saw all the positive things that came out of our program and now we're just starting to do that. And we're one small place where we can do that. And they are well known for open source. Yeah, and we're well known but that's their thing. That's one of their big selling points. So they have a lot of incentives to do it. You take normal, everyday school, let's take Georgia Tech, well known computer science department, well known. Turns out, I think you're Georgia Tech and one of the UT systems schools turn out more CS grads than almost anywhere else. You go and you talk to them about we would like to do open source. They say, great, we have this incubator program. We would like to work with you Red Hat. To buy in, there's a $125,000 fee. That's just to talk to us, okay? Then we have this program. This is where students do projects. Great, can we make it a requirement? Sorry, that is my thing saying it's time for me to stop talking. We have this program where students can do projects. Great, can we make one of them open source? Well, so it's really an incubator. We're trying to teach students to be entrepreneurs. So, well, we'd really like to make sure that they're doing open source licenses. Yeah, we're not sure how that would work. And this is a big school that are doing big important things. So, it seems like it makes perfect sense. And yet, we hit these barriers and we go and talk to the teachers and the administrators who are in front of the teachers in many cases. The only other thing I was gonna mention was, it's really hard to get open source in the undergraduate level. What you're probably seeing a lot of as a master's, because there's a lot of stuff happening at OSU with open source on the master's level and PhD level. The undergraduate level is what's more difficult. Thanks, I forgot to mention that in my talk. Yeah, most master's students will have done open source. That's when they see it. So, if you, there's a good likelihood that's what you're seeing. Back here? Over there? Do you have any information about what's the situation at Cal Poly Pomona right now? I have none. And for that, I apologize. If you get my card afterwards, I can figure it out. Okay, because I have the feeling that there is a lot of Linux usage over there. One reason I decided to maybe go back to that for later on. I was just wondering. Yeah, if you'll give me your card or vice versa, I can talk this to Tom and find out if we've spoken with them and if they'll win and what's going on there. I know in your current capacity you're involved with, primarily with University Outreach, but I'm just wondering, have you heard of any efforts maybe approaching the problem from the other side? That is, maybe having some well-heeled donors, possibly start up a university where these kinds of things could be done, maybe? What an interesting idea. I have not heard of such a thing. Were there a wealthy donor? I would gladly take him out to dinner and play him with wine and beg him to do that. Yeah, it's a really interesting idea. It would be fantastic. I think a challenge would be equity in that if there were a privately funded, for example, university that was focused on open source, how would you make sure that students could go there? That it wasn't cost-prohibitive that, but they could always create that model curriculum, which is what we're trying to do with Posse. I know I'm very biased, but even in our department, I have noticed more of a pushback from CS. Think about community colleges, think about career and technical education. Those are the ones who are promoting it and may help if you start making the CS department looking bad, they suddenly start talking to you. It's funny how that works. Trust me, I have gone up to and spoken at the community college of, or the City College of New Jersey, which is one of the New Jersey system community colleges. I have spoken at several community college, and you're right, they want to make a difference, and this is an easy way for them to do it. So I do not disagree at all. It's, you know, there's two of us and how many universities, and so this is where we need your help. Well, what we're looking at is more the develop, not so much what systems are you running on your lab servers, but how are you developing your code? And you can develop an open source app and do it on top of .NET, as weird as that seems. And people have. So it's not a barrier. It is easier, I think, for students if they're in a Linux environment because the tool set is more easily portable. But that is also shifting. We're seeing more and more schools who are having more and more Linux in their systems, there and then there. One of the things that you mentioned was the fact that, you know, the normal track for a tenure professor, it's usually PhD, postdoc, and then into academia. I'm chemical engineering, which, that's the same sort of thing. My first shot at academia didn't work out. I went into industry, learned an awful lot. Now I'm back in academia and I'm trying to push the things that I learned. And one of the things that the undergraduate education really doesn't stress is cooperation and the fact that tasks are too big for one person and they have to be parceled out and they have to work together. Yeah, I couldn't agree more. And then when I taught the teacher, so one of the things that my team does is we evangelize, they go speak at teacher's conferences about open source and why you need to be teaching it. We've got this list of these are the skills your students learn from open source projects that are above and beyond the good code. And amongst them we're being able to collaborate with people all over the world from different cultures and different backgrounds, being able to work on something where you're just a tiny piece of a bigger thing. Learning how to know the unknowable. It's, you will never, once you walk out the back door, the front door of college, you will never get a crystal queer requirements back ever again. And about, yeah, exactly. Who will know this and how do I learn it? Yep, you got it. Yep, and that's that modeling uncertainty that we think it's really important for our teachers to show students. They're one up here and I don't want to bust into the next person's time. Is there a break? I'm sure everyone here knows about the Halloween documents, right? Oh, yeah. Yeah, yeah, yeah. I first read those in 1998. And then a month later, I heard the announcement that Red Hat was introducing their IPO. And I made a personal decision at that time that from that point on in my life, I would only develop under the GPL license. And that was a difficult decision for me to make, but now I couldn't imagine my life without participating in the open-first community. And personally, I would go as far as to say that I would rather die than not be able to participate. So, I think there's a lot of motivation there that could motivate students to want the open source. And we didn't, I didn't talk about this at all, but when we go to talk to students, that's one of the big things we talk about is the dangers of proprietary. I tell Karen's Danler's story and to have a pacemaker, I'm afraid to have software that no one had looked at. I've watched Corey Dotcher's keynote and I'm gonna get with the folks at the FF and put some of their scary stories in my talks as well because I think that there are real and present dangers in working in proprietary. And when students hear it, they kind of go, because they had no idea. They've gotten no, like Tom mentioned this, but students think if it's, open source means I can download it. Or if it's on GitHub, it must be open source. I work with teachers who start out thinking if it's on GitHub, it must be open source. And when we say no, really, you gotta go find a license and just because it's on GitHub doesn't mean it's open source. It's quite the shock. My way of thinking though, there's a greater danger than DRM components of software. And that is that the people who are writing software won't have the creative drive that they need to have. And I believe that if it weren't for Microsoft, AI would be a reality today. Cool. Thanks everybody, I appreciate it. Great, I'm following you in the post on the drive. Is this annoying if I put this on? Is it annoying? Can we just talk? Is that better? Okay, I wish I could turn it down a little, but you got master access. What about, that seems a little better. That probably seems even better. Yeah, all right, should we get started? All right, cool. My name's Jeremy Schwartz. I run World Possible, it's a non-profit organization. We kind of manage what's called the Rachel Project, which has turned into a collaborative effort to deliver copies of websites to communities that lack internet access. Part of this presentation is probably less technical than most people are used to around here, but we'll go ahead and we'll go through it. And what our main mission is here is to provide a quality educational opportunity to kids that used to be around the world where we knew that they didn't have internet access and over the last year or so, we found that here in the United States this is a much larger problem than we ever imagined also. I'm gonna tell you a little bit about the hardware and focus a little more on the technical side of what we do and how you can replicate what we do in your community and then tell you a little bit about our international program as well. That's a fluff marketing piece, but the problem that we're addressing right now is that there's just over 4.2 billion people around the world who don't have access to the internet that presents all sorts of challenges, the largest of which is that these people generally also lack quality education and educational opportunity that we've taken for granted for many, many years. So the reason those 4.2 billion people are not online is not just there's no internet access in their community, there's a McKinsey study that was just done early last year and it said why aren't people using the internet? And you can break it down into two large buckets, the tangible and intangible buckets. Tangible buckets are things like infrastructure, there is no internet in their community, things like incomes, they can't afford to use the internet in their community, as well as intangible things like they have no incentives, no reason to use the internet in their community, they don't know what it's gonna do for them. And the more basic things like ability and that generally comes down to illiteracy, which prevents people from getting on computers and from understanding what they're looking at. When we talk about the tangible reasons people don't have internet, a lot of this goes to international backhaul channels, landlocked countries that have to negotiate agreements and this is when you're talking about most of Sub-Saharan Africa, West Africa, East Africa. There is literally like one large backhaul cable that connects most of West Africa to the rest of the internet world. We started in Sierra Leone, we were there for about three weeks and a Chinese ship dropped an anchor on the one cable that provided internet access to East Africa. So we were without internet for seven days and this is just some of the challenges that we see in the developing world and why people don't have