get going. All right welcome everybody to the Community College Consortium for Open Educational Resources first spring 2019 webinar. Today we are going to be talking about faculty OER adoption stories in art history and US history and we have a couple different faculty members here prepared to share that with us. We do look forward to some questions. If you have any questions throughout this feel free to write them in the chat window and we'll try to keep track of those and bring those questions to the faculty. So the first thing we'll do is start off with a few introductions. If we've already been doing that in the chat here if you want to say you know where you're from and let us know let all the rest of the participants know who you are please do so in the chat window there. Before we move on to our speakers today our guest speakers Dr. Rudy Navarro, art history instructor at Phoenix Community College in Maricopa County Arizona. It's one of the Maricopa County Community Colleges and Laura Balz who is a US history instructor at Pierce College District in Washington and the moderators for today's webinar are myself Matthew Bloom. I am the open educational resources coordinator for the Maricopa County Community College District and with me here is the director of the Community College Consortium for Open Educational Resources UNA Daily and UNA did you want to say a little bit about the mission of CCC OER? Sure so welcome everybody I'm glad you could join us today and the CCC OER has been around for about 11 and a half years now and we're just thrilled to keep on growing helping to grow open education at community colleges and our mission is not really changed since we were founded although so many things have changed within the environment there is so much more OER out there there's so many more people developing it and this webinar series is part of the work that we do to support faculty in finding high quality OER and developing it and at the heart of our work is improving student success and Matthew if you just want to click to the next slide I'll just say one last thing we celebrated our 80th member joining us I think just last week and I do want to welcome our new members that just came in within the last month and I'll start with the in reverse order the Colorado community colleges just joined us last month so welcome to them we also had Johnson County Community Colleges in Kansas which is our first community college in Kansas to join us so welcome to them and last but not least the amazing Santa Anna College in Southern California who has been a long time collaborator with us and just joined us as a member so thank you Matthew. Yes thank you very much Una and so what we did was we thought up a few questions we wanted to try to get the perspectives and experiences from some people who were kind of new to adopting open educational resources so we reached out we found our speakers today who I've already introduced and we thought about a number of questions that these are a lot of questions here and they're not necessarily going to answer every single one of them directly but some of the types of things we were hoping that they would share with us were their motivation for adopting OER for a course in the first place the process for doing the work how did the college make it easier what did the college what did they wish that the college could have done for them how did it change your teaching what was the student response and did you measure it and what do you think you might change in the future so we're looking for a number of different things here and I think that you'll be pretty pleased with the experiences that we're sharing here so I'm going to go ahead and start here by introducing once again Laura Baltz U.S. history instructor at Pierce College and she's going to tell you about her experience with OER adoption in U.S. history hi hopefully everybody can hear me um and let me share my slides with all of you great okay so um my motivation originally for uh using OER was our community college went to a newer system and we had uh basically it kind of messed up financial aid and so I had a bunch of students that couldn't afford their textbook and so I started looking for other resources and started really talking about producing or using more OER so part of it was just to help students in their financial need so that you know they were being able to keep up with the course content so originally some of my initial concerns right out of the gate were do I have to write all of my material myself and I thought I don't know if I can do all of that I wasn't sure if that was a part of it but and I didn't realize at the time that you know there's tons of cortex you can find so if you're worried about that you know don't worry there's plenty out there I didn't know how to do attributions which I kind of know how to do them I'm brand new to this whole thing so this is my first quarter using OER so I we're working on I'm still working on developing stuff so I'm you know learning how to do attributions and of course it's a lot of work it is a lot of work but planning in and of itself is a lot of work right so those were my initial concerns right out of the gate how when and how am I going to get it done and teach at the same time and so luckily I had a wonderful wonderful instructional design team that that I had here at Pierce who I more were more than willing to give me any resources I wanted help me in any way shape or form I could so if you're thinking like why should I adopt OER some of the obstacles are how do I find good resources I would suggest starting with a cortex if you're if you're teaching a history psychology sociology you there are there really are a lot of cortex that you can start with you don't have to write everything yourself and think oh my gosh am I all basically writing an online text no there's I use the US history course from open stacks the book from open stacks which is actually really good and hits all the learning targets and things that I would have wanted to look for in a book