From around the globe, it's theCUBE with digital coverage of AWS re-invent 2020, sponsored by Intel, AWS, and our community partners. Everyone, welcome back to theCUBE's coverage of AWS re-invent 2020. This is theCUBE virtual, I'm your host, John Furrier. Normally we're there in person, a lot of great face to face, but not this year with the pandemic. We're doing a lot of remote interviews. Got a great, great content guest here, Rebecca Wheatley, who's the senior director and senior principal engineer for Intel's Hyperscale Strategy and Execution. Rebecca, thanks for coming on, a lot of great news going on around Intel and AWS, thanks for coming on. Thanks for having me, John. So tell us first, what's your role at Intel? Because obviously compute is being re-imagined, it's going to the next level. We're seeing the sea change there with COVID-19. It's putting a lot of pressure on faster, smaller, cheaper. This is the cadence of Moore's law. This is kind of what we need more horsepower. This is a big theme of the event. What's your role at Intel? Oh, well, my team looks after joint development for products and service offerings with Intel and AWS. So we've been working with AWS for more than 14 years on various projects, collaborations that deliver a steady beat of infrastructure service offerings for cloud applications. So data analytics, AI, ML, high performance computing, internet of things, you name it. We've had a project or a partnership, several in those domain spaces. And thanks to that relationship, today, customers can really choose from over 220 different instance types on AWS's global footprint. So those feature Intel processors, FPGAs, AI accelerators and more, and it's been incredibly rewarding, an incredibly rewarding partnership. You know, we've been covering Intel since SiliconANGLE in the Cube was formed 10 years ago. And this is, we've been to every reinvent since the first one was just kind of a smaller one. Intel's always had a big presence. You've always been a big partner and we really appreciate the contribution to the industry. You've been there with Amazon from the beginning. You've seen it grow. You've seen Amazon Web Services become a big important player in the enterprise. What's different this year from your perspective? Well, 2020 has been a challenging year for sure. I was deeply moved by the kinds of partnerships that we were able to join forces on within Intel and AWS to really help those communities across the globe and to address all the different crises. Because it hasn't just been one. This has been a year of multiple, sometimes it feels like rolling crises. So when the pandemic broke out in India in March of this year, there were schools that were forced to close, obviously to slow the spread of the disease. And with very little warning, a bunch of students had to find themselves in remote school, out of school. So the Department of Education in India engaged Career Launcher, which is a partner program that we also sponsor and partner with. And really they had to come up with a distance learning solution very quickly that really would provide children access to quality education while they were remote for as long as they needed to be. So Career Launcher turned to Intel and to AWS. We helped design infrastructure solutions to meet this challenge. And really within the first week, more than 100 teachers were instructing classes using that online portal. And today it serves more than 165,000 students and it's going to accommodate more than a million over this year. To me, that's just a perfect example of how COVID comes together with technology to rapidly address a major shift in how we're approaching education in the times of the pandemic. We also saw kind of a climate change set of challenges with the wildfires that occurred this year in 2020. So we worked with a partner, Ronan, as well as a partner who's a partner with AWS and Intel and use the EC2C5 instances that have the second gen beyond scalable processors. And we use them to be able to help the Australian researchers who were dealing with that wildfire increase over 60 fold the number of parallel wildfire simulations that they could perform. So they could do better forecasting of who needed to leave their homes, how they could manage those scenarios. And we also were able to work with them on a project to actually support the extinction of the Tasmanian Devils in also in Australia. So again, that was an HPC application. And basically by moving that to the AWS cloud and leveraging those EC2 instances, we were able to take their analysis time from 10 days to six hours. And that's the kind of thing that makes the cloud amazing. We work on technology, we hope that we get to empower people through that technology. But when you can deploy that technology at cloud scale and watch the world solve problems faster, that has made, I would say 2020 unique in the positivity, right? Yeah, you don't want to wish this on anyone but that's a real upside for societal change. I mean, I love your passion on that. I think this is a super important worth calling out that the cloud and the cloud scale with that kind of compute power and differentiation, you get faster speed to value, not just horsepower, but speed to value. This is really important and it saved lives, it changes lives. This is classic change the world kind of stuff and it really is on center stage on full display with COVID. I really appreciate you making that point. It's awesome. Now with that, I got to ask you as the strategist for Hyperscale at Intel, this is your wheelhouse. You get the passion for the cloud. What kind of investments are you making at Intel to make more advancements in the cloud? Can you take a minute to share your vision and what Intel is working on? Sure, I mean, obviously we're known more for our semiconductor set of investments, but there's so much that we actually do kind of across the cloud innovation landscape both in standards, open standards and bodies to enable people to work together across solutions, across the world. But really, I mean, even with what we do with Intel Capital, right? We're investing, we've invested in a bunch of born in the cloud startups, many of whom are on top of AWS's infrastructure. And I have found that to be a great source of insights, partnerships, again, how we can move the needle together to go forward. So in the space of autonomous learning, Anadot is one of the startups we invested in and they've really worked to use methodologies to improve European helco network monitoring. So they were actually getting a ton of false positives running in their previous infrastructure and they were able to take it down from 50K false positives a day to 50 using again AI on top of AWS in the public cloud using obviously Anadot technology in the space of AI. We've also seen Capital 8, which is an amazing company that's enabling enterprises to modernize and migrate their workloads without compromising security. Again, fully born in the cloud, able to run on AWS and help those customers migrate to the public cloud with security. We have found them to be an incredible partner. Using simple voice commands on your phone, Hypersonics is another one of the companies that we've invested in that lets business decision makers quickly visualize insights from their disparate data sources. So really large unstructured data, which is the vast majority of data stored in the world that is exploding, being able to quickly discern what should we do with this? How should we change something about our company using the power of the public cloud? And one of the last ones that I absolutely love to cover kind of the wide scope of the waves that cloud is changing the innovation landscape. Model 9, which is basically a company that allows people to take decades of insights out of their mainframe data and do something with it. They actually use Amazon's cloud service, the cloud storage service. So they were able to take again, mainframe data, use that and be able to use Amazon's capabilities to actually create meaningful insights for business users. So all of those again, are really exciting. There's a bunch of information on the Intel sponsor channel with demos and videos, with those customer stories, and many, many, many more using Amazon instances built on Intel technology. You know, Amazon has always been about startup born in the cloud. You mentioned that Intel's always been investing with Intel Capital, generations of great investments, great call out there. Can you tell us more about what Amazon technology, about the new offerings that Amazon has that's built on Intel? Because as you mentioned at the top of the interview, there's been a longstanding partnership since inception and it continues. Can you take a minute to explain some of the offerings built on the Intel technology that Amazon's offering? Well, I'm always happy to talk about Amazon offerings on Intel products. That's my day job. You know, really, we've spent a lot of time this year listening to our customer feedback and working with Amazon to make sure that we are delivering instances that are optimized for fastest compute, better virtual memory, greater storage access. And that's really being driven by a couple of very specific workloads. So one of the first that we are introducing here at re-invent is the M5ZN instance. And that's really a high frequency, high speed, low latency network variance of what was the traditional Amazon EC2M5. It's powered by second gen Intel scalable processors, the Cascade Lake processors. And really these have the highest all core turbo CPU performance from beyond scalable processors in the cloud with a frequency up to 4.5 gigahertz. That is really exciting for HPC workloads, for gaming, for financial applications, some simulation modeling applications. These are ones where, you know, automation in the automotive space, in the aerospace industries, energy, telecom, all of them can really benefit from that super low latency high frequency. So that's really what the M5ZN is all about. On the VRs, two others that we've introduced here today and that's the R5B. And that can utilize up to 60 gigabits per second of Amazon Elastic Block Storage. And really, again, that bandwidth and the 260 IOPS that it can deliver is great for large relational databases. So the database file systems kind of workloads, this is really where we are super excited. And again, this is built on Cascade Lake, the second gen, and it takes advantage of many different aspects of how we are optimizing in that processor. So we're excited to partner with customers, again, using EBS as well as, you know, various other solutions to ensure that data ingestion times for applications are reduced and they can speed the delivery to what you were mentioning before, right? Time to results, it's all about time to results. And the last one is D3EN. So D3EN is really the new D3 instance. It's again on CLX and Cascade Lake. We offer those for high density local hard drive storage. So very cost optimized, but really allowing you to have significantly higher network speed and disk throughput. So very cost optimized for storage applications, that's seven X more storage capacity, 80% lower cost given terabyte of storage compared to the previous D2 instances. So we will really find that that will be ideal for workloads in distributed and clustered file systems. Big data and analytics, of course, you need a lot of capacity and high capacity data lakes. You know, normally you want to optimize the data lake for performance, but if you need tons of capacity, you need to walk that line. And I think D3EN really will help you do that. And of course, I would be absolutely remiss to not mention that last month we announced the Amazon web services partnership with us on an Intel Select solution, which is the first cloud service provider to really launch an Intel Select solution there. And it's an HPC base. So this is really about in high performance computing developers can spend weeks or months researching, to manage compute storage network, software configuration options. It's not a field that has gone fully cloud native by default and those recipes are still coming together. So this is where the AWS parallel cluster solution using it's an Intel Select solution for simulation and modeling on top of AWS. And we're really excited about how it's going to make it easier for scientists and researchers, like the ones I mentioned before, but also IT administrators to deploy and manage and just automatically scale those high performance computing clusters in AWS cloud. Wow, that's a lot, a lot of purpose built.  