one welcome to today's live stream I am your teacher Robin Shaw I hope everyone can hear me and see me so I'm using the new program again so we are live let's check the chat room okay I see Pilates here Leila sleepwalker Anna Maria Lolli Lolli welcome welcome Eunice and Leila thank you for telling you can hear me and see me that's good to hear and I tell you everyone I am I am tired it has been a long day I had to wake up at 5 a.m. this morning and that it's I met Lee and we went to we went picked her up I took her to the studio we did some filming this first time Lee Lee Holland and I were working together it was great we filmed for about four hours and then we had lunch and then she met another friend and then we had dinner it was a long day long long day with the teachers and filming all right we have wins here is Stephanie Foster Stella Stella channel welcome welcome yeah woke up early Mariam hello my favorite teacher may Fong Chi welcome may Fong Chi and if it can't speak English if anyone has any questions let me know let's go to the board I'll talk about my let's get rid of this 2 a.m. this is my routine today wake up I can't even type 6 a.m. I picked up and picked up Lee and then 7 a.m. we were at the studio and from 7 to 11 we filmed English videos from 11 to 12 we had an early lunch and then Lee was busy all day Lee doesn't live in Seoul yet so she had things to do and then we met again I think around 7 maybe 7 to 9 we had dinner and then she she had to go back to her she lives in another city in Korea so she has to catch a bus she's probably on the bus right now sleeping because it's a it was a long day for her and both of us all right let's check the questions hello uncle whatever you've been filming about we filmed we filmed some videos we filmed because Lee is a new teacher I did a hundred questions so usually with new teachers I do a hundred questions so you're on my show English channel you can always get questions and then she taught a beautiful video about poetry so she's gonna teach how to write a poem she's gonna teach about poetry and she talked a little bit about verbs and what else I can't we have a few small things when so when will I upload these videos well maybe in a month takes me about a month a hundred questions I'll probably get up in a month something like that see that what am I doing there okay lately he gets dressed easily he gets nervous easily what is the difference between them well stressed stress and nervous are different words these are not the same words so go to the dictionary which I'm gonna do they are not the same words yes just get the quick answer so stress is pressure or worry caused by problems and nervous be paced anxious about something or afraid of something so okay what is anxious maybe no anxious being worried or nervous getting so you might be right here yeah so nervous nervous and stress are not the same thing stress is some sort of pressure on you and nervous is more you're scared of the situation and it's making you feel uncomfortable a nervous situation can be stressful but they are not the same words so in your sentence he gets stressed easily it's talking about stress and he gets nervous easily it's talking about being nervous they're different words they have different meanings Al Khan love from Pakistan thanks your great work you should say thanks for your great work oh that's from Facebook thanks a lot thanks for your great work thank you very much sir and oh my god teacher Lee ma'am really teach on your YouTube channel yeah she will and or Lee yeah she'll be there I can't believe it yet I love poetry really do you really love poetry as a carrier hello everyone I'm happy to what's a good size it's me off-screen hello everyone I'm happy to be part of this online class I want to know what is the title thing it's just ask a question if you have an English question let me know I would like to see that video I love poetry yeah you'll see it soon oh you're supposed to be exhausted then hopefully you can carry out this live stream I think this will be a shorter live stream as a career from Canada you're in Canada where in Canada he can do that who is he he's Superman that is not me I'm not Superman that's really great thank you I feel they are similar in some cases especially in this example they're not these two words stress and nervous are not the same word what's Robin what what do I have to say what city do you come from which city do you come from both are okay you're gonna hear people say what city do you come from I would say which city do you come from is more of a choice but you're gonna hear both this isn't a second time using this new program so I'm still used okay so let's see the which city usually means there's some sort of choices like 10 choices well here you know if I have fingers and I have 10 fingers I would say which Fiti which finger which of these fingers is the biggest so when we use which we usually have a selection of cities or a selection of something so if you say which city does he come from the selection could be every city in the world or it could be a small selection of 10 cities but you could just say what city does he come from both are okay I wouldn't worry about that oh margiel that's an interesting question spontaneous these are good words yes one thing I don't like this program is I can't copy the question and paste I have to kind of write the words again all right spontaneous and impulsive good words good question I'm gonna get the right from the Oxford dictionary definitions to help me out spontaneous and impulsive I'll be paced from Oxford my assistant teacher or Oxford's the teacher I'm the assistant of Oxford all right let's take a look so spontaneous if something is spontaneous it's not planned but done because you suddenly want to do it so when you spontaneously do something you did not plan it you just suddenly I'm gonna do this just suddenly decide I'm gonna do this so it's kind of a spontaneous action no plan to it whatsoever impulsive similar family not exactly the same word and impulsive is acting acting suddenly without thinking okay not planned here it says without thinking that's similar so acting suddenly without thinking carefully be careful and carefully about what might happen because what you are doing so what is difference between spontaneous just a sudden action impulsive I would say impulsive is a little stronger you're doing something and impulsive is usually a negative spontaneous I would say is more neutral but impulsive is kind of a negative word you're doing some something impulsively without planning and and maybe and maybe it's not a good thing so when we use a shopping now you put spontaneous shopping and impulsive shopping we usually don't use spontaneous with shopping what we're gonna use with shopping is the impulsive which which means yes suddenly you want to buy something without really thinking and maybe it's not a good thing to buy it so maybe I'm going on Amazon.com and I just oh I want to buy that without thinking I just want to buy that right now I like it I'm gonna buy it and maybe it's expensive maybe I don't need it but suddenly I just I want to buy that I want to buy that it's kind of a negative react or a negative how can I explain that and I'm the teacher I should be able to explain that just I'll keep it simple yes suddenly you want to buy something and that's probably not a good idea so people who just suddenly buy stuff without really thinking you know is this good decision we call them impulsive shoppers because you don't use the word spontaneous with shopping it could be used but usually we're going to use impulsive shop shopper or impulsive shopping spontaneous just that action so spontaneously you could say I decided to go to the park so suddenly I didn't plan it spontaneously I went to the park Sajid Khan nervous equals confusion no it doesn't no nervous is not confusion I learn every day English or I learn English every day that's the same thing you're using every day as an adjective and an adverb so this every day is an adjective let's use is blue and adjectives come before the noun so after every day the adjective we have the noun English so we're describing English every day English this is English that I will use every day I learn English every day this is our adverb we're talking about time so here it's an adverb so it's associated with the learn part this is before the noun every day it's an adverb so it's associated with the learn I learn the verb every day and this is two words this the as an adjective it is one word 99% of the time 99% of the time every day is going to be used as an adverb and be two words that's more common every day but sometimes we use it as an adjective if I made a sentence my every day is boring no boring my everyday life is boring so I want to talk this is the noun my life I want to describe my life I have to use the adjective every day my life my and this every day means usual common routine life is boring and if I said my life is boring every day that's two words talking about each individual day what that helps I'll get on the bus it's six p.m. okay let's move on here what does this say I'll get on the bus at 6 p.m. I called my boss yesterday can you pronounce bus and boss well bus excuse me boss because I can't manage it I can't do it I'm gonna get the IPA so again I go to my assistant here Oxford bus and we're gonna get boss when we're gonna take a look at the IPA the phonetic spelling for American style and you can see right here all right so in the IPA these two words the B and the S are the same but the middle vowel sound is going to be different so let's work on that middle vowel sound the first case bus bus bus and the second case is all boss boss boss boss boss I know maybe some of you that's the same word Robin you're saying the same word trust me it's not the same word that vowel is different that vowel sound bus look look at my mouth bus bus boss boss hope that helps all right let's move on Robin I have a question about the word awestruck okay I checked the dictionary so I know the description but into Russian the words is so many which soon let's let's get the definition up here so everyone awesome awestruck there is awestruck feeling very impressed by something yeah so you're impressed is willing usually we might express this is in their example circles I don't like their example sentence you know just me so I was awestruck by his English ability so in this case awestruck same as what the Oxford dictionary says impressed so I was impressed so if you want a close synonym impressed strong I just a very strong strongly impressed like wow I was awestruck wow by his English ability so is is it similar to admire kind of but that's not really