access to the tangible parts of internet access. And at any point, during this please stop me, it's a small group, we can chat and talk at any of these. So what World Possible has done is we've started creating copies of websites so that people can download them and take them with them. And what we've started with is the open source community, the Creative Commons licensed content, which you'll see here is a small selection of our content and I'll get into a little bit more about how we do this and what it enables. But things like the Khan Academy, Khan Medicine, practical action which helps people build in a rural environment, clean water supply, small fishing ponds, all the way through to things that you and I use every day like Wikipedia. Project Grutenberg is the great books of the world. There's some scratching and computer programming. And so what we're building is the largest collection of websites that you can go and download and take with you. So you can throw them on a computer, you can throw them on a tablet or what we've got sitting around here now is we have these little servers and what I'll do is I'll demonstrate that in a little bit and these are large collections of websites as they existed at a point in time, put on one of these little boxes and you can plug these boxes in anywhere in the world and provide access to this set of content for a community that would otherwise lack internet access. And so that's, we started in Guatemala, we did a lot of work in East Africa and now our largest actual customer, we've started selling these as the Department of Juvenile Justice and the Department of Corrections here in the US. So we're in 13 states now running educational programming in the Department of Juvenile Justice and we're in two federal facilities. So they bifurcate between kids who are 18 and under and actually even in some cases 24 and under who are required to get a five-hour educational opportunity, you're sitting in a youth correctional facility in Oregon and you have one teacher who's supposed to be giving this education to kids that range anywhere from 13 to 24. And they've been looking at technology as a way to help bridge this gap where I can't teach all of these kids at once and that's where Rachel has come in. So we are now in every youth correctional facility in Oregon, which is 27 facilities and they have two servers in each facility and we've rolled that same program out to 12 other states now. So again, this is the infrastructure piece for people who don't have internet. We're trying to build, sorry, we're trying to build a small slice of the internet for them to use. The larger piece, and I think I've got two of them sitting around here, this was recently designed by Intel, you can even hold that up. This is a larger device that has 500 gigabytes of storage which allows us to store all of the Khan Academy, all of TED video talks, all of Radiolab, all of Wikipedia and about 45 other websites on it. And so I don't know if either of those are flashing and turned on, but we can go through a brief demonstration. This is, okay. So if anyone wants to go through a brief demonstration or talk about the tech specs here, this is a device designed by Intel. They just came out with it about four years ago. They call it the CAP or content access point. We have redesigned it and preloaded it with all of our websites, and we actually now sell this device. And this is the device that we sell mostly into the prison system, but we also have these devices running with our staff in Sierra Leone in Kenya and Guatemala. We actually have a physical presence. So it's got Wi-Fi, it goes all the way back to Wi-Fi A, all the way through now AC. So there's a wide range of availabilities to pair with old hardware that exists in the developing world. 329, and that gives us about 60 bucks margin on top of what we buy them for from Intel from China. And then there's an eight gigabyte EMMC which runs all the operating system and some of the exercises inside it and then the large content storage, which can be expanded to any size we want, but 500 gigabytes is about where we've sat so far. Runs for five hours of battery life on its own. So like in the Department of Corrections, if you have someone in juvenile detention and you can't have them taking classes with the rest of the students, you can just walk this over to the solitary confinement ward and they can turn this on and they can give someone something to do for five hours. They can learn computer programming, they can learn math, they can learn science. Intel Atom processor, two gigabytes of RAM and we've been working with Intel on a second generation of this particular product to give us a little more power. So if anyone, we also have this Raspberry Pi version and that's the smaller box sitting up there. I'm assuming people know what a Raspberry Pi is here. That's a pretty safe bet. If you have a Raspberry Pi, all of the instructions are online for how to build this yourself. You can go online and download a 64 gigabyte image and that has the operating system as well as the content and you can just turn this on and you can be connecting to old websites just like anyone else around the world. So it's a free project. If people want to try it now, there should be a couple of Wi-Fi signals running. I don't know exactly what I turned on. I wasn't expecting as many people to show up all at once but there's a signal RPI which you'd like to connect to one of the Rachel Pi units that's plugged in. There's a signal Rachel which should be one of the two cap units and then there's a signal Rachel demo which is the other of the two cap units. And if you're on an Apple device, I don't take any credit for what you're doing. They like to ping back on their captive portal. You can get it done. But Apple devices, you probably have to start in airplane mode and then you have to open your web, you have to connect to the signal and then open your web browser and then from there you can either navigate to my.content or you can navigate to an IP address that I can throw out but Apple devices are notorious for their dislike of the system and that's because they're pinging back to Apple whenever you get connected to Wi-Fi and there's no internet with these devices. I use them too. Is anyone connected to any of these systems yet? With any success or should I demonstrate this? Okay, so sometimes these signals get over, there's no Wi-Fi interference built into these because we're in places that don't have Wi-Fi already enabled. So we're in a big conference center. It's especially bad because scale will override our Wi-Fi system. But yeah, so if you open your web browser you can, on the RPIs a little different. It's 10.10.10.10. In Google Chrome or Safari or whatever it is that you're using and that'll pull up your contents out there. There we go. Let me see if I'm on that one also. Okay, so this is, we're both connected to Rachel Pi which is what the young lady in back has connected to. That has a 64 gigabyte micro SD card inside it. And what you'll see here is these are websites pretty much as they existed in a point in time. So this is Wikipedia for schools. This is a highly used resource so we update this about every three months. You can come in every three months and you can get the newest version of Wikipedia for schools. The Khan Academy by KA Light is a very cool system that takes the Khan Academy offline. It's produced by the Foundation for Learning Equality. And this gives kids the actual ability to log in, create a student profile and go through all of their math and science and computer science learning that they want. So once you've created a login you can click learn, math and you go through each one of these sections depending on where you are. And this is from the very most basic accounting with small numbers. We'll start a Salcon video. And then so he's teaching them how to count seven squirrels. And then at the same time when you're done watching that video it'll click you over to an exercise. And then it'll ask you to put 10 apples in the box. So this is totally offline. You can do this anywhere in the world. That Rachel Pi is easily created by anyone for about $70 and that's including. That the RPI Rachel Pi which is $70 we say is good for six and 10 simultaneous users. The six is when you're doing this type of stuff where it's interactive exercises. The 10 is when you're doing more general web browsing. That number can be enhanced by plugging that into a router or an existing network. And then you can get up to about 14 or 15 people accessing this. The larger units that are floating around Intel claims 50 users. We've got to about 16 doing this type of work and about 35 doing regular static HTML web browsing. So we offer the SD cards free to download, pre-compiled with all the content on them and the operating system. So you just plug it into a Raspberry Pi and it works. You can go off and add an external storage and then you can go to our library of offline sites and we have a couple terabytes of sites you can choose from. You could download them all and you could put them on an external hard drive and then you have to do a slight technical repointing of the web server but there's instructions on our website about how to do that type of activity. So this actually runs on Ingenix and then Apache runs almost all of the other static. There's two web servers running at the same time. And actually I take that back. This runs like TPD and Ingenix. The other one runs Apache, the larger, more powerful device. But all the instructions are online. You can go and you can run a script and build it yourself if you don't wanna download one of our pre-compiled SD images or you can just download one of our images and plug it into a Pi and you're done with it. Worldpossible.org is probably your best starting spot. And then from there it gets confusing, but I got it. So we do Rachel Pi in English, Spanish, French and Hindi. We do all of that same content, build your own versions on the Intel device which hasn't really had a commercial presence yet. It's hard to go buy that device a lot of places. But if you get that device from us, you can log in and you can choose your languages and then you can download all the new content for you. Yeah, it's produced by a company called GemTech and we have to buy them by the thousand at this point. We'll see how that goes. We're hoping that there's a larger community around that device. It's the right device to use. It's a very secure, it's very well put together. It's got a nice battery and it works for quite a long period of time. Any other questions on this stuff? I don't think we get great sound over here and this is a little more of the international development side. And I'll get into a little bit about what World Possible does if that's of interest, but I might take a little break and let people leave. It's a very, is that Daniel? Hey Daniel. Daniel interned with us for a while a couple years ago. So it's good to see him. And I'll get a little bit into what we do now. We now actually employ people in the developing world to teach this type of technology, to teach blended learning technologies in their own communities. So we now have seven, what we call social entrepreneurs around the world. There