My name is Katie Lee Bunting and we'll each introduce ourselves when we do our land acknowledgments, but welcome to Can I Submit That? using student assessment to challenge power structures in our learning environments as part of the CTLT Spring Institute. We're really grateful for you all being here. We were chatting before folks came in at saying how many of us are pretty tired at this point in a year and we register for things and then it comes time to participate and then feel a bit maxed out. So thanks for showing up. We appreciate it. So I identify as that abled cis white woman who is of settler ancestry. My ancestors are mostly from Ireland, but also from France. And so in naming that, I acknowledged that my ancestors came here uninvited and reported a colonial project that Canada has founded on. So I am joining from what is now known colonially as Burnaby Heights. And in naming this land, I want to give gratitude and honor the nations of the slave with two Squamish, Salo and Musqueam first nations on whose land I now live on. And we have cared for and been in relationship with these funds for thousands and thousands of years, much longer than the couple generations that my family has been here. And I'm with the department of occupational science, occupational therapy. I'm an assistant professor of teaching there. And I'll pass it over to Judy. Hi, my name is Judy Chan. I am a education consultant with the Center for Teaching, Learning and Technology. I'm also a session lecturer with the Faculty of Learning for Systems. I would like to echo Katie that I am myself a first generation settler here on this land, the shared space between the Musqueam, Coal Salish and the slave, what two nations. And also known as South Vancouver. I'm currently reading this book here, really talking about our responsibility to protect the land. And so a very good book. We can talk about that at a different session. But so I would really continue to think about how I can protect the land because according to the book, when we protect our land, the land will protect us. I'm going to pass on to our student presenters. Lisa, you are right next to me. So maybe Lisa first. Perfect. Thank you, Judy. So hello, my name is Lisa Furzav. And I'm one of, I was in Katie's class last semester, I'm a student of the Masters of Occupational Therapy Program at UBC. And I am currently zooming in from Kukwitlam, which is the traditional unceded and ancestral lands of the Kukwitlam First Nation peoples. I will pass it on to Nicole because she's right underneath me. Hi, everyone. My name is Nicole Banting. I'm very excited to be here today. I'm also a first year Masters of Occupational Therapy student at UBC. And I'm joining from what is colonially known as Victoria. And I'm very grateful and respectfully acknowledged that I'm on the traditional territories of the Songhees, Esquimalt, and Byzantic peoples on whose historical relationships with the land continue today. And I'll pass it off to Parmeet. Hello, my name is Parme. And I'm a student of Occupational Therapy here as well. I took a class as well with Katie Bunting. And I'm sitting here at the city of Suri. And I acknowledge that the land that we're gathering on today, or that I'm on today, is a treaty territory of the Tuas and First Nations and the traditional ancestral and unceded territory of the Coast Salish people, specifically the Quatlan, Katzi, and Semiamal First Nations. Thank you. All right, thanks. Let me invite folks to share what Indigenous land you're joining from and share your land acknowledgement in the chat box if you'd like. OK, so for the sake of time, we'll share our stories of how we got here rather briefly. But I sort of had an awakening moment, the end of the winter term before actually the pandemic started. So if we could remember that far back in, I think that was 2019. And I had taken over a course and it had always, since I'd been participating in it, had sort of these large summative tests at the end that were short answer in person written out. And I was sitting there invigilating and saw these students come into the room that, I really cared about these students and had tried to be intentional in my teaching through the course of being mindful of their well-being and creating relationship. And I see these folks I care about coming in and eyes red-rimmed looking so stressed out and all I could think of and being mindful that I don't have total control over their lives or I'm not the only influence. But just thinking that my decision to have the summative test as the only choice here was harming a lot of these students. And that was a real moment for me to want to do things differently. I don't know if other folks, Judy, Lisa, Palmer, Nicole, want to share anything? I can go ahead. I guess just for me, my background is in sociology. And I've always been interested in occupational therapy. So I had an opportunity to apply and get into the UBC Occupational Therapy Program. So that's where I cost pass with Katie and the other professors that we're working with. And we're actually right now on placement and able to be here today. So it's kind of a little bit about my journey. So similar to Parm, I also have a bachelor's in kinesiology from UBC. And then applied to the master's of occupational therapy program, which I love so far. And that's how I met Katie. And that's how I ended up here. And as Parm said, we are currently on placement on our second placement, which is very exciting, but we are super excited to be here. Yeah, I was very excited for the opportunity and invitation from Katie to participate in this presentation. Coming to the master's of occupational therapy program, just the way that we were evaluated was so different from how I was evaluated in my undergrad. And so I just wanted to share kind of a student perspective on how that's been for me so far. And I'm actually one of the few students who chose to do the summative test, and I kind of wanted to share my thought process around that and maybe provide a different perspective as well. Well, Katie, your questions here just took me all the way back to my undergraduate years, that's many years ago. And I was one of those students who didn't pay attention to the learning objective, but I will madly knock down every single deal day of all the quizzes, assignments, and final exam. And I study according to the exam, according to how I would be evaluated. And that wasn't very useful, that was very stressful. So when Katie, you asked me to join you in this journey, can I submit that? I'm like, yes, let's talk about what we can do as instructor and try to release some of the stress associated with assessment. Thank you, Katie. Great, thanks. Yeah, so that leads us well into our learning objective. So overall, we're looking at how can we support student well-being and really enrich learning experiences through how we design assessments and address power dynamics. So I'm going to pass it over to Lisa to share with you our learning objectives. Yeah, so by the end of this workshop, we will be able to, number one, identify how traditional methods of student assessment can reinforce oppressive power structures in higher education. Number two, critically appraise your own methods of student assessment. And number three, apply an anti-oppressive and relational lens to begin to design more just and equitable methods of student assessment. So then our agenda will closely follow our learning objective. We will go over what is student assessment. We will ask you what is student assessment to you. And Katie is going to introduce to us anti-oppressions and relational teaching and how we can use critical appraisal and critical reflexivity to redesign our assessment strategies. We will then have some time to put these three together in a mix of different type of activities, such as breakout rooms, to look at our student assessment, applying the four concepts, or two of four concepts. And also applying these concepts into our own assessment strategies. And at the end, there will be time for us to share and wrap up. I would also like to know that these ideas about using looking, having a critical lens to look at our assessment strategies, Katie and I, we are not the first people to do this at UBC. We've been inspired by a few people such as Kenneth Rydall from the Food Nutrition and Health Program, Christine Donofio from Art History, Visual Arts and Theory, and also Carol and Knaio, Cellular and Physiological Sciences. They've been using different form of assessment strategies that, that at least for me, I would like to copy them. I would like to use what they're using in the classroom. And recently in the, I was saying the last few months, there's a lot of talk about ungrading. There are like two sessions on ungrading at the Spring Institute. One of them will be back tomorrow morning. And so I would like you to, if we inspire you, so I would invite you to also join those sessions on ungrading. So we are going into, we, like I said, we're going to ask you, what is student assessment? And so what you can do is go into one of your windows or take out your phone and just go to menti.com and use this passcode 4203. Thank you, Katie, for putting it in the chat and 4963. Let us know what you think student assessment is. And this is an open-ended question you can submit multiple times. All right, so we'll hold these ideas of what student assessment is throughout so that to test understanding, evaluate learning, stressful, sort of a query of, is it an evaluation of student learning, bringing in self-evaluation of those students and instructors, that it can be uninspiring, it can be quite contextually constrained. And often student assessment is required to gain marks for, for a course. All right, so next we're going to ask you to share with us what student assessment is not. And again at menti.com enter the code 4203 4963 and that's posted in the chat box. So considerations here around whether or not student assessment actually measures student learning, questioning the objectivity of student assessment and evaluation and grading, naming that it's not a reflection of student's worth, which is messaging that students receive from the point that they enter school, reflecting how much effort a student has actually put in. Yeah, and in ungrading literature there's a lot of critique around that of considering sort of the baseline knowledge that students come into courses with and whether through grading we're actually showing a measurement of how much knowledge students just came in with versus how hard they worked in the course or how much knowledge they gained. Yeah, an evaluation of whether somebody's smart or not and what does it mean to be smart and what sort of epistemologies are valued there. Yeah, and a limiting of student choice and autonomy, unimaginative, uncreative, yeah. So that's maybe actually a good point to pause on here and go back into the rest of our presentation. So thanks for engaging with us in that. And so we're sort of operating on the assumption that folks who have come to this workshop have a pretty good understanding already of some of the pieces we're going to talk to about it. So we'll move through this content somewhat quick in case. So as probably quite a few of you know, and this is something that I started learning more about again, as I mentioned, I had this moment of like, what the heck am I doing in how I assess student learning? So this use of a hundred percent of scale emerged in the early 1900s with letter grades really coming in to being used in the 1940s when K to 12 education became a requirement. And this is the information rooted in the United States, but Canada sort of maps quite closely to what's happening in the States there, education wise. When I'm talking about student assessment, I'm just focusing on grading because really that is the dominant way that we