 Thanks Holly and thank you. It's a Great thing to be I guess on day three and I know there's also the post-party thing We try to try and remain vertical. I think it's the first rule. I Wanted to actually I was going to ask you with hands up. I was going to ask you Who among you here is average? Because I guess someone has to be But I thought if I ask you put your hand up if you're average You will immediately want to say Average at what? Like wouldn't you like are we saying golf here? Or are we are we talking about average height? weight Average mood love mom What are we talking about? So the issue of average is interesting one I was talking to somebody last night about this. So I was saying somebody sort of has to be average like In terms of performance high performance the bell curve would tell us someone's got to be average But increasingly it's a real concern. I think and in Australia it was last night Someone said me well if you say that was an average game. It means it was poor So it's quite interesting that we've actually downgraded average We're starting to see it as the thing That says mediocre actually I guess somebody has to be a bee now try and convince some of the parents of kids who got their first bee When they've been getting a is all year And you find out what happens Because the bee is seen to be almost an honest with a failure But I think that this is an interesting question about average because I want to look at Tyler Cal Tyler Cowan saying about average is over that we're finished with average That and that what what's happening is technology is wiping average out I want us to come back to that question, but the first thing I want us to look at is this question of what you're average at now I Want us to do this this morning. It's not just going to be me. We're going to be going to be doing some interactivity And I want to particularly use some techniques That I use in classrooms and I see other teachers use some really good teachers use and I I want to do this because if we're really going to make sure that something like Moodle net gets going or that that that the platforms that we're using are Used optimally then the disposition to collaborate has to be fundamental and It while it might be that people think oh, well, it's all right. Yes. We do group work You know, I think you would know you you people who who've done more work on this that Collaboration is more than group work You know that that that working as collaborators as close collaborators that we all fly higher together than each one of us can That no one of us is as smart as all of us can be that that principle underpins a lot of the work you're trying to do and The it underpins, you know, how do we get platforms working optimally? We've got to have the disposition to use them as collaborators and that's not an easy thing It's not an easy thing. So why don't you gonna do some of that this morning? I'm gonna model on some of the good teaching. I've seen some of you will know this See three before me see other three other people and I see some terrific forums that work this way you see three other people before me now to do that We're gonna we're gonna do that. I'm gonna actually get you to work in awesome four sums Now, I know that there are some some some setups in his a seven, which is a bit of a problem There's there's a but there's a seven over there. So this kind person could just turn around then we end up with a fourth And I think because we're all Intelligent capable adults that can add to four. I'm presuming we can pretty quickly get ourselves in a four sum Now if you find yourself in some sort of eeksum threesome or whatever it is That's all we can cope with that But if we can try to create a four sum for ourselves because we're going to put this principle into play We're going to be having a professional conversation around some of this. So could I ask you? To make up your awesome four some they made the aid of you at the table and that makes it easy you got shoulder pairs if you like Perfect. Look at this. No, well you were planning it early Four four are there any strays or orphans? How are we going good? I ask you in your four some Share in your four some will just take a few couple of minutes on this three or four minutes Share in your four some what you think you are average at now. I'd say gardening maybe in driving. I'm not awful I'm not wonderful, you know Share what you think you are average at where you go They're to get you to get a couple of this end and then we'll go up there just to hear a couple in a minute And alive some fives so may We can cope connectivity that we're all No, it's just share No, you don't all have to be average Thanks, folks. I didn't expect you to all be averaged together. So you didn't have to work out But just some of the things we've got a couple of microphones just to hear a couple of things that we're saying without great apology and Embarrassment that we're average at You can just grab somebody there who's willing to volunteer their averageness Yes, I was an average chess player average chess player sport Can we hear average type up type up all right fashion What does that mean so self presentation is just in the middle there I Sorry Okay parenting Right a lot of us would see ourselves in that basket, I'd suppose, you know I mean that we that we catch our souls sometimes and and I mean every every parent who thinks well that didn't go very well, you know that that move wasn't a good idea and and I think there are times too and we think this is great, but Most of our time we're trying to do our best, but maybe we're not sort of there and I Again difficult in this era, but you will not hear Donald Trump ever say his average at anything He either uses terms like You know tremendous and wonderful or horrible and awful. There is nothing in the middle