are two in Guatemala. There are two in Sierra Leone. There are two in Namibia and there's one in Kenya. Beyond that, we obviously make all of our technology freely available to anyone who wants it. So we now know of Rachel in about 41 countries that have reported back and are using it all the way from single schools to ministries of education in Namibia. It's now like a state-sponsored program to put these into all of the libraries and community centers in Namibia. So a lot of what this video would talk about if we had sound is the effect this has on the community about giving kids an opportunity to learn where they otherwise wouldn't. He talks about keeping kids in the villages and in the towns where they used to have to come to the city if they wanted any sort of educational opportunity. Now they've got something to keep idle hands busy to get them excited about coming to school. We work with a company called BRCK or BRIC which develops now a KIO kit which is 40 tablets, Wi-Fi charging into one giant case. All you have to do is slide them in their slots, all the kits get charged and all the kids have access to Rachel. It's a Kenyan company that's selling this as an actual product and they've sold about 73 of them is what I understand which is full classroom kits, it's $5,000. It teaches 40 kids at once. It's a very, very cool project that's been happening that's spun out from a lot of our Rachel content. We've been excited to see that happen. A lot of what's changed, Rachel was actually built in 2008 by a team of Cisco developers. Back in the day it was a large NAS device which I've gained in popularity now but for a while it was a kind of a funky tech thing that we tried to get other people to use. It was power hungry, it was difficult to maintain, it was costly and so from 2008 to 2011 we basically died as an organization. There wasn't anyone using what we were doing. Since then we've had three massive changes which have made this kind of become a successful project. First we have open content in the Creative Commons so now we know without licensing restrictions what we can use, what we can take and that movement has created a lot more high quality educational materials for people. The second thing that's happened is the proliferation of low cost computing hardware. Now it's almost cheaper to take a kit of tablet than it is to take in the textbook. Coupled with our server opportunities you can now bring a full library of educational and health related activities for pretty much under $5,000 for a classroom of 40 which is just really incredible from where we were three or four years ago. And then the last thing is that we've had great advances in web browser technology and HTML5 standards before when we were talking about taking Britannica to a community you needed to know what operating system they were running whether the disk was gonna be compatible and now with running everything through HTML5 we know that we've got a set standard that we can develop to that's gonna work on the variety of devices and operating systems that get donated or bought for the developing world. So like I mentioned we sell these on our website. We also give you all the instructions to build them and do them on yourself. We sell Rachel Pie for $115. We sell a USB preloaded with content our content library as well as Windows Apache MySQL PHP pre-configured. So you can just plug this into a Windows machine turn it on and that Windows machine will become a server for our community as well. And we sell those for 20 bucks also. This is what our development site looks like. And so we rely on a lot of volunteers to package content for offline use. So what we have learned over time is that you can't just get people a general set of content you've got to find what's relevant for people. And so people are limited by storage or limited by bandwidth. We have a large library of content. You can go see it's at dev.worldpossible.org. These are all of the different sets of content that's sortable by language, they're sortable by age range, they're sortable by category. And you can download any one of these individually or you can download the package as a whole. Or if you find out that your kids are only using CK12 textbooks you can download just the updates to CK12. It's all compatible with our sync on any of our servers, as well as FTP download and just straight zip file HTTP downloads. Any other questions? Yes, maybe. I just made this slide this morning, so no. But I think that they just took a copy of the presentation and they'll put it up somewhere. Then what we come here for a lot of times is to get help with a lot of the development side of this. We're working on a captive portal for this and when you connect it automatically grabs you and takes you to the full set of content. Last month I just pulled this, our website in terms of people downloading content which many people replicate many times who went through just under seven terabytes of content last month, which made us have more bandwidth than the actual raspberrypie.org who hosts us for free. But that's the equivalent of a few hundred downloads of our content in its entirety. So it's gaining traction. This is up just over 100% since about six months ago when we were doing three terabytes and about a year and a half ago we were doing somewhere between 300 and 400 gigabytes of traffic. So no, the raspberrypie foundation has just upped our server. They've been fantastic. They support us financially and through this, but it's been really great for us. In the bottom left, we still use a lot of Google Docs. They find that people are more comfortable commenting and questioning on those. So if you try to build any of these and you have a question, you just type it into the Google Doc and then away we go. At any point in time, we have anywhere from, I think this picture was from earlier today, we had nine people online looking how to build our Rachel Pies. Sometimes it goes up to 20, sometimes it goes down to three, but it's become a nice little community of people helping each other out. We also recently put all of our code on GitHub and that's been great for getting new contributions for people to help us build the technology side. So we want kids to have a little storage locker on one of our little servers, installing that, installing updates to Wikipedia, installing automatic updates of content when you plug in. These are all things that are getting worked on right now as part of the larger community that we're hoping to see made freely available to anyone else who wants them or can use them. The next thing that we've just added is a new pretty cool thing called Weaved. I don't know if anyone has heard of this, but it just gives us a very easy remote connectivity into these devices. So this is only on our Intel device because it's a bit processor intensive for us to be doing this. We also pay for subscriptions out of donations, but what this does is allows us, whenever any one of these devices gets plugged in, whether it's in Namibia and you take it to the city center in Windhoek or it's in the prison system, they can come plug them into the internet. We get alerted that device is plugged in, we can go and we can check on content that needs to be updated. We can now pre-stage content. So the Department of Juvenile Justice in Oregon has a new pamphlet they wanna send out about educational opportunities when you leave the facilities. All of these facilities are totally offline. Over time, they'll plug them in. They'll get connected to Weaved and they will get that new download and the next time they bring it back into the facility, they'll know that this is now available. It'll show on the homepage you have new content. And so Weaved has enabled us to view these devices anywhere in the world if they get connected to internet through any source. So it requires no port forwarding. It can build its own firewalls. It's very secure. And they've helped us build this management portal where we can now manage large sets of devices. So if you get a device from us, you can tell us it's going to East Africa. And then when we update our farming package in East Africa, the next time your device comes online, it will get that new content. So a lot of our devices come online like never. A few of our devices now with this type of technology are coming online about every other week. And you'll see that there becomes patterns with how often people are plugging it in. And a lot of that has to do with how frequently we're updating content. But what this also will do when we do larger deployments is allow people to manage their own sets of content. So we're working with UMcom, which is a religious organization that wants to be able to send out messages because they're putting these in all of their like mission locations. And so they can send out new like scriptures or pastures or whatever they want to load up. Whenever their devices get plugged in, it's very easy for them. It's like a Dropbox functionality. They can just add little pages. Whenever someone plugs in the device, it downloads the content that's destined for their device. So this is something we've done over the last few weeks. And it's pretty cool. It's a little bit of where we're going with this project as a whole. Now the problem with that is we get these devices in the very remote locations and you want to trust someone to take it from a refugee camp into the city center and get it updated with internet. And a lot of times the answer is no, you want this locked up somewhere. You don't want to be handing this off to people and you don't want to require them to go and plug it in. So what we're working on next is actually a disruption tech tolerant networking system that allows anyone with an Android device who knows that there needs to be, and this is an actual use case. We're in a refugee camp in South Sudan. They need lists of where people are living and those get updated every week. For us to take our device into town to go get that list and then bring it back doesn't make a lot of sense. But what we're working on doing now is you can email a device. That email will sit in the cloud until anyone with an Android device can actually download that email and go deliver it to this Wi-Fi hotspot. So you can have an application that you can turn on your phone. You can see where there are Rachel's are around you if you have internet access. You can see how much content needs to go to those particular devices. You can download that content for them. You can walk up to their Rachel Wi-Fi hotspot and as soon as you connect to their Wi-Fi it'll offload their content for them. And so we'll be counting on the community itself to go out and actually deliver this type of, yeah. Sorry, I was just curious. Very, it's early. There's a professor Yaneki out of Cambridge who just does this and she reached out to us through the Raspberry Pi Foundation and they're gonna do it as a school project. So it's supposed to start in the next school cycle for her, which starts six months from now. But we've talked through it and it's what we're looking for is the next step in what our evolution has been from a technical side. That's pretty much it. This is a graph of where we're most centrally located. We've built content in a way that it's