assess students. The idea was that with grading, it would ostensibly sort of facilitate a uniform consistent way of evaluating students across institutions. And we know folks have critiqued that like an A in one institution, we compare it to an A in another institution without really considering contextual factors there. So there's sort of this false valuing that somehow grading is an objective process. And the aims of grading assessment were to sort students into groups. So you all talked about that, like our ranking of students and this notion of identifying you're smart, that it is a measure of your worth. This is the best and then good and pretty good. We have those qualifiers attached to letter grades. It was a way of communicating to students, whether or not they had succeeded in the course. And the idea that through assessment, we can motivate students to learn. And that's sort of what you talked about, Judy, just writing down absolutely everything you needed to know. And I was that kind of student. I did well with traditional grading because I was very driven to prove my worth through getting good grades and motivated to do that. So that's a very quick overall in terms of student assessment and grading and where it came from. So the question is, can we do better? And I think all of us shared our interest in being here with the belief that we can do better. Through your comments on what student assessment is and what it is not, I think that's probably a shared understanding with the folks here. So this is a quote from the pedagogy of the oppressed, Ferry. This quote resonates in terms of why we need to do better with traditional student assessment methods. So in this nutritionist banking approach to education, even when offered under the guise of progressive education, has as its major goal, the fattening of the student's brain for the deposits of the teacher's knowledge. And thus, under this pedagogical model, students absorb understandings not born of their own creative efforts as learners. So it's this critiquing of this banking system of, as an educator, I'm the holder of knowledge. I know what students need to learn best. I can best evaluate that with assessments that I design myself. And the idea is that I'm just stuffing students' brains with knowledge. And through doing that, it can really eliminate the opportunity for students to have agency in their learning and to make creative contributions and to really make deeper connections that matter in the world. So this is kind of that critical pedagogy assertions that anchored some of the changes that we've made and how we evaluate student learning. So we wanted to introduce you all. I do want to preface this by saying I don't view myself as having expertise in anti-oppressive teaching or even relational teaching. You know, I come to this as a learner and it's something that I have engaged in learning around over the last few years. But it certainly aligns with sort of my personal values and my values as an educator and as an occupational therapist. So in anti-oppressive teaching, you know, we're really looking at centering the assertion in education, but the roots of that problem's face or that the challenges that students face aren't residing in isolation within that student as sort of personal feelings about student, but really looking critically at the larger systems that are at play and how those systems are in relation with each other to systematically oppress and marginalize students as a whole really in education and how this is compounded for students through that intersectional lens so that students who experience marginalization elsewhere, this is compounded in the educational settings. So an anti-oppressive paradigm really informs our thinking so that we can question and critique and interrogate these larger sort of hegemonies within education and systems of power that actively marginalize and oppress students. So it's this critical questioning of, you know, what systems are at play here and how do those systems privilege some students, oppress others and overall oppress all students. So really questioning at a systems level why things are happening and how they impact students as opposed to viewing student challenges as personal feelings without a larger critique of the system and making educational choices from that place. The other approach to education, so in addition to anti-oppressive teaching that's connected to critical pedagogy is relational teaching. And this is actually something I came to through Isabel Iqbal at the CTLT as she recommended a work by Harriet Schwartz. And so in relational teaching, it's really centering that educational learner relationship, student-teacher relationship in pedagogy and making educational decisions rooted in relationship. And again, this connects to critical pedagogy because relationality in teaching is typically not something that occurs in educational settings. Typically in educational settings, traditionally it's power over where the educator has power over the student and decisions are made from that power over place. So Schwartz describes this as a practice wherein connection and disconnection with students, power, identity and emotion shape teaching and learning endeavors. And so in relational teaching, we're really looking at centering authenticity, trust, empathy, connection and common humanity in our learning environments and really intentionally centering those as educators in our decisions and how our pedagogical choices and choices around student assessment. And this creates learning spaces where students hopefully feel able to take risks in their learning and assessments and feel like they have choice of agency within these learning environments. And so why does anti-oppression relational teaching matter? It creates space for diverse student perspectives and knowledge and wisdom which enriches experiences of mattering in classroom spaces and enriches and deepens student learning experiences. And we have folks have been pushing for greater diversity in student bodies admitted to higher education institutions like UBC. But if we're creating, if we're welcoming students with diverse lived experiences and students with diverse identities that have historically been marginalized from places like UBC and then we're not changing the way that we educate in those spaces, then we are just continuing to oppress and marginalize. So through anti-oppression and relational teaching, we create spaces where students are celebrated for their lived experience or acknowledged for the knowledge and diverse sort of knowings that they bring to this space. And so this fosters collaborative educational spaces between educator and students. And it is through relationship that students are motivated to learn and engage in their learning as opposed to through a striving toward getting a particular grade. And culturally and ideologically and socially relevant curricula, as I mentioned, are more effective in enabling academic development across all students. So it allows for a learning environment that celebrates all that students can bring. The other piece that we wanted to bring in here are the tools of critical appraisal and critical reflexivity. So critical appraisal is really questioning, reflecting, thinking, contesting, and evaluation of assertions made and to appraise the broader contextual factors that have formed these assertions. So critical appraisal of our educational systems is asking these broader questions of, you know, who benefits, you know, why are we doing this? Who designed these? Why did they design these? What ideologies are present? How do they impact students? Why? So it's a consistent questioning of these larger systems at play and these larger contextual factors. And then critically, a critical reflexivity is unpacking our own positionality as educators. You know, so for myself in the learning environments, my critical reflexivity is constantly thinking about, you know, for myself as a cisgendered white woman of settler background who's abled, who did well and succeeded in traditional educational settings throughout upper middle class. I am not a first gen student. How does my positionality affect how I come into these learning spaces? How does my positionality affect how the decisions I make as an educator? And so it's really finding strategies to question our own attitudes and thought processes, our values, our assumptions and prejudices, our habitual actions as educators to become more aware of, you know, how might we be limiting the processes and helping this critical reflexivity actually allow for more laboratory practices in education. And so our approach in redesigning these student assessments was to bring our approaches of, are these approaches of relational teaching, so centering relationship and humanity, an anti-oppressive approach, so interrogating and problematizing systems of oppression in higher education and how those show up in our learning environments. And then using a critical appraisal as a tool, so active questioning of contextual factors, shaping student assessments, and then always being engaged in critical reflexivity. So that critical knowing our own positionality and how that impacts our decisions in the classroom. So we know that we're moving through this at a rather quick pace. I see that there's been some conversation in the chat box. Thanks for keeping up with it, Judy. If folks are okay, we're going to move on to sharing some examples of educator and student perspectives of our experience of enacting this in OSOT 511, which is a first year, first term course in the master's of occupational therapy program that explores the sort of foundations of occupational therapy knowledge and conceptual models and practice process. So I'm going to introduce this. I feel like I've been talking a lot. And then I will gladly pass this over to Parm and Lisa and Nicole to share a bit about their experience of engaging in this. So this is a change made in OSOT 511, which again is in the master's of occupational therapy program. So students come into the program with an undergraduate degree and various life experience. And it's a two year, a 24 month entry to practice master's program. So historically in this course, as I mentioned, there was a summative in person open ended question exam that was usually three hours. Students would have three hours to complete it. So this year we offered the choice of a critical creative project or a summative test. And when Lisa and Parm share their experience of the critical creative project, I'll pass it over to them to explain what they did and what that looked like. 43 out of 64 students chose the critical creative project. 