I mean, these are use cases where there's real workloads that require that kind of specialty and or, I mean, it's beyond general purpose now, you're kind of the general purpose of the use case. This is what cloud does, this is amazing. Final comments this year, I want to get your thoughts because you mentioned cloud service provider, you meant the Select program, which is an elite thing, right? Okay, we're anticipating more cloud service providers. We're expecting more innovation around chips and silicon and software. This is just getting going. It feels like to me, it's just, the pulse is different this year. It's faster, the cadence has changed. As a strategist, what's your final comments? Where's this all going? Because this is pretty different. It's not what it was pre-CO, but I feel like this is going to continue transforming and being faster. What's your thoughts? Absolutely. I mean, the cloud has been one of the biggest winners in a time of incredible crisis for our world. I don't think anybody has come out of this time without understanding remote work, remote retail, and certainly a business transformation is inevitable and required to deliver in a disaster recovery kind of business continuity environment. So the cloud will absolutely continue and continue to grow as we enable more and more people to come to it. I personally, I couldn't be more excited than to be able to leverage a long-term partnership, the incredible strength of that in Solon AWS partnership and these partnerships with key customers across the ecosystem. We do so much with ISVs, OSVs, SIs, MSPs, name your favorite flavor of acronym to help end users experience that digital transformation effectively, whatever it might be. And as we learn, we try and take those learnings into any environment. We don't care where workloads run. We care that they run best on our architecture and that's really what we're designing to. And when we partner between the software, the algorithm and the hardware, that's really where we enable the best end user demands and the end user time to insights and the end user time to market. So that's really what I'm most excited about. That's obviously what my team does every day. So that's of course what I'm going to be most excited about. But that's certainly, that's the future that we see. And I think it is a bright and rosy one. You know, I won't say things I'm not supposed to say, but certainly do be sure to tune into the CUBE interview with Isan. And you know, also it's Chaitan who's the CEO of Habana. And obviously Chaitan is here at AWS as they talk about some exciting new projects from the AI space. Because I think that is when we talk about the software, the algorithms and the hardware coming together, the specialization of compute where it needs to go to help us move forward, but also the complexity of managing that heterogeneity at scale and what that will take and how much more we need to do as an industry and as partners to make that happen. That is the next five years of managing how we are exploding in specialized hardware. So I'm excited about that. Rebecca, thank you for your great insight there. And thanks for mentioning the CUBE interviews. We've got some great news coming. We'll be breaking that as it gets announced on the chips in the Habana Labs. It's going to be great stuff. I wouldn't be remiss if I didn't call out the Intel work hard, play hard philosophy. Amazon has a similar approach. You guys do sponsor the party every year, replay party, which is not going to be this year. So we're going to miss that. I think they're going to have some goodies, as Andy Jassy says, plan. But you guys done a great job with the chips and the performance in the cloud. And I know you guys have a great partner, Cloud Service Provider customer in Amazon. It's a great showcase. Congratulations. Thank you so much. I hope you all enjoy all of re-invent, even as you adapt to new times. Rebecca, weekly here, senior director and senior principal engineer at Intel's hyperscale strategy and execution here on theCUBE breaking down the Intel partnership with AWS, a lot of good stuff happening under the covers and compute. I'm John Furrier, host of theCUBE. We are theCUBE virtual. Thanks for watching.


Hi, everybody, welcome to today's library workshop, Know Where to Go, Primary Sources. My name is Carissa Powell. I use she, her pronouns, and I'm a student success librarian. And I work with a lot of first year composition students like English 101, 102, and you can email me at Carissa at utk.edu. Hi, and I'm Erin Whitaker. I also use she, her pronouns. I'm a commons librarian and I do a lot of research help, research assistance if you've ever used the chat with us function. There's a great chance that that was me. Also, if you ever in the library and come to the front desk, I also spend a lot of time out there too. I also work with programming, like the writing blitz, which is next week, and also de-stress for success and a lot of those other fun events in the library and instruction like today. Okay, so the main things we're hoping everyone gets out of today's workshop is being able to identify different types of primary sources. So we'll be talking about a couple of different things you might be looking for. We wanna make sure that everyone walks away knowing where to look for these on the library's website, how to incorporate that into your upcoming assignments and then making sure that after today, everyone knows how to get help, where to go and that everyone feels really great heading into their assignments. All right, so you may be asking, what is a primary source? Because until I think was well into my college career, I had no idea that such a thing really existed. So you were already way ahead of me by being in this workshop than where I was at your age. So basically boiled down to its simplest form. A primary source is any object, document or resource that originates from the time under study. So it's from the time of the event or situation or like directly afterwards. Another thing to keep in mind is that primary sources are highly contextual. They're things that really only make sense if you know their background or know kind of some information surrounding them. And another fun thing is that sometimes the sources type whether it's a primary source or secondary source, it really depends on how you're using it. So for example, in a lot of cases, like an encyclopedia would be a secondary source. But if you're looking at historic encyclopedias from like the 1800s to see how they've maybe changed over time, then you'd be using those primary sources. So just stuff to keep in mind as you're moving into your assignments with primary sources. And so some examples, I already mentioned that it could potentially be some kind of written thing but it can also be a lot of other things like interviews, speeches, diaries, advertisements, even social media posts, like tweets or TikToks or Instagram reels, maps, letters, photographs, newspaper articles, blogs, news broadcasts or even objects like I like to think of vases or like Grecian urns as very primary sourcey because they can tell us a lot about the people that created them and in what time period they were created in. So when you're thinking about primary sources, it's really thinking outside the box. And here's what some of them look like. There's my absolutely hilarious tweet about the South Knoxville Walmart, which continues to baffle me to this day a fuzzy heart diary that I may be owned in my middle school days, photographs, maps, letters, films, things like that can tell us a lot about what was going on when they were created. All right, so I'm gonna be talking about how to find primary sources. So a couple of first places to look is the primary source database list and all of these things I'm gonna show in just a moment but I just wanted to do a brief overview of them. So we have a whole list of, I think almost a hundred different primary source databases. So there's a lot of different places to go and there's lots of different options. We also have a primary source research guide. So a lot of librarians that help finding primary sources put together a list of our best recommendations. If you're in English 102, it's a really great place to start, especially if you're in a specific section of English 102. So if you're doing like pop culture or food, we have a lot of those databases. And then we also have a digital teaching collections guide. So I will go ahead and show each of these. And you can follow along in chat if you so wish. So first up, I'm gonna show the primary source guide. Just kidding, first up, I'm going to show primary source database list. This is the direct link to it but I'm gonna show you how I got here as well for if you're looking at this after today. So if you're on our library's homepage, which is lib.utk.edu and scroll down to find materials and then articles and databases. This is where all the databases live and then come over here to primary sources. So from here, I was so close, we have 98 primary source databases. There's a few things that are really helpful on this page. One is it accesses a couple of the primary source guides. So you can look on this side of the page and be like, I am researching things from the Civil War. I'm gonna go look there. So those are some things that might be really helpful. The databases that are in this kind of like yellowish box are some good first places to look, especially if you get here. And 98 sounds like a very overwhelming amount of databases to look through. You can look through here and just look at some of these. For finding primary sources, a few things that I really recommend is taking time to look at any of the dates and make sure that the topic that you're researching would be found in this database. So if I'm researching something from the 1960s, that would not be in this database. And so that could be a really easy way to kind of overcome finding nothing in a database, which happens and is also okay. A first place that I really love looking is the ProQuest Historical Newspapers. One, because this goes all the way back to the 1800s. And two, because I just love a newspaper, I feel like it's a really accessible database to look in. And I feel like newspapers are very relatable, like we still have newspapers today. So we're gonna look there. If you're off campus, when you access this, it will ask you to log in with your net ID and password, but I logged in hopefully right before this session. So we should be okay. And the other reason I like this database is that we have a lot of databases through this platform ProQuest. So ProQuest might be a really familiar interface to you. Erin, what's the topic that you're doing for Padlet? I'm gonna try to do a similar search. We are gonna be talking about food today. Cool. I'm just gonna type in food, but here you would type in whatever your topic is that you're looking for. Earlier today, I was helping an English 102 student who was doing Yellowstone National Park. So whatever you're researching, you would type that in there, hit Enter. And my biggest hot tip is to switch from sorted by to relevance. And that is, here it is. All right. From here, this is true for a lot of our databases, but for this one specifically, you could look for a custom date range. So if you know you're researching a specific food trend, you could put those dates in here and really narrow that down. You could also narrow