the synonym of it and what else do you have here impressed yes respect not really venerate worship now I think the key word is just impressed okay Quebec Bonjour you're learning French in Quebec I learned I'd love for you to come with me but shouldn't we say I'd love you no I love you come with me no to come I'd love for you every every every sentence is going to be I'd love for you and you need the infinitive to verb I'd love for you to I'd love for you to come with me I'd love for you to clean your room I'd love for you to study English more so the base of the verb I'd love for you to eat healthier I'd love free I'd love for you to take a vacation Carol Medina I'm from the Philippines hello welcome the city I live in is beautiful but not as much beauty hmm but not as beautiful as the city you live in yeah but you cannot say much beauty there's no such thing as much beauty so this is wrong you got to say the city I live in is beautiful but but not as beautiful right there though but not as the as as part is it's just this your comparative not as beautiful lay the time it was the same I guess it's just a new microphone I think maybe the position of the microphone is a very close today lolly lolly we fought about food we fought over food that's the same meaning I would say same meaning lolly lolly we fought about food we fought over food I like we fought over food better but I think it's the same meaning let's make it beginners righty writers mini contest in the group it's a good way to write and prove our English I don't like competition competition makes people jealous angry people always complain if I have competitions some people you know Anna Marie I'm sure you love competitions and I'm sure you like to win competitions but students you know the students that lose don't like it so I don't like the word contest competition there must be better words and then if there's a contest what's the price Zacharia Kola Bali teacher what is the difference between guide and lead well this is a dictionary question and I really like dictionary question no English teacher likes dictionary questions because this is an easy question for you to solve yourself it's up to you don't always just refer or ask the teacher so I'm gonna go to the dictionary and you're you know this is what you should do I need a guide guide is a verb and I'm gonna copy right from the dictionary guide and lead and as you know they're very similar words so we'll we'll we'll get the lead is a verb lead oh capital and let's make it the same size so it fits on the screen let's make this blue let's make this purple now let's take a look guide to show somebody the way to a place often by going with them to show somebody a place that you know well all right to show somebody the way to a place go with them and to show that place lead to go with or in front of a person or an animal to show the way or to make them go in the right direction okay so guide and lead lead means you guide is kind of going with them to show them and lead them is you're kind of very similar but lead would suggest you are you can be with them but you're kind of taking them to a place sometimes in the sentences they make mean exactly the same thing and sometimes they're a little different so of course when we're talking about tours we use to our guide we don't say to a lead we'll say to our guide so we know we're talking about tours we use the word guide the tour guide will take the people to show them lead especially with animals you lead the animal you take the animal to the park you lead the animal you take the animal to the park I said let's do a conversation mom says my bike I will start with son not mom son bike my bike is broken mom where is it on it is still in the park mom says lead me so in this case the mom is you know my bike is broken where is it still in the park I didn't bring my bike home it's in the park and mom lead me to it which is kind of take me to it so you go back to your bike I will follow you to your bike so I'm gonna follow you to your bike and now we could say guide me to it but that's a little strange because guide is more related to tour guide this is not about a tour so lead me to it you go there I will follow you or take me there I will follow you to the bike you know where your bike is I don't know so I will follow you so lead is more more like that so I hope that helps between guide and lead just use a tour guide is if you have other sentences let me know teacher I want to ask that is using translation things a bad thing or teacher you really really don't like a student yeah tell me is a translator so if my student if my student uses there's difference between checking a dictionary and using a translation so if my student uses a translator their score is F immediately immediately so if my if my student had to write an essay and they went to Google translate so they wrote their essay in Korean they went to Google translate they translated the essay yeah F they got F if they translated one sentence of one sentence F they got F so yeah there's no room for Google translation in learning English you have when you're writing you have to write yourself now of course there's some words you got to change a check the dictionary so if you change a word but a translator if any my student if I catch any of my students using translator it's F immediately F you fail you you have to write not the computer so I'm very strict about that and Palavi you know about strict I'm strict I'm a strict teacher that's not strict it's basic I would say he tried to propose to marry her oh but something happened on the street at that time could we ask her or suggest her instead of proposed we use propose and you don't you don't propose to marry we would just say he tried to propose to her okay so this would be the sentence because we we know that this is about marriage anytime says he tried to propose to her it's it's we're gonna think marriage excuse me if you're not talking about marriage he proposed to go for coffee this is different this is not marriage he wants to go to coffee he okay in this case yeah you can say he suggested he asked her so proposed if you're not talking about marriage is suggested or asked her but if it's just dealing with marriage in a sentence he tried to propose to her I know this is about marriage and if it's about marriage we don't really use suggested or asked her well you can say he asked her for marriage I guess he could say that he tried to ask her to marry him it's a little more words not hired tried but this this would be more common we would just say he tried to propose to her but it is possible you see this but there's a little awkward in impulsive like an addiction no no an addiction is yeah addiction impulse could be part of an addiction but they're not they're not always the same but yeah it could be a part of it an addiction okay I'm like 20 minutes behind sorry students I got a lot of questions sitting he behaves subtle Lee need an adverb here this is adjective he behaves this is again this is not an this is an adjective not an adverb you need adverbs here which would be subtly and tactfully subtly subtly there's no E in the adverb so he behaves subtly he behaves tactfully and we say that those sentences have the same meaning so we have to again this is a dictionary so I'll just go subtle in the dictionary and tactful dictionary take a look just copy paste I would suggest first you learn the difference between adjective adverb here is just the the adjective firm forms so subtle not very let's worry about the pronunciation because this word's a little tricky subtle that be is silent so you never want to say that be subtle no B sound subtle and if we go to the IPA very important you you can see in the IPA there's no be subtle uh there's that again subtle so subtle is not very obvious not easy to notice tactful careful not to say or do anything that will annoy or upset other people so I'm looking at the definitions from the dictionary we can see there's differences so subtle is not very obvious and tactful is careful not to say or do anything that it will annoy or upset people so they do not have the same meaning may funky what is the best way to remember spelling writing not typing well you can type but I suggest handwriting words a lot there's a difference between sometimes and sometimes this is a dig that deem act are why am I getting so many dictionary words today for the dictionary sometime copy paste and what's the other sometimes times be this is this hard to do is this hard to do okay sometime at time that you do not know exactly or has not been decided yet sometimes occasionally rather than all of the time so at a time that you do not know let's okay so I'm gonna copy paste I tell you if my students in my classroom ever asked me about dictionary words they're not gonna get as good score you gotta do some of the work guys you just asking an English teacher dictionary words is not useful wasting wasting teachers time all right so we have example sentences I just copied everything from the dictionary so you had the power to do this but why am I doing this I want you to have faith in the dictionary you have to learn how to use the dictionary when you learn how to use the dictionary you can speed up your learning process okay so I saw him sometime last summer so at a time that you do not know exactly so it was last summer but I don't know I don't know exactly sometime last summer it might have been July might have been August it was sometime I do not know exact sometimes is occasionally sometimes I go by car occasionally I go by car okay that Nadim sorry I think you could have had you could have figured that out parachi CB oh CB hey what's one quote or piece of advice that has completely changed your life I I don't know CB you tell me we hello Trantau Vietnam can you pronounce flower flower okay so again Oxford dictionary this is Robin's dictionary time flower IPA we use American and flower we use American the IPA so when you put this IPA you can so this is the sound of the word and this is the sound of the word so hey this is easy to figure out I don't even have to say this word but I know this word looking at the IPA will excel exactly the same flower the very day a note came from the gentlemen do they use very before day oh yeah yeah yeah they do so I think that's a little bit old English why no you want to emphasize day I met her that very day yeah you want sometimes we say this in English emphasizes day that's a good question so you know let me let me get a better sentence one the lottery but use that very day a lot of car but example that very day I can't think right now that very day yeah let me check my assistant Google just checking I'm cheating here I'm