21 students chose this summative test which was moved online and made open book and also open over the course of, I think two days, Nicole, you can remind me where students could choose when they wanted to log in to write the test. Across both evaluations, the average, which I know was a bit of a crude measurement, was 87%. So that was consistent across both just by chance. So I'll pass it over to Parm and Lisa to share their experience and I'll stop sharing my screen so that you can see their faces more. I'll also be sharing some other examples in the chat box that we got consent from students to share with you. And the critical creative projects are what Lisa and Parm chose and then Nicole's going to share about her experience with the summative test. Okay, for me, the ability to be able to control my own way of learning, it really allowed me to have a better fit for my personal needs and allowed me to demonstrate my learnings in a way that was for my strength. I think a key component in occupational therapy and healthcare is understanding how your patient or client is on that day. So if they're down or if they have something, we don't really do full assessments on that day. For me, having the opportunity to choose which assessment works and for me, that was really helpful in the ability to showcase what my actual knowledge was rather than coming in on one day and writing a full exam and being done with it. So I think that was what was important and being able to actually get out the information from my head and think about it throughout the course and demonstrate it in a non-traditional way, which is really helpful for me. So that's kind of the approach I took with the way that I did it and developing the artifact. And I think Katie is going to be sharing our PDF that we created. So Lisa and I were actually partners for this particular assessment, which is great. Yeah, kind of adding on to what Parma is saying. Personally, I've never been a student that that particular tests well. I was never really a fan of the traditional testing methods. I avoided them as much as I could. Of course, I still had to do what I had to do. Had to work very hard to do well on them. And I still, I am where I am for that reason, but I was particularly never a fan of them. Kind of hated them. So I had my own feeling towards that. And when Katie presented this option to us, I thought it was such a unique opportunity because it allowed us, both the Parma and I, to determine the things that we are currently struggling with and almost problem solve together to kind of solve something that wasn't working for us at the moment. We got to work together, solve those issues we were having. And as a result, we were also able to utilize our strengths and create something that we are proud of today. And with this specific project, we still use it today, even throughout our placements, even throughout practice, and we refer to it often. But I think having that opportunity to showcase our strengths and be able to show her that we can showcase our understandings, I think that made all the difference for us. And as future occupational therapists, I think it's important to be able to have a choice in something. And whether that be Parm, Nicole, or I, we could be exposed to the similar situation, but we may not have or choose the same assessment. So I think that kind of translates here as well. We had the same assignment presented to us, but we all didn't choose the same thing. So I think that's really important here and it can definitely apply to our futures. Thanks for sharing, Lisa and Parm. For myself, I did my undergrad in science, and a lot of my exams were very traditional. I was very much multiple choice exams, memorizing all the facts. And then when I came into the Masters of Occupational Therapy Program and took Katie's course, I was very surprised and really appreciative of the fact that we did have a choice in the type of assessment that we'd have at the end of our course. So again, I was one of the few students who chose to do the summative exam. And that was basically based on receiving the rubric, the learning objectives, sample questions, as well as the instructions for the other option. And so for me, I really took the time to kind of reflect on both of the methods of assessment, reflect on what learning style applied best for me. And as someone who really likes to write all my answers and reflect and am more so of a traditional learner in that sense, I really reflected on the fact that that traditional assessment was what fit best with my learning style. And I know that other students, they have different learning styles than myself, but I think at the end of the day, having that informed choice and that agency to kind of direct my own learning was very helpful for me. And that's kind of why I decided to go with the summative exam. All right, great. Thanks, everyone. So I will share our slides again. And Judy is going to walk us through an assignment that she is going to critique from this sort of four-pronged approach for us. I also wanted to share that in the chat box in case folks don't have it opened, I shared other examples of student work for the critical creative project. And then I also shared the outline of the this option for the assignment. All right, Judy, I'll pass it over to you. Thank you, Katie. Thank you for Katie. Katie, as you were talking through the end to oppressions and everything, it really made me think about my own practice again. So I am not really following my script much. I just really want to think about my course and think about the situation. When you talk about anti-oppression, we were talking and there was a little side chat with Michelle. It's a little small chat with Michelle. The anti-oppression is about the system. And for my course, one of the biggest system is an introduction course. But we welcome a lot of students. We welcome students from all over campus. The way I say welcome is actually my own reframing of the framework. Students are required. Some of the students are required to take my course. These are students in the new food nutrition and health program in the faculty of Nenon's food system. But 90% of my students are actually coming from outside of the faculty. And they are taking the course for many different reasons. One of them is for my students who is from art, they are taking it because it's a required science course. It will fulfill their science credit. So they walk into my classroom, they scare. Many of my students, some of my students love science and they love history or anthropology, but they chose to be a major in art. But many of my students haven't had any science since grade 10. And this is the last course that they need to do. They've been postponing taking a science course. This is the last course they need to take to graduate. So they haven't had any science for seven, eight years. And they're scared. They walk into my classroom being very scared, not knowing what science means to them and how they can survive through the course. So I think that's one of the systematic pressure that some of my students have. Some of my students are also taking the course because it's also under credit. So they assign students and they are supposed to take some course that is outside of science and outside of art. And therefore this course in the Faculty of Lemons for System is sort of perfect as a good fit. So I do have students who are taking the course for very different reasons. I also teach in the summer. So I also have students who is working full-time, traveling around the world, practicing in the teams and doing all sorts of things. So I'm really thinking about my students. So we don't have a lot of time. So I really think about what is affecting my own and tone when I teach, who I am. I share with my student who I am, my own upbringing, my science education, how I spend eight years of my life looking at a protein, the chemical structure of a protein and how that protein now affect the bigger role of food consumption. And then in my course I also develop a loop and not only that I share, I also want my students to share, to build that relationship with each other. What they want to learn, why they're taking this course, and I also really want them to learn about who else is in the classroom. What are our common goals and some of our common challenge? So I build a lot of activities around that. So it will help us do the assessment later. And one of the assessments that is more related to assessment is that I do not have real debt loin in my course. I tell them that we all live in a systems as an instructor. It's my responsibility to submit the grade to the bigger system. And therefore there's no real debt line. Please give me a few days to do all the grading and all the marking. So the real debt line, I do have suggested guidelines that guide that line for all my assignments. But I tell them that if you cannot submit your work, it's okay. And throughout the six weeks, my students get to understand that when Julie says it's okay to submit something late, she really meant it because they've tried, they've asked me, they repeatedly asked me many times, is that okay? And I said yes. So I just want to focus on some of my practice in assessment. So Katie, I know we are running out of time. So I pass it back to you. That's okay. I think it would be nice, Judy, to go through just the process that you took in terms of critiquing this one's student assessment. And then we'll see it mine and then we'll go into the break-up in hours. So very, very quick. So we have a lot of questions here. And maybe just go to the next slide, Katie, because I put in a little bit of my response to that. So to save us some time. Yeah. And we'll have these questions available to folks when you do your own work too. Yes. So like I said, where are we now? So my students have just really going to focus on the end of the term research paper. Lots of students, we only have six weeks. So there's really very little time for us to be a relationship, for me to be a relationship with the students and for the students in the team to work together because it's a team-based project too. And many of students are coming from outside of the faculty and therefore they really bring with them lots of different expertise that we don't have for each other, for each other. So celebrating that range of strange in my students. So looking at the next slide. So these are some questions that we ask ourselves. So why do I do this assessment? Who decides? Of course. I am the instructor. I decide the assessment. I give them some guidelines on what they should be doing for this end of the term project. Yes. Of course I think when I develop my assessment it aligns with my learning outcome. Yes. Of course. Yes. This my course is my learning outcome and my assessment aligns with it. But what is really missing? For me, the end of term research paper is very science seeds. Well, it's a science course. It's actually missing a little bit of life. It doesn't really align. It's a course on food. And I feel that this is our relation with the food. Our everyday eating of the food is missing. We talk about science and the chemical structures and safety and microbiology. But it's missing that connections to our everyday life that is missing. So when I develop this research project and it's a team-based, I forgot to put it here, who is going to be who is going to be advantage? It will be the science students because I have a lot of thought of my students are actually coming from the faculty of science. And because it's a team project, I think in our traditional grading system, we often talk about are you a leader? Are you leading the group?  