that by type. So maybe you are comparing advertisements about food from a certain time period to advertisements today. So we can narrow that way. And just to give you an example of what something might look like. This is a scanned newspaper article from, it looks like 1930. And this is a really good example that these materials you often need to zoom in in order to read them and that that's okay. But that's just an example of what one might look like. From here, I recommend sending this to yourself either via an email or saving it as a download, but making sure you save it in some format. And then like many automatic citations, I highly recommend double and triple checking them because these are computer generated and you are smarter than a computer generated citation. All right, I'm gonna give a moment to pause for any questions in chat. All right, the next thing I'm gonna show is the primary source research guide. And so this is what I was talking about that has been curated for a lot of students. Not exclusive to English one or two, but if you're doing any sort of research that requires some sort of primary source, this is gonna be really helpful. We have some general starting sources. So again, if you're like, I know I want some sort of image. I wanna cite some sort of image. This is a good place to come. I'm gonna show, we're gonna do art store. This is a very large database. This has about, it said about one million different types of art. And you can see here that in the center, we've got a women's suffrage pageant from 1913. We've got this very interesting item from the Museum of Modern Art. So you could come here, type in food and see what pops up. All right, so maybe Erin earlier was talking about different types of pottery. So maybe here we've got a tripod food container from 1050 BC, 770 BC, so this is very old. It's made out of bronze. There's a lot of like information here to help you look at it. And the thing I really love about art store is that you can zoom, you can get so much closer to an item than you would be able to in real life. And so for images, this is a database. I super love and highly recommend. Similarly from here, you would either download this or copy the specific link. And then again, you could double check the citation over here. All right, any questions about this database? All right, the last thing I'm gonna show is our digital teaching collections. And I put that in chat. So from here, let's see, one moment. There we go, okay. So this is for everything in, it's a guide that highlights primary sources and research materials in special collections. So this is a really great place to check, especially if you're researching one of these topics. So a great place is to come over here and maybe you are researching food. We're gonna really stay within the topic of food today. And it will link to a few things that are digitally accessible to you. So maybe you want to look at some items like this. They have some demonstration work in the South. I'm gonna try to click on that and see where we go. But you can see this photo here, like that was like a canning collection. So maybe you are talking about food in the South in this time period, and this can be a really great place to go. All right, questions about any of these three things, the primary source database list, primary source research guide or the digital teaching collection. So I'm gonna share a little information about how to use a primary source. And these are some tips and tricks collected from a previous workshop we did by a UT library's archivist. They recommended asking questions about the source. So being very curious about the item you're inspecting, so really thinking through some, from a very curious place. They recommend taking lots of notes and photos if you're in person. If you're online, just like any of the databases we just went through, like just thinking about what you're observing, what your first initial observations are. And then being really patient because as some of you might know, primary source research feels very different from finding secondary sources. It just takes more time in my personal experience. It can also be sometimes frustrating at points if you had an idea of what you thought you wanted to find and maybe that thing doesn't exist or it hasn't been archived or it's physically not here. Like sometimes an archive does exist but it's not in Knoxville. And so just being really patient and kind of going on the research journey with your primary sources. The last tip is to ask for help. Both Erin and I work at the library. There are lots of others that work at the library that are very familiar with your assignment, that help lots of people. And so when we end today, we'll also end with how to get help. So an example of some of the things I just talked through when looking at a primary source. So this is one example. So the first thing I would think through is when was the source created? So if I look down at the citation, it looks like this was from 1915. It's important to think about where it was published. So this looks like this was some sort of advertisement. So maybe thinking about where it was published, what kind of magazine was it in? Who was this trying to target? We can think about what this tells us about cultural norms of the time period. So it looks like, and thinking about whose perspective I'm seeing. So a lot of these things thinking through, especially for advertisements, like who was this? Who was the target audience for this? And then for a lot of things, whose perspective is not being shown in these types of materials, especially if you think about archival materials, like who's not being archived. So thinking about whose materials we save. And then thinking about what kind of questions this brings up and where that kind of changes where you're going with your research. And I think that's something that I really think is important and unique about primary sources is that if you remain really open and curious to it, it can really change kind of what you thought you were gonna find and just being really open. Just being really open to where that takes you. So now Erin's gonna kick us off with some practice that everyone can follow along with. We're gonna do some fun thinking about food. So let's all pretend for just a minute that we're writing a paper about people's everyday eating habits in the 1950s. So which of these sources would you use? There's one, it's a cookbook, ooh, it went away. There's one, it's a cookbook titled Now You're Cooking with Tomato Paste and It's Hilarious. There's the advertisement for McDonald's grand opening from 1955, a Copa Cabana menu, which is so festive and so 1950s. And an article titled Frozen Food Selling Well. So which of these do you like? You can hit the little heart button on the padlet if you think these are cool, like I do. Or you can comment anonymously, like why you would use these or what you think we could learn from these about what everyday people were eating or doing in the 1950s, or you can put it in chat, however you wanna do it.  I see somebody else loves the McDonald's ones too. I think that little guy in the picture is supposed to be like a hamburger patty with a sign. I'm not quite sure, but it's like cool and terrifying at the same time. And yes, free parking. I guess that was as big of a deal in the 1950s as it is today. Beautiful colors on the Copa Cabana menu. Yeah, definitely. And I think that you could even do a project about the color usage and advertisements as compared to today or just in the 1950s because those are like super unique colors. Not much has changed from Frozen Food Selling Well. That's true. That's true. I love it. Yeah, I really, I think this is something I really love about Primary Sources is being able that sometimes you realize things haven't changed that much.  The headlines like would look so similar. So I think that's a really beautiful thing about certain kinds of Primary Sources is that we can relate to them a lot more than we think we can because I mean, if I saw that Copa Cabana menu, even now I would wanna look at it because it's so eye-catching and I think it would make me wanna snack. So it seems to me like very cheap. Yeah, yeah, because money was so different. You could definitely talk about how prices of food have changed and prices for different types of food have changed. And there are things on there that I don't even, I don't know what rare bits are. I'm just looking at that. I have no idea. But they were popular, apparently, according to this. It looks like rabbit, maybe it's hard to read from here. I would have to zoom in. Welsh rare bit. So you may have to do, and that's another thing with Primary Sources is you may have to get some secondary sources too or do some background research to find out what some of these things mean. He-Man veggies. Yeah, that particular cookbook teaches you how to cook hearty meals with tomato paste like the He-Man vegetable combos. Is that art? Not extraordinary. So yeah, it's very telling about what they were going for. 1950s. So yeah, any other questions or comments about these kinds of resources? Hopefully the show is that primary research can be fun. And then there's a lot out there and lots of different kinds other than just like articles or things like that. There's a wealth of information and different kinds of sources. So if you're not finding exactly what you want in a newspaper article or in an advertisement, don't be afraid to branch out and look at things that you may not have even thought about. And we had been talking about different ways to get help. I know we talked a little bit earlier about the primary source research guide and the FYC research guides in Curris I shared those earlier, but I wanted to reiterate them here that they have a lot of really great information. They have definitions too, that it's not just sources, it's got a lot of like tips and tricks for searching and how to use these things. We also linked special collections website. So if you want to look at any of those digital teaching collections or find something in those that you want to take a look at in person, getting in touch with special collections would be a really great option. They have such cool things down there. And then probably the most important thing that I'm going to leave you with today, maybe not the most important thing, I like to think it's the most important thing is that chat with us button right there anywhere you are and on the library's website. If you feel lost or stuck or confused or a link is broken or you were just hitting a wall, just click that button. And we sometimes it's me, sometimes it's even Carissa or it's one of our wonderful colleagues will answer and we will help you get the kind of help that you need. If we can't do it, we know who can. We're never just going to leave you at a dead end. You can also, if you click that link that live answers link, you can also get other ways to contact us. If you'd rather text or call or send an email, however you feel comfortable getting in touch with us. You can even come to the public services desk in Hodges and try to help you out from there too. Just know I guess the biggest takeaway is that there is help and you're not alone. And we know that primary sources can be really challenging, even still for me. Like it sometimes trips me up too. So you're not alone. All right, and that is it. And if you want to fill out our session survey, there's also the QR code Kentucky too. If you need proof of attendance, it's also at that link as well. If one of your instructors wants you to show that you've been to this workshop. And then this is our last workshop for the semester. But if you want to watch any of the previous ones, they are there on our YouTube playlist. There's also some from last semester and the previous semester. So if you want to see even more different kinds of primary sources than they use, like there's other ones with different themes that you can take a look at to learn more about those too.