looking for I don't know you guys bring me an example using that very day you want to emphasize you want to emphasize day right I gotta move on sorry Laila I don't have an example oh Laila I still confused the building exactly the difference between I used to drink coffee I get used to drink coffee well why is that difficult used to happens in past happened in the past but not now used to it used to or be used to equals familiar with so I used to drink coffee means I do not drink coffee now I got used to I get used to drinking coffee as I'm becoming familiar with drinking coffee now are my sentences correct I didn't use to stay awake until late I didn't use I didn't you know no no no no no no no no no no no what are you doing Laila are you tired there is no use to breaking my computer I'm so excited where did you get used to where did you get this nobody's teaching used to that's impossible in English there is no use to so there is only used to 100% of the time there's only this so let's check your expressions I didn't use to stay awake until late no I didn't use to take a taxi yes I didn't used to look after kids yes you're talking about the past I didn't use to stay awake until late okay that could work so those things you didn't used to do in the past you got to have that D there is no use to in English connected speech and Reno Riaz I'm about 25 minutes behind sorry I got to move along so as I said love no no difference what are you talking about why was there a difference between love and like you know the difference between love and like connected speech how much homework is uncountable many is used for countable and much is used for uncountable so how many chairs do you have why is this purple let's get it to black how many chairs do you have chairs is countable so we use many homework is uncountable how much homework you have homework is uncountable question to can I say I only have one homework I only have one homework that count homework so usually we add the word assignment assignment is countable I only have one homework assignment Robin do you have tips or advice is okay advice advice is uncountable we cannot say advice is advice playing learn phrasal verbs yeah reading they're boring and I always get your confusion you need to allow if you want to if you want to master phrasal verbs you know nobody likes these answers but these are what you need to do this is what you need extensive reading and listening you cannot memorize phrasal verbs there is no human who is ever going to memorize all the phrase of verbs there's thousands upon thousands of phrasal verbs and if you're serious about phrasal verbs you need extensive reading like a lot of reading you are no joke there's no easy way to learn phrasal verbs this is advanced English and if you want to master all the phrasal verbs and I don't think you need to master all the phrasal verbs but if you do you need extensive reading and listening no quick way with phrasal verbs no quick way those are difficult that's advanced English start reading extensive reading you reading and listening is input you need a lot of input to because phrasal verbs you know one phrasal verb get up get up can have so many different meanings depending on the context it can mean you know wake up which is common common the most common one but it could mean other way other things too depending on the context there's thousands of phrasal thousands sorry Anna Marie you don't want to hear that answer but phrasal verbs is not easy Robin did they translate in a good way with our errors Google translate no whenever someone translates Google translate it's very easy to spot very easy in two seconds of Google translate or another translator it's a little bit strange English but it follows a certain pattern it's there is a way to write and translate and the teacher cannot know but I'm not going to teach that way hey do we am I catching up what time is it 24 and I am still far behind okay sleepwalker yeah I'm very very tired so today is grumpy teacher what are you doing why are you asking that question why don't you check the dictionary Rahim okay to hello sorry teacher is this sentence correct I'm sticking with this new TV series yeah sticking with an idiom so I'm sticking with I am going to stay with this TV series so most of us will get F because yes everyone gets F today everyone in chat your scores F grumpy Robin no a plus today tell your mom I got F in Robin's English class today Harry 300 go somewhere or go to somewhere go to some places go some places things go go to well if you sent it if you mean a sentence I go to the beach often I often go to the beach often in the front now you cannot say I often go the beach we can say I go he needs to go somewhere all right if we just focus on the summer it would be somewhere he needs to go some needs to go to somewhere he can have peace okay this will be needs yeah the dictionary is not allowing us so grammatically when we're using somewhere yeah we don't want to the dictionary is gonna say no to if you're using somewhere if you're using a like a real location needs to go to the beach needs to go to the office he needs to go to the bank we use that go to using somewhere needs to go somewhere so he needs to go to some places well just using the word some places needs to go some places I don't think that was needs to go mmm the dictionaries are the grammar checker here's allowing both he needs to go some places we don't actually say that sentence so that's why I'm confused he needs to go some places why would you say that sentence he needs to go some places he needs to go to some places I think both could be possible depending on how you finish the sentence but definitely you go go he needs to go somewhere he needs to go to some places he needs to go some places is possible you really need to bring in full sentences not just go somewhere go to somewhere you got to put out the full sentence and then it can make sense we would have already been prepared for the exam and passed with flying colors without a dictionary yes yeah my brain is cloudy which one correct which one is correct seven years old seven-year-old seven days or seven days okay this one is easy for me he is seven years old he is a year old all right so if you want to describe his age he is seven years old so we're describing his age so in this case it's it's it's it's like an adjective it's an adjective form he is seven years old you're describing he he adjective here we have this now we right away we know it's a now so I put this hyphen here to show you that this is acting as a noun he is a seven-year-old and a seven-year-old means a seven-year-old child and this one he is down again he is a seven-year-old child okay but the noun is here so what is this this is an adjective again they're confused and this is why it's confusing so this is an adjective this can be noun form this can be an adjective form because it's describing the child adjectives child so this is the common way he just describing the age he is seven years old but say it is a noun he is a seven-year-old as a noun so it's treated like one word and he has a seven-year-old child this is an adjective acting like one word so seven days well it takes seven days to drive to Chicago it's I forget they eat there it takes seven days to drive to Chicago okay it's a seven-day drive so right here this is acting as an adjective this is the noun we have ah we know there's a noun and this is the drive is a verb but in this case it's a it's acting as a noun and then this would be your adjective it's a seven what kind it's a drive to Chicago what kind of drive a seven-day drive so you're gonna see here here is the s but when it's acting as a noun or an adjective there is no s here is the s it takes seven days but here it's acting as an adjective there is no s hope that helps that's a whole lesson do we miss Erna okay Mohammed Shams teacher on a website help practicing real conversation between me another person I don't know I sorry Mohammed Shams I don't know and a real website that's a tough one I use WhatsApp for that sending voice notes if is it you will get used to drink coffee or you will get used to drinking coffee the second one you you'll get used to drinking coffee drinking coffee okay thank you Leila Leila Leila gets a C everyone else is an F Leila gets a C today okay so she wrote the very day that I joined Robin's group I'm gonna just shorten this I made a friend the very day so the same day you want to emphasize day that I joined Robin's group I made a friend and you said then I made many friendships that's okay yeah you used it correctly thanks thanks a lot good native speakers no people use yeah I think so I know when I you know I've been a teacher for over 20 years I have edited checked thousands and thousands of essays and paragraphs and Google translate does follow a pattern there is a certain pattern of words and I can detect it immediately so sometimes I can see it's the whole writing sample but sometimes I can see oh it's just one sentence so for me it's really easy for Korean to you know if the student writes in Korean changes it to English and Google translate so easy for me to catch that so easy for me hello teacher stick with is more correct to say stick to I'm gonna stick I think stick with and stick to is the same it with font to stick to this font this one it could mean the same thing I think in this case stick with my it's just I'm gonna stick to this font I think in I'm gonna need to see more examples but I think it's pretty much the same thing a male by mousse yes hello welcome everyone saying hello I said hello to most of you earlier to go into comma confusing go and come back teacher give some advice to me about how to get good marks in exams a diligence be diligent you study you spend the time to study catching up I'm catching up was there about 30 minutes left were there about 30 minutes left oh geez sleepwalker ask this question at the beginning of the live stream when I'm fresh but now you know over an hour and you got me was there was there about 30 were there about 30 minutes I'm gonna say number one was there about were there about I'm gonna check in Google was there about that I'm not gonna answer that because that's that's gonna require a little research and yeah I'm sure you came across both versions of that because that's a difficult question and I'm trying to figure out which one's more natural to me was there about 30 I think number one is more natural but number two looks grammatically correct I don't know I can't think about that one sleep Walker ask me again beginning of another live stream what is basic grammar in English hmm basic grammar you have to know subject in verb I eat that is basic grammar subject