Absolutely nothing and I have asked a few people about what their average at and they say well I'm not very good at this. Well, no, and I'm asking with the average at Well, I'm not yeah, I think I'm below par So it's interesting what we carry around our heads, you know what the self-talk is about and how we understand that and I'm coming particularly to this issue of of The time is we're in when we're talking about average because this is what I'm saying I just put this up This is I found this it made me lose the will to live when I was on a in a primary school And it was about it's about this age of the Marvelous me and setting kids up for the idea that they are incredibly special And this was on a wall the year twos look at me. I'm special in the whole world There's no one just like I'm unique and wonderful. I'm amazing. We've gone through a time Where we think it this is this building up self-esteem. This is terrific And it's somewhat different from the way when I went to school. You were treated like you'd come in on somebody's shoe You know, so we we didn't get this we got I remember one of our math teachers Well, he said I when he came in with it with the papers under his arm He said I won't ask you to form a circle. I won't ask you to stand He said you might conceivably form a circle and then I'd be rested for running a dope ring now Hey, cause he thought that was very funny, but but that's the way we were sort of talked to We didn't have names One of my brothers it was a very good math student, but his name was in the corner So anybody in the corner That you know that was in those times and that was a time of when we thought that learning was high threat and high challenge and Teachers were perversely determined not to be understood and and you're asking people to jump high now We are in a different time now, and I think the difficulty here is we've gone from a high threat high challenge My uncle used to say you may breathe occasionally And we went from that to every kitty wins a prize which is you know part of the this Thing now and I won't get to it because I think One of the tough cause here is if we're trying to think about being future ready It's not going to be a cinch and if we're saying to kids your special You can just do anything just believe in yourself and just we sing keep your sunny side up, you know And I think well, maybe that's not enough. They're actually got to build the skills to be collaborators Because the way they're going to become part of the dynamic successful learning world is To be collaborators. They are not going to be able to simply be special and say here. I am world look at me So Recently here's a gen why we were raised on a diet of constant reinforcement told we could do anything keen to boost our self esteem Mum and dad sacrificed the weekends to show for us from soccer to ballet to drama to nippers Seem, you know something that it's familiar our teachers shout us with unjustifiable praise In kindergarten. I won an award for time my shoelaces a week later than everyone else in years seven I won a ribbon for not finishing across country run now so So now because we've elevated self-esteem and we and we believe if you've got high self-esteem You can do anything It's just got to be confident and I see these things on walls in schools You know believe in yourself. You can just get there if you really try well probably not You know, I mean history teaches that the people united would probably be defeated and it's not so easy to explain You know that that's sort of What I'd call stupid optimism now. I'm actually on about non-stupid optimism I think it's really important for us to be optimistic But to also be informed and to have a sense of authenticity So I think what we've done is we've we've swung wildly from the teacher is dictator and the kid as the worm in the germ and we've swung over to children as All things that are possible and of course all knowing and wonderful my grandmother would have been amazed At the idea that we should ask kids what they want And I know pay I talked to parents now I said of course you wouldn't stand a three-year-old in front of the fridge and say what would you like to drink. Oh wouldn't you No, you wouldn't you'd say would you like water or milk? Oh Yes, no because you give them a choice, but a very small choice you don't give them any choice. Oh Because they're not that special and you are the parent even if you're an average parent, you know, you're a parent so that's that's a background for us as we're trying to build this disposition to collaborate and Meanwhile difficulties become repugnant Denies entitlement disenchant potential limits mobility and flexibility delayed at gratification Distracts from distraction you think about the fact that we We expect things to be easy and instantly successful and for a lot of our kids who are wanting easy instant success I mean who wouldn't of course we want that great. Let me do it quickly It's got to be perfect the screen tells us it can be perfect You get rid of all the imperfections You don't have the old thing about writing it out and then just scratch things you can see all the imperfection No clears all that out so it can but it could be instant easy and perfect We can move quickly then to do things so that's the expectation So we don't have to tie shoelaces anymore for example because we can just get Velcro. It's don't you know done and and that makes for ease of Doing things again. Why wouldn't we want easy? Why wouldn't we want to use the escalator instead of the stairs? I won't ask you if you did today. I Know what I did so Is we as we're trying to to say Learning and the disposition to learn is going to be increasingly Important and a lot of the learning that they're going to be doing is going to be informal Then what we really need to do is think about