Rai, rai, rai, rai, rai. Rai, rai, rai, rai, rai, rai, rai.  So the ecosystem that is associated with FTC3, Kausea, Glue 42, Openfin, they are to us a platform that we build within front office trading applications for our clients. And back in the long, long ago in 2012-13, when a few of us were at Deutsche Bank, we implemented something for Deutsche Bank that was very similar to what Openfin went on to provide a few years later, which is the HTML5 runtime container that has created this wonderful ecosystem that we all live in today. And those things, although we may not recognise them as such, are what I think of as the platforms in our industry that we use as a group to build on top things that actually matter to our users, that actually create business value. It's not that exciting having a group of C++ engineers inside your organisation keeping up to date with Chromium, integrating bug fixes, integrating with all your internal technology, it's much better to have a firm build that, create an ecosystem, and then build on top the bits that you actually use to differentiate with your own market, with your own clients. And so it's in that lens, through that lens that we see FTC3 as a platform, as an enabler, to drive real business value for our clients. Chris later on this afternoon is going to give a fantastic talk on what FTC3 is itself. I'm not going to talk too much about that from a technical perspective. I want to talk about what it can do for users, not necessarily users who even understand what the technology is. Developers are users of FTC3, of course, but the primary audience are people that stitch together workflow, experience, improve their business actions, improve their day-to-day business through the use of what we build collectively as a group on top of FTC3 to solve their business problems. And that really is the point of this talk. What I wanted to do today when I saw that we were going to be back in a room together was inflict myself upon you all for half an hour and do so by championing the firms in the industry who are doing great things on top of and around FTC3. So that's what I've spent the last few weeks doing. We see a huge amount of benefit from the standardisation that FTC3 brings. There has been work in and around this space for the last 10, 15 years in financial services in capital markets engineering, I think, but it has often been proprietary and led by a single firm who knew that it was not the answer, that they were never going to get huge upkeep. There was no way that a large Tier 1 sellside, if they'd gone and implemented something like FTC3, was going to get their buy-side counterparties and buy-side competitors. Coming together like we are all today without an intermediary like FINOS and the creation of the FTC3 standard. So it's important that we don't forget that as well, that there is value in the standard and it stops a lot of awkward conversations from happening elsewhere in the organisations that we exist in. It's really great to see the fact that FTC3 gets top billing or almost top billing at FINOS and this conference over the last couple of days, we've seen today. I'm told that it's going to be just as a focal point at OSSF in New York next month and equally, it sounds like it will be very given a lot of focus at Symphony, innovate either the following or the preceding week. I'm not sure which, but it's getting a lot of billing, which is fantastic. Proceeding week. Thank you very much, Lucy. So, what's the point of this talk? Well, we want to increase the speed of FTC3 uptake and indeed the speed of innovation within FTC3. We want to champion the great work and vision of FINOS members who are out there doing work on the ground and maybe expose some of the problems that they're facing that aren't being brought to the programme committee and the working groups. We want to shift focus, as I mentioned, from vendor value, if you'll apologise for me for being so blunt, to user value so that we get more uptake and start seeing some real benefits in a flywheel created of user force. So, what are we going to cover? I've spoken to, over the last couple of weeks, NatWest Markets, State Street and RBC who were very kind to volunteer their time as well as be sort of get into the spirit of things at OSSF and talk about their strategy and talk about their roadmap. I've listened to them, written down on what I think they said to me. Any mistakes that are introduced to the transcription effect are entirely mine. They have entirely plausible deniability about anything that I go about saying. And we're very fortunate here to have Sachin from State Street who is going to speak on State Street's behalf rather than me doing it for them, which is fantastic as well. And then very quickly we'll touch on some conclusions as well if you think I'm qualified at all to make any. So, on we go, let's start with NatWest Markets. So, what is the vision for FTC3 at NatWest Markets? Well, very interesting. They consider the vision to be all about enabling something you can do tomorrow that you can't do today. They gate all funding decisions based on the answer to that question and as to whether the answer to that question is a compelling one for the amount of money they have to invest. So, it's a pretty clear case and those users are salespeople, traders and their clients. It's not about us in IT having an ivory tower and having a lot of fun with cool gadgets. What they're trying to do is make it really focused on user value, fantastic and they've been pretty focused about the users they're concentrating on as well. And it has to be said that FTC3 is a key component of this, of this way of thinking, but it's not the only way they're achieving those goals, but I didn't get into any of that. But there is a wider initiative there as well. So, they have a couple of initiatives that came out in the conversations I had with them. The first was around creating context everywhere. So, they want to drive key user journeys and workflows for their users, those three groups of people I mentioned, sales, trading and pretty critically, external clients. And they want to enable the transparent sharing context between their applications and turn-on applications to configure workspaces with a given context. So, some of the things that came out in conversation with the team were, for example, bringing forward the counterparty based on client interactions. If you're a salesperson, you are dealing with a call with a client. One of your many automated VoIP telephony systems works like magic to bring that client's details to the fore after picking up the incoming call as an event, auto-populating that client context for various purposes like research and trade history. So, that is a fairly common desire to try to create a sales cockpit, a sales dashboard, anything that improves the CRM ability of salespeople in the firm to deal with their clients in a more effective way. People have been doing this for quite some number of years. It's not necessarily novel in and of itself, but the technology that they're using now is designed to enable that to happen across the bank all at once without a lot of scheduling overhead, which is a big benefit of FTC3. Interestingly, they're trying to do so in a platform agnostic way. So, they're trying to build an agnostic FTC3 intra-op implementation. They're calling it Backplane. It was mentioned yesterday at the working group that hopefully some of us managed to attend. I caught the second half of it. They're providing an FTC3 intra-op bus independent of Koziak and Openfin, which are the platforms they have internally, and also enabling them to interrupt with existing legacy applications. Interestingly, they still have the use case of making context move between a user with two different desktops stuck under their desk. So, they still have the problem of large, heavy monolithic applications that need their own machine to run, take that multitasking vision of the future to be able to share context between them and move trade details, order details, et cetera, et cetera, rather than two keyboards and copying and pasting, et cetera, et cetera. So, that's interesting that even though we're still, we're now firmly into a hybrid work remote, work from anywhere world, there's still a collection of users that need to be served who have two desktops sitting under their machine. So, they want to broadcast context and intents between various desktop containers all on the same user space which may indeed stretch across two different desktops, which is very interesting. The second initiative that we discussed is around application discovery. So, this is obviously based on intents, the intent part of the FTC3 specification. So, that means that applications can register and serve particular intents doing so in a late-bound fashion all done via an open standard and in the end across firms as well, which is fantastic. Now, they have a very interesting value driver here which is great beyond just enabling workflow for the user desktop, enabling more things to happen. They also see this as a real opportunity to drive total cost of ownership reduction by removing duplicate functionality. So, they think that by getting applications and capabilities into an intent dictionary and an intent library, they can figure out where equal capabilities are being surfaced and can remove duplicate spend. That obviously requires them to create the centralised store and drive internal participation. But it's very interesting to see that there's a sophistication of thought there that if you manage to get things centralised and have a thousand flowers bloom, you can then start reducing cost because you don't have everyone building the same charting or the same CRM infrastructure, which is very interesting. Further into the future there, they have a goal that every monolithic app is intended to be simplified and broken down into micro front-ends and exposing inter-app functionality and capability via FTC3. They are very focused, interestingly, on accessing their clients. So, they are not a Tier 1 universal who can afford to build a huge STP. They know that by using non-proprietary tech and a semantic standard, FTC3, they can deploy functionality onto their clients' desktops with integrations that their client can configure and use themselves. And this would be very difficult with a proprietary standard. They see this as a real digital channel and a route to market to access their clients, which is really interesting. Furthermore, they want to enable features that can be used to support both, for example, rates, and then where it can be easily duplicated for FX without a loss of functionality or loss of generality, I should say. By making the API for these different components FTC3, they feel that they can relatively easily see the subset of functionality that works in both the rates in the FX world. They want to enable non-product-specific or agnostic features that work across clients and asset classes. And they want to enable cross-product workflows, i.e. components that are common to both product types that can be serviced in both areas. And then, obviously, following on from that, figuring out which one is the best and reducing spend where different asset classes are engaged in exactly the same business functionality delivery. So, that's NatWest Markets. I'm going to hand over to Sarchin to speak to State Street. And then I'll come back and finish off with RBC. Sarchin, over to you. Cool. Thanks, Matt. Hi, everyone. I'm Sarchin, a software-developing leader at GlobalLink State Street.  