specific for Sub-Saharan Africa, East Africa, West Africa, COC clusters in areas where we've been able to find locally specific content. And a lot of that gets back to what World Possible does in our social entrepreneur program, which I think is the second half of this presentation. But this second half is totally non-technical and totally about what World Possible does as a charity. So I understand that this isn't always the audience for that, so if people have questions about the technology or any of that I'd love to answer them now. And if people want to hear about this, I'm more than happy to get into how we do what we do. Yes, so Rachel Pies right now have a script that you would have to know, you'd have to know how to SSH into a Rachel Pi. We don't include we've done the Rachel Pi and it'll have a script and it'll read all of your content folders. It'll ping back to our server via our sync and it'll grab all of the changes from the content that you have now. We just started doing the weaved process. Weave charges us a dollar a device a year and we haven't figured out how we wanna deal with that type of payment structure or whatever. So we get a free, they give us a free hundred and we are dealing with this right now where we are preloading sets of content in Oregon and East Africa and we're dealing with, we haven't figured out, we're not a business. We became a little bit of a social enterprise when we started selling this product in February. But we really didn't expect that to happen. There was people, we wanted to create an easier process for people to do this and we needed better hardware. And so we had to buy it and we've had to sell it and it's gone well but it's opened a lot of doors we weren't expecting, so. We're a 501C3, 100% of the profits roll back into the project. I'm our only full-time employee in the US. I became a full-time employee about 18 months ago and then we have seven full-time employees as social. Los Angeles, here, yeah. Yeah, you are. Yes, yes. And the Intel device is nice, it has like a teacher portal so teachers have their own login. They can add all of their content for the year and then as they go, they can star content. And when they star it, it becomes viewable by all the students. So when a student logs in, they go to their learning section and they know what is now viewable which wasn't before. So a teacher only has to load all of their worksheets, all of their tests, all of their exams once and then her job is to go through and just click when she wants to make these available to the student. And that's something that we're doing more in the prisons and we know what happens with it overseas. We really don't know what, one of our biggest challenges is getting data back from what we're doing. We don't always know. So we go on face sometimes. No, we have quite a few people in Ghana and that's a bit of a dated map, too. But you can have one of these. We do offer what we call a rugged pie which we do put a internal UPS in in an hour battery life. The micro SD card on these devices last about six months and environments where power goes out all the time. It's not, a micro SD card isn't designed to be a hard drive. It's not designed to have this. So we do offer one, we call it the rugged pie. We do put a UPS inside it. It does automatically switch over to battery whenever power goes out in a village. It can run by itself for an hour and then when battery gets down it properly shuts itself down or it has a button on top of it. You can turn it on and turn it off. We charge I think $149 for that and that's the exact cost on top of whatever it normally costs to build one of those things. We really encourage people to do it right if they're gonna do it. So we don't wanna make anything cost prohibitive from that standpoint. Right, usually a lot of these times you get one chance to do it right. You take these things and you do it wrong. You don't go back and do it again. So five and we've had it run up to about eight and a half without a lot of activity. It's kind of five hours of more heavy use. Yeah, well the board is made by a guy at a Germany. We get it through, it's called piemodules.com and they're like $19 for the board and then we source their own batteries so that they would last for an hour because that would get kids through a class session which is really what we were hoping to do. Yeah, so the Rachel Pie via Wi-Fi we say it's good for six to 10 users depending on what they're doing. Six users if you're trying to do exercises are all simultaneously watch video and actually the biggest limiting factor on the Rachel Pie first is that little Wi-Fi dongle. So a lot of people plug these into our router. The next limiting factor is the IO read speed with your micro SD card. That'll top out at about 11 megabytes a second with a really good card and about six megabytes a second with most normal cards. So when you start dividing that by the number of users you start understanding the type of experience you get trying to stream a video at 500 kilobytes a second. So if kids are just browsing web pages you can do about 10 to 12 users pretty okay. You won't really notice any lag or anything like that. Rachel Plus is still new for us. We've gotten one field report back on how many people are actually using it at once. 35 people connected no problem viewing static HTML at the full classroom. When they went to do KALight which is one of the key pieces of this the actual interactive learning exercises they topped out at about eight. And we think that's more of a KALight thing right now. So we're working with them to kind of enhance some of their actually it's a Python coded program and we're working with them to get some more speed out of that. But it's another open source project out of San Diego. It's a great group of guys that are doing some really impressive work. Anything else? So we started doing this and we would get these all over the world and we'd get them all over and people weren't using them. And we were trying to figure out why and a lot of it came to I think the second half of why people don't use the internet. And this is like a good time for people to leave if they don't want, I'm not like it all offended by that either. But we do run what now is considered the world possible chapter model. And we support social entrepreneurs in a two and a half year program training them on this technology and then getting them to build their own businesses both selling and distributing this as well as selling training services in countries and then advocating to governments for large scale adoption of this tool. It's a two and a half year program. Right now our chapters exist in Guatemala, Namibia, Sierra Leone and Kenya. Guatemala was our first chapter so I'll probably talk about that a little more. It's two and a half years old now. To give you the highlight it's totally self sustainable. We supported one social entrepreneur for two and a half years. He has now raised $74,000 for 2016 for his work in Guatemala. And then he covers all of his own expenses out of selling these Rachel Pi units and teaching training courses on how to use both Rachel Pi as a technical tool and then learning methodologies around how to use this in the classroom. But all of our programs are totally locally owned. There's no US or foreign staff monitoring anyone. We have volunteers that do day to day monitoring because we do provide financial contributions to each of our social entrepreneurs. So we have a lot of Rotarians who have signed up for this role of day to day monitoring. They go into WhatsApp, they talk to them, they see what they're doing, they make sure that school actually exists. They make sure that they talk to the teacher and make sure that this person was actually there. They ask them how the hardware and technology is going. And then we give our social entrepreneurs a set of kind of five, six months commitments where we are asking them to do different things over each of the six months. And if they do that, they kind of move on to the next part of our program. We also do provide technical support from our pool of volunteers. So if anyone gets a kick out of this, is a good network or something like that, we can sign you up and anytime we get a request out of Ghana, it would go to you. Right now, I'll go to Seth. We have a great guy who takes all of our requests from West Africa for help. But we are getting more and more of those and we more and more want to be providing support or connecting people who do want to help in this regard. So it's a five, six month blocks. The first six months, we don't provide them any financial money, but we do provide them hardware. And so this is long after we've identified a social entrepreneur, which is probably the hardest part of what we do. But we get a lot of feedback from people saying, I've been using this in my community for years. I've heard of you guys. I really think this could be important. And we tell them good luck. And then we wait to hear from them again and we wait to hear from them again. And then eventually we provide them with some amount of hardware with no promise of anything more than that. And we see what they do over the six month period. How many people can you go reach? You know, what kind of impact are you having? What connections to the community do you have? You know, do you know the right people? If they get through that six months and this is actually goes on to recruiting and then we actually ask them to localize the content. So we have Rachel Pie just for Guatemala. Well, we have a Spanish version on our website. We have a Guatemala specific package that we distribute in Guatemala. We have Rachel Kenya, which is actually an East African package, that has more Swahili content. It is curated just for this particular market and we rely on our social entrepreneurs during that phase to do that. Once they've done that and we've created a local country specific package, we redistribute what we have. You know, we go out there and we say this is what we've built for you. Let's see it in action. And then the last six months we give them six months to go out and fundraise and create a business out of what they're doing. So again, this is the first stage. This is pretty much, this is about four months ago where we were in Namibia and actually it's probably a little longer than that now. Namibia is a year and a half into our program but this was part of his original, you know, I'm showing you there are people who need this and this is the kind of work I'm doing. It's one of my favorite pictures we've ever got but he set up a community outreach center with Rachel in it and would bring in villagers and he'd ask them about health problems and he would show them how they could research their symptoms on Rachel and what that really meant. The next part of our program is after you've gone out and we've met with somewhere between two and 3,000 people during that six month period, we're asking you to recruit a group of about 10 to 14 individuals who will help localize the content. So those are almost always teachers. They're almost always a diverse set of teachers. They're all tech savvy people. They're really what we're hoping for is the best 10 to 14 people that we've gotten out of the thousands that they've gone