this disposition To engage with others not just I'll put you in a group and I know a lot of our university students say I do I have to be in a group. I'm sure you've done this. Oh No group assignment Can I just do it by myself, please? No. Well, we give her doing a group now when I create groups at university I always put a married woman as the head of the group a Woman a married woman with kids Because she will be as organized as all get out and she will solve every problem And they only come to me see three before me Put her in there. How many kids you got three terrific You get to be the sheriff of the group and don't come to me before you've been to her Now that's terribly exploitative of women. I know but It's just pure self-interest on my part Okay, so I Think this is this is the What foley is saying and I want to come into to the basic thesis that I took up because Cowan wrote this Five years ago, and I want us to have it think about what this actually looks like now Is there real evidence for this or not? He says that we're moving to a hyper meritocracy and he says it's clear The world is demanding more in the way of credentials More in the way of ability and it's passing along most of the higher awards to a relatively small cognitive elite Now we might think that's us or we might think we're average We might think it's us until we meet somebody who really is Flashes are out with a gold tooth, and then we think oh, you know, I think I'm just average So here's here's the point and I guess for people like this if you don't know who she is Raya Hadsell is a woman. She was the only female keynote at the deep learning conference in San Francisco last year and I'll say to the women here particular and this is an issue for us in technology the there were 85 percent men at that conference and 15 percent women and the women were in the booths Looking terrific fabulous hair teeth beautiful. They're back in the booths only one woman who's actually doing a keynote and This is this is a real concern now this woman Raya Hadsell if you look at her she didn't do stem. I find this quite interesting About how did she get through? Her mother was an artist What it what was her undergraduate degree? It was philosophy and religious studies now she loved doing puzzles and she did do a postgraduate degree in computer science Obviously, she would need to have done that But but she didn't have a traditional path So it's she didn't come through stem So I think we need to be thinking about so what is it that gave her that edge that cognitive edge That allowed her to push through but she's a rare person here She's part of I guess what Cowan would call the hyper meritocracy and It is looking pretty gendered and it's all pretty that Silicon Valley is looking a bit like that too So so have to ask ourselves what does this mean? Is there is the evidence in on this? What do we think just to flesh it out a little bit more if we think about global labor markets In these terms not not in terms of blue collar white collar anything We've sort of done with that But if we think about it in terms of personal services High-end personal services. I guess the highest would be something like brain surgery. That'd be pretty high-end personal service or Divorce law, you know, they'd be high-end personal services Where a person is there although of course increasing with brain surgery? Robotics are doing it for us and that's one of the issues here low-end personal services And this is our in binders work in particular low-end personal services cleaning out somebody's toilet would be a low-end personal service I guess, you know baby sitting with low-end personal service Robots are doing that better actually these days because they can work out of a baby's heart stops feeding and Baby sitters don't normally do that It's all too late, you know then and then we can see high-end in personal services now Those are the things that you could do so that the person who's doing the lighting plot for Central Park Lives in Amsterdam not New York, you know And so that's a high-end in personal service. And so he runs all that from there low-end in personal is All the sort of stuff that's done in with freelancer and Odesk and those sorts of jobs Which are paid by the by the task or low pay by the hour Nothing for no time off to go to the toilet even and certainly no No superannuation attached or holiday pay or any of those sorts of things now the move of that that Cowan and other talk about is the move of course is is from personal to impersonal Because bodies cost I mean bodies cost at least seven times as much as if you can get a Robot to do something then you'll pay much less and of course robots don't need to sleep And they don't get sick and all those things that we know And of course again if we can make things Impersonal if we at that low-end we'll do that too. It's interesting to me some of the jobs that that Robots can't do. Do you know what the one is that they are least likely to be able to do? hairdressing They can't do it Because everybody it's not just one look around this room. You know, it's not just that Everybody's head is unique And there's no there's no generic model to okay, but also because our style is unique You know we say oh no, I like it a bit like that. No, it's that's a bit long and we just have this way of I'm thinking about so so when you put together your style with with your funny head if I just you know I brought my head to It means that hairdressers jobs are safe but most Most others are in trouble Parts of them are including parts of teachers jobs Now the basic thing is if it can be made impersonal it will be and if it can be made low-end It will be because that blows cost so putting all that together. That's the picture now what Cowan says is this He says we're going to wipe out the middle here That