Earlier this year, we kicked off a project to build a GlobalLink desktop application for our end-users. And that's when we came across FTC3. What we are looking to do is provide a unified and integrated experience to end-users. So, this is where this project in GlobalLink is different from a lot of the initial implementations based on FTC3, where we're going to the end-users outside the organisation with FTC3 and providing them the benefits. Now, it became obvious quite quickly that it was common sense to use FTC3 as foundation for our interrupt capabilities within the application. So, our APIs within the GlobalLink desktop platform or application, I should say, are inspired by FTC3. We are using context-sharing based on broadcasting and by raising and registering intents. We're doing context-sharing based on instrument IDs, order IDs and trade IDs to give trader that unified experience that they thrive for or they look forward to. We also use registering and raising intents for workflows like free-trade analytics, which is allowing FX Connect and Best Text to work very nicely together. So, other areas where we're using FTC3 is for our command-based interaction in the GlobalLink desktop platform. So, that too is built around FTC3. Now, where do we think the road ahead leads, right? So, as an organisation, it's quite apparent that we are invested in FTC3 and we want to do our best to contribute towards the evolution. We are setting up or we are leaning towards setting up an inner-source project within the organisation which aligns with FTC3 committee and the Finos implementation, hoping to be a Finos member if the budget gets approved. And some of the areas, we have had some feedback from a lot of partners, you know, by-side firms. And a common theme across, you know, them touches upon two primary areas. First one is their concern around access management, right? So, they want to have more say in what kind of applications, you know, do they communicate with. Now, container platforms like VINSTAMBL, they have done great job in coming up with the initial implementation. But we think it will add a lot of value and it will future-proof the work if this became part of the FTC3 standard. The next area is enriching the context definitions, right? So, where we see, we see a big role for FTC3 in modernising the legacy bilateral, you know, rigid integrations and move towards, you know, open integrations. And this is where we think, you know, if we had a richer set of context definitions, that would, you know, take away those pitfalls and provide us the real benefit. Now, our hope is that, as the community grows, that will happen naturally. So, we're looking quite, you know, we're looking forward to it and be a part of the FTC3 journey. Thank you very much. Thank you very much, Sachin. Any applause for Sachin? He's not going to come back on stage. Thank you all very much. So, RBC to round us out today. So, what is the vision for FTC3 at RBC? Very thoughtful is how I would summarise it. Very thoughtful indeed. They are focusing initially on internal cross-application communications. And they are using FTC3 to stop internal arguments. That's my paraphrase of what they've said, but it's certainly something we use FTC3 for when we go in and do an engagement with clients. So, if we can bring in an external standard to say this is how it works, you save, on average, six to 12 months of a lot of very reasonable technologists all having very reasonable arguments about things that don't actually matter that much. Which is a lot of fun, but in terms of delivering business value, really the outcome that people are paying us for. So, at RBC, they are using FTC3 to not reinvent the world. If they're having apps talking to each other, then they will be mandating, or they are mandating, I should say, that the way that those apps talk to each other is an FTC3 compliant payload. They treat each application itself as an external application to drive the right behaviour. So, if you have to interact, then you have to build a clean interface, and interrupt that way via FTC3. As though you were an external app coming into their ecosystem, and as though you are building a public-facing app that wants to interoperate with the external world. That's a very strong statement to make, and it's impressive that they're enforcing that mandate from the top down. They're using it as a forcing function, I should say, to check that it is the right place to do it on the UI as well.  From the sounds of things of doing sort of UI-driven or UI-exposed interoperability via the back-end. For those of us that have been down that road before, they know it's really hard work to do that first and then maintain it over time as back-ends drift. They see it as a much better place to do it on the front-end. If their view is that by making it an external interface, an external interface that comes in from Finos and the FTC3 group, the barrier is high enough, so that you get the right things to happen. It also means that legacy apps can partake and move to the new world in as seamless as possible, way as possible. In general, they view the FTC3 and the late-bound discoverability and sort of binding of functionality as a great way to reduce the scheduling burden of having different teams release binary interfaces or indeed back-end binary interfaces at the same time. That means from being bound to a certain cadence, i.e., the lowest common cadence of a group of teams delivering quite frequently from global locations. And they're seeing that by bringing in this rule and forcing FTC3, they are seeing actually far more integration happen where the server side isn't being controlled by the same team. So teams deploying software, different teams deploying software are now taking the time to interact with each other, where before when different teams were deploying back-end software, they weren't bothering. It was just too much hard work, which is fantastic. So they're seeing real business value come out of it. On the workflows and use cases, they are taking a slightly different tact than NatWest markets at the moment. They are wholly focused on risk across the back office and the front office. So they have at the moment lots of legacy platforms and around the risk world, unsurprisingly, doing lots of things, and they'd like to move them on to more strategic technology. FTC3, they see as a way to smooth that transition for the end-user experience. They want to share risk contracts, and indeed they led a working group yesterday where they were really getting into the detail of some of that functionality, which is fantastic. They want to share risk contracts, things like what positions are you clicking on, what type of risk are you looking at, and they want to crank up the payload detail in use cases here. So they're really going in very deep on this topic. And they want to present a, or build a common intent framework, a common action framework around information. So things like I've sent a message about a bond, there's a new trade on the blotter. They want to really define context even more richly on the front end, which is interesting. I really hope it works, and it's one of the things that's led me to a couple of the conclusions that I thought I would draw for discussion with you all based on the conversations I've had. I think it's really important that we figure out a way to bring the FTC3 plumbing that is going on in the different firms out of the banks and into Finos or into the vendors. Backplane is a really great example of something that's happening within a bank where they're solving a problem that is absolutely common across industry and should probably be promoted up into a different layer of the stack, so to speak. I know that if someone mentioned, spoke to you about this yesterday, Riko, it's fantastic, so maybe this is going to be an idea that gets some traction, but I think it's very important. That's something that I spotted through these conversations. It's not necessarily a useful way to go about happening across areas of opportunity for better collaboration. I think maybe we need to think about what the FTC3 community could think about getting technologists, be they adjacent to FTC3 or working on FTC3 itself, into the forum to talk about the adjacent work they are doing and being created. It seems like there might be a lot of discussion about FTC3 itself and the vendor ecosystem that implements it, but equally on the other side of the mirror or the other side of the line, there might be a lot of technologists doing a lot of very similar work that is restricting the acceleration of FTC3 and restricting the uptake, and it would be great to be able to figure out a way to capture that and promote it in a systematic way. Additionally, it would be good to release a verb noun intent context innovation. I think there is a lot of this happening within the firms that I've spoken to and anecdotally, just from talking about this talk over the last day and a half with people here, people have dropped in reference of different firms saying they've got 100 intents, I'd love to be able to share them, where do I go, where do I promote what I'm doing. So there's a lot more activity that's happening, there's a lot more that's being created and it's like now is the time to go back to that and make a real promotion out of it again, because there seems to be a lot of people looking for somewhere to share and maybe they don't necessarily want to be upgraded to, this is language I'm indenting on the fly, a first class intent that suddenly, that implies some sort of quality of support or guarantee of supporting that capability in the future in their app. It's still a really innovative space and we need to be prepared for things to go wrong and be broken and be rolled back. There is an idea of having two tiers of intent, something that's experimental and something that's in the standard and then we can drive uptake by things that really get picked up over the time through metrics. So one of the ways we could do this that we've seen within an organisation so within the same administrative area is by creating transparency into the intents and the context that are being used. You can get user statistics that let you then drive the promotion of different intents into a higher quality of service. So you could start allocating budget to teams to support that intent if they see that it's really getting picked up and used. And indeed you can depromote it and let teams stop supporting something that isn't getting used. There's a real risk here of people becoming the victims of their own success by promoting a very popular intent or capability and then suddenly being asked to serve the entire wider organisations demands for customisation and configuration which can kill a small teams productivity in the way they can move it at pace. Funny to be talking about success being the thing you least want to have happen, but it is a real risk. It's quite similar to the pattern we've seen over the years of trading systems or trading venues being built in small silos within an investment bank getting real traction in the market and then having the wider organisation all pile into them and immediately start failing because they just weren't built with that sort of option in mind and it can be a tricky thing to navigate. So one of the things I wanted to discuss and ask the group is if there is an initiative within FDC3 to collect runtime metrics to drive investment decisions in product backlog and obviously in a very anonymised fashion but it would be really interesting to see from groups of users if a company has 100 intents, categorise