and met. So this is a six month process to recruit our working group. That working group we're gonna take in the localized section. We actually pay that whole working group to sit down on weekends in Guatemala. They came from all over the country. We paid all of their travel expenses. Every other weekend they came together for four and a half months to build the right set of content for the schools in Guatemala. So the second page is going out there and this is Bonsus. He's our social entrepreneur. He's wearing the Rachel polo and this was at the end of his recruitment phase. He was saying, okay, I need 10 to 14 people to help me and this is the response he got in soy which was in Southwest Kenya. It's pretty cool. We also, this is our social entrepreneur in Guatemala. He was speaking at TEDx in Guatemala. This is their job right now is to go out and find the right people who can help with this project. So the third is localizing the content and this is where it really depends on our social entrepreneurs to figure out what localizes local people. So in Kenya, what localizes people in Kenya is totally different than what incentivizes people in Kenya is totally different than what incentivizes people in Guatemala. Kenya has a rigid school system. They have a curriculum that they teach you. They have exams that they have to pass. Guatemala has none of that. Guatemala is looking for agriculture. They're looking for English language learning. Those are all things that we don't know but we count on our social entrepreneurs and those 10 to 13 people that come together and say this is what's going to be important for us. In Mexico, it's SATs and again language learning but it's a different type of language learning. In Guatemala, they were trying to learn English that they could study. In Mexico, they were trying to learn English for vocational trades. So even then, it's a different set of what do we really need for this set of people so we're not overwhelming them with content. We're giving them something that makes sense for them to go through and actually learn in their respective environments. So we figure out what incentivizes people. We almost always create or find curriculum and pacing guides where they exist. Our first entry point in a lot of places is teachers. So if we can tell them what they're supposed to be teaching on a particular day and then give them resources on Rachel to help them teach, that's great. We look for local content in local language. We have a lot of Mayan content in Guatemala. They've collected and put onto our Rachel Pi for Guatemala. A lot of what we found in incentivizing people is also some of the preservation of their cultural histories. So in Guatemala, they've used this as a tool for storing audio tours and they will go and they'll have all the kids go and interview a local village elder in their native Mayan language. So here are all native stories. They'll load this onto their Rachel Pi where they can all upload content and it'll be a place for them to share local stories and for them it's a place for them to preserve local culture and eventually our hope is to get all of this stuff back online. Another thing, what incentivizes particular groups? We've talked about health. We've worked with doctors of the boarders groups. We've talked about religion. We work with UNCOM. There's a lot of different things that incentivizes people to pick up those projects. We need to just find those. When we find the incentives, we say what content already exists that we can add. That's the easiest way to add content that already exists. When it doesn't exist, what content can we get created? So in Guatemala, we needed a lot of vocational training about how to build a chair, how to build a desk. We went to the University of Guatemala. They created a course on creating videos for people who need this kind of stuff. And so it was very basic farming and agriculture. This is great content that we have on building a irrigation drip garden out of old plastic bottles. And it teaches kids how to cut out the bottom of the bottle and how to build a drip irrigation system where you have limited water and limited resources. And it's actually, it's happening. It's a school project that happens in a lot of our northern Guatemala cities. And I'll show you some pictures of that. And then the last thing we do is how can we align our existing content in a more useful way? And so that's really where we start sitting down with those 11 to 14 teachers and we say, if this is what you're supposed to be teaching, how can we put our content together in a way that makes sense for you to actually use this as an end user? And so a lot of that is just aligning content that exists on Rachel that we found or created to the local curriculum. In vocational training, it's a different way. You know, what makes, does it make sense to learn how to build a desk before you know how to screw in a screw? You know, it's just a really a matter of creating a simple way for people to learn. And so this is one of those, this is in Guatemala. This is a Rotarian who was hosting those biweekly meetings to align Guatemalan content to the local curriculum there. And this is some of what comes out of it. CNB is the National Curriculum of Guatemala. In Kenya, we actually built a package called Rachel Shamba, which is a four gigabyte package. It comes on a micro SD cards that people plug into tablets. And this is used almost entirely by a group whose job it is to take farm products from the city center out to farms. They're the basically material salesman. And so when they go out there, they're going out to a farm and the farmer says, I have a leaf and it looks like this and it's killing all my plants. You know, it's got this white fuzz on it and it's got these holes in it. And this is just a package of East African farming materials where he can say, you know, this is the bug that's causing that. I can show you on my tablet without the need for internet exactly what's causing that. This is written on the website. This is what you need and I can get you that product. And so for them, it's become a way to enhance their livelihoods both from a farming community standpoint and from the guy whose job it is is to actually sell product. This is, Facebook did a video on our social entrepreneur in Guatemala. It's a cool video. It's on our website somewhere. You guys can check it out later if you want. The last really community benefit part that they do is this fourth distribute again. So this is almost two years into the program. We have built a local content specific package for Guatemala or for Kenya or for whatever it is that we're doing. And we talk about distribute with a purpose or intent to engage. So that first time we're distributing trying to meet 3,000 people. The sole purpose of that is not to introduce them to this technology and convince them to use it. It's to find people who are gonna be the real advocates during our localization process. Once we've built this, we wanna go out and say this is the tool you should be using. And so we've reached this phase with Guatemala and we're getting there with Kenya now. And what we do is we go out and we teach learning methodologies for this. We have now a set of content that works. We've got a device that works. And we gotta go out and so we teach souls which are self-organized learning environments. We teach vocational training. We teach directed learning which tells kids this is the math you need to learn. Go and learn this math, here's how you do it. We teach inquiry-based learning which is kids have a question. Let's go research a question. Let's talk about using Wikipedia to research. So it's research, Guatemala and history. We talk about blended learning which is a combination of the two where you might have some kids learning a process online and then teaching that same process to the other students in the school. We narrow our focus to a manageable set of deployments and this is our social entrepreneur doing this work. We ask them to cover about 30 deployments which enables them to visit each deployment once a month. They can share best practices. They can help fix some of the tech problems that do exist. They're really a jack of all trades. What more content can we continue to get created and then how can we align the content again in a more useful way. It's a complete iterative process. We view it all as a cycle. So this is teaching in a Guatemalan school that's translated in Spanish. You've got the Mitres Sol, self-organized learning environments which encourage kids to explore on their own and talk about what they've learned in the classroom setting. This is another video that's on our website. This is really much more of like a directed learning and he is telling kids go and just learn. Go spend five minutes looking at Rachel. Tell me about what you found. Let's talk about what you found and this is a way to get kids. Really our goal is to get them familiar with the computer. Whether or not they're learning is of less consequence to me than if they're gaining computer literacy. Our main mission has been computer literacy and getting people prepared for jobs in the 21st century. So anytime we can get the classroom focused on computers, we're happy. This is that drip irrigation system with some of the plastic bottles being built in Guatemala. On the right side, that's the Oregon Youth Authority when they powered up their first Rachel server, September 15th. And so we're now in every youth facility there. This was in Sierra Leone. We hired our social entrepreneur just before the Ebola crisis. And so that was when they were supposed to be out meeting between two and 3000 people. That didn't work. Obviously you couldn't be traveling the country pitching this. So we partnered with a group called Cause Canada who actually taught classes in the north of Sierra Leone but their teachers couldn't go back to Sierra Leone. They were Canadian teachers. So they took our students, our social entrepreneurs with their students, they paired them together and they said, okay, we're gonna try and do school just through Rachel. And so our guys were there to teach the kids how to get on the computers and how to learn math and how to go through the Rachel content. And that was their entire learning during the Ebola crisis. And it was three schools in the north of Sierra Leone. On September 2nd, the update that we got from our Facebook page is there on the left. And I don't want to slaughter but it says the kids in Tsikunya extend their sincere thanks to Cause Canada and World Possible. Through the use of Rachel contents in the subject areas, we were proud to announce that you guys at Tsikunya School came second in the basic certification examination to the whole of the north of Sierra Leone. It was the highest scores they'd ever gotten passing their proficiency exams at the end of the year. And this was with no teachers in the north of Sierra Leone. It was pretty incredible. This thing gets mad when I stay on the slide too long. Okay. That's what it looked like in Sierra Leone. You had younger kids learning from older kids. You had all of the kids sharing about three kids to a computer at once going through their math exams. Most of that was through the Foundation for Learning