those the middle things that were part of this if we go back The middle end of say personal those those people who are Public accountants people of that sort who used to step up human relations people the people who? Occupied that middle ground of corporate that group of people are going to increasingly disappear You know real estate agents that's there's a whole group of people that we might see to be in that middle section He says they're going to go and and that the technology is a wave that will either lift us or dump us And that basically what it's going to do is wipe out the big raiders Now I was at a think tank in Zurich Last year where I was talking to see up some young people and unfortunately they were all young men again This worries me a bit But there were a number of the four young men there and they were saying at this IBM think tank. I was saying arm. Oh, we're not going to do Undergraduate University. We're going straight. We've been working on stuff. We're going to skip University And we'd get a leapfrog our undergraduate degree We're going to expect credit for what we're produced putting together in the way of the apps that we're working on of the cultural products that we've got and We're we're going to skip over that now That's the real possibility there, and I think this is evidence to support what Kallen saying is that the Big raiders may end up going to university and the A graders go somewhere else and Especially when so much of the sort of learning we're talking about it's going to be informal 90% of it's going to be informal. We're being told So the learning to learn is going to be really a very powerful part of this disposition But yeah, people will learn on the run and unlearn as well and let's not underestimate how important unlearning is It's much harder to unlearn because once you've learned something you cling to it And then to have to unlearn it. It's difficult and I'm just thinking even in terms of the I've never got used to the idea of the the you know thing on the on my vehicle, you know, where you were you What's it called? Right have the car running and then I take my Feet off the cruise control. I don't even want to talk about it. I don't know But I just because I've learned how to drive The whole idea that I have to unlearn you know that and that I'm somehow then it's almost as though the car has taken over and I get so Now I know that it's it's I know that it's smarter to use it Especially if I'm there's not a lot of traffic around Don't they have to worry about constantly looking down to see but but I just know that I've already learned how to drive Just what I'm saying. I'm an average driver because I think a lot of us would probably who doesn't who doesn't use cruise control Even though they've got in the car A few of us, okay. Well, maybe we're just a special group Another not so awesome for some Okay, so this is this is what? What what Tyler Cowan has said and this is 2013 he's saying five years ago. He's saying we're gonna wipe out the middle Basically and the technology is gonna wipe out people who are who are B grade who are average at things who are average at routine Transactions who basically will plod through and hand up. It's not fabulous It's not awful who need to be told things who need to be given who need to be given a template away you go People who you know perhaps take a little bit longer than that, but that that group is going to be Taken away So I want us to have a think about that issue What he's saying that that The world is demanding more in the way of ability Is it true are we seeing that now are we seeing and thinking back from your experience? I'm gonna get you in four sims now to have a talk about this in your own experience Do you see evidence? That that is happening that we've people are either being pushed up or Or they're being dropped down and that we're seeing the hollowing out of our B graders B grade jobs B grade And that the people who once went into I guess for public service of is that true or have or has he Overestimated are we creating a whole lot of new things for if you'd like standard people average people to do Have a talk just a few minutes. Thank you It's still going They'd be great certificates And I think a lot of the mental health problems come from that that kids think the world What a book But if you're not in average, you're never going to get people getting to the top level because life isn't just a smooth world. All of that comes down to not just women's social mobility and we think it's getting better in general, it's getting worse. It's getting much harder to get to those levels because you can't live in such a city unless you have $150,000 for deposit. That takes almost a lifetime to earn. Can I just ask now, we've started that conversation, who's heard something that's worth sharing? Just dobb in one of the people at your table. I heard something, I'll start over here, there was one thing that was said about the wiping out of the middle, just as a comment. We just pick up a few of these comments from people and thoughts about disconfirming evidence or maybe confirming. Thanks. My question was how do you get to the top if you don't go through the middle? So how do we get to the top if we don't go through the middle? I guess the thing about that is that projection has to be the way that we become okay at something before we just suddenly become good. I guess that's part of the issue of what it means to learn that we're not fabulous. There are other comments that people heard that are worth listening to down there and there. On my left wing, thanks. In our table here, we're talking about it and we thought there would always be an average there. So if you wipe or remove that average layer, maybe the bottom layer of the top and the higher layer of the bottom there is going to make the