you or I and verb I eat okay and maybe we need an object I eat pizza now we have a subject verb object and then you might say I eat delicious pizza so now we have an adjective coming before a noun so subject verb adjective down and then I eat delicious pizza happily alright so now we have an adverb describing our verb so this is basic grammar you know the parts of speech that's basic grammar I think you know basic grammar Palavi because every time you type something you're using basic grammar okay thank you yeah we'll finish up soon I'm gonna I'm not gonna reply to everything learning English is entertainment you got a lot of grammar problems with this sentence learning English is entertainment and I'm getting to fall in its love I'm getting to fall in its love I am falling in love in live I'm falling in live I'm falling in love English there are many hard hard parts learn yet I feel happy when I speak English okay that's fine actually I have lots of problems and I'm going to take admission in college after two months for this mission I give an entrance exam okay I'm gonna fix up your grammar here on entrance exam remember this is an E we should start with on Palavi you got a study every country has entrance exams and they require a lot of study okay Layla fixed her grammar there good for you yes I was confused a bit I'm confused to sleep Walker and I'm sleep Walker is my name right now I'm sleep walking because I'm so tired yeah sleep Walker what's worse than F score kicked out of the class sleep Walker you're kicked out of the today's class Mariam I think there were only three minutes remaining oh yes okay so Mariam helped out here so like I said dramatically it works with works with the were so dramatically it's with the were but you might in your in sleep Walker in your question earlier you might hear native speakers use the was and that might be they're using it wrong and like I looked at it like I said the was seem more familiar but the were look grammatically correct and when Mariam brings in this sentence yeah were right there is correct professor one does this lesson start every Sunday 13 30 London time I am not in London 1 plus 1 1 plus 1 is 2 or 1 plus 1 equals to both are okay both are okay so math question 1 plus 1 now that's sign is an equals sign so 1 plus 1 equals 2 but certainly you might hear someone say 1 plus 1 is 2 so this is officially the equals sign but both ways are okay so you're asking which one is more natural or more common I think both are okay 1 plus 1 equals to 1 plus 1 is 2 I never had that question Harry 300 all right yeah I'm gonna go to bed thank you mother all right let's finish let's finish up I went this was one of my longest live streams I was so tired I thought I'm gonna do a 30 minute live stream today and I ended up doing one hour 15 minutes so if you enjoy this live stream please like it right now if you're on your phone move hit the like button Facebook like I can see who liked it on Facebook so can't I mean I'm Mel Bommelos oh there's a lot of people who liked it that didn't participate well if you're watching great all right anyway thanks you thank you for watching and I see you again next week sorry I was tired today and grumpy teacher but sometimes you know grumpy teacher is needed to get the students attention all right thank you I'm reading your comments Mari I'm good to see you oh lolly lolly bye do we earn a goodbye Lavi thank you and Layla thank you all right bye everyone


DGenies is a free, open-source software package for creating interactive dot-plots from large genome alignments. It allows users to quickly visualize and analyze their data by sorting query sequences against a reference, zooming into specific regions of interest, and downloading multiple images, alignments, and sequence files. This tool is particularly useful for comparing large datasets with minimal effort, as it can handle very large input sizes without any limitations. This article was authored by Florial Cabinets and Christoph Klopp.


Moderating our panel today on innovation and disruption is Kathleen DeLaskey from Education Design Lab, and we have Anna Leonard from the University of Michigan, Cheryl Grant of the Community Success Institute, and Christopher Kent from the Foresight Alliance. Please join me in giving them a welcome. Thank you all for staying for the last panel. Your gift cards will be waiting outside. We didn't tell anyone until now. We really do appreciate it. And this is the future, so hopefully we can leave you thinking about things besides who will have a job in the next decade. Hopefully we all will. So I'm going to start off with the question, the aspirational question that I was asked by Connecting Credentials and funded by the Lumina Foundation workgroups last summer. I co-chaired a workgroup where the design question was how might we build a world where people can be hired for what they know and what they can do rather than who they know and where they went to school? And if we kind of set that as our sights of what we're trying to get to, and we'll have a poll question in a minute about the competency-based hiring, how far off is that? So be thinking about your answer as you talk to folks. Because the fluidity, we have an interesting panel because two of us are really going to be talking about the future of work and two of us are more broadly about credentialing, I would say. So we're going to start with the future of work, folks.  And then we're going to really try to have a conversation here that will include everyone in the audience, hopefully. So be thinking about your questions. We're going to start off, and we're not going to do formal introductions because you can see who we are up here and our descriptions are in the book. We're going to start off actually with Christopher Kent, who is going to give us a few of his, what he's learning about future work and his work foresight. Thank you, Kathleen. Can anybody? There we go. My name is Christopher Kent. I work for a futures and foresight consultancy here in Washington, D.C., called Foresight Alliance. And our interest in the future of work was sparked about three or four years ago. The Rockefeller Foundation came to us with a pile of money and said, we'd like you to do a report on the future of work, and we're not done. We said, sure, we'll do a report. And so for the last three or four years, we've been looking into the future of work, and I should take a step back. What my firm does is we look at the forces of change that are driving either an industry or a sector for whoever our clients are, and our clients are both nonprofits and for-profit organizations. And we help them to understand what's driving those forces of change, so they can take advantage of the opportunities and challenges that these changes present. And so what we made this report on the futures of work for the Rockefeller Foundation, interesting to us to do besides the money, was the fact that they were interested as a philanthropic grant-making organization. They were interested not just in the future of work, as you see it in Glossy Business Magazine State, which is white-collar knowledge work. You can take your laptop to the beach and work from there, and you can work all hours of the day. As a grant-making organization, they were very concerned with what the changes that were occurring, how they were going to impact the entire workforce, particularly what they termed the poor and vulnerable, because they tend to get overlooked when big changes happen. And so I can't go through everything in the report. You can find it on our website at www.ForsightAlliance.com. It's free to download. So I just want to hit some top-line ideas that are affecting or driving the changes to work and how it's helping work evolve to the future. And this conference has made this presentation a lot easier because it's validated a lot of what we said, because a lot of what I'm going to talk about we've already talked about today, which is good. You guys are already thinking ahead. But the first thing that we looked at or that we thought was interesting and important, particularly for this group, is work is becoming more and more atomized, that you no longer have, as we all know now, the graceful 20-plus-year career at an organization at a job. You're mostly going to have a number of jobs over the course of your career. But within that, jobs are becoming atomized. It's being sliced into, you know, jobs are now becoming work. Work is being sliced into tasks. Everything is, all work is becoming more and more atomized. And one of the drivers of that is the next, is the next idea. And Rob talked a lot about this in his presentation, but that is automation. And automation has become the big boogeyman in regards to the future of work, you know. It's coming for your job or it's not coming for your job. And from a future perspective, the question of automation is really interesting because we've been looking at this for four or five years now. And usually after five years, you can definitely see a trend, a distinct trend emerge. And I think the reason why automation and the automation of work is still causing so much angst is because there is still no clear trend as to how automation is going to play out. There's the two sort of dominant paradigms, which is, you know, one that automation is going to take all of our jobs and we're just going to be left without any income and without any hope. And the second idea, which is a more less dystopian, more hopeful idea, is that, and Rob talked about this previously, that automation will eliminate sort of the monotonous, low-skill, low-knowledge jobs, leaving the higher-skill, higher empathy, higher-paying jobs for human workers. And so the result of that being that we'll all be working better jobs and automation will be taking care of all of the monotonous, terrible, boring jobs. And again, what makes this so interesting is for every data point that we see that says we're all heading towards this dystopian hellscape, there's almost equal data points showing that, no, we're actually moving towards the more utopian, the more the situation we like to call human-machine cooperation where you'll be working alongside automation and not working for and not having your job eliminated by automation. Another interesting idea that has cropped up in our research and it's sort of been talked around a bit today and yesterday in regards to sort of trust and authority and authenticity is the idea of reputation. And I know that we've talked a lot about credentials and what does credentials mean, but a lot of work now, a lot of, not just work, but a lot of society now is moving towards a more reputation-based society. And so you're seeing things now where your