Equality, which will tell you when kids are struggling you can pair them up with kids that are doing well with kids that are struggling. You can sort by a subject. You can sort by Algebra One. You can see all your kids. You can see which kids were proficient in the subject and how long it took them to do it and which kids were struggling and you can sit them next to each other and you can have them teach themselves. I'm not saying that this success happens all the time but this is a very cool story for us. And then the last part of what we do is we give our social entrepreneur is a final six months, which is we've only done this in Guatemala now and he was completely successful to say you need to build something that doesn't rely on us funding you to do this anymore. And so in Guatemala he raised $74,000. He does about $9,000 in revenue and about $3,000 in profit right now. He's hired a second employee to be now the second social entrepreneur and we have withdrawn all of our financial commitment to them completely. So we no longer provide any money to our Guatemalan staff. They run Mundo posible Guatemala. They just met with the vice president of Guatemala about two and a half weeks ago in a presentation to the new minister of education and they were pushing for this to be in every school in Guatemala. I mean, they're just totally incredible people doing this on their own and really have set a very high bar for the rest of our social entrepreneurs but it's been fun. So I think that's pretty much what we've got. I appreciate you guys sitting through the fun part for me. Second half. Do we have any questions? No. So the only interactive, are you talking about for our social entrepreneurs or for people who are using our device? Yeah, so we don't do any of the curriculum design ourselves. Like in Kenya where you were teaching towards their A exams which helped them get to the next level of school, we align our content to what Kenya says you need to know. So part of that process of localizing our content is finding out what they say they're gonna be tested on and then aligning really just a list of links that say how we teach math is totally different than how they teach math. We teach algebra one then algebra two and they might do trigonometry and then geometry. So it's a matter of saying this is how you should learn it in the order you should learn it if you're going to take these exams but we don't do any like curriculum design ourselves. All we do is align what content we can find or have or create to what they say you should learn. We have three, right. We have three sets of content that we deploy that aren't available on our site. One is for the Oregon Youth Authority. They have a proprietary or paid license program that teaches kids all about the educational opportunities in Oregon. So they can learn about the jobs and the curriculum they need and what schools and Oregon pays $3,000 a year for that. As part of them piloting this and being our advocates we put that offline for them. In Sierra Leone we have a literacy program. It's actually learn2read.org. They charge $500 for a school license and we charged Cause Canada paid for the work in taking that package offline which we normally don't do and then Cause Canada paid that content producer for their server licenses so we bought three of those and there's one other package that we have that's not Creative Commons license that's passing my mark. Oh GCF Learn Free produced by the Goodwill Community Foundation teaches basic computer literacy courses. For about two and a half years they would not let us include it and then when we moved into the prison system they changed their mind but that's the other package that's not Creative Commons license that we include. It's a really good one. And we asked for it and we were denied. So we asked for it and we asked for it again and we asked for it again and finally about six months ago they said we can now, they believe that we really have a nonprofit mission and they're on board for including that package. Yeah so we are in we are in the Public Housing Authority in Austin, Texas we're in 13 state juvenile justice systems we're in two adult correctional systems in Detroit there's a mesh network that provides a racial access over to some hacker group did it it's pretty cool. We're in a couple of these I'm blanking on the name but it's in San Francisco there's a group that takes returned felons and gives them jobs and arrest but Delancey Street Foundation so Delancey Street Foundation has a few chapters now and they don't provide internet access to the people who are working there but they do provide racial access through a server there. And I think that's pretty much it in terms of known US deployments. Yeah the prisons are very tough and a lot of that is like what they call IS and I think that's internal security and so we've had to send a lot of devices out to those people and it takes them somewhere between six and eight months sometimes to come back. We do run on that Intel device what we call Rachel Justice which doesn't include all of Wikipedia because if you include all of Wikipedia they can find boobs and bombs and that kind of they they actually found all that stuff in Oregon so that's how we quality controlled that. There's also Well we took out the full Wikipedia and then there's a package called Wikipedia for Schools which is done by a UK charity that already filters all of that out. We also had to pull all of the health related content both because a lot of it had like diagrams but also because prisoners were self diagnosing themselves and that created a whole host of other problems because if they think they have a condition they think you have to investigate it on some level. So we do have Rachel Justice which is a package just designed for the prison system but then there's the whole other hardware side of things that you have to get through also. The one we were at Ray Brook Federal in New York and they wouldn't allow us to do any of the wireless communication whatsoever. They also provided very limited access to actual hardware but they have CCTV and so they started broadcasting a lot of the con videos on a schedule so people could learn like particular classes so you could turn to channel 13 and you knew that math lectures were gonna be happening on a loop but that's even a win to get that kind of stuff in the federal system. It's a much more difficult process than in the states or the regions within states. Yeah. Yeah. And so the juvenile system actually has school districts which I had no idea until I started doing this. If they've got teachers in school districts and principals and yeah. I mean there are a lot of incarcerated people in this world, it's horrible. Well, that's a different talk. Yeah. So we worked a lot with Oregon, the Oregon Youth Authority, they piloted this program and they said about three weeks and like this stuff has gotta go. So we didn't try and pitch this to the Oregon to any other prison facilities. Oregon has made public the work they're doing and we've gotten inbound requests and everyone has said give us what Oregon got. So we went through that same process of localizing the content before we went out to that next process of broadly distributing. So we had already kind of created a package for the prisons before it got into the other systems. So it was just an Oregon problem. Yeah, sure. Yeah. They were ready to do what you care by drive. Yeah. Okay. Yeah. We love that stuff. Yeah, we love it. The guy got his bachelor's in like months from the state we think that this thing's cool. Is that your like excelsior college that was doing the credit by exam? Yeah, I'd love to talk a little more about that. That's for the prisons the next step in this is allowing a lot of credit by examinations which would allow prisoners to get at least an associate's degree while they're inside without access to the internet. So they can have the materials there to study for those courses. Excelsior college runs all of the credit by examination for the US military. So they're very comfortable with this type of environment where you can learn everything and if you pass an exam we will give you college credit. So for those people I don't remember when we were at Raybrook there was part of this presentation. It's like 68% of people who go to jail go back recidivism and then the percentage of recidivism among people who obtain a bachelor's degree is like 13%. It's just an astronomical change when people actually get, yeah. So we haven't, I mean we're pretty lean. We're pretty responsive to our social entrepreneurs. You know I'm our staff here and I feel like I work for them. When they send me stuff I'm doing, I'm just doing support for them right now. We did just get our first large three year committed grant last Monday. So we'll start hiring things, yeah. So we'll start hiring a few more people. We got 750,000, 250,000 a year for the next three years which is for us double what we've been working on for the last two years. So there's a pipeline to being a little more proactive about how we view this stuff but it's not here yet. Anything else? All right, thanks Evan. When we're using a lot, we're using it in a couple different ways. Like you have a technical background. I know I'm an educator, I'm an educational board. Yeah. All right, and I'm basically, I'm gonna take the two or three projects and four follows for maybe a year. And just now that I've done my dissertation I've just ended my youngest child of 18. I got my life back. Yeah, I have some time. You want to get to me? Well I mean, you know, I was thinking, I would try to figure out a couple maybe two, three projects but I could donate a couple hours a week. Yeah. And that's why I wanted to get an idea. What do you guys need to develop? So we literally go from technical software developers to a volunteer accountants and we have everything in here. The role that people like a lot is like, we have our social entrepreneurs and we ask someone to monitor our work. So like right now we have a social entrepreneur in the media and I don't have anyone in the U.S. who's willing to get on WhatsApp and text message us and find out what we're doing. Like if I'm gonna send them money I'm just gonna say, he's actually doing this. And so that role we call it our regional career is to just interface. It's kind of a lot of career. And what are you doing, what are you working on, what do you help with and then when something requires to be elevated to get to me and say, hey, you know, they try this and it didn't work or they got me stolen and it wasn't soft or anything. You know, that's a good role that people enjoy doing. Anything marketing, fundraising and all of that stuff. Helping us go through our content and define things that are broken. And it's very touching of what we're doing. And it's been really a matter of like what would get you excited about doing and you know, figuring out a bunch of it. There's plenty of work to be done. Okay, what type of kind of, okay. To make it worthwhile to work with them. It's a minimum time requirement. We'll commit with that first issue. It's just a week's time to make it worthwhile. How much time would you say? I mean, X number of hours, minutes, day, whatever. We don't need X number