We really favor the outgoing students, the students who are really more willing to share. The students who are going to speak louder and faster and earlier. So I think there's something in my traditional grading that favor those students. Are the students really part of the assessment? Not really in the beginning, no. But I started to give them more control or power. I give them lots of control of what they are going to work on the paper and also the format. So again, I still need to give them some guidelines because I don't have that time to build a relationship. I don't have the time to share what, to give them everything, all the options because they would get really lost. I still feel that I need to give them some framework. These are some suggestions. This is what you can do and you have the freedom to choose. In the traditional assessment, I also don't, they don't have a lot of role in their education. So what I have done then is that based on the results of the term project, they actually contribute to my final exams. So there's a small part. I don't have the time to go into the next slide, but I will just say it here. There's a small part that they will suggest some exam questions for the final exam. And I will then ask students in the whole class to study those final exam questions. These are final exam questions that come from the project and the student design it and students need to study each other's questions. It's not a lot. I don't want them to read the whole project. It could be too much, but really focusing on some of the questions contributed by the students. Yes, the worth, the value is all measured by grade in the past, but in what I've done is I've also included a lot of process work. Submit your reflection, submit your learning goal, submit, tell me how you're going to work in a team. And as long as they are doing the work, they are going to be rewarded by a great. I will recognize the contribution and trying by giving them a grade. So I'm trying to take some of these, some of my power in this course, in this assignment and give it back to them and also find ways to reward them and recognize the strength. So I will stop here, Katie. I think the next slide has more. It's too much, yes. Okay, and we will be sharing our slides. We're sorry that we didn't send them out ahead of time. So what we'd like is for you all to have a chance and time to apply this approach. So we've sort of designed this in two steps. One for an opportunity for you to do some thinking around it and then one for you to do some application of it. So we'd like to hand it over to you. And again, thanks for your grace with us moving through this in a fairly quick pace. I will pause if anybody has any questions in regards to the approach that we've outlined. If anything is not clear to folks, then we will have time at the end for discussion and more questioning around our experiences. Okay, so I think in one of my broadcast messages, I said, time is oppressive and it is. And so again, we appreciate how much we are asking of you all to pack into a relatively short period of time. Really the aim, our aim was that you could begin to maybe have a bit of a framework to start thinking through redesigning of some assessments. So we have about 10 minutes left. We do have some takeaways that Lisa and Nicole and Parm will be sharing with you. We also want to make sure we have time for that. So we have about four minutes for discussion. But if anybody wanted to share sort of maybe something interesting that came up in your breakout rooms, if you had any sort of aha moments or anything that's still sort of sticky that you're, you know, you feel a bit stuck on. Sunayna, I see your hands up. Yeah, thank you. I think one ongoing challenge that was evident in our last breakout room is our limit, the limitations we face around class size and TA hours. Because many of the creative teaching practices require that we have capacity to grade more than we currently do. And I wonder if you have any suggestions as to how we might consider anti oppressive teaching in classes of 200 where we might have 12 hours a week of TA support. Yeah, that was the discussion we were having as well is the reality that we are working in these higher ed systems that don't center the student agency and that don't center relationship. They're really rooted in capitalism. And so, you know, we have to work within those systems.  So there is a session on ungrading tomorrow that we would recommend you all go to. Is it tomorrow, Judy? Yes, tomorrow. And I guess the other... Sorry, just one more thing really quickly. I don't teach in 200 student classroom spaces. I teach, I will be teaching with 72 students. But I would also say, like viewing this on a spectrum so that it's not all or nothing.  A very small example, this is outside of student assessment, but we use, we have classroom playlists that students contribute to. And so we play music at the beginning of classes and at breaks and these are playlists that students have contributed to. And the idea with that is that students in the learning environments can see themselves there. You know, they hear their own music. And even that in and of itself sort of disrupts the typical sort of power structures in the classroom. Judy? I teach in my course as about 100 students. And so earlier on, I mentioned that in my term project, I have a lot of little process steps.  And to me, knowing where they are in the planning process and what they're thinking and how they agree or disagree to work together. And basically, as long as they submit something, I basically just give them the full mark of that piece. So the marking becomes quite easy. It's not as laborious. And I also find myself enjoying those small grading. So I often tell my students, if the term paper is worth 20%, by going through the process, they already earn 12%. So in a way, it's a grading practice. It just takes some of the time pressure off. When I do that, because again, it's a six-week course. We don't have the time. And I don't have enough TAs. So it's the guiding them through the process and why that's important.  So that's my way of handling that time pressure. But I really want to give some space for Nicole, Lisa, and Pam to share. One of my key takeaways from having the option to do either the summative assignment or the more creative type of assessment was just that every student learns differently. Like I know that I know myself best and I know how I learn best and how I learn best is through a more, maybe more traditional assessment versus how Lisa and Parm are. They really jump at the opportunity to do a more creative type of assessment. And I just really appreciate having the choice and the agency to direct my own learning. And as someone who is going into a health care profession, it's also a helpful role model for myself, knowing that I want to give my own clients the choice to direct their own treatment as well. And so it was just a really great opportunity for me to reflect on that. And I just really appreciated having that choice in my learning. So having the opportunity to direct our own learning has allowed me to find solutions to concepts I was having trouble wrapping my head around. I found that this experience overall helped me gain essential problem-solving skills that I can apply to my future as an occupational therapist. And overall having a choice in assessment created a space and a safe space to showcase my confidence and confidence as a student. And after talking to Judy and Katie throughout this planning process for this workshop, I did not realize that I was under the assumption that professors go through the university to set a curriculum for the course. But in fact, they have a choice in how they want things to look as well. And something that I'll probably continue to wonder is since professors have a choice in their course curriculum and what they want in their assessments, I wonder what they want to see from their students. Do they want students to showcase their strengths and their learning? Or how does that look like for them? Sorry, and I think for me, the ability to have the opportunity to choose and being able to control what I know and expressing that to instructors, I think that's what was important in my key takeaway is by giving the option to have a choice. It's more of a dynamic relationship and also mitigates some of the power dynamic where I feel like I am in control of my learning. So that's what was really helpful in my key takeaway here. Your dog is really excited there, Parm 2. All right, so we've got two minutes left. We just want to extend our gratitude for all of you for participating today and being here with us. Like we said, to have compassion and grace towards oneself when you're wanting to do this work, it can be challenging and that's sort of by design. So, and knowing that every little change does add up, not to sound too rose-colored glasses, but it's finding community and making changes where you can and really staying grounded in those values and believing in what you're doing. So, and I wanted to especially give thanks to Judy, who I initially approached a year ago about redesigning this summative evaluation of this idea and her support and for doing this session with me today and especially in the Coldies and Parm. You all are such busy, busy student occupational therapists, you're on placement and so we're so grateful that you took the time out of your busy day to come and support others learning around this. So thank you everybody very much.


Can you do a large heart in all pinks for Mother's Day? Yeah, of course. I can let's get it Got my large heart. Here's the very first pink a nice Light pink just like that Then we're gonna add some neon pink because it looks beautiful. Just beautiful Just like that Now that I have all my pinks on my heart. Let's get it Here we go.  Let's call


As a developer, you might be aware that on the web, with a single code base, you can create an app and it can be installed across platforms. On the other hand, your users might not know how to get the most out of your app on those platforms. I'm Adriana Jara from the Chrome team and I'm with Diego Gonzalez from the Microsoft Edge team and we are here to show you how to give your users an install experience they can't say no to. Let's get started. Users that support installability have ways to let users know they can install and keep a web app on their devices. It can be a button on the browser UI, an entry on the menu, or a prompt with the install button. On Microsoft Edge, clicking on the install button will display the icon, name, and publisher for the app and also let users know that once the app is installed, it will open in its own window and safely integrate with the operating system features. This happens automatically for PWAs that meet the install requirements without doing anything extra. When installation is complete, a post-installed dialog appears and explains that the app is ready and allows to quickly add the app to different OS surfaces and even to run it when the user is logging in. Adri, what can we do on Chrome to give users install context? Chrome offers what we call richer install UI. After that, you have the power to provide context when offering installation, to engage your users by letting them know what features the app offers and how it looks as a standalone app. You'll need to add a description and a set of screenshots to your manifest. With these fields, the browser will display a bigger dialog similar to install screens from app stores. It is available in both mobile and desktop browsers. Make sure you add the highlights of your app in your description and put a spotlight on the use cases that your users enjoy the most. In Microsoft Edge and Chrome, you can control when to display the prompt. For example, offer it after an interaction when the users are most likely to keep the app. For more information, follow the link below. Diego, what else does your app get when it is installable? Once the app is installed, it behaves like any other platform app. It shows on surfaces where other apps can appear, like the start menu and app list on desktop operating systems, home screens, and in-app launchers on mobile. Users can also check settings for all their installed web applications in a browser app hub that's found at about colon slash slash apps. Additionally, installed applications unlock deeper OS integrations through the Advanced Web Capabilities APIs. For example, web share and file handling will also surface your installed application in places like the operating system share dialog, specific application settings pages, and even in other OS context menus. It is important to provide tool tips and suggestions for your users to take advantage of these flows the first time they launch the feature or in your settings page. You know your users better. I know the best time to prompt them to keep your app. It is important to give your users the guidance they need to make the most out of your product. You can find more information at web.dev slash learn slash pwa or aka.ms slash pwa. Stay tuned for more updates and to join the community, check out the link in the description to the PWA Discord. Until next time, bye.