so make sure if you think well how how would I even begin ask your instructional design team and I'm sure they can help you find them and you know how do I find good resources you out there once again you know if you have a good instructional design team you know you want to look for things that are going to have longevity so I'm sure anybody who's worked with OER knows that stuff disappears if you don't find stuff that we've looked at stuff and there's certain resources that you know a organizational decide we'd like to get paid for this and so it disappears or they want some kind of you know money to go with that so finding good resources that are also that will last okay and then writing great assessments and obviously the time but the solutions for all that is a really good instructional design team don't be afraid to ask as many questions as you you want I if even if you think it's a dumb question it usually isn't they'll answer it for you I also have two a couple of really incredible recent resource librarians if I get stuck and I'm like I need this document and I can't find it open help within less than a day I usually have somebody goes that will email me back and go here you go I've got one we've also used students we had a student employee and he was wonderful and I could send him anything and he would transcribe it for me because when you're looking at early primary source documents it's not always easy to find that stuff and so I had documents but they weren't open and he transcribed them pretty quick got them back to me and I also we've I've designed a couple of assignments within my classes and I'll have to get back to everybody on how it goes and then with the incentive of if it's really really good they get extra credit and I get to use it we can use it to you know use it in for other classes so don't think that you have to do it all yourself and write it all yourself don't be afraid to reach out to any of your instructional design team resource librarians they're usually more than willing to help I'll give yourself a timetable I tried to do I tried to take it one module at a time one subject at a time and really think okay what are my learning targets what do I want them to get out of this what's realistic because with history you can overload people with primary source documents and I thought well I don't want to do that I want them to read the main text and so I had to be cautious of you know which texts I was picking and which primary primary source documents I was using but give yourself some a timetable or chunk it out like do one subject at a time if you try in my experience if I try to look at the whole the class as a whole and start working it gets a little overwhelming really really quick so I settle on one topic at one specific time and say I'm going to do the New England colonies and then go go for broke until we felt that it was good this is just an example of one of the chapters out of open stacks so it's I mean I really enjoy the more I get into the the the textbook I am loving everything about it it because it in each of these little links you'll find it has a glossary and it has a little review question section at the bottom so if you have students with that struggle with reading sometimes it's helps to give them vocab and it's built into this and then obviously we I came up with the the discussion board about Native Americans and settlers and things like that but this is just an example of what it looks like this is just one chapter and you can add to this the foundations for English success I added the game and the and the discussion board was mine too and the good thing about this too is that you can build in rubrics and so it's definitely streamlines a lot of my grading I found that this quarter my grading has become a lot easier okay how to support the adoption of OER um obviously grants and monetary compensation um if you're I mean it's I I personally did a lot of my work over the summer I kind of I right now I'm teaching 21 credits and so I'm not having the opportunity to work at work on it as much so a lot of my work went on this summer and now this quarterwood is the first quarter that I am using the actual class uh you and how else to support OER if then if you if you're wondering um your instructional design team I had a really supportive administration that said run with it in it and we will do anything we can to support you and grants do help that way you know you can possibly uh teach a little less if you need um but yeah that's I mean if I had to give one thing my grants and definitely my instructional design team thank you thank you so much I have uh Quill West and Zoe here at Pierce have been some people know Quill she's absolutely been amazing um and completely supportive uh they actually if I have an idea for a a test or an assessment they're the I I'll let them know and I'll say can you can you look at this and tell me if this is realistic um did you know do you understand it because one of the big things for me in um how it's kind of totally revamped how I teach is I had to kind of take a step back and go okay a it's a survey course so they don't need every intricate detail about you know the puritans and things and then I had to go back and look at stuff that I thought was amazing and I've done for years and go this is a little unrealistic um to expect students to do and I had to revamp it so that it made a it was presented better and the students understood it better and it made sense so I used to have them do this huge essay and read huge chunks of like John Locke's Hobbs Montesquieu um in a survey course and then I have him write an essay well that I totally shelved I do we still do that but one of the things we spent I spent time over the summer doing is putting together just chunks of Locke Hobbs Montesquieu or so so that it reduced the reading that was number one and then we instead of having an essay we do a graphic organizer with a reflection um that way it was you know I've already had a way better response with that assignment um than I've