reputation is your entrant into a job. So with companies like Fiverr or TaskRabbit, your reputation proves your worth as a customer. You see that with Uber or with Airbnb. Your reputation proves your worth as a seller, as with eBay or with Amazon. And so reputation is becoming a lot more important and there's a number of reasons for that. It's becoming more salient both within and outside of companies. It's becoming stickier as we see with a lot of the credentialing innovations that there's new ways to port your reputation that's just like there's new ways to port your credentials. And so your reputation is becoming harder to escape things. We sort of, some of the groups talked about that yesterday when they were talking about the waste data manager and how do you, how does that going to play out in regards to reputation? It's becoming, your reputation is being generated by a lot more data points. Some of it is how you work, some of it is what you do online, that there's more data points. And also the data points, the reputation is becoming a lot more democratized. It's no longer flowing down from an authority, but it's flowing, it's flowing up through organizations like Glassdoor or it's coming at you sideways based on your own work. And you see that in organizations like Angie's List where your reputation is being crowdsourced by the people that you serve. And the last thing that I just wanted to bring, the last sort of big trend that I want to talk about is speed. Speed gets caught up sometimes in the discussion of technology. But speed itself and the speed of change is something that needs to be looked at and sort of paid attention to on its own outside of how it's being created by technology. Because the speed of change is starting to strangle the way our civic institutions and organizations are able to handle the changes that are coming. These days there are more jobs being created than there are credentials to sort of keep up with that. And in the past, things happened, speed of change happened slower. And so the civic societies and civic institutions had more time to absorb the dislocated workers. They had more time to absorb the changes that are happening to society. It gave them time to write laws. It gave them time to pass regulations. These days speed of change is sort of being dictated by how quickly a disruptive idea can be brought to market. And so paying attention to speed and the force of speed on these issues is really driving some of the ideas of the future of work. So what does this mean for the future of work? Well, again, we've talked a lot about some of what this means over the last couple of days. Obviously new skills are going to be needed. Kevin Kelly, who is the founding editor of Wired Magazine, has said that in the future you'll be rewarded for how well you work with machines and automation. Obviously new organizations and institutions are going to be needed to help deal with some of these changes. I know that as we talk about people having three or four or five different careers, there's organizations now like Encore or the Transition Network, which helps people who are later in their career, not just starting out, but say 20, 25 years into their working life, transition to new careers, help them and help them not just find jobs, but also find ways for them to use their skills in new ways. And we've discussed today too about the role of education and educational institutions as the future of work changes and people need to continue to reskill and upskill that if the story of education in the 20th century was sort of a democratization of four-year institutions, I think the story of the 21st century is going to be the rise and the importance of technical schools, vocational schools, community colleges, shorter training organizations. And the last thing I just wanted to mention is that as work changes, the idea and how we look at what work is changing too, that as jobs have started to become more atomized and automated, it's starting to reveal the fact that a lot of professions, white-collar professions, that we used to think as professions where you would need to possess a body of knowledge to do the job, and there's still some doctors, CPAs, lawyers that need to have that body of knowledge, but a lot of white-collar jobs that are seen as professions are really just crafts. Journalism is a craft. Graphic design is a craft. And so as this realization sinks in, you're going to see there's a good chance that you don't need to go to a four-year school to learn these crafts. You need to go to a two-year school or less or a training school to get the accreditation to prove that you have the skills to do the job and not to show that you have the body of knowledge that you need to do those jobs. Great. Well, thank you, Christopher. So to set up Anna, you said something, Christopher, that the first point you made that we're either going to have, you know, there's the paradigm that automation will take away all of our jobs, and then there's the word utopia and paradigm that the jobs will be higher skill and will be working alongside robots. I guess the big question is what about the people that don't have the higher skills and what happens to them, how education is not currently set up to really solve for all of those people. So that's probably the dystopian view within the utopian view. So that sort of sets up Anna, who has really taken a deep dive. I think the reason that we want to do on this panel in particular is you've done some really interesting research around transportation workers which make up what's something like six or seven percent of the economy. So, and mostly men. So what happens to all those workers in either the utopian or the dystopian view? Yeah, yeah. Thank you so much for having me. Just briefly, my name is Annalyn Hart, and I did just graduate from the University of Michigan. I got a Master's of Public Policy, but I did also stack on a data science certificate which shows you that I am reading the data on what we're going to need soon. Prior to graduate school, I had two titles that I worked with. So the first was as the founder of the Next Generation of Service which was an online alternative career center that had the vision of creating a world where everyone had done a year of service, so AmeriCorps, Peace Corps, World Teach. In that role, I worked with students from over 300 universities and spent a lot of time in the field talking to them about what they wanted from work, from their career, and their fears about the future. But that job never paid me, so I spent about 10 to 40 hours a week as a Salesforce.com CRM developer. That was a credential I got, and I did freelance work and subcontracting work. So all of this led to showing up at grad school and knowing that I wanted to work in the future of work and specifically look at artificial intelligence and what it would mean. So I chose truck drivers because they're often pointed to. Policymakers love to point to the 1.8 million people currently employed as heavy and tractor-trailer truck drivers. What's going to happen to them? It's a very tangible occupation because we do see autonomous vehicle development going towards fully autonomous trucks, and it's something that's very foreseeable. We do have some time. We have some technical and political challenges before we see a fully autonomous truck, but we are looking at potentially 15, 20 years. So I wanted to study it for that reason. I also wanted to study it because it's an occupation where we have an idea of what's going to happen between now and that full automation. We actually have a sense from some of the startups and what they're doing of what that collaboration between human and AI is going to look like and so we can get a sense of that. So I wanted to ask the question, knowing that we have limited workforce development re-skilling dollars, what should we do to get this massive population of people who could completely lose their job to get them re-skilled? So to answer this question, I used Onet data, which is not great as we just heard from what we have. It's what we have. And specifically I used the skill level data if you're familiar, and so it contains about 1,000 occupations are in there and there's 35 elements. So these are like skill elements, like active learning, programming, and they're zero to seven as the levels and they're averaged. So I did the best I could with that. And so the first question I asked is, which occupations are most similar to truck drivers based on skill set? Which of those are growing and have decent wages using VLS data? And then which are less susceptible to automation? And for that I looked at tasks and I did look at the study from Oxford, it's always cited, but it's a good base. And so I actually noticed a few things that were actually kind of encouraging. So for example, in the equipment selection and installation skill set from an average truck driver, it actually makes them a decent fit to work in elevator installation and repair, which actually turns out to be a pretty good job. And with a slight increase in reading comprehension and service orientation, which you can imagine some average truck drivers might already be above average in those things, that actually makes them a good fit for endoscopy technician. Now again, we know to be an endoscopy technician you would need some formal training, but it's nice to think that it could be a little less friction moving from there. Some less optimistic things that I found is of the jobs that were the high quality, less susceptible to automation and the near future jobs that got clustered with heavy duty truck drivers, the science was actually the biggest skills gap. And that's slightly more concerning, because science is not a skill that we can easily in six months kind of give you, right? Of course, ONET doesn't break down what science means very well, but it's still, we can imagine, it depends on a pretty strong foundation in K to 12. So I think that's something that's important for all of us to keep in mind. So the next thing I did is I really wanted to look at the evolution of truck driving. So what are we seeing? And we're seeing a couple trends that I think are interesting for those of you working in credentials. So the first is the idea of platoon driving. This is the idea of you have a caravan of drivers. The first driver is driving. The other trucks are following along using technology and autonomy. The drivers in those following trucks are doing logistics work. They're napping, waiting until their truck is in the front. And they also could be using that time to watch an online course, listen to a podcast. I mean, I think there's some creative ways we can think about building skill making into this job that's monitoring. The other trend that is being tested and we will likely see in five, ten years is remote driving for highways. So autonomous trucks on a highway waiting to get to the city where they'll have a real driver that does the driving within the city.  