Where does Bret Hart weigh on your list of rivals and people you competed against? Well, first of all, I came up with an idea to wear pink and black.  And the next thing I know, Bret Hart's wearing almost the same exact sergeant pepper type jacket. So Bret, you copied me and I know it. No, I have a lot of respect for Bret. Bret's a great guy. We have the same finishing hold. It's funny because, you know, this is a kudos to Bret because people will say, man, Sting, I love you. I love the way you wrestle, man. And I love your finishing hold. I love it that you use the sharpshooter on people. And I go, uh, I don't do the sharpshooter. I do the scorpion death lock. So Bret always kind of had the one up on me on that thing for some reason. Probably because he was before me. I don't know. Anyway, yeah, I love Bret.


I want to thank you all for coming out. I appreciate it. I hope this is the cheese at the end of the maze. If you had a hard enough time trying to find this place the first time, down, going through not that set of stairs, but this set of stairs to find the right room. But welcome, and I'm glad to see you all today. My name is Russ Pavlichek, and some people may not know who or what I am. So I've been around since the open source world since 1995. And I converted to a Linux desktop in 1997. So I've been hanging in there for some time now. And I've got a reasonable past in the open source world. I did a lot of talking and speaking inside the early days, including a few years on the old Linux show webcast. By the way, these slides will be up on zenproject.org. In fact, there's actually a copy that's almost identical that's up there right now. So if there are things on the slides you want to capture, just go to zenproject.org and you can get hold of it. But I've done a number of things. I've got a really big mouth, and I know how to use it. So that's why I'm up here. And I actually was out of the open source world, as a lot of people who started, you join a company that's using open source and not necessarily producing open source despite your best efforts. And then you end up with that company being sold to a company that's allergic to open source. And so you're in purgatory for a while. And so when this job became available, I jumped on it. Because I technically work for Citrix. However, that being said, I do not have a single goal that relates to Citrix. All of my goals are about zenproject. So I stand up here as one that wants to do the best for zenproject. And whether or not there's a Citrix product that uses zen that makes some money, well, that's great, because maybe they'll keep sending me a paycheck. But outside of that, I have no particular interest. Just a word about the zen stack, because this is kind of an interesting point of confusion, even among people who've been working with zen for a while. Zen has a whole bunch of pieces. The hypervisor, which we'll talk about. The zen API, better known as Zappy, which is sort of the cloud layer. Or cloud enabling layer, which we'll talk about some. The zenproject itself is a Linux Foundation collaborative project. Has been now for roughly six months. And that's the stuff that I'm going to be talking about. There is something that was called zenserver, which was a commercial product, which now also is open source as a open source project. It's kind of a distribution of zen. It's a disk you put in, and it comes up, and it's much more user friendly in that regard. But that's not the subject of what I'm talking about today. Zenserver uses the zen hypervisor, which is what we will be talking about. But there was a lot of confusion, because when Citrix bought the old zen source company, which initially dealt with zenserver, a lot of people thought, oh, zen is now closed source. Well, nothing could be further from the truth. Zen is open source, period, end of discussion. And I just want to make that clear, in case there are some people that hear old things. So let's start first with just the notion of what's the cloud problem. How many people were in the IT world one way or another prior to the arrival of cloud? Show of hands? OK, so some of you folks will find this familiar. It's kind of interesting when I do this, if there are a lot of younger people, sometimes this is educational, so I have to kind of go through this. In the old world of IT, stability was everything. It was constant service availability. When you left at night and you came back the next day, the report you wanted to hear is nothing changed, nothing, absolutely nothing. That was perfection. That was wondrous. Because when things changed during the night, someone got a phone call, most notably about 3 AM, saying, the HR server is down. We have to get it up right away or you don't have a job at 9 AM. So somebody is running around trying to solve problems, trying to deal with things. When things changed, that was bad. And that was the mindset of IT for decades. And so status quo was everything. Change was bad. And in fact, when you had to add something to your IT situation, you had new servers coming in, what did you do? You beat it into submission until it became part of status quo.  In fact, it was standard inside most of the organizations that I worked with as a consultant and so forth, that IT guys could just walk down the rows of machines and without looking and say, OK, this is the HR rack, this is the database machine, this is this machine, this is that machine. You knew where everything was all the time because that was the nature of IT, stability. Now in the cloud, there were issues. How many people were cloud advocates inside their organization? We had to go up to someone and say, you know, we should be doing this. How many people really enjoyed that? The hands just went down. There's a reason, you know, because in the cloud, it's a different thought. It's not about stability. Everything's staying exactly the same. It's about availability. When the service is there, when you need the service, you want it there, period. Do you know where it is? Do you know what hardware it's running? No. You don't care. In the cloud, as long as the service is there, when you call it, success. So you think, well, that's not a big change. But then you start to realize that in the cloud, change is good. It's not bad. And when you start telling people that, especially if you were a cloud advocate, people could start acting, reacting to you as if you were going to your saintly grandmother who goes to church every other day and saying, I'm becoming a saint mist. Or as if you were saying, I enjoy stomping puppies to death. Why? Because everyone in IT knew that change was bad. Now you're coming along and saying, in the cloud, change is good. You want things to move and to breathe and to react to you. So suddenly, change is everything. If things aren't changing, something's not working. Because the value of the cloud is that it meets the need as the need arises. So as you need things, they appear. As you don't need them, they disappear. That's the cloud ideal. So you've got this difference of opinion that comes up pre-cloud and post-cloud. And this is documentation that I'm not a graphic artist. This is just sort of looking at the basic layers. You've got a cloud orchestration layer. You've got a virtualization layer. And then you've got operating system and apps. And so you've got all these various pieces that have to play together. And the layer we're going to talk about today primarily is in that virtualization layer. That's where Zen tends to play. We do sort of touch on the orchestration layer, but only touch. Why? Because the cloud is young. I mean, I've been working with the cloud since before it was called cloud. I was with a startup that did what was then called agile infrastructure, because we didn't know what the heck to call it. It just was stuff moving around autonomously, according to design. And then the cloud word got thrown around and said, OK, I've got to say, well, yeah, that's basically what we're doing. But if you look at the history of cloud, every couple of years, concepts change and migrate, because it's very young. We're not quite sure what cloud is going to look like in five years, because the cloud today doesn't look like anything at all like it did five years ago. So it's maturing. And you want to make sure that you have this separation between these two layers here. Because if you're getting tied into a cloud orchestration layer by a vendor or what have you, that has this is what the cloud will be. Well, guess what? In five years, it's not going to be. So part of the Zen concept is we want to be that hypervisor layer, the virtualization layer, that enables your cloud layer. So as cloud matures, we're there for you. We're not there to push you into our mold. That's kind of one of the basic concepts of Zen. So what about virtualization in the cloud? We know it must be stable. If you're going to be doing production level work, you want it to be there. When you say go up, you want it to stay up. When it says go down, stay down. It must be secure. Big issue these days. I wrote a blog post that actually kind of made a lot more traffic than I thought it was about cloud security being the 800 pound red herring in the room. It's the one thing that everyone talks about, but it's the one thing that few people really understand the basis for. And we'll talk about that in a little bit. Cloud must be configurable on a large scale. How many people have been in a situation where you find the old user sitting at the machine paradigm being used, and you think, no, no, no? I mean, I've got a gas station, like about a half mile from my house, and on top of each set of gas pumps, there's supposed to be a video screen showing me products and services and advertisements and stuff like this. And most of the time, what I see is a blue screen with a box in the middle saying, C colon is running out of room. Click here to continue. That paradigm doesn't work inside this sort of thing. And likewise, in the cloud, if you're running 1,000 different VMs or 1,000 hardware machines, you don't want 1,000 consoles to be going to. The cloud paradigm has to be one of one control for many, and it has to be efficient for you. It must take orchestration once again. If you have something that is static, it's not going to play in the cloud. Some brain has to be able to tell it what to do when you want stuff done. It must be multi-tenant. Not such a big deal maybe if you're just doing an internal cloud for your particular organization. But if you're a service provider at all, one of the biggest bugaboos is you can't have company A's cloud sort of overlapping with companies B's cloud. So company A can look at the HR system on company B. You want them to be totally unaware that they may actually be sharing the same hardware. There should be no visibility at all. So multi-tenancy is really important. And it should not lock you into