had in previous classes that worked out so much better the students were and I and I gave them some context and said this is what you're looking for um and they I've had the assignments came back I just finished grading them and they were far better than any of the essays that I used to have them write so that's a big piece of it too um the one thing I wish I gotta be honest I wish I had I wish I had more of my own faculty history faculty looking at it and weighing in on it maybe adding saying this is what you know we would add to it just because it's you know just more minds on something sometimes can produce something even better than worth that I'm thinking of so that's one thing I really wish uh that more of the history faculty and maybe even English faculty would weigh in on some of what I'm doing um with the writing component of my class so uh here are just a couple of resources I do have links in here too so if you have any questions um let me know I have open stacks is the main text for my class that's the the base book um you can find I hopefully there's some I'm sure people have seen this stuff before project Gutenberg is a place I get some of the primary source documents from and they give very lengthy chunks of it so you may have to like go in and try to figure out what pieces you want and you put them in a word doc or pages you can use pages the pages feature in canvas too um and then digital history that one is we found out that one's that one does have a license but it has tons of primary source documents to it and I can link to it and it's a it's pretty it's going to be there for a while so um that actually has been uh a huge help and it also takes chunks of primary source documents so that my students aren't reading like you know 10 15 million pages for uh what I what I need to just give them a tiny snippet of something so they understand it and my favorite thing my favorite favorite thing that we have found that we found this year quill sent this to me and it's the interactive constitution and it is just an absolutely uh fun way to look at it and you you know when you go into it instead of just having a document it outlines all the constitution the entire thing and then it has for each amendment um it has the amendment and then several articles also along with it so if you're I am asking my students to do research it already has some of their research sitting in it so that that right there is one of my probably um favorite things that we found so far so if you need if you want to ask any questions about any of those I'd be willing to answer what I can on those so benefits of it and things that I love about OER and why I'm hoping hoping hoping that I can have more time during maybe the summer um it reduces prep time and for me that's huge I've I don't know about anybody else but I'm kind of busy so reducing prep time is absolutely amazing once it's once you get it done once you get a whole class done um I have to go back and check links um and I have to go back in obviously add due dates to assessments and things like that but I'm not sitting there gambling around trying to find you know documents and books and you know quizzes and things that I used to use it's all sitting there and the students are able to see it early in the quarter that way there's no there you know they have more time to look at it and process it and ask questions um easy access to like I said I I have a filing cabinet full of stuff and you know every quarter it was like okay what did I do with that assignment now I don't have to do that the assessments are there the projects are there the rubrics align with the learning targets and objectives and they're all sitting there so that students know exactly what's expected to them so it's really streamlined all of my grading um and it's also better for the students that way they're not sitting there worried about you know what if I lost my paper what if I you know what if my computers crashes I ran out of ink I ran out of printer none of that's an issue it you know it's always do prior to the class period um also I've noticed already that their students are much more prepared for class if they have some sort of prep work and there's even a you know a small assessment with it an evidence and interpretation law they come in it's it's been done prior to the class and they're ready to go and I get much richer conversations about all of it and the students are enjoying it and they greatly greatly appreciate not having to spend 150 books on a history book and they don't have to lug it around so yeah and the one of the you know obviously one of the one of the things that some students say is I still like my printed text and I remind them that they can they can print it very easily because we have the chapters are chunked out in my in my class so that all they have to do is go down and print it and I just found out today we have 15 bucks I guess with the $15 each then gets $15 to print per quarter so I mean that's if that's if that's an objection you hear from your students and I get that sometimes people would go but I want my students to have paper I get that I love books too but they can there is a printed option available usually at a much much much reduced cost okay well that's that's all I have but yeah if you if you're just not even on the edge of you know thinking about using OER or a little nervous about what do I do if I have everything online are they going to adjust it is a little bit of an adjustment and yeah takes a little bit of training in in your class to say things are due online before you come to class but it's well I would say it's well worth the time and energy and I can't going forward I'm definitely one of the things I need to do I'll be honest I need to link more to some of my library resources they're free they're available and they're usually really good like the PBS documentaries those aren't going anywhere and we have a license for them and so that's definitely on the top of the list for for next quarter as I start the you know second round I don't have