of hours. We need it long enough. We get a lot of people who come for three months and our work is not very good. You know, we were doing something that affects a lot of people and you don't have a mean face to it or you don't have a mean face. It's not, it comes to partnering a lot of times. So you don't feel like it. I see you. Yeah, probably. I see you, I see you. Yeah, so we get a lot of people who get excited and we figure out this, you know, and then disappear. And that's the thing that whether he was working for 40 hours or eight or for five, you've created a bunch of great systems and you're usually going to disappear and they're falling apart. It actually is really much more of a long term commitment than that. Well, no, and that makes sense. Yeah. Now I'm going to ask a little bit of a question. What is the message that you put out in order to keep people engaged? If you volunteer for us for a year in a specific region or topic or whatever it is, we sponsor your flight to go visit together. So our volunteer who manages our West African technical support, we paid for him last year to go to Yearly Island in New York and Nigeria. And we paid for his flight. He got the means to give him some help and it was actually, you know, the first thing. But we, it's a full year commitment and then our support top set him on the ground. So he spent like $1,500 on the flight and then we had a bunch of stuff in line with him. He said, but you can, up to $1,500, that's our reward or $2,000 or whatever you've done. Okay. And then when they go, we load them up with the hardware or whatever. Right, yeah, you need a mutual. Yeah. Yeah. You need a mutual. But that's, you know, that's how we try to keep people engaged. Yeah. It's something, maybe look at the website, it's like it makes sense in a year, like a long term. Well, I can say it, if you have a business card, I get a call for it. Well, I do. I gave them all out. I have a way to produce a business card. You got a paper and the exact deal. I feel like this is much more effective than take a laptop with me to these kind of conferences. Because what happens is it forces you to talk to me. Right, right, right. Definitely true. Yeah. And I'm sitting there on Facebook and you laugh at me. Yeah, and that's one of the things I got away from. I'm not going to do that anymore. But let me ask you, in terms of, and that's a nice long term, I guess in the eight minutes, that's just that the difference. Are there short term things, like maybe getting together has, you know, like, is there like a muscle, maybe a, like, gait, or, is there, you know, a way of doing it? Until a few weeks ago when we got that funding, we never knew if we were going to be in a system or if there was nothing else. Wow. So we have just been, we've been flooding holes for two years. Okay. Yeah. Yeah. Yeah. Yeah. Well, yeah. The sun, the sun is a friend. Oh, okay. That's fine. Yeah, it makes it nice. It makes it nice. Yeah. So now that we have gotten that, we can start continuing that way. But I just, you know, we've never, we've just thought about getting through this week, next week, next week. No, I'm sorry. No, I totally get it. I just, yeah. I will see you next week. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. I was thinking, maybe you guys, I don't know if you were like going out to like Lug, to talk to them, you know, like local, are you guys local? I'm Los Angeles, yeah. Oh, okay. I'm in Rancho. You know, Rancho, is that? Yeah. Yeah. 25 miles up the road. I was just wondering if you guys like got to get them periodically as a team, and said, okay, this is what we're doing, and this is what we're doing. Our team is in Nevada, Seattle, San Francisco, and New York, and then all the foreign countries that were, there is no one off in Los Angeles that I see what's under there. Yeah. Individuals, yes. And then we have quarterly board calls, and pretty much everyone is active on our board, because we have an F4 call on Monday, actually. Okay. And I think we're gonna try and move up to a more monthly call, and then maybe a semi-engaged board call, or we have to deal with financial problems. Okay. The board call on Monday. Well, I mean, I know, so you said you were 503, you was like, okay, I get it, because I've sat on boards before, and I was like, there you go. Yeah. But I mean, that was a wow, you know. But that's why I was just, I was just trying to gauge, you know, what the need was, because this evening I got a stack of business cards, and people's numbers, I'm gonna pick the three, but I think I can do something fourth. Yeah. Because it's like, I didn't realize it, but lots of organizations, you don't have to like work with the biggest organization, but I like what you said about the consistency fee, because I want to be consistent, too. I don't want to be like a flash in the pan. Right. You know, but at the same time, I wanted to make sure that it was something that was going to be meaningful, because. If I had a wish list for an educator, it would be much more of a document. We don't document very well learning methodology. How do you use the technology in the classroom? How to ensure the kids that this is something that they can do on their own? What do you guys usually look at with curriculum? Are you using something? I mean, I'm hoping that you guys are not like making this a scratch, or you're like gold, and I could have created comments, or you. So we do a country specific, so it's harder than, like, can you do different types of one with physical? We had to go to an institution to try to get meaning, but they never digitally published their curriculum. So we had to ask them to do that, and they thought, what are we doing with it? What are we selling it? I mean, it's a kind of art, you know, we're selling hardware, and whether or not that included, you know, there's a fine learning of what they feel like we're doing with their content. We just don't really monetize the content, because, you know, last time I checked, algebra hasn't changed. Right. I mean. You know what I mean? Don't worry about it. I'm still thinking about it. Yeah. Yeah. So that kills me, though. You know what I mean? People are like, oh, we have a, a new math book, and I'm like, okay. I don't know what you're talking about. Yeah, I don't know what you're talking about. You've got a favorite. I've got a favorite. I've got a favorite. Well, okay. Let me just ask them. Not a problem. I'll give you my number. Jeremy, right? Yeah. Okay. You know, we, it's, committed volunteers are very, I'm committed volunteers are terrible. Of course, yeah. I'm committed volunteers are passionate about a subject, but finding a good project to do with that. Well, okay. And I'm in LA, and I'm always around and available. My big thing is just making sure that if I get involved, it's a time commitment that I can speak to. So if you say, I need you five hours a week, I need to be able to say, I need to carve that out, put that in my schedule, and then that becomes a big, big time. Right. That's why I asked you. Sting testing. Sting testing. Can you hear me? Testing, testing. Better. Good afternoon, ladies and gentlemen. Can you hear me? Up a little. You can hear me though. Okay. All right. Welcome to Education Design 2.0. I am Yolanda Co. Educator based here in Los Angeles. I am an annual attendees of scale and presenter, mentor on the next generation track here. Always honored to be a part of this outstanding community and happy to witness it grow from LAX Hilton to the Pasadena Convention Center. So access to broadband technology has become a legitimate concern and human right in education. As academic standards shift from the implementation of the common core state standards and technology continues to evolve in the 21st century educational landscape, we can put to rest the question of whether we should integrate technology and rather focus on weather and focus on how we can effectively integrate technology so that our students can practice academic skills to think critically about abstract concepts with hands on experience in order to make learning relevant and authentic preparing the next generation for both college as well as career. So the technological evolution has transformed how teachers deliver instruction and how students learn with a multitude of veteran teachers as digital immigrants and students as digital native to learn content and acquire knowledge at their fingertips. Not as we used to acquire knowledge in 1980. So now they acquire knowledge on their smartphones through MOOCs or YouTube, for example, and education reform reflects the evolving societal changes that include the ubiquity of technology across all industry sectors in order to sustain student engagement in the classroom and the value of education in general. So despite as widespread availability, technology isn't as prevalently integrated into the K through 12 curriculum in public schools, oftentimes due to the lack of infrastructure even here in Los Angeles, hardware or lack of training in curriculum development on tech integration. And in this talk, I would discuss a lesson design that I have implemented at the secondary school level and it has achieved success in engaging students as active learners, as critical thinkers and problem solvers in the 21st century classroom. So my professional background in education includes teaching English literature, graphics and college counseling. So in the amalgamation of the three skill sets, I devise a career exploration unit organized into four parts in alignment with the project-based learning model. So with the guiding question of career exploration and career direction, the four parts comprised of the research, the 3D design phase, the presentation and reflection phases. So the lesson design included open source software, particularly WordPress and Tinkercad to visualize concepts and to utilize and utilizing the network of networks, the internet to run the open source software and to research and discover a prospective career synthesizing the up-to-date information as opposed to outdated textbooks and WordPress to present their respective findings and creative products to a public audience. At this moment, I would like to share with you the class website. Our class website is digitalclass.info. And so as you can see, there's a list of the students in the class and they all utilize WordPress to document and showcase the academic works and projects that they're currently working on. So I'll just, I'll click on Jason here. This was the last post of the semester. So here you see, he documents his work. He chose a topic that student's choice on online privacy and he came up with on-the-surface and under-the-surface questions. So these are student-generated questions to have them start thinking about critical thinking on their own instead of the teacher providing the question. So he came up with on-the-surface and under-the-surface questions and some visual metaphor examples that relate to his topic of online security and the lack of online security that we have in the digital age. They also reflect on projects that they complete in the class. This was an experimentation with Tinkercat and WordPress serves as an essential blogging platform for all the students in the class to utilize