one concept of cloud or one provider for cloud. There is a commercial one out there that is doing a very good job of trying to provide that lock-in for its customers right now with a recent announcement I heard. It was actually quite impressive in that regard. But the Zen culture, being an open-source culture, is we want to be there for whatever it is that you want to do. So we're going to let you pick, and we'll be there to provide the service. Now, how does Zen answer some of these needs in the cloud? Well, first off, it is stable. It's got a rock-solid record. How many people have ever used the Amazon cloud? Congratulations, you are Zen users. The rack-space public cloud uses Zen. Verizon just came out with a new Zen-based cloud. There are lots of these very large clouds that pick Zen. There's a reason for that, because we are stable. Software is very good and stable. We just celebrated our 10th anniversary, by the way. There was, we've had a couple of parties throughout the year. An email, I think, a posting just went out just on Monday about this actually being, Monday I think was the exact 10th anniversary of its announcement as being open-source. So we're very proud of that. It's served us well. And you have a number of partners as part of the Linux Foundation that are supporting Zen. And that's just a few of the bigger names that people recognize, but there are a bunch more out on the website, zenproject.org. You can find them all out there. Also, Zen is very secure. Now, most people know what SELinux is. There is something very, very similar to SELinux called Flask, which is actually created by some of the very same people who did SELinux. That is to say, everyone's favorite United States government agency, the NSA. And whereas there may be a lot of criticism about the NSA these days, no one has ever accused them about not knowing about security. And Flask provides that, and we'll talk a little bit about that later. It gives that sort of level of security to the VMs themselves. There's another principle called disaggregation, which we'll talk about a little bit. Disaggregation is a very powerful concept of being able to take out certain drivers and load them into their own dedicated VMs for the purposes of both security and performance. It's a really powerful concept. And then there's also sorts of architectural advantages dealing with a type one hypervisor, and we'll talk about that in just a couple of minutes. I do have a security talk, actually, how many people saw George Dunlop's talk in this room yesterday? Anyone at that one? Basically, it's my version of his talk, but if his talk, I think, is recorded, listen to his talk. It's quite good on some of the finer points of Zen security, really worth the time. Zen is also configurable at scale. This is, of course, a really important side of any sort of cloud situation. We've got multiple tool stacks, and we'll talk about what they are and why, to give you all sorts of command line capabilities. It is not a GUI-centric thing out of the box. Well, why? Because GUIs don't necessarily scale well, and also, if you notice, when you start dealing with a GUI, frequently it imposes a concept on you. And when we're talking about cloud, we don't want our concept getting in the way of your cloud concept. We want to enable your cloud concept. So, the GUI is not the center of the universe. In our world, the tool stacks are. So, we can easily integrate with things like Puppet and Chef and all these various orchestration tools that you may want to use. Now, about the tool stacks themselves, we can see that we actually have three entirely different tool stacks. We've got the default one known as XL, used to be called XMXL, sort of XM on steroids. That looks at the VMs and the host as one unit. So, I mean, when you're looking at one machine doing virtualization, one hardware machine with VMs on it, XL gives you that perspective. There's another one, of course, if you're working with KVM, you're used to working with Libvert and Bersh, and we can play in that area as well. We do that for compatibility. So, it gives you a slightly larger focus if you have a mixed cloud. And then we've got Zappy. And Zappy is sort of the cloudish layer. So, if you want to not look at the individual machine, but you want to look across machines to coordinate, et cetera, you might want to be using Zappy as a toolkit. Very powerful stuff in there. So, the three different toolkits have three different perspectives for three different reasons. You can choose what works best for you. Now, different solutions, there are commercial solutions that use Zen all over the place, and different ones pick it for different reasons. Oracle is using the XL toolkit if you use Oracle's virtualization. All the way up to Zen server, which, of course, uses the Zappy toolkit. It's a question of what fits best. So, if you're going to roll your own cloud or you're working with other clouds, it's up to you which toolkit's going to fit best. And once again, we want to facilitate what you have. And then the online cloud services that are out there, there's a number of clouds that use Zen under the covers. Once again, they're using different toolkits. Why? Because it fits their perspective on how to control a cloud. We're here to enable, we're not here to force you into doing things our way. So, let's take a look at Zappy for a second. What's involved in the Zappy layer? The Zappy layer includes things like basic VM life cycle.  Storage migration is in there as well. Resource pools are in there for flexibility. There's event tracking and upgrades. All these sorts of cloudy things that you're expecting to be enabled on a cloud layer. The Zappy layer will give you if you want to work with that and then put your orchestration on top of that. So, if that fits, that saves you a lot of time. But once again, we're not here to force anyone into anything. And if you take a look down below, there's an entire page that talks about all sorts of issues. Once again, for latecomers, these slides actually are online on zenproject.org now and they will be posted as well, I think, within the conference website. But there's plenty of URLs that you'll see throughout these slides. So, if you're looking for more information, because this is an overview talk, there's all sorts of stuff out there. Also, Zen multi-tenancy, incredibly important. I worked for a little while with a company that was trying to do a cloud with a hypervisor layer that really wasn't very good when it came to multi-tenancy. And that's a disaster if you're a service provider. I mean, it's critical that you block off for each individual organization a cloud that looks like it's your own and you don't see the other guys that's sitting next to you that may be on the exact same machine as you physically, but you can't see it. So, that multi-tenancy is absolutely important when it comes to anything above an internal cloud. Even in an internal cloud, you may want your human resources department to see only its machines and not the payroll machines and not the development machines. So, multi-tenancy, even an internal cloud can be incredibly important. And Zappy is a good layer to be working with if that's a problem for your organization. Zen doesn't lock you in. I've mentioned this before. We want you to pick what makes sense for you and we want to be there for you. I see too many providers that are falling back to an old commercial mindset, which is, okay, we gave you the tool, now we'll give you the layer on top and you're gonna work with that. And our concept of the world is going to be the one you play in. That's not the Zen way. So, pick what works for you and we'll try to meet you there. And if it doesn't work with you, guess what? We're open source. Join in and help us make it work for you. Because we want to be that level of a provider. There are a number of orchestration choices out there right now that deal with cloud. There's Zen Orchestra down the bottom. It's actually, that's a project that's sort of got a reboot about a year or so ago. It's trying to do just sort of a native Zen API and are not, excuse me, not API, but native Zen GUI. And they're actually doing some really neat things. And if that's something of interest to you, I'm sure they'd be thrilled to death if you join in with them. But then there are other things, of course, like Apache Cloud Stack. You see these fellows around at this organization. Open Stack, of course too. Open Nebula. So all of these things, we're trying to play well with others. That really is it. So we don't wanna restrict you from picking something that's reasonable for you when you're way of working. Now let's just do a minute on the health overall of Zen Project. Because if you've been around, how many people have been in the open source world for more than five years, just show your hands. How many people at one point or another in your experience heard Zen is dead? Yeah. And I won't bother to say who was saying it, but absolutely untrue. So let me just touch on this briefly. We are part of the Zen Foundation Collaborative Projects, which was a great move for us. That includes the things you see here, the hypervisor, Zappi, the ARM hypervisor, which there's some really splendid things going on in that area. If you're looking at ARM servers or even ARM mobile, there's a lot of work going on for Zen on ARM. It's really a very sweet story and I think I've got a slide on that near the end. If I don't have a slide there, just someone's screaming at me at the end and I'll talk about it for a second, but it's great. The Mirage OS, we'll definitely get to that. And then as far as the actual project self, the governance is somewhere between Linux Kernel and Apache in the way it goes. So I mean, it's very much an open source style. There's nothing strange about this thing. So I mean, it's very, very viable in the open source community. This slide's a little old, but you get the sense that the newer picture's even better when you look at the 2013 numbers. You take a look in 2010, you saw relatively few organizations contributing. And you notice that the big one on the bottom, they're Citrix at over 60%. By the time we got to 2012, you have many organizations, key organizations now working and suddenly Citrix is now a minority share. We're the largest, but we're doing less than half. That's by design and that's the way we want it because a couple of years ago, and this is a subject of a different talk. In fact, Lars Kurth this afternoon is doing a talk about lessons learned from Zen. If you wanna hear the story, go to his talk. But in a nutshell, when we sort of pulled back from the open source community and weren't playing as well as we should, participation dropped off. And a couple of years ago, a decision was made consciously to fix this. And this is some of the results you're seeing here. And I think he actually has a slide that includes 