new average layer. That's one thing. Another thing is, personally, I think technology is not going to be advanced enough to wipe that average layer all the time. So you're going to say it reconfigures what counts as average? Yeah. Behind you, thanks. Well, we were discussing about how it seems like the average is widening rather than being pushed out because, you know, your basic level data analyst entry level position in an area requires a bachelor's degree. So everyone's going to university, everyone's doing a bachelor of arts or something that they believe is simple. Scraping through on a P's make degrees mentality so they get that bachelor's and then they start at the bottom level being told that they're the next CEO or chief of staff or whatever and then they, you know, cutthroat their way all the way up to the top when, you know, they see everybody else before thinking you've got to start somewhere at the top before you start at the bottom kind of thing. And this is one of the points that was made here about when we start giving certificates for everything, you know, that if you can remain vertical in the seat, you get a certificate. It does set up a false sense of, you know, as I come out of university, where's my office chair and my, you know, my air conditioned office with the leather stuff. And maybe part of the problem about the mental health of our young people is that their sense of being superior and special and terrific that they can do anything and then they find no, they can't. It's a really interesting point that we're just saying that maybe the whole average will be what most people will be most of the time and we're actually thinning out the other two ends might well be. I mean, I just think it's interesting that we shouldn't just swallow this, you know, we don't open our mouths and say, oh, he must be right. Very useful comments there. We haven't heard from the right wing yet, but we can just do one of those. I actually think average is increasing. Like twice they've reset the IQ because our ability is getting better because of education. But the point I was going to say is I'm looking forward to and also fearful of the day I walk into a cafe and I'm served by a robot controlled by artificial intelligence or a nursing home or something else because robots don't get angry. As you said, they can measure heart rates and so on like that so they know if the patient's alive. You know, there's a whole lot of average workers in that place that could easily be replaced by robots and I think to some extent some teachers could be replaced. Parts of their job will be but I found it interesting just recently in Japan they've created a robots for kids to learn where the robots are deliberately designed as dumb. Or at least if not dumb, they're designed just to be sort of a little bit thick. And the kids love teaching them because they're designed to say, oh, yeah, and to get something slightly wrong so that kids can go, no, that's not right. This is what it is. But it says, oh, thank you for that. You know, you've taught me something and they're saying that you can help kids learn by not giving them really smart robots but giving them robots that are designed to be a little bit dumb. So there's an interesting possible development too. We might have average robots, who knows. But they're certainly at the reception of Amazon if you go to a hotel and I mean they're there and increasingly that's where we'll find them. There's one more comment from the right here. Thanks. Yeah, I just pointed out that the bureaucracy is run by that middle class. So I think the idea that it's going to change in five years I've worked in education 20 and I don't think we can change printers that fast. No. And I also think, I mean we predicted that classrooms would be having, you know, all sorts of stuff. Classrooms look pretty much the way they did. There's more and more circles and things but the egg crate classroom hasn't gone away. We've still got industrial rooms and basically while we've got a lot of technology the big issue is custody, you know. We still have custody. And so the classrooms that I'm seeing I have to say still look pretty much the way they did with a few more bells and whistles and a lot of these things on the walls now especially the girls' schools that keep your sunny side up things. So we put a lot of these messages up around the walls but a lot of other things don't change. And they're going to have to, if I just make this point in terms of future ready because knowledge itself is going to be created differently an example would be the work that was done with this configuration of this molecule. With the monkey virus there was an attempt into part of the HIV work to create a molecule that was optimal in terms of getting rid of the virus and 10 years of work in the States to try to solve this problem. And then it was one of those water cooler conversations where the people working on it came across the IT people who said, what are you trying to do? They said, oh, we're trying to configure this molecule. We're trying to work out what the optimal configuration would be and they said, well, why don't we gamify it? I said, what do you mean, what do you talk about? Well, why don't we gamify it? Now, they had the top-scoring solution that was created gamify and outsource. A lot of our knowledge is actually going to be produced that way. So to get back to that point, yes, there'll still be traditional academics and traditional settings where we're doing traditional things and microscopes and we're doing the things in our white coats. But what's also part of this in terms of future ready is the capacity to put things online and to gamify. We have to take that seriously. One of the hard things, I think, for teachers, and I'm talking particularly about teachers because that's my