any data necessarily because this is my first quarter but using the complete OER class but yeah we'll have to all definitely check back in and let you know how things develop and things I'm doing in the future so thank you so much for allowing me to take the time and share I if you guys have any questions I'll take those at the end I think we're taking them at the end well actually I think what we should thank you so much because that was that was amazing I think we do have at least one question that came to me Una did you want to ask the question you had about shells yeah thank you sorry sorry to jump in this is also we want the audience to ask some questions we're running just a little bit ahead of schedule so we're just going to take a couple of questions here if you're okay with that Laura oh yeah and and and of course we'll have much more time at the end you know one thing that had been mentioned to me is that you use the campus commons open stacks shells yeah to get started and that's actually a really wonderful resource to share with other folks and I don't know if you wanted to speak about how you found those we also happen to have the person from California who was leading that effort online so she can also hear but um did was that helpful in terms of getting started oh yeah I mean because I like I said at first I was like am I writing a whole book here I was like I'm a little nervous about this and so when I found that I was like oh this is fantastic and I did go I mean you've got to take the time and review the book and make sure you know you know what's in it and all of that but then I was just able to add my kind of own spin to it with my primary source documents our learning targets from fierce and then our the assessments for each kind of each chapter and it comes built in with test banks if you're like but I need to make sure they do their reading there's we had there are multiple choice quick like reading checks for each chapter so yeah it was a big load off my shoulders when I found that great wonderful and and Barbara allows he has mentioned just to take for folks in other disciplines that there's actually 31 shells out there for the different areas and it's in the canvas commons and I think Barbara's going to share how to search for it and she did that and they're doing the business shells now which are the newest open textbooks out of open stacks so a really wonderful resource for faculty who want to build a course around an open stacks book there's also I think a shell that will allow you to substitute the open stacks textbook if you choose something that isn't is from a different organization wonderful okay so and it looks like we have one question in the chat here the question is and feel free to answer if you would like Laura it says if you were doing this OER adoption for all your departments including part-time faculty how long of a lead time would you recommend from first decision to actually rolling out the OER in class oh my gosh I mean I it took me most of the summer and then even when I thought I was done I sent it to quill and she you know wanted to make sure which is amazing gave me tons of feedback and so I had to go back and make sure you know what what are the learning targets look like is you know is how is it labeled so that it was easy to flow through so there was a kind of uniformity to it so I mean it took me a couple several months before it was done and then we could all kind of look back look at it and go yep this is good to go all right well thank you very much if there are any other questions please feel free to type them into the chat window there I think we will probably have some additional time at the end to address some questions I had at least one more that I wanted to ask but I'd like to get to Rudy here and Dr. Rudy Navarro is I'm sorry I better share my screen sorry Dr. Rudy Navarro is art history instructor at Phoenix College here in the Maricopa Community College District and he's going to pass it over to him and he will share with you his experience thank you Matthew and thank you to everyone for having me today I'm looking forward to talking a little bit about what's going on here in Maricopa so I'm going to follow the same format that Laura was using I'll talk a little bit about the challenges the process of building the course I have a little bit of data about how students think about the course and how it's affecting learning outcomes and if I have time I'll talk about how it's transforming my teaching practices so in terms of the challenges I'll reiterate what Laura was saying time is one of the biggest things I usually but when I design a course like this usually budgets about one and a half to two teaching courses about the same amount of time would take me to teach one and a half to two courses for a design of the course and it's going to change the course I'm going to be showing you isn't actually on the ground course which I use Canvas as the supplemental materials or for all my resources but if you're doing it online completely it's going to be even a little bit more time because you're going to have to add a quite a bit more material so in terms of you know budgeting your time or thinking about how much time might take you to do this you know I use that one and a half to two courses teaching load for that the other big challenge for me and Laura kind of alluded to this was just understanding copyright I've been doing this for a long time and I've kind of always think well it's educational I don't really have to you know to worry about this kind of stuff and with art history it's all about images so you know finding images that are free open use you know that's can be kind of tough so the textbooks are great for that because all those images are already licensed for you to use so it's a little bit complicated when you're doing an image-based course like art history would be. I, Maricopa College, I'm sorry, Maricopa Community Colleges has a great program called Maricopa Millions Matthew Bloom works with them they do a wonderful educational