2013, which is even nicer looking. So we are getting more and more interested parties, both on the individual level and on the corporate level that want to see Zen survive because it's valuable to them. So participation is definitely growing. A few more Zen features that I just wanna touch on. One that doesn't, you know, we mentioned before was Zen Motion via Zappy. That's got all sorts of interesting things to it. There's a high availability piece as well called Remus that doesn't get as much public acclaim maybe as it should. Sometimes you have to kind of, depending on how it's packaged for your individual distribution, you may have to kind of build some pieces yourself. But it's actually quite interesting. We do support a wide variety of control domains. And control domain in Zen terms is the thing that can talk to the hypervisor. And it also does some driver work which we'll talk about in a minute. But it is, you don't have to be running Linux to be running Zen. NetBSD is a perfectly viable control domain for Zen. And there's work going on inside some of the other BSDs too, I believe at this point. So I mean, we're, once again, we're not just trying to force you into our mold. We've got all sorts of guest domains. BSDs, Windows, Linux, you know, also I think on the control domain, I think Open Solaris, when Open Solaris was a little bit more viable than it is at the moment was also a reasonable control domain. And so we also have multiple virtualization modes for performance reasons and we'll talk about that in a second. So let me spend a moment on the hypervisor architecture because this is actually interesting to know because when you look at other hypervisor solutions, they do it quite differently than we do. And there are benefits to each one. And unless you know how they are built, you won't know whether it fits you or not. So here is a textbook type one bare metal hypervisor. What do we see there? We see that there's the hardware layer on the bottom. The hypervisor itself runs directly on hardware. It's not part of an operating system. It is itself running on hardware. And then above that, you've got the VMs. You've got the virtual machines. So that's kind of your textbook type one. Here's a textbook type two, little different. You've got the hardware layer, but then you've got this host operating system that kind of sits on the hardware layer. And it provides the hypervisor capabilities through that host kernel. And the device driver sit in the host kernel. And then the VMs sit on top of it. So it's a different concept. Zen, in all of this, is type one with a twist. Okay, so here's the picture of type one again. Hypervisor running on bare metal VMs on top. This is what Zen looks like. Hardware layer, hypervisor sitting on top, VMs on top of that, but you notice the difference, the device drivers and models. Not in the hypervisor layer, why? How many people have been played with Linux for at least 15 years? Anyone? Okay, good.  Gotta find another distribution, gotta update something. The problem of drivers is real. We're kind of, we see it less these days because the driver coverage in Linux is really, really good. So what the Zen architecture is, is to have a control domain, because one of the things that isn't normally inside of your type one picture is something's gotta talk to this hypervisor. Something's gotta tell it what to do. So that'll be the control domain and it will, at least by default, give you device models and drivers. That means that your drivers are as up to date as your control domain is. So if you've got a, you know, if you're running Ubuntu on your server and running it happily, that'll make a dandy control domain, because it knows everything it needs to know about that hardware. So whether it's Linux or BSD, you can use whatever in the control domain there to get the job done and that's where your driver support is. So just to be clear, because some people mistake this, the hypervisor itself is not in the Linux kernel. It's separate, but there are certain things in the kernel that have to be there to enable it to get started and so forth. So all of those things are in the default kernel build.   If you listen to the last talk later on, you'll hear the details why, but basically we weren't playing very well with distributions and we were making them do extra work and part of it was we weren't upstreaming our Zen patches into the kernel well. That's all done. Right now the kernel tree has all the Zen you need. You don't have to worry about that anymore. That's an old problem. Right now, just about every distribution, notable exception is REL6 has everything that you want to run Zen.  It's fairly simple. REL6, Red Hat, back in the days when Zen wasn't playing very well with others, invested heavily in KVM, business decision. So now they have decided in REL6 they don't want to deal with Zen. So you can't easily get there. You have to do some work to do it. However, the folks with the CentOS group decided, you know what, there's a lot of REL5 people running Zen who'd really like to run Zen on a REL6-like system. So they introduced, I think it was in the 6.4, a kit so that you can actually run Zen on CentOS 6. That was something that they decided they wanted to do. Our team, of course, helped out. But, you know, it's really exciting because if you were running REL5-ZEN and you want an upgrade path and you didn't want to have to go through changing your hypervisor, you don't have to. You can go through CentOS 6, that's an option for you. And of course, there's more information down below. Let's take a look at a few basic Zen concepts. One is the whole notion of control domain, which I mentioned before. And that is the thing that talks to the hypervisor and by default gives you driver support and device models for your hypervisor. And then you've got guest domains, which are just the VMs that you want to run, the things you're really interested in doing. So we see that the console talks to the control domain and then you can use the management tool stacks to talk to the other VMs or control the other VMs. So, you know, that's a little bit more complete picture of what you have. Now the concept of disaggregation, and this is actually incredibly powerful. By default, disaggregation isn't used. You have to make the mental decision to do it. But it's incredibly powerful in that you can take some of the elements of the control domain, certain drivers and so forth, and actually give them their own dedicated VMs. Now, as far as the guest VMs are concerned, this is all invisible. So the guest VM doesn't know, doesn't care. But if you're trying to host, say, you know, hundreds of machines, hundreds of VMs on one host, you don't want it going through one network driver. Because that could bottleneck. So you could actually split it out into multiple network, individual network driver VMs for performance reasons. So now you don't have the bottleneck. You just have to decide to do it. Another piece of this and referred to George's security talk to get more information is the security part of that. Those things can be wrapped with Flask and other tools so that it's a driver domain. And if someone actually violates the driver, someone hacks your network driver, say, they have just inherited a very, very small universe that won't allow them to do much. Because they won't be in privileged code. They won't have access to disk. They won't have access to disk. They won't have access to much anything. So you've actually prevented, you've made security a lot sounder. You've prevented an attack and made the attack algorithm that the attacker's gonna need to do much more complicated because now he has to do multiple attacks to get in to find anything useful. So it's actually incredibly powerful concept. And the lifetime on a driver domain to start one up very quick. So if it fails for some reason, let's say you have a driver that you know is kind of buggy, restart can be as little as a fraction of a second on these ones, yes. You did say by default all drivers will be in Dom Zero. Yes. So what's the step that you're going to go through? When you do a standard install of Flask, what's the complete way? Okay, the question is, how do you get to the disaggregation? If it all starts off as being part of domain zero, how do you get through disaggregation? Actually, I would refer you to George's slides from yesterday, the security talk. He actually has a nice slide that gives you the ABC plus a nice reference for it. So for getting the details, I don't wanna go and bog everyone down with details right now. I don't know if it's automated or the... It takes a couple of configuration steps that you can do very, very quickly. There's no distro support for that. Well, out of the box, no. We may start to see some of that inside the next couple of years, but that kind of remains to be seen. But it's just a configuration issue, primarily. Yes. When you talk about the freight domain. Yes. And then... Okay, this is getting a little deep in the weeds, but the question is, if you've got the network driver in its own domain, do you have things like open V-switch? As, and being the evangelist, I'm not nearly as deeply technical as some of the other guys, but my understanding is that the V-switch is in a, I believe in its own different universe. So it simply knows how to talk to it. So it's, I don't believe it changes anything, but I'm not sure. If you see me afterwards, I'll see if I can get a direct answer for you from one of the engineering fellows, because we do have a number of engineers here at the show, but I don't wanna lead you astray there, but I believe it's distinct. Let's talk a little bit about virtualization types. Now, I have to admit, the first time I went through this, because there's a few virtualization modes in Zen, it can cause brain bleed if you haven't been here before. I'm going to keep it really, really light. And if you just track with me for a couple of minutes, I think you'll see the point that I'm trying to get at by covering this. Power virtualization, if you know the term, means that the guest kind of already knows that it's running in a virtualization mode. And instead of trying to talk through a hardware specified driver, which has a lot of difficult little bits to make the hardware work, instead it's more or less sort of talking to a little socket that just says, here, do this. And it comes back and says, yep, done. Well, that's much more efficient than doing all the stuff that's needed to support the hardware layer. So power virtualization is very good for that performance aspect. However, you have certain operating systems that don't power virtualize very well, particularly if it's closed source. You may have issues trying to get the support there.  