background, as you can hear, one of the hard things is to take that very seriously. And then what does it mean for us to build the capacity for serious play which underpins this? Now, if you want to go and look at more about this, go and have a look at Fold It, which is the website where you'll see where you're being asked to contribute to science by doing this. But within the space of a few weeks, they had that 10-year-old problem solved. And it was solved by making it a game and putting it online. And it might not surprise you, but I'm saying it. The difficulty for us is how do we make sure now that our learning environments both take into account the traditional way we build knowledge, looking for confirming evidence, disconfirming evidence, doubting what we've got, those things, important things about science, radical doubt, but at the same time the things that we're doing here now. The possibility is here. And I think the hard thing for us is if we can't really get our heads around helping kids to lean into this, then we won't be helping them to become the smart editors of their world. This is what we're on about now. We can't know everything there is to know. And so that increasingly the issue of what can we remember, standard tests that rely on memory, I think there are still things it's worth remembering. But as someone said to me recently, one of my students said, I don't know Boyle's Law, but I can find it quicker than you can say it. And the issue is you still need to know what the principles are that we're talking about. So we need to know some things. I know that might sound a bit radical, but you need to know some things. But smart editing. What makes a great gardener? I'm not a great average gardener. It's pruning. It's what you get rid of. And it's trying to help young people instead of saying I just pile up stuff, download masses of stuff, pour it all in there. It's to say pick out what it is that you prune out. Now, if we go right back to the days of Michelangelo when the papal legate came to him and said, the pope wants to see, basically your CV, what are you good at? Why should we have you doing the ceiling of the Sistine Chapel? He said, it needs to take something back that shows him your artwork. Michelangelo picked up a parchment, drew a circle and gave it to the legate. And he said, well, we can't show the pope this, this is a circle. He said, yes, but it's a perfect circle and I'm the only one who can do it. We'd love to be able to say that. Perfect circle. See, that was the sufficiency of that. That's sufficient. Michelangelo knew that. That's enough. It's a perfect circle. Why would I put anything more there? And part of the smart editing of the world is for us to try to help young people get the signal from the noise. How do we get that sorted out? Can they see what the dross is and where the things are that really matter? And so that is, I think, the calling for us, increasingly thinking about how do we get and be smart editors. The people who had found the design for the monkey virus, they're smart editors. They can play with it. So we're talking about serious play, not simply building knowledge, as it used to be done. I just want to share with you some recent research about our top innovators and what they're like. We used to say this, and some of you might still do this, universities have said, we put out T-shaped graduates. That is, they have broad skills at the top. That is literate, numerate. You can use digital, help old ladies across the street or those sorts of things, communicate. But also they have one deep skill, one really powerful skill so that it might be that they grate on regression tree analysis. That's what they do. And that's their skill and they can beat anybody on that. And so that's the disposition to be taken to the workforce. The broad skills and then this one, big one, which is yours. So, and I used to say it, be very good at something. Be very good at something, anything. Because then you know what it takes to be very good. Whether it's music, gardening, driving, whatever, be very good at something. And you'll know how much unlearning you've got to do and relearning to do that. Now, the study that was recently done out of Creative Workforce at QUT looked at key innovators in Australia. It took 30, which is, I guess, just a statistical sample or no more. But looked at their profiles of these people and they were not like this. They were not like this. When they looked at them, they looked like they were key-shaped. If you'd like to see that as the teeth of a key rather than a T. They were key-shaped. That is, they had their broad skills. But they were deep in some area, had some skills in something else, very deep, so they might have still had their aggression tree analysis. But they're also good at statistics generally. They had some skills in parenting and they dabbled in, say, doing guitar, you know. That was the profile. And one of the interesting we look at that profile is this, that what it's about is those networks. Now, if you were to look at your profile, I'll ask you to do it a minute, just in your group, you looked at your profile as a group. One of those would be Moodler and Moodle and the network. So you'd be saying, well, maybe some it might be deep, for some of you it'll be one or the other. But the important thing here is that these innovators are people who keep a lot of their learning networks going. Not just one. Not just one. They have a number of things going on and they develop their skills. So if they're in a choir, they find somebody in the choir who can help them with something. They're learning networks. So if you think about your own profile as a learner, you think about what are some of the networks that you tap into. Because this has got to be one. And obviously, from what I've heard, this is a very