those, see what are the most popular and see if that pattern replicates itself in other organisations as well. So that was all I had for everyone today. Any questions or comments on what I'd said? Graham? Good to see you. How are you? It just gives a better experience and it lets you do things in a way to me the client side integration if done correctly is opportunistic or late bound and therefore opportunistic i.e. you get a network effect from having a standard lingua franca that lets you connect five different things without knowing each other and then suddenly having five times five possible outcomes to drive user experience. Service side integration, enterprise, service bus control over what can be published schema upgrades database template upgrades why would you want more of that in your life? It's just really slow, right? But if I'm a service side guy it's definitely what I want to do, that's my job I'm paid to do that. Sounds great. It's not a replacement for resistance towards moving to client side. This is somewhere, this is another area which we could utilize to synchronously update and create an audit of the messages or actions, any context sharing happening between that that would really help. So for us we will start with a customer implementation but again as part of that. I'm thinking about this lightweight client side I need to move and synchronize and people always have a camp upon a server guy everything should have on the server and vice versa that's generally how we can get clients to think about it turn through but for different reasons. DOI ganau, kanai, m'otei kuiaotis? Non, awa, awa, awa. Pa, ka, ka, ka. Pa, ka, ka, ka. Padaw sy'n rai, wat видеorungu. Aptaw i dinyiru. Padaw? O.a, o'r pa ydyn, o'r ndaibwau ydyn, o'r ytdur y Blaidwaith o'r yndaibwau ydyn, o'r ystai, o'r ystai, o'r ystai, o'r ystai, o'r ystai, o'r ystai, o'r ystai, o'r ystai, o'r ystai, tehniki imposibu, kus they're not that sort of firm to integrate with the back-end API. An if you can get stickability into a workflow when I use the desktop, from like a product perspective your clients aren't going to move off your product cos it's almost invisible to them and it just works the way they work. So that's, if you, and like the mobile advice is a great example of that with intents and the way you move between applications, it's a bit ropey, but they're doing their best, that's a big differentiate between. But if you're just internally focused, then you purely have a political battle for us, yeah, what do we want to answer? Any other comments from anyone else? No? Right? Thank you all very much.


Leavium Open World Learning Event, this is a knowledge exchange event and what you will see today is some of the amazing, fantastic work that 18 scholars funded by Leavium Foundation and the Open University have done in the last six or seven years and hopefully you will agree at the end of this amazing event that there is some fantastic work out there. The session will be recorded so if you have anything that you don't want to say or whatever, then don't say that because we primarily want to be open and share this also afterwards with the event. So it's my great pleasure to welcome the director of the Institute of Education Technology, Professor Denise Whitelock. Denise has been a strong supporter of the Open World Learning Program and she's an expert in assessment and feedback and has over the years also built a range of amazing artificial intelligence tools. So Denise, can I invite you to provide the formal welcome. Thank you Bart. Good afternoon everyone. It's my pleasure as the director of the Institute of Educational Technology to welcome you all to our OU Leavium Open World Learning Knowledge Exchange and book launch event. I'm delighted that Dr Tracy Henshaw who's the assistant director from Leavium is here with us today. Leavium has been a most generous and supportive funder of this work and it's multi-discipline work and this is something Leavium does fund and they are very good at supporting great ideas that actually fall between the cracks of other funders. And also we've got with us Emily Coyne who's editor of the Education, Psychology and Mental Health Research from Routledge and welcome and also RL scholars, it's a big day for them too. This Open World Learning Project started in September 2015 with six PhD students and then more joined us over the years till in the end we have 18 who have graduated. And why was the work situated here at the OU and in IET? As you probably know that before even Covid we were starting to understand and have been over the years looking at the way people learn with technology and that this is really changing. The world is becoming a more connected place with the emergence of immediate access systems such as smartphones and tablets and of course we've got social media some of which now we can't even keep up with as it's coming so fast at us. So Open World Learning really wanted to understand a number of facets related to education such as structures, access, presence of dialogue together with efficient support systems that can actually promote learning. However, I don't think we should overlook that there are ethical and privacy implications associated with Open World Learning through increasing levels of monitoring, surveillance and profiling. There are also public concerns about whether open education will shift the balance of power of government schools and educational institutions to a global maybe uncontrolled space. Finally, several groups of users, teachers, those of an ageing within the population, people with accessibility needs seem to struggle to embrace and integrate open technology which leads to resistance and anxiety towards these new technologies which often have been designed to help and support these target audiences. So this event brings together scholars from the award winning leave-alume doctoral training programme that was designed to generate evidence, encourage theory construction and lead to well described, dare I say, cutting edge knowledge that informs practice across a number of disciplines as evidenced from the work of the 18 doctoral students who studied with us in this programme. So we've done the work. So why are we gathered here this afternoon? We want to open a debate about how can Open World Learning supported by technology help or hinder tackling the global challenges that open and high quality education faces. So this afternoon we're going to have the 18 scholars, some of whom started with us in September 2015 and have now finished but we have a couple who still got to undertake their vivas but the work has been done. So this event brings together the scholars and we want to showcase some of the lessons learned from their work and who they've been supported by 30 supervisors from across the Open University and we'll also launch the Racklage book and we have two interactive panels to position and discuss the findings. I would like to remind you that we are actually recording the sessions today and the breakout sessions won't be recorded but the rest will so that we can actually share today with people who couldn't be with us. I'm very sorry because of COVID that we're not all together in IIT but hopefully in the future we will be able to get together. It's a very joyous occasion to see everyone. Thank you for joining us for this celebration which is a milestone in the careers of the next generation of researchers who will proudly be leaving scholars from the Open University. Thank you for listening. I hope you have a wonderful sessions and discussions and I'd like to hand over to Bart now. Thank you Bart. Thank you so much Denise for this warm and excellent welcome. So what we will do basically this afternoon is to basically have a short introduction of the kind of achievements we've made within the Open World Learning Programme and then we will start with a panel discussion and then there will be a short break for a tea or a coffee and then you can decide which of the two breakout rooms you want to join. One is specifically focused on language and learners and the other is focused specifically on technology and educators and then again we will come together after a short break for a roundtable discussion. So at any point in time if you have questions or comments just post them in the conversation and just add them as you as you like. So to get to give also the external people from outside the Open University a little bit of a flavor of the depth and breadth of all the work. I'm just going to provide a really brief overview of the Open World Learning Programme and what we have achieved over the years. So what is Open World Learning? So in the book that we will launch in a minute we basically have clarified this as an Open World Learning seeks to understand the access of education structure in the presence of dialogue and support systems and as Denise has indicated this not only leads to always positive issues it could be that particular groups of learners may not necessarily benefit from the opportunities of Open World Learning and it is a really difficult and challenging environment which even before Covid lots of scholars were aware of but in a way there was relatively limited good empirical research to explore what are the enablers and the disablers for Open World Learning. So the key question that we basically raised within the Open World Learning Programme is this in a way simple question. So how can Open World Learning supported by technology help and or hinder tackling the global challenges that open and high quality education faces. When we drafted that question six seven years ago we of course never imagined that Covid would happen. So I think everyone now understands why it is so important to really get to grips with this situation and how we can make sure that everyone across the globe has the opportunity to benefit from Open World Learning. So what you see here and it's really too small to see on a small screen but what we basically have are 18 PhD students who over the last six seven years have worked tremendously hard each focus on their individual topic to try to make sense of the affordances and limitations of Open World Learning. Many of those scholars have continued as a postdoc in MIT or in Michigan or at the Open University all went into business to apply some of the lessons they've learned during the during the Open World Learning Programme. And as Denise has mentioned before we're we're nearly at the end where we're having two more viva's and then hopefully most of the of the leaving scholars will have finished which is a fantastic result. But I think these numbers don't really show the commitment and the community that we've developed over the years. I think the next picture or this picture shows some of the amazing activities that we've been working with with these students. These students come from 17 different countries across across the globe. I've done a quick map exercise and actually we they are from six different continents on this planet. So they bring this really wealth of diversity of perspectives which is I think an amazing achievement and and approach. So beyond basically their individual thesis they've also been extremely productive in terms of producing academic outputs, outputs in terms of blocks, outputs in terms of amazing videos, etc, etc. But what you see in this this snapshot of their the kind of production if you like is that they published over 119 academic articles during those seven years which is amazing and on average because I'm a professor of learning analytics I like to do data and number crunching. They produce an average six and a half outputs per scholar and there is one scholar who produced 32 academic outputs during his or her PhD and what you see from the list of journals is some of these journals are really the top in the field of our discipline. But I'm also really proud of the fact that many of the journals are so called open access journals. And last but not least have been a tremendous effort to also share these experiences across the globe. And today is another example of all the hard work that they have been doing. So one of the things that we've tried to do because each of the PhD students have basically worked on their PhD on their specific topic. What we wanted to make sure that we can also learn from all the 18 topics and what can we how can we make sure that we bring this together. And one way we've done this is to work together on a jointly created an additive book and this additive book has now been formally made available today and that book is fully available freely online open access.  