And you can imagine building in some communication techniques. We heard Joanne mention this this morning. There's a lot you can do when you're in a video game type environment. So you can imagine building skills that way too. So it's a little out there, but I think if we think about how jobs are going to slowly work with AI, what opportunities exist there for re-skilling on the job during that work with AI, if those exist. And really thinking about kind of the monitoring skills and other things we expect to see as we collaborate in that way. So who's responsible? Who should be responsible for that on the job retraining? Yeah, I think that's the really interesting question. I think the way I imagine is I think as public the public sector and policy makers in the government should have almost an agreement with industry. That is we will get every young person in this country to age 18 with high level of reading comprehension, really good science skills, really strong base and also some of these very, very important people skills and empathy and things that we've been talking about too. Don't want to underplay those. And then at that point, hopefully that foundation will be there for quick re-skilling and I do think there's going to have to be some incentives in place for industry to do a lot of this if they can. I think that's what the Education Design Lab is doing. We're a nonprofit that's been working for about five years in testing new models in higher education and we really take the philosophy like Don was mentioning and I wish I was from the show me state. We're really about let's begin to learn by doing and let's start to put some of this stuff out into the wild and see what happens and learn from it and build on it. We started out with digital credentialing and we decided to start with 21st century skills partly because in working with universities it was open territory. There was nobody was telling us not to do it because it wasn't in any of the silos of a major or discipline and it was certainly areas around informal learning and working with universities where they felt like yes, we need to figure this out too and I think that the skills gap that employers are complaining about is largely the skills are things like I've got the, let's see I can show you I'll come back to that. These are, can you all see the actual badge names? So we began doing we worked with this is the first slide shows the numbers of universities that we worked with we're now working with folks well beyond universities high school districts workforce development programs in Africa and a lot of workforce and even some employers but this is sort of the group that we've worked with over the past couple of years to just really test and prototype 21st century skill badges really trying to answer the question that I mentioned at the beginning but more specifically will a 21st century skill badge for a community college student or a truck driver could it get them through the filter because a lot of hiring now is done through online filtering where it's keywords and if you don't make it through the filter it's not a question of what to bring to your interview do you even ever get to that stage so we were really trying to experiment with can we help level the playing field with 21st century skill badges which might become more important in many of these jobs when you mention collaboration for example I'm thinking oh maybe we should do a badge on machine collaboration we think of it as working in teams which certainly gets cited as one of the probably the biggest ones that employers are expressing interest in here as we're working with employers are oral communication creative problem solving collaboration and maybe critical thinking but resilience and empathy are also ones that have been we have found a lot of take up on to hold these out to the public and we decided to because we're hoping that they can create a framework for we have each badge has four sub competencies and a bad journey process that includes includes a learning component a practice and reflection component and assessment and then we have learning outcomes for each of the sub competencies we put them out there they're on our website in fact a number of you have come up to me today and said we're in your beta group so thank you for that and Creadly has been working with us but we work with all the platforms so we're really trying to now take it to a larger scale and see if we can get now the next step is to really get employers who have been working to design with us but the next step is to get them to try to actually say yes we'll take a first look at students who have been badged I'm going to skip this slide to say these are the kind of comments that we're getting from or the self-reporting that we're getting from students so we really started out trying to think of this as an employer play to help employers have a way to screen students but what we found is that the badging process itself has been so useful to students to even understand and articulate their skills in this area even if we can't get employers to go after it a lot of schools are wanting to adopt it anyway because it's a great way to help them capture the new language of what GenEd needs to be doing and so we have a lot of people working this framework into their GenEd redesign I wanted to show this slide so how many of you are familiar with the idea of the T-shaped individual so there's been a lot of discussion there's been a lot of discussion about how the types of skills and the range of motion is really increasingly important in the future we think of the horizontal skills or the 21st century skills and the vertical skills or your technical skills and what a lot of employers are telling us about the hiring manager at a hospital in Michigan and this is a student and we've asked them we're doing this workshop a lot around the country where we ask them each to fill out the skills we ask the employer to say what skills do you need in hard to fill jobs she's filled it out for a nursing job and then the student is trying to translate, where am I getting that is it through this club is it through this course translation across the 21st century skills and then our next step is to build some way for people to have like a dashboard so that's part of our 2.0 version that we're looking at but we are getting a lot of really positive feedback from employers through this campaign that we're calling T Up the Skills we have an advisory board and that's going really well so I'll just sum up to say that we're learning a lot about the use, LinkedIn has done reporting saying that if you have a badge on your LinkedIn profile you have 6 times more click through and visibility for your LinkedIn profile and we feel like the next step is really we've really got to have proof points from employers in order to really drive to the next level of adoption but I'd be happy to talk to you I've got an example of a t profile I'll just end on a slide that shows you where you can learn more about the badges so with that I wanted to so that's sort of one example of a project that's really trying to actually live in the wild and use badging and try to help make it a transaction and a field leveler we're now going to turn to Cheryl Grant who will talk a little bit about the ecosystem right and I'm aware too we're getting dangerously close to happy hour on Friday and I'm an academic and I can talk a lot so I thought just to put you out of your misery I would just give you three things that I've been thinking about about the badge ecosystem and then I'll just flesh those out a little bit and try and tie this in without too much whiplash with what everybody else has said and I wasn't here yesterday I think yesterday I would have been able to sort of characterize this in a way that really captures what you all talked about throughout the whole conference but bear with me this might be a little disjointed but these are my three points the first one is to me the most revolutionary thing about all of these conversations that we're having it's going to sound super boring when I say it is that the learning content that is getting a credential is smaller than a course unit that is the most revolutionary thing about everything that gets talked about and I find mostly when people are having this conversation we've been talking like this for a hundred years I mean ever since there's if you want to look at the future you look at the past and where I used to work at Haystack we worked with a lot of humanities so shout out to anybody who has a humanities degree where we would look back at some of the ways that people were standardizing in the late 1800s into the 1900s and it is exactly the same conversation it's recognizing that the more value you put into something the harder it is for people to get so you get fewer people who get it it turns into an elite thing how do you get universities to buy into something that's actually chipping into their bottom line all of those conversations we're doing it all over again but the one thing that does feel revolutionary is this piece this tiny piece of learning that gets a credential that's smaller than the course unit that is the big takeaway that's the clickbait right there the second thing that I find really interesting about this work is this is the first time in human history that our reputation is tethered to a proprietary platform so it is true like you were saying earlier Christopher that reputation is a really interesting part of this conversation credentials are a type of reputation they're a very special kind of reputation but this is the first time that's been tethered to a proprietary platform and that is a huge problem and in the eight years that I've been working around credentialing and badges really what I've seen is that the conversations like that is too big and too hard and too technical a lot of people don't have double deep skills to be able to talk about engineering concepts and go back to the design and do the human messy work as well and so as a result there's kind of been this cleaving that has happened where we're just hoping that Cradlee and other platforms like it are taking care of the things that we talk about when we say ecosystem but the siloing that happens with credentials is actually happening with platforms also and so you're going to have this fragmentation for employers to have to figure out how to sweep it all together and this