course for that and I learned a lot about copyright and how to use copyright how to assess for copyright and open licensing in my courses but even then you know I take the course I think I know everything about it and the first week of trying to identify materials I realize you know I don't really know how to apply this and I came to a really quick rule if the website or the source doesn't clearly list their licensing uh it isn't clearly listed as open source but I consider it off-limits I consider it as like complete license and I have to use it very sparingly so I developed a kind of uh hierarchy of sources the first one the golden sources are sort of the open materials things that are clearly labeled as creative commons licenses for open use um I know just a couple art historians are online right now they might be familiar with things like smart history or Khan Academy those are really excellent sources and they're all openly licensed meaning I can download them I can copy them I can distribute them whoever I want to um they're not going to go away because they reside in my hard drive now those are great because as much of the course as possible that you can do with openly licensed material the better the second level were things that are clearly licensed you know they might not be open licensed but they are licensed and here I use my library a ton the library has a lot of e-resources which are already licensed for student use so you don't have to you know research you have to like you have to send emails to people you already know it's available and you can just link directly to that I'll show some examples of that coming up and the last uh hierarchy the last sort of level of sources would be the unlicensed I'm sorry the unlicensed materials or things that I really don't know what they are um you can always link to that stuff a youtube video or someone's video on a website or something you can always link to that but as Laura mentioned you don't know if it's going to stick around there's a permanency issue I even have a link right now on my course it's just been going on for a semester it's already dead because the link you know video has gone down so I try to make those less than 10 percent of the course sometimes there's a really great thing you want to include but you really want to make sure that you're not using a whole lot of those things so once you figure out the copyright how to use that copy of those licenses the course goes really fast like I said it took about the first week to figure that kind of stuff out and then the last thing the last challenge and this is actually the fun challenge for me is curating again those art historians out there might know what I'm talking about but there are actually quite a few openly licensed or appropriately licensed sources for art history. Smart history is one of them the Metropolitan Museum of Art also has a great series of essays which are licensed but you can still link to them pretty quickly there's a source called art story which again is licensed so you can link to it but again there's quite a few sources and the problem for me became you know what I want to use of all these things available to me just how do I want to use it and what do I want to tell the students to use. Some of the things to overcome the challenges as Elora mentioned already money. Maricopa Millions like I said is a program here in the community college district of Maricopa and they essentially gave me money to teach a class and I was able to use that money to develop the course. I wasn't able to teach any less but knowing that I was getting paid for this you know you have a little bit of responsibility I'm getting a check I probably should make sure I'm doing this that really kind of helps motivate you to make this happen. The other ways to approach some of these challenges, let's get into a little bit of my process now, is your team and Elora mentioned her design team. We also have a great department here Center for Teaching and Learning you've seen Julie Magadan our instructional designer over there on the left and I saw an instructional designer online as well with us. Julie is great. I thought since you know I'm starting this process I might want to take a look at my course all together. You know how are we learning objectives? How is it laid out? What are my assignments like do they all conform to the learning objectives? Do the assignments or the activities conform to the learning objectives? So Julie sat down with me she kind of reviewed my course we talked about it and I was able to get a framework for how I wanted to proceed with the open resources. Julie also is a great resource for all the different web 2.0 applications out there things I might want to include for activities with things like Padlet or PlayPosit. Some of you might know these things if not head to your CTL or your instructional designer for some of those resources. So she's also one of the ways that I was able to meet some of those challenges. She knows all the stuff she worked very closely with me and the other person who really deserves a lot of credit is Christine Moore our library one of our librarians here our department chair in our library. Like I said a lot of my resources come from the library the resources they have and that includes ebooks includes journal articles it includes a great collection of streaming videos. I use a lot of videos and you'll see some of the student feedback on those videos later on. I use a lot of videos in my course to engage the students as well presents a pretty cool information. So that was the design aspect of it. I mean sort of the resources aspect of it. The next thing I did was to actually start building the course and like this is part of the curation based on my learning objectives based on the course format I sat down with Julie and decided on I began to kind of fit things into the modules into the courses. I kind of went a different route than Laura. I didn't go with a textbook. I just started pulling different materials different formats and then