But can I give Emily Cohen from Routledge a brief one, two minutes to tell us a little bit of why this book is so important. Hi, everyone. Thank you. Yeah, it's a real pleasure to be here to celebrate the publication of the book on behalf of Routledge and the book itself is a really ambitious undertaking from the four editors. And there's a really impressive scope of chapters from topics such as internet kiosks in Uganda, player creativity and gaming, language learning facilitated by WhatsApp and plenty more. And all of these have the aim of showing creative and timely research insights into how education and open world technology can be used for teaching and learning in these diverse contexts. So I think the book will be a really significant contribution to the field. Personally, it's a book that I've really enjoyed working on, especially in seeing the idea develop, you know, right right from the start, right from the idea and getting to this point now where we have a physical book and and as part says, freely available online. So I really encourage people to read it if anyone who hasn't and it's an excellent read. Yeah, thank you so much for this, Emily. And unfortunately, the link is really long. So I've just posted the tiny URL in the chat so people can just freely access and download it as they please. And as indicated on the next slide, what you see is just a snapshot of the topics that the Levium scholars have worked on. And in particular, if you like me like to quantify the chapters is we specifically categorize these based on three broad themes in terms of the power of language in open world learning, the power of innovative technologies in open world learning. And last but not least, the role of educators in in supporting this open world learning program. And what you see with the tick boxes is how do these chapters relate to the so-called four piece that we've used in the Levium program? So some chapters specifically focus on the people. So how do they how do people use these these approaches? Others are specifically interested in the places in which people work, as for example, the example with the Internet kiosk by Khalid J. Mohamed. Others are refocused on the kind of practices that teachers or students are using with open world learning. And then some chapters are focused specifically on the properties of open world perspective. So, for example, how do we take into consideration privacy? How do we take into consideration big data? So in a way, in a nutshell, this book brings together an amazing insight. And if you just have a brief read of this slide, it brings together and it's an incredible number, if you think about it, it brings together three hundred eighty seven thousand one hundred and thirty three learners and educators that have been involved in this book. And the book basically brings together one hundred thirty six unique learning contacts across the globe. So I think it will hopefully will soon become a kind of encyclopedia of amazing research, but more importantly, it also provides really practical applications of what should you then do if you are a learner and you're unfamiliar with open world learning, what can you do? Or if you're an educator, what would be the best way to introduce open world learning practices in your educational practice? So I've provided some small snippets of some of the work that these scholars have been doing and some of the work you will hear more about in a in a minute. But it's it's a fantastic hopefully resource that people will will will will use and reuse long after this project finishes. So what I would like to do now is to move to the panel, the first panel of today. So let me first introduce Dr. Tim Coughlin. He is a senior lecturer within Institute of Education Technology, and he is a guru in accessibility. He knows everything about accessibility, so it's great to have you here. And more importantly, Tim has been always very actively involved in the Leave You program. And secondly, I would like to welcome Rebecca Ferguson. Rebecca Ferguson is also a guru in the field of learning future. So she's done fantastic work, always trying to to see what's the next big thing that will influence us as educators. So thank you very much, Rebecca, for joining us as well. And then last but not least, Arina Retz is here. And she has done amazing work in her PhD within the Leave You program, focused on how we can simplify text for learners who are non-native English speakers like me and how to make sense of that. And currently she's a postdoc at Lancaster. So everyone basically can post any comments or questions in the chat. You can raise any questions to the panel and then use the like button. If you think that's a good question so that we and I will keep a track of the conversation together with Christina, Michelle and James. So if you have any questions to post them in the chat, but maybe first I could start with Arina. Based on what you know about the open world learning program, could you perhaps provide an example of how open world learning has helped or perhaps hindered learners? And how did you deal with that? Well, I think it's a really interesting question. And the book that has been launched today talks a lot about enablers and barriers to open world learning. Probably the first thing that comes to mind when you think about open world learning would be access. That's physical access enabled by technology to platforms that aim to educate people who otherwise would not have access to these things. So of course we think about low income countries or global contacts that might be less privileged in terms of access to educational materials. So yes, I would say that access to educational materials is probably the biggest big thing about open world learning. But at the same time, I think the book also talks about the equilibrium that salmon enablers can also bring about barriers. And on the one hand, although open world learning does claim to help certain groups of learners who are historically marginalized or less privileged, at the same time, perhaps it doesn't do as much as it could have to help the target group of learners. So I think there is still so much more that we can do about it. And the book and the 18 PhD projects that they do focus on on the different barriers and provide solutions how these barriers can be potentially overcome. So just to give an example in my PhD, I looked at accessibility of open online education to the group of learners that's not generally represented. Let me talk about accessibility, which is people who are not proficient in English. So they might not have as much access because as I found out in the PhD, they need to have advanced English language proficiency to be able to follow and understand resources. That's just one example. So I think it's an interesting conversation we might have that an enabler can also bring about barriers that we need to think further of how to overcome. Rebecca, do you want to build on that thread or perhaps provide a different alternative or perspective? Yeah, well, I'd say that one of the aspects of open world learning is being able to get at the resources and the courses is around open educational resource and whether people can access those, whether they can retain access to those. And that's really important. But something we've also found is that people then need the skills to be able to use these resources effectively. You know, it's all very well giving people a key to a library. But if you haven't shown them around and if you haven't given them guidance, they're not going to be able to use it effectively. So one of the things I've found really interesting has been Barbara Cunde's work on self-regulation. And self-regulation is really some of the skills around learning to learn and supporting yourself as a learner. And these are things that we're quite used to teachers taking on for us. So if we're in a physical classroom, we're used to the fact that the teacher will set our goal for us. They'll provide the resources for us. They'll give us a time frame. They might tell us how to approach the problem and who to work with. And that works really well if you're in a classroom. In fact, you know, that has to happen in a classroom. It's one of the constraints of physical world learning that you need somebody coordinating that. But in an open world where people are engaging at different times with different experiences behind them, they need to be able to take charge of those things themselves. They need to be able to set their own goals for learning. They need to be able to reflect on if they're achieving those goals. They need to work out which resources they need to access, how they're going to access those things. And so Barbara took a really in-depth look at one of those those aspects, which is a personal goal setting within learning, which you would think of as a fairly straightforward thing. And what she's shown is that it's really much more complex than you would expect that learners on the whole don't know how to set reasonable goals for themselves. And they try to fall back on educators, even when the educators not there. So when you say, well, what is your goal? They'll say, well, whatever the goal for this lesson or this course is, and they don't really think about what their personal goal is or how they're going to achieve it. And I think revealing that lack or that problem can really affect how we as educators prepare open world learning and prepare learners for open world learning so they can really make use of it. Yeah, thank you. That is extremely powerful, Rebecca, and I've just posted the links to Barbara's chapter in the chat. Tim, do you want to take this thread along or do you want to take a different thread? Yeah, yeah, happy to take it along. I think, you know, we have to remember the big potential positives of openness. You know, that's a really important starting point that there is this ability for it to make huge difference to people. But, you know, and we have seen evidence of that too. So, you know, in Paco and Yester's work, we saw that disabled people were using MOOCs and online courses to kind of dip their toe into education a bit. You know, it might often be that people are not able to access formal education or feel that there's barriers to that. So having things like that could be really beneficial. So I found evidence there. I think another nice one was Khadija's work, Khadija Muhammad's work where you could see that putting an internet kiosk in a sort of low income community in Uganda led to somebody learning skills just by watching online videos, you