as a sort of portfolio to showcase their academic works and their projects. So as a teacher, I like to use WordPress and Tinkercat because one is open source and it's web based and it also allows for differentiation or differentiated learning. So it really helps with students who are shy and it's a platform for open communication as well as for EL students and given the high number of EL students in Los Angeles, it is a platform for working with English language skills and it also enforces accountability so students are subject to peer review as well as to public review on the internet and it makes grading a lot easier. Going into the 3D design, so this is Lea's website and she wants to be a blood spatter analyst in the field of forensics. So in here, for the research portion of it, she researched using the internet, the position, the setting, the job description, the median salary, duties and responsibilities, qualifications and the reason why she wants to be going to this field. And here is her 3D design using Tinkercat. Yeah, they visualize their future career setting and yes, to have them start thinking about what they would like to pursue in the future. So let's see another project. So the student would like to be a neurologist. He works in a hospital or a lab. He designed his future career setting and there he is. Now that's supposed to be an MRI machine but the person is not in the correct position. Okay, so Tinkercat is an incredible user friendly design tool that provides a great introduction to the design process as well as an introduction to engineering requiring the application of the 21st century skill, particularly of creativity, generating original ideas, risk taking, building persistence in the students in the process of creating a prototype and testing it and revising it and engaging in the process of iteration to achieve a design that can be actually printed on the 3D printer. So we tested it on the 3D printer, some of the designs in it come out that strong or stable. So the students went back, fixed their designs and they fixed it until it actually came out. Great. So based on 100% student engagement with no child left behind or now it's every child succeeds, they created a proficient 3D designs from very limited hands-on experience with technology, aside from their mobile devices, as well as self-reported insight into their future career pathway. So overall, the lesson proves to be effective and with the Every Child Succeeds Atom that was passed in December of 2015, it replaced the No Child Left Behind and it emphasized the improvement since 2008, President Obama emphasized the improvement with the increase in graduation rate and decrease in dropout rates, particularly among minorities and low income and students with disabilities. And what the Every Child Succeeds Act allows us for states to make reforms and improvements, interventions based on states by state evidence. And it also got over 20 million students connected to the internet, which is a great thing. So now what made the Integrated Design effective with the momentum of a paradigm shift in 21st century education, the effectiveness can be attributed to these elements, technology as a tool, technology enhances teaching. It does not replace a great teacher. Kids don't typically learn from people they don't like. So I aim for the R and the FAMR, model of tech integration, FAMR, representing substitution, augmentation, modification, and redefinition. And technology when implemented at the redefinition level, as implied redefines the teaching and learning processes and it allows the students to further explore abstract or distant concepts with innovative technologies and hence the portal to new possibilities and visualizing a respective perspective career setting with a 3D design. It would be even more incredible if the students not only had the chance to visualize but in actuality had the opportunity to visit future career settings, particularly in tech related fields. So if anyone is interested in hosting or inspiring the next generation, please come see me after the talk. It would be a great opportunity for the students to not only visualize but actually get to visit some of these future career settings. And also with individualized learning, the content offers them rigorous and relevant content that supports not only curricular goals but the students' goals with individualized learning. The lessons involve active engagement with the content, with their peers and with the teachers as the facilitator of the learning process, with the students truly as the active participant in their own education. So the students were intellectually challenged, developing meaningful, self-reflective and goal oriented experiences that rely on personal interests and innate curiosity. Learning is not something that just happens to them but rather they are actually involved in the creation of learning activities. And lastly, the experimental content provides opportunities to develop the vital 21st century skills, such as adaptive thinking and experience with media literacies, not limited to just social media. Interaction with the collaborative community, both online and offline, with hands-on experiential and individualized learning. We can provide the educational opportunities for students to develop these vital skills of interdisciplinary skills, transferable skills, soft skills, applied skills, in addition to the academic skills in order to prepare the next generation for the jobs that will emerge for the jobs of tomorrow. So open source software with Tinkercad, with WordPress creates wondrous opportunities and education and we can apply the use of open source software across the disciplines with WordPress, for example, in the English class to post multimedia journals to analyze works of literature or Tinkercad to visualize mathematical concepts or improved by designing sculptures or engineering to build a robot. So with the advent and ever advancing power of technology, it is ever more urgent to provide the opportunities for the next generation to be innovators and technologists, problem solvers, from being strictly content consumers to content creators and independent thinkers and eventually for them to be lifelong learners. So that is it. Thank you for your time and thank you immensely to the scale community for supporting the youth with the next generation track. And I know firsthand experience attending scale that education is far behind compared to the tech industry. And if anyone is interested in helping to transform public education by providing mentors or being a guest speaker or giving a tour of a work facility, providing hardware or recommending open source software or working with teachers to integrate any of these resources and please reach out. Thank you. Well, I use WordPress for our class website but the students use, they sign up, they register for a free account and they use it as a strictly blogging platform. I start them off with basic functions in terms of like Tinkercad and WordPress. I demonstrate what they need to do for the basic functions, but after that they're pretty much self-directed and they also help each other out. So I always tell them, ask the person to the right and left of you, this is a community of learners and if you do in fact have questions after that then address it with me but I try to let them just kind of explore on their own. Well, in terms of the project for like the 3D design I divided it into four parts and I guide them through the four parts. So we work on it together and I give them a time frame but they can jump from one part of the section to another part and they work well at their own pace and I allow them that time frame to work on at their own pace. Okay, yeah, because my role in the classroom is more of a facilitator so as they're working on their projects I walk around and I interact with every single individual in the classroom. So that's how I kind of keep them on track and never sitting down in the classroom and just working with each one of them and addressing any of the needs or concerns that the individual has. Group projects, well, in terms of differentiation I get to know the students and then I group them in terms of their ability level and I have an interesting class because it's nine through 12th grade and so what I usually do is I have some of the lower classmen pair with the upper classmen and also by abilities. I also teach English and so for English what we're doing is we're using Google Drive for a lot of our projects so when the students are in class and they're working on a group project they use Google Docs so that one person is typing and everybody can see it and they can all modify it together. And also everything that they do right now in terms of integration is through Google Drive because everybody has a Gmail account and it makes it seamless in terms of communicating with me and communicating with their peers inside of school as well as outside of school. Yes, so I do in fact have students with IEP and 504 and the website really helps them because I put a lot of direction up on the website and so when they're working independently they refer to whatever section that they need to refer to in terms of direction and also I communicate with them and if it's necessary to provide them with other resources, some handouts, I provide that and also with group projects I group them with someone who can provide them with that extra assistance in terms of their area of need. Oh yes, so at the beginning of the year I have the parents descriptive contracts in terms of their work is going to be public, it's going to be shared with the public and I haven't had any resistance yet. In terms of, oh, well, mentoring the students at our school site or just in general. Yeah, our school site is very limited in terms of technology. We don't have a technology program at all so this is the technology that I bring to the school site and if teachers do in fact have tech related questions they actually come to me. Yes, so that we do have access to the community college. We are located on a community college campus so the students also access the tech department there. So our campus is really interesting because it's considered a middle college so the classes that we offer at the high school level it's just very, it's core classes so math, English, science, the technology class comes in this form here and if they want to take any arts program or music they take it at the community college and so for the entire four years they're taking both the high school as well as community college classes and have the option of graduating with both a high school diploma as well as an A degree. We do a curriculum that's split between the high school and the college. It's Harbor College, located in South Bay. It's open source and it's very user friendly. I found that integrating it into the classroom that students pick it up really quickly especially because these students have very limited tech skills so it's a good introductory program for them. Well I'm always looking for new open source software to integrate and also I use Code Academy for introduction to programming. Is that it? One more question? FreeCAD, freeCAD, thank you. Great, thank you. All right, thank you for coming.