is not necessarily an endorsement of a company but I will say the one company that I think might be doing this and of course proprietary versus open source is a big conversation here but the proprietary platform that seems to be figuring this out is sort of taking the LinkedIn model and allowing badges to come into it so it's that granular piece of learning the quick thing that you can pick up to pivot and to adapt to a job whether you're driving in a truck or you're in between naps which is like such a great idea so that's the second thing the third thing what's the company what's the company you talked about portfolio and what I love about the way that they work and I have a feeling if there isn't competition already that it will start soon is people are sort of trained on LinkedIn right now there's a webinar wrote a book called Down and Out in the New Economy Ilana Gershon and people have read that and she did not go out to study LinkedIn but that's what she ended up studying because she was looking at recruiters and HR departments how people are getting jobs and it was all going back to LinkedIn so we are kind of culturally being trained to think about jobs in terms of LinkedIn like it or not and so portfolio has a portfolio it's free for students it's nicely designed the user experience is really nice schools can buy it so that they can look to see what their students are saying about their soft skills in order to I think if I'm not mistaken about the company the way it works is that you have to tag your soft skill with evidence and then you can also slurp up badges and there's a machine readable component to this and algorithms and then employers can come in so it's like the whole ecosystem in this little package the third thing and this is just a personal beef that I have is my concern is that going forward that the people who are really good at getting credentials are going to get really good at getting more credentials and so the equity piece is huge and in the very beginning of this conversation I felt like we talked a lot about it more that it was on panels more that people were trying to figure out exactly how do you think about it this way and I don't know if it's such a difficult problem or it's a difficult thing that people don't talk about it as much but I know in some of the communities I go into that's the last thing that they are talking about is a badge and I'm trying to create a culture around understanding badges and what not so it's just a big concern that I have that especially when you are talking about platforms because the engineering decisions you make and you would be surprised if you do not have engineering expertise once you get a little bit and you know how to talk to to talk to engineers or to look at what they're designing you can see how a small decision can make a huge difference in a user experience you can lay down some highways that are so difficult to rip back up after people start getting used to those platforms so some of this happens at the design level and I'm going to say most people in this room are probably in some way or other designers whether you think of yourself that way or not if you're making decisions about how people are going to be experiencing credentials or badges or how they're going to access them or move them around or whatever you probably are designers and so these decision points that you're making you don't want to just hand it over to Credly and say please make sure it's all going to be okay try to get to the point where you can understand the concepts well enough that you know whether or not this is really going to be a good thing for your users you don't want to find out that the very people you were trying to serve don't understand how to even access the system or use it or what it's for or things aren't getting moved over to where they need to be onto transcripts and you don't want any of that kind of stuff to happen so that's my third thing that I'm really concerned about so the first thing is just to repeat the revolutionary piece is the size of the credential because you can pick these things up so quickly and I know that there's a lot that goes into that design of that credential I'm not making light of that but it does feel like we end up talking a lot about that that sort of vertical stack I think of value for that but the other piece is also that our credentials are getting tethered again just like other reputation so to me there's like this new thing that's happening and we're just making it worse at the technology level and then the third is my concern about people who are good at credentials becoming excellent at getting more credentials and I don't know if I'm close to time am I okay with time is this you went like that I'm gonna stop there I've got a whole bunch more to say but again you actually it's good you're like dusting up a lot of interesting fodder so the first thing that I would ask we've experienced this ourselves is who are the trusted agents in this new world if not platforms that are social mission for profits which are providing the platforms and often the content what who do we turn to I mean we're trying to figure out for example at the lab as a non-profit who should our issuers be who should our new accreditors be for these small units that you describe and where should they live if they're gonna be stackable everyone who's stepping forward to work with us is a for profit government is not stepping forward to work with us what should we do is a question for me for you but others can feel free well one thing I'm really curious about from like a design perspective is we never really went out and said to students like how do you share credentials or how do you think about sharing your credentials or what do you think would be valuable or how do you want to use this such a desperation about getting jobs or like moving to the next thing but I think education design lab I'm not saying that just because you're sitting here does a fantastic job of talking to the students your students, your group your local group how do your students think about sharing this I know for teachers for example for them they only want badges this is what the research says anyway badges to show up in their professional email signatures they don't care about it on Facebook they don't care about it on LinkedIn I'm sure doctors would be different or nurses would be different so like figuring out that design piece from that perspective will at least make you pay attention to the assumptions you have about your particular users so that when you think about what happens to that badge after they have earned it after you put them through all those hoops to earn it I think that's what the market place and I do like the word currency for credentials because I think it really forces us to think about the trust framework and the value framework and how to actually move this thing around a marketplace where it has value I don't know if that gets serious we don't know the answer to I wish government would step up either at the state level but it's just too early for them to do it but as you say the carpet's getting laid and they may step up too late we'll come to in a minute let me ask Anna with credentials being at these small units and you work with underserved folks how are they supposed to make sense of it all and to get their stacks and what is a stack anyway I know I loved your last point because I think it's very true I think people who are good at getting credentials will just go out and get more and so what I like about the idea of in fields that are becoming automated if there is a space for people to be able to study during downtime one thing we're seeing, just to kind of back up a little bit is monitoring is a skill that is becoming more and more important we saw it in pilots over time we know most planes fly themselves and the pilots sit there and they read the wash and pose we know that they're allowed to read the wash and pose but we're going to see that showing up in other professions as well so if it gets built in so if the trucking company says we're going to pay you to do two hours of work and you get to choose what you want to study or what you want to get this microcredential in then part of their job is to get set up on the platform someone's going to help them do that and it can get them started I don't know exactly how it would roll out but I think building it into the jobs is helpful I'll also really quickly comment working with young people who are freshly coming out of undergrad just coming out of their community college they really want experience they're okay with these badge things they're waiting for it to shake out they're waiting to see which ones actually matter and get looked at but more importantly they know they need to get experience so that's why they come to my door I want to do AmeriCorps I want to do something with these classes that I just took so that I can put them into a portfolio so I can put them through a badge thing I mean even if they're not saying that that's what they're kind of telling me I want to do the thing I want to get experience really easily to these badges is also what I hear being important and Christopher I wanted to come back to you on reputation the reputation and the speed when you were describing how people may not even realize how the reputation is suddenly being affected by ratings or what not it made me think of a credit score and if you think about it in terms of a credit score career facing digital credit score that we need to help students if one of the new roles of learning providers is to help students with their reputation credit score what does that look like what would you recommend? that's a good question what does it look like I think that I would take it from a different perspective and say how is it being built you know and so and I would even go even further down and say how aware are people that these things are being used to being used to create their reputation score so I think that for me the issue of reputation one of the big ideas has to be transparency not just that people can see what their scores are as they're being built but transparency what are the systems that are what are the systems being used to build their reputation and we're already starting to see some of these conversations in around how data transparency people get concerned about Facebook and the data that Facebook is sharing the Facebook I sound like that was a slip of the tongue I'm not that old Facebook is sharing both consciously both publicly and as we find out more and more surreptitiously so from my perspective being a critical future looking at these systems and how they're being built the transparency of where the