building my modules that way. I shot for about an hour to an hour and a half of reading video you know some of engagement with the students in addition to some sort of activity at the end of each module. I'll show you an example what the course looks like in just a second here. I was able to build the pages build the assignments build the activities and against this kind of the fun part although it is very I'm time consuming to do. The next thing was testing. I wanted to see what the students thought of it and also what how the course was affecting learning outcomes. So let me show you now how the course looks so I can show you what I was actually testing students for here. So this we use Canvas as well. This is what one of our modules looks like. This is the week eight module on Romanticism and Realism. It's all laid out here and just to give you an example of what one of the activities would look like. Hey sorry Rudy. I'm not seeing the the canvas screen. Okay let me do this real fast. Sorry. There we go. All right thank you. Thank you for that. Okay so here's one of the modules on Romanticism. Here is a link to the Metropolitan Museum of Arts, Hybrid and Timeline of Art History and this is one of those smart history modules I was talking about. I just copied and pasted this directly from the website. It's open source. I can do whatever I want with it there. Modules look like this. Another example. Hopefully the video here. Let's see. Oops sorry. Yeah so here's a series of videos again from Smart History. This is a video that I would produce myself. So I did do a little bit of my own I'll work on this and my own video lectures to supplement or to talk about certain points I really wanted you guys to think about. So one of the ways I tested the course let me go back to the module here is in this week eight I split up into two parts. Sorry. Here we go. So the first part was Romanticism and here I use all the open resource material I've been talking about. The second part was a section on realism and for that case I just photocopied the textbook chapters or section and hopefully this is fair use. Hopefully a judge would think so. A very very small portion of the textbook but I let the students then kind of read the textbook as I would usually have done before I did the open resource materials. The other thing I did I just to give you a sense of the assignments that I used at the end of each week is a different activity to help students you know engage with the material to kind of process some of the stuff. So for example in week eight in the open resource course I have students do photographs in the style of Romanticism and realism and I used a web 2.0 an application called Padlet some of you might be familiar with it and I just have the students then post their photograph in the Romantic or Realist style to the Padlet so people can see what they're doing and then they'll of course I'll describe a little bit about how exactly it complies with Romanticism or realism. So this is the OER assignment. The previous textbook course I would have the student read the chapter and then reflect. They would give me a 250 word sort of essay on what they thought about the chapter. I would usually give a prompt no or so you respond to this and then they would just kind of write a reflection and that's how it was happening in the textbook course. So now just to kind of show you and I might have a problem with the sharing again here but maybe not. I did a little formative assessment and I asked students which version of the materials they like best. Do they like the open resource version or do they like that textbook version that copy of the textbook version and you can see here I had about 23 students responding overwhelmingly. They liked the OER format better the mix of the videos and the readings. They thought that the OER format kept their attention more and that they learned more from the OER format. It's pretty overwhelming response there. They definitely liked the OER better. One of the things I like about this little bit of brief research here is I mean the literature right now on open resource effects on learning outcomes is just beginning and a lot of us focusing on learning outcomes but it's not really telling us how students are learning or why they're learning better from OER materials. So this kind of information begins to get a little bit more of that kind of black box question. What's going inside going on inside the black box? I'm getting a little bit of sense here of what's making OER more effective from these students. I did a little thematic analysis of the comments. I did ask them to comment on you know the responses and I broke some themes out here. One of the big themes was that videos helped the students better. They seemed to learn more for a variety of reasons from the videos. A student said that. The mix of reading and video seemed to hold their attention more. Three students said that. Some people liked the fact that it was online. There was no textbook. They could just go on whenever they wanted to and you know start doing their assignments and others liked the shorter readings. Again textbooks as you're aware you sign a chapter it's just you know 20 pages of something. Here the readings are much briefer but there are more of them. So those shorter readings seem to help them focus a little bit better. The next assessment I did was I took a look at the on-time completion rates and the completion rates for those little end of module activities. For the textbook it was that written reflection and for the OER version of the course it was it was those other activities like that padlet activity. Some of the other activities I have them do might might be a written reflection. It might be quiz. It might be a discussion forum. It might be other artwork but I kind of varied up a little bit. As you can see here there's quite a quite a big difference. There was a 73 improvement in the number of assignments that were completed in the OER course versus the textbook course. That's pretty big significant change and