know, that they made a difference to their lives. And so, yeah, you've got to keep those kind of positives in mind. But I think then there's always this sense that there's a level of unfairness that people were either, you know, kind of privileged or perhaps lucky or there were various barriers, you know, that they either didn't face and others had to face. So I think, you know, as Irene has always said that one of the obvious ones there and that was a really nice study and data to show kind of quantitatively that, you know, that these courses actually required a really advanced level of English even, you might not think that that was appropriate for these kind of things that were supposed to be a taster for education. And so, yeah, and I think the same came out in the other pieces of work. So there's always been this kind of balanced view, hopefully, of remembering that, you know, the big potential positives, but then seeing something like, you know, MOOC designers and MOOC platforms not necessarily putting enough thought into accessibility or, you know, in Khadija's work, the kind of social structures or technical problems that meant that people couldn't always use the kiosks or whether we're kind of certain people privileged to use them. So, yeah, I think that's been a really nice feature is that sense of examples of both, you know, the positive and negative that we see in open world learning. There's a really nice initial question in the chat with the analogy of giving a key to the library and showing them how the library works. And I think what Shailie is indicating that, okay, it's great that you have all these resources available, also these open education resources. But how do we actually make sure that educators are using them? Does anyone have an idea how we can make sure that all these pearls of wisdoms on the Internet are actually being used by teachers and learners? Perhaps the first thing that comes to mind is making it attractive by providing alternatives in terms of design, in terms of language proficiency level that's required, in terms of different accessibility features. So, if the learner who is accessing the platform understand that it's tailored to him or her, then it's going to be a high chance that they might take on the learning from that platform. Any other thoughts, Rebecca or Tim? I'd say one of the key things here is making people aware about open educational resources, what they are and what they can do and also how to look for them and how you might need to adapt them. You know, Tim was talking about accessibility earlier when you find an open educational resource, it's not necessarily accessible in ways that are going to support your students, so you need some support there. But another thing is encouraging people to be so aware of open educational resources, they're producing their own and they're putting them in places that they are accessible to other people who will be able to make use of them. So, we're working on a project at the moment with educators in Kenya and we're getting those educators to look at possible resources and to consider how they can use them, to consider how they might have to adapt to them and to consider how they'd be useful within their institution and with their colleagues. So, as Shailie says, it's not just a question of saying, well there are some open educational resources out there, it's really supporting people to use them and also to add to the collection. Great. Yeah, I think that's the kind of key. Encouraging people to be comfortable creating or adapting resources, having that awareness that any educational resources was designed for one particular audience and parts of it could be very, very useful. I think, as Rebecca's mentioned, there's been a lot of probably good examples of OER being used in places like Kenya and other countries where you can make very good use of existing resources, but there has to be an awareness and probably some kind of process of adapting those. I think we've always found that in the projects we've done around OER over the years. Okay, I'm just having a check in the chat if there are any further questions. There's a really interesting point about the lack of clarity in terms of language MOOCs. Does anyone want to tackle that question? I think this is obviously linking back to Barbara's work and Barbara found that when you looked at, she was specifically looking at that MOOCs for language learning or MOOCs connected with that, that the educators sometimes weren't terribly clear what they were doing with the course. They might have been asked to produce a MOOC without any particular guidance, or they might have been concentrating on something else, or they might just have had the aims in their own heads, but they weren't really clearly sharing them in a lot of cases with the learners. So the learners were having to guess sometimes at what the overall goal was, and just coming up with goals like, well the goal is to complete this rather than, well actually my goal is to improve my language in this area or to work on this specific area of language learning or to work on my pronunciation, all sorts of goals that they could set, but the course wasn't really helping them with that goal setting. Being provocative, haven't we then failed as MOOC educators? I mean if I go to Netflix quite quickly it learns the kind of movies that I like and the kind of documentaries it likes and it automatically adjusts the recommendations to what I like to watch. So shouldn't these open educational resources quite quickly adjust based on the kind of motivations or interest of learners rather than providing a kind of one-size-fits-all solution for all learners? I'd say one of the problems in the context of learning is that we don't know what we don't know. So we might have a good idea of things we're having a problem with that we want to learn about, but we can't necessarily move to another level without somebody supporting us to set new goals or to see holes that we haven't identified ourselves. I think Netflix is often held up as oh yes this can do things automatically, but one thing Netflix doesn't necessarily get it all right, it's not as brilliant as every of you makes out I think, but I think education is a far more complex problem because there are so many contextual aspects to take into account and I think sometimes when people are talking about open world learning they're assuming that that is some form of learning where you can take the educator out and I think you can never take the educator out, the educator may change their roles they may have something more different to do or even more difficult or challenging to do but there's still a role for the educator in moving people forward and helping them to develop skills to move forward. Do you agree Tim or Irina or you disagree? I think that sense of support is the is the big challenge I guess we you know looking back say 10 20 years it was probably more of a naive assumption that you could do things without support and I think that still exists it's not gone away but I think in terms of research and obviously in this program we're quite aware that as you say Rebekah that the teacher or the general the support there as a learner is still absolutely necessary if in some cases it's more necessary if you're trying to tackle inequality I think. Yeah and rightfully so James said that there are other video demand providers available. Kirk and Glyn writes a really interesting question about the kind of standardization of certification of for example micro-credentials or credits from MOOCs. There is there well I mean there is no one electrical plug but there's definitely no one universal credential. Is that a problem or is it just you know eventually we will all go to one dominant form because a big educational provider will take it or what do you think? Just to share my experience I've recently come across a platform where anyone can design and launch a course and you don't necessarily need to have specific credentials if you feel that you understand the topic you can just create the course and then sell it online and perhaps you'll get some learners so I think this discussion about standardization is an important discussion to have in the field definitely. I think also micro-credentials aren't necessarily an example of open world learning because micro-credentials tend to be associated with some form of quality assurance some form of credentialing against academic and industrial norms which requires them to charge for for that repeated labor. So while I do think it is a problem micro-credentials aren't necessarily aligned with each other I think it's a little tangential to open world learning but I think that sort of links into one of the the questions we got on the slide there what is the largest challenge in open world learning. I think one of the things we see in open world learning is where it is becoming successful and popular. We see companies and investors coming in and trying to profit from it so we see MOOCs as originally conceived as something which was open where learners could support themselves where they had continued access to course content and we've seen more and more of a movement towards things like micro-credentials where learners are charged for what is on offer and so this is sort of blurring from open to closed and people tend to keep the same name even when it's not still open so I've seen this with with quite a lot of things actually they're not open so they're MOOCs they're not MOOCs or they've lost some other part of the acronym. I'm also mindful of time so maybe just one final word from each of you you can you can pick any of the three questions maybe in one sentence and you know maybe you can pick any challenge you want and then maybe in one sentence what do you think you've learned from those seven years of open world learning maybe if I start with Tim for a change. Sure well I thought the what were you most proud of was a nice question that we obviously didn't recover very much I think the some of the methods used you know particularly field work and working with big data sets you know some of the students did some really you know quite brave ambitious field work and some others we know open education the data can quite often be messy you know students are not really controlled and pushed in certain directions so you know again with the sort of quantitative data you can be working with quite interesting difficult data sets so I thought that was you know there was a lot of ambition and bravery in the methods that students were using. Thank you Rebecca. I'd say I'd come in on the what are you proud of as well and I'd say what I'm proud of is that we have now got this very strong network of people with doctorates or people on the verge of achieving doctorates who have worked together who know each other well who have supported each other in the past and we know that going forward they are going round the world they're already going round the world forming a really strong network of people who are experts in open world learning and can really help to move things forward as they as they progress in their careers. All right last but not least Irina. It was amazing to be part of Libreheim and I feel like when you research open world learning by definition you are working on a nice social impact just because this topic is inherently about diversity it's about equality and fairness and it's one of the few not every research topic is concerned with these things and it just feels that you are doing something nice and you're making a difference with this research.