data is coming from and the ability for people to say I'm not comfortable with that there's more increasingly there are companies now that are people are wearing Fitbits and other devices where the company is monitoring is monitoring their bioscience even though it's being used to show maybe tracking them through the building or how long they're sitting at their desk it's still personal health data that the company is accruing and I don't know how clearly these companies have laid out to their employees what data they're collecting how they're going to use it after it's been collected or if they've been given an option to opt out without any sort of punitive without any sort of punitive measures if they do opt out my sometimes pessimistic view of humanity is that people who opt out are then the company is going to say well this is a prerequisite for working here out the door so okay we have a poll question about how fast is the future specifically of competency based hiring how far off is it so we'd love for you all to answer it I think it's going to come up in a minute so we just have up here how fast will adoption happen but specifically of a let's say just to make it a little bit narrower a little maybe closer to the time for maybe one or two sectors major employment sectors for the employees to be using digital badging in their hiring decisions regularly let's see you've got yeah that's about what I would have expected the group to say five to ten years is in the lead and within five years actually that's gaining ground I'm glad to see that people feel closer than thought if someone could just call out what industry do you think is best poised or do you maybe see it happening already just shout out where you see it happening yes interesting very specific he could screen for that any other employment sector that you think is particularly ripe for digital credentialing well I would say I don't know about digital credentialing but talking about how fast some things will go away I know that Anna has talked about truck drivers going away but I think that credentialing and badging and then the adoption of machine learning I think that hiring managers are going to go away I would because the machine learning is going to be able to as we've been talking over the course of the last two days is going to be able to learn who needs to work in this job needs to have and the credentials will indicate that they have those skills the non-credential competencies like your report from your manager she works well with others she's very empathetic all of that stuff goes into the machine learning the machines are going to say the person we need for this is this person and you might not even work at that company and they will send you an email it's a good job here if you're interested because we think that you're perfect for it well that's already happening actually there's a beta project that LinkedIn is doing now where it recommends like I hired LinkedIn for a role that I had to hire for and there's a beta where you they're just showing you people that you didn't that they think are a good fit based on the keyword keyword search in fact one person that showed up was someone who already worked for me which suggested that he had checked the box he was looking for new opportunities this is where it gets really dangerous yeah any other yes Deb we've actually been talking to IBM about that work so they've issued about 10,000 badges but mostly to internal employees they put them up to show people what you need to be able to do on the outside but they haven't figured out how to use it as a recruiting tool yet but they would like to I think IBM and then Microsoft is doing something similar so you can imagine a couple of these folks getting together in fact they've talked about it getting together and saying what does an IT essentials badge look like and if we endorse people who have this we don't care what school they come from if they can do these things so that's kind of exciting in a way as a field leveler to think about yeah I would say IT is definitely where it's happening the minute I got I had been working as a sales force developer for three years and then sat for the exam and then LinkedIn has been non-stop ever since in terms of just recruiting emails every other day so these are the credentials and the badges that already hold so much weight are in these like Python our sales force AWS those ones I think are already almost there I think cyber security is a big one I'm watching a lot of companies hire people sans degree but they have these certificates in cyber security so high demand in the certificate program is well flushed out but again making that a microcredential or a series of microcredentials I'm not quite sure yet yeah I think hospitality also we're doing some work in Washington DC with hotels who are saying they're actually doing like the T profile that we created and saying that we only care about oral communication and empathy that's it everything else we can teach them so we're doing a boot camp with adult charter schools around just those just those skills okay so we have just a few minutes I want to do like a quick round with the panel and then also invite people to join in with this question which is if we were going to do a little design session here and say what needs to be true for this system or the ecosystem to develop for the carpet not to get laid in a way that is you know is unchangeable and maybe our dystopian future what needs to be true what are our design criteria for the ecosystem of the future I think you said one which has to do with you don't want proprietary systems I love proprietary systems but the badges have open technical standards in them they're supposed to be able to push out and a lot of the platforms have not put a lot of emphasis on that so we come from you saying to them it's really important to us that our students can take this wherever they want and export them and that's just a super geeky part of this conversation so portability is that portability and you know I love Don I don't know if Don is still here she was talking earlier about the Missouri Wins project but I love the way it was such an elegant design approach down to the MOUs the data sharing agreements I mean this is all heavy lifting stuff that is so important so if it is going to be it has a it does have perimeter to it if you're going to be working in something that has a perimeter like that like in a system those that's where the unsexy stuff is really that's where all the hard work is and where it actually has interoperability because it's humans recognizing we're going to accept this including if you don't have a badge or if you've earned it in some other way I mean I would hate to think that these platforms come and sweep your data and they're only going to pick you up if you have checked that box or if you have that badge or what not I mean it should be okay that you have these soft skills without a badge that you can convey it in some other way so some of it is I prefer I mean I like that the badges have the open standard so that they can be pushed out and that the platforms they actually do that and that everything is all good technologically but I do really also like these ideas of trust frameworks this is the work that the community success institute where I am now it's really what we're looking at there are no trust frameworks in education that come close to what we have in the finance sector or what we have in the public health public health is still a little bit unstable but I would love for a conference like this to bring in experts from those fields to talk to us about what it's like to actually build something when you think about money you can use apple pay, you can use chips, you can use magnetic strips, you can look at it through Mint, I mean it's all kinds of things you can do with money and I know that credentials are not exactly the same but these trust frameworks are similar and they start with MOUs and data sharing agreements and all that kind of stuff so it's really thinking about we're printing money, printing money is fun and easy and exciting but we have to think about this whole other piece to it as well and approaching it like you're with a designer mindset and what does every stakeholder who's going to hit this credential, how is it going to affect them doing persona work where you look at the persona before and after they have gone through the experience of earning a badge and walking through all that other really, I mean people who do this work have to be very optimistic because it's hard work, but I think Don's example is that you can do stuff like this and stand up and give yourself a backpack because it did seem like that those are some really big barriers to break down. Okay, any other quick, as we wrap up, any other quick design criteria for this new ecosystem? Yeah, mine's not sexy at all but we have to have high quality science education for everyone low income school districts included otherwise this is just not fair it won't be fair and that means right now we live in a country where if you have an attitude for science, you are likely not going to go teach science, there's just too many other options for you that are better jobs higher paying jobs, easier life we have to come up with a way to encourage people to work at Google and also get their teaching credential and do some teaching in science, we have to figure it out. And building on what Anna was saying also I think that at the start of it you need to query your assumptions about who your users are and the type of people who are going to use this system and do not assume that everybody will find their way to it on their own from the same starting point because as Anna was saying there's low income users who probably benefit greatly from these systems but they might not know about it because they're not in a situation where they're going to be exposed to they're going to be exposed to it and know about it from the get go like other students like other workers and learners are so you need to make sure that there's an on ramp for people who do not think would be part of that system but should be part of the system. I'll channel my Uber driver to the reputation point, one of my design criteria that you can repair your reputation he wanted to be a lift driver because he said he got a better deal but he got a couple of bad really bad scores and he said nobody was Bonnie so he had to switch over to a different operator but that seems like how do you ever get over that how do you fix that and so where do I go to get my reputation back there needs to be some design for that I think I think we're getting the high sign are we good thank you very much