there was a 267 percent improvement on how many people submitted their stuff on time. So clearly they seem to be engaging more. They seem to be more interested in actually doing activities as opposed to just doing the readings. And again this is kind of getting at that what's going on in the black box. Why is OER affecting our learning outcomes things like passing grades or withdrawal rates and things like that. Well this kind of tells that students are more engaged they're actually doing the work and they're doing it on time. It's like a little bit better sense of that. And I think finally in terms of how this is sort of transformed my teaching one of the things I learned from the OER and this is something I've been working on ever since I've been teaching is varying my formats, varying my presentations, varying my classroom instruction. Trying to incorporate a lot of different activities. I like the idea that students when they click on something in my OER course they don't know what they're going to get. Is it going to be a reading? Is it going to be a quiz? Is it going to be an activity? Is it going to be a video? That kind of anticipation that you know they're not bored by having to click on different things. Same thing in my classroom. I use that in OER but I also use it in the room. You know I vary my lectures with student guided reading, with video watching, with art projects. Students design their own activities sometimes. They work in their groups. They might be writing activities. There's all kinds of things that actually would do in the classroom as well. So the stuff I learned in developing the OER course also helps me just in the classroom in general kind of transforming the way I teach and present material. So that'll end. Any questions? Well all right thank you very much Rudy. There is one question in there. Apoorva Ashok is asking if you sent a survey out to your students. Did they fill out a survey and if so would you be comfortable sharing it? Because it may be valuable for others to see if not adapt for their own purposes. Yeah you mean the actual the survey form itself or the results of the survey? I think well I think it's on itself. Yeah the yeah the survey form. Yeah I have no problem doing that. It was just a quick I'm not sure you want to take the screen back. Oh yeah I'll take it. I'm not sure if um yeah I wasn't happy to share it. It was just a little little survey in Canvas at the end of the module. I just had them fill it out. But sure I'd be more than happy to share that with you all. Okay so Rudy if you can unshare your screen I'll go ahead and take over. It's okay. There were I first of all I want to open this up. We've got about 15 minutes left for questions and we can certainly use it up if we need. If anyone has any questions please feel free to chime in or to just simply or just to simply put them in the chat window there. I did have a couple of follow-up questions. One of them I think both Rudy and Laura I think you both touched on this idea that the the process of adapting or adopting open educational resources or developing the content even to some extent from scratch. You both kind of touched on that as as a process that's a really great opportunity for self-assessment. You know looking at your teaching and and identifying maybe you know some components that you'd been including that you didn't actually really need in the end or maybe kind of focusing things in. I mean I certainly I've read other experiences about that and I've had that same experience myself. I was wondering if one or both of you would be willing just to elaborate a little bit more on what specifically you felt adopting the OER helped you to change and improve about your teaching. Go ahead Laura if you have something. Um gosh well some of it I was attached to. I had to read in you know I had to read some of it and so I thought well so should they and so I I thought I have I mean I was having them read huge chunks of stuff and it and I and if you know anything about like reading apprenticeship and how language acquisition I started looking at that stuff and going I you know I'm overloading my students a bit here and also are they just googling it are they I mean let's get real are they just googling it or are they really reading it and so that was my big thing. I had to scrap a couple of things and go I can give them a smaller chunk and ask for a like Rudy talked about a quick reflection and that I mean they that hits the learning objective and so just keeping students keeping their well-being and what's best for them in mind constantly and and asking yourself that's part of doing the whole OER you know adoption thing is are they you know are they really doing it some of the research that came out of Tacoma community college indicated that students went by the text and then they would just google anything they needed to know and so we want them to engage in our content and not you know not google or any of those things so that I mean I really it changed a lot of of how I go about you know looking at assignments and assessments so I don't know about Rudy. Yeah I would echo that there's a lot of stuff in the textbook and it's been bugging me for and the textbooks are great but there's so much in those textbooks especially our history which I don't talk about in class I probably cover maybe 20% of what goes on in a chapter in my class and the students are like they're making them read this stuff and they're thinking why am I reading this if he's not going to be talking about it and of course there's a lot of learning that goes on on their own I'm not saying that's what happened but with the OER I was able to really focus you know this is what I want this is what I think this is the skill I think students need to know these are the concepts I think they need to know to understand our history the discipline of our history and I can put away some of that other nice to know stuff and really focus on the skills and the concepts I really want them to be able to grasp and to master well thank you very much