powerful one for you. That it's one of the things here that you do. Can I ask you, having a look at this, just as we're finishing up, I want you to try to say, with the four of you now, you're awesome for some. If the four of you are going to apply for a position, or put yourself forward as value-adding to a corporation, putting yourself as one entity, as a group, could you try to create a profile for yourselves? What are you very deep at as a group? I mean, it might be that, in fact, parenting might be something that you've really all got very, very well, and you can cover that base. Or it might be mediation, or whatever it is, back to gardening again. Create for your four of them now a profile which is, pulls it together and have a quick talk about what that would look like. What is your key shape as a team? Way to go. You're a five-some, you've got an edge. The whole lot of you, but are there things that you could double and triple-dip with? I'm presuming that learning platforms are something you could at least say deep for that, even if you didn't say very deep, you might not want to say very deep because you might have a sense of what very deep really means. But that might be one area. But then have a look at what else? Mediation is other aspects of technology. Whatever. Leaping tour buildings in a single bound. I'll get you just to grab somebody when we give them a moment or two. Do we have a group that can give us their key shape? Centipede. Centipede, alright. So what have you got? Can we just come down here? Right. Teaching, writing, which meet blogs, news, and forward it. IT, programming, testing, web business analysis, change management. They're the ones we got through. That's a pretty good value for just about any corporation. Whether you're doing marketing or whatever. That covers a fair few bases. Is there anybody else who wants to volunteer their key shape? Over there please. Just a moment. Microphone coming. Our broad skill is that we are curious, that we are willing to learn and wanting to learn. Then we all kind of take savvy or at least have two developers here in our team that can kind of bring us up above average. And we all actually speak some sort of language, whether it's a natural one or a programming one, so at least minimum everybody speaks yet another language. And then also communicating and talking with each other. So how did you go? Could you add those languages into yours? If you started to think, okay, you could come and pick the eyes out of this one too to add, but that's a really interesting value add to put those together. You can see how that would build into a really great value add. You could value add to them who could value add to, etc. Do we have one more up from over here? One down the front here? Or just... For our team here, we have programmers, we have administrators, we have teachers, learning designers, so with that mix of teams or that key shape we can open our model partner. Okay. And I guess that the issue is when you're thinking, if you got to know each other quite well, you would begin to think, okay, we're all dabbling here, but we can sharpen this up there. Of course, this is part of the issue that we're trying to help kids build this idea. This idea that none of us is as smart as all of us can be. And that's fundamental. So for the kid who's special, it's just all about me. It's about me and people saying how wonderful I am. This is not the world they're going into. This is it. It's how we create allies. Bruno LaTua made the point. Power is the accumulation of allies from one unique moment to the next. That's what power is. The accumulation of allies. What I was asking to do is to accumulate allies and the unique moment, what is the unique moment? What's the unique moment in the school, in the corporation, wherever it is? How do we then look for allies? Because we can't just do it by ourselves. That's why in schools we should be looking at staff room brain and classroom brain. And really understanding at a deep level how we build those cultures. Now of course the problem with, sorry, in schooling is as we know the entrenched norms have still been those of autonomy and privacy. Gulliver among the little people. And we still see teachers where they're very surprised and rather alarmed if another adult actually comes into the room. Now when I hear teachers say I'm teaching my class my way with my things, it worries me that that's not the learning environment that's going to be conducive to this. Because teaching is too hard. Teaching is an extreme sport. That's what it is. And trying to do it one out is just too hard. So as we now look at this, what do we want to do? This is not just a case of wouldn't it be nice if kids had the disposition to collaborate? Now teachers will need to model it, we need to understand it, we need to actually have them see us do it. And so they understand it's not just about you and it's not just about how wonderful you are. It's about how you get allies to do particular things and how you make a case for value adding. When do you do it, how do you do it and how you do it respectfully? So I guess what I'm just simply trying to finish by saying is that if we take that principle that none of us is as smart as all of us can be it actually looks like something. It looks like something in our learning. And if we're going to have moodles that could actually build value then we have to have the sense of the importance of collaboration and we have to know it's more than just get in a group. I appreciate the fact that you did more than get in a group this morning. It was great to hear that things are going so well here. I appreciate your leaning into learning because we absolutely need to be able to do that but also need to understand that we've got to have a lot more power to our pedagogical arm. Thank you.