And full virtualization is another thing, another name for hardware virtualization. Now that's the, so you have the two extremes. One is the VM knows it's being virtualized. The other is the VM is totally unaware that it's being virtualized. Now there's a couple modes in the middle. And this is where the brain bleed can get in, so I'm just gonna do this really quickly. But power virtualization on HVM drivers and the one coming hopefully in 4.4 PV and HVM, which try to narrow down the scope some. So it's actually sort of mixing the two in two different ways. So in one, it's using disk and IO drivers, but it's not really modifying the guest OS at all. And it works better than HVM. The other is PV, but it's using the MMU. So it's a slightly different mix. Let's take a look at the next two slides, we'll tell the tale. And this looks like an eye chart, so like don't freak out on it. But here you see the stack going from fully virtualized down to fully power virtualized. And so we've got this range. And if you look down here, you'll notice that the combination of what's virtualized and what's not changes with each one. Now what does all this mean? Next slide, we color things in, gets a whole lot clearer. Green is good for performance. The red, maroon, poor, gold, it could be better. So now you see that where we started at the full extremes, we can draw, as we draw near to the two middle ones, we can get optimal performance, one being the hardware virtualization mode and the other being the power virtualization mode. So what we've tried to do is to bring the extremes together and get you to the optimal modes, depending on which way you wanna go. So it's there and we're working to make the performance better and better, because in the old days, sometimes you get people saying, well, Zendon perform well from our workload. Well, it may have been because one of these combinations was off. And so what we're trying to do is bring it to the optimum. By the same token, don't freak out when you look at this chart because Zendon will try to give you the best one it can see, but you have the right to go into configuration and say, no, I'm gonna change the mode. I wanna see what it looks like in the other one. So if you're doing bench testing and you wanna see how well it performs, you've got the option to flip on another mode, run your test and say, was that better or worse for me? Once again, it's up to you. We want you to have what you need, not tell you the way it's going to happen. So we're giving you that opportunity. And when 4.4 hits, sometime after that, when PBH matures, we think that the future is going to be in PBH and PBH VM because those seem to be the absolute two best performant ones, but the other ones are gonna be around. So you'll have that option to pick one of the others if you wish. Yes. That's an interesting question. I honestly don't know. The question was, is this configured by hardware box or by guest? It's by guest mode. Yeah. And that's gonna be more than the same box. Yeah, I think it's by guest. On it, forgive me. Once again too, I can verify that for you later. Here's a little bit more on disaggregation. Disaggregation, there's a couple of papers out there. Once again, you can find the links online, but there's one called breaking up is hard to do. And that talks about some of the details of what this disaggregation means and how it's handled. If you've ever played with cubes OS, they give you these wonderful, interesting desktops that look like they're all part of the same machine, but they're actually multiple VMs. Each one of the different windows you see there is a different VM. And it's playing with the disaggregation concept. It's a really powerful concept and I think there's gonna be uses for it that we're not really seeing quite yet. Is that widely deployed? Well, the question is, is it widely deployed? The capability is there. I don't know honestly how many people are taking advantage of it and to what extent. That is one thing too, by the way. One of the things that happened in ZenProject this year is we've always had a developer community. We're trying to reach out and make a better user community because questions like that as to what users are using it for, sometimes a lot of time we don't know because they're using it and they're just using it. This year we had the ZenProject user summit at LinuxCon North America, which is the first time we've ever done a strictly user event. We want to do more of that. So if you find yourself in a potential user camp, we'd like you to participate because we want to hear what you're doing or what you need to do because that'll help us. So I would say just beyond the watch for user events having to do with Zen. Here are some of the benefits of disaggregation. I'm just gonna try to clean up pretty quick here because we've got just a few minutes. I've mentioned most of these before. It's better security, flexibility, robustness, performance, scalability. I mean, there is a paper out there on these nproject.org site. Wei Lu did a presentation at an event about six months ago where he tried to do tiny, tiny VMs and could manage to scale to something like 4,000 with a couple of patches. And there's wild stuff there but when you have the disaggregation, stuff like that becomes conceptually possible and practical. A little bit more on that. Let me do the, this is just pictures, but here's kind of the big beefy, thank you, here's the big beefy VMs that you expect to see. They got everything stacked in them, et cetera. That's before disaggregation. After disaggregation, you'll see something that looks more like this. Where suddenly you have individual VMs potentially for each individual driver. You can have one separate for your disk driver, for your network driver, storage, et cetera. They can all be placed in their own little boxes. Now, there's security advantages and we'll revisit the disaggregation with this in just a second. As I mentioned, Flask which is essentially SE Linux for VMs can manage to tie each individual VM down if that's what you really want for security reasons. And this was NSA based, there's a whole section of the wiki on that. And the sorts of things it provides, can this guest talk to other guests? What devices can it talk with, et cetera. So it gets that granular sort of thing you expect with SE Linux. And so you get to this situation, you see the red box here. If someone violates the network driver, I mean that's a frequent point of attack in security. What have they received? Instead of taking out the entire control domain and now having accessed all sorts of privileged stuff, they have exactly one driver domain which doesn't have the privilege to do anything else if you've tied it down with Flask. So and particularly if you're in the cloud, what happens if your network driver goes down? Well in most cloud systems it says, oops, something's wrong here, I need to restart this. So they may violate the driver and then seconds later, boom, the driver gets restarted. You know, it's a nice security feature because they violate, they get in but they don't win, they don't really get anything.  Let me talk because I've got about three minutes now. ARM hypervisor, this is very, very cool. How many people are looking at ARM in the future? Is there discussions? Very cool area. We've got support for V7 and V8 of ARM. It's come along really well.  Because he said if you look at the ARM situation, and this is sort of your basic ARM diagram, hypervisor mode, kernel mode, user mode, and then you've got your device tree stuff over here. Then you start looking at how Zen fits on it. Well, the Zen hypervisor fits directly into hypervisor mode. He said to his knowledge there is no other hypervisor that will work alone in ARM hypervisor mode. It never has to cross into the kernel mode. It never needs the privilege because it just fits. Likewise, the kernel space maps into the kernel for a control domain. User space becomes the user space for domain zero. Man, your clock's running fast. And the device tree, what happens to that? Well, that becomes the device driver area inside domain zero. So it really looks like the ARM people and the Zen people were almost using the same specification when they put together their architecture. And I've been told they got a minute left. One mode to rule them all. Whereas we had four modes in x86 and we had two that were optimal, there's only need for one in ARM because it just works. It is the optimal mode. And take a look at lines of code difference. X86, these are a little old numbers, but they give you the idea. X86 hypervisor, 100 to 120,000 lines of code. By the time you get down to the new ARM code, 17,000. Fast, tight, secure, much less to go wrong. It's really a sweet story with ARM. Just a moment on MirageOS, wonderful sort of concept of a sort of library-based VM, a small VM nimble that works on one thing and does it really, really well and fast. So that's where Weilu was dealing with potential of thousands of these things on one host. As we get into an area where the cloud has services that just do individual services, Mirage plays really interesting game. And you can find more information about Mirage out on the website, et cetera. So I'm out of time here. There is URL that you can pick up from here. Really interesting stuff. What's next? We just finished 4.3 a couple of months back. You can see some of the things that are there. We've got better security, more ARM stuff, even spice support, better NUMA support with this past one, which is really cool if you're playing in the NUMA area. Information about the roadmap on the bottom for what's being worked on for 4.4. And as I said, the CentOS stuff is tremendous. We're working more with the orchestrators, like Cloud Stack and Open Stack and Zen Orchestra and so forth. More disaggregation stuff to come because we want that to be easier. And we want to try to make it easier to be working with Libvert and stuff if you're doing a mixed Zen KVM situation. A few things that if you want to join into all, we have document days monthly. In fact, next Monday is a document day. If you're going through documentation, you say, well, this doesn't explain it very well. You can pitch in and help us upgrade the documentation. That's what documentation days are. We just try to get together and clean things and add things that are missing. We have, prior to each release, we do have test days, really useful. We've got the mailing list, IRC, and then the new zenproject.org website. If you don't know where to go, go to zenproject.org. That's kind of the bottom line. We want that to be the one touchstone spot to find anything information-wise that you need about Zen. As far as events, we've got a developer summit that starts tomorrow here. We had a user summit last month in New Orleans, and there's a hackathon that appears periodically as well expected to be sometime in the spring.  References, thank you. I will take questions in the hall because otherwise people will carry me out by my arms. But thank you very much for showing up. I appreciate it.