that's really great response I see we've got a number of different comments and questions in the chat over here and I just wanted to shout out a couple of them so first one that I saw in here I said Rudy or anyone this is from Bonnie Ashmore do you have any recommendations for good low-cost no-cost textbooks for art survey classes or art appreciation if you have a quick answer that Rudy feel free to respond if not I'm sure we can probably call out to the community for that but do you know of any Rudy I did a ton of scanning when I was beginning this I'll be more than happy to share my bookmarks with you because they're all in the bookmarks and stuff like I said I saw a lot of those sources and I decided to go a little bit different kind of like do the little module bits and puzzle approach versus the textbook I'm more than happy to share my bookmarks and the sources that I found great there's also another question that's directed at both for both Rudy and Laura this is from Tina Ulrich and she says what are faculty who are teaching the same course at your college using so like what are the what's the comparable material textbooks that's what they're using at my clap yeah that's they yeah most of the history faculty use the textbook so there's no you know they might have some primary source documents but most of them have a textbook and is it an expensive textbook just get curious um let's see I want to say it's like a hundred and like thirty dollars yeah yeah Rudy do you have any idea anyone uh is who what what are the other materials that the other instructors that teach the course use do you know textbooks yeah exactly I'm not saying the only you have not sure what how else they supplement you know the text I'm sure they do other things but yes mostly textbooks well I think both of you also touched on this idea that when you when you when you go to the open resources you know you are um you're bringing in like new kinds of activities new kinds of you know a variety of media and one of the questions that I had um and this I guess this is for both of you but I know Laura specifically I think Rudy you also mentioned this you know you you're using new assignments and Rudy you mentioned using padlet right instead of doing a reflection so you kind of have students doing something that's slightly different in terms of the creation Laura I was wondering what new assignments were you employing instead of essays I'm I have a couple of discussion boards where actually it would be great to have an art history person weigh in I have a picture from colonial America that depicts you know the colonists beating up some red coats and then the students are taking their readings and that picture and saying you know is this was it a valid rebellion was it rebellion or was it patriotism and they have to kind of discuss back and forward so it's fun stuff like that so it's not always write me a paper you know take a multiple choice exam it's it kind of adds a little more I think fun content material so it's not your typical five page essay excellent um so and another thing that you had mentioned was involving the students in creating content as well yeah and I thought that that was really interesting I believe you said that you know if they the agreement was if they did a really good job then you're going to be able to use it right so my question is and I love it it's it you know brings to mind this idea of open pedagogy really getting students involved in that creation of knowledge um how did you or or or did you consciously go about discussing licensing with your students um not yet did that okay if we if we find like if me and obviously I'll let quill look at it too it's we find something that's really extraordinary and we're like we have to have this we need to share it um then we'll definitely make sure we talk about that with the student and how that works but yeah okay like that's a that's yeah that's something that we're trying this quarter to see uh if you know we may see if we can produce a couple of good things that other teachers might use and may want to use I don't know cool well I have one final question I if um we're we've got about five minutes left um I guess maybe I won't ask my question but I I don't know I kind of want to it's a provocative one the question is was the money enough I don't think anybody wants to answer that okay so we're going to move on to the next thing so um no so thank you very much uh Rudy and and Laura for all that so um please this is thank you for joining us today there's just a couple of um you know notes here that we want to say we have some um upcoming conferences if you want to go to our website go to the get involved section and go take a look at it we have our community email um absolutely a wonderful resource um a lot of stuff comes through there and it's it's actually pretty amazing the the contributions that we get from the community in terms of sharing resources and asking questions um also just a reminder about open education week this is that annual opportunities sponsored by the open education consortium or organized I guess by them and it's the annual opportunity to really celebrate the work that your faculty are doing for students in terms of open educational resources and open pedagogy and so of course we don't want to just relegate that to just one so one week a year but it is a really really good opportunity to kind of synergize all this things happening across the world and just as a reminder we have our spring webinar series this is the first of just a few things we have here um first of all we've got the open ed week faculty dialogues it's like a mini webinar series we're going to have you know each day there's going to be a couple of faculty in a certain discipline discussing the kind of intricacies of using oer relevant to that discipline we thought that that would be interesting not only for faculty in those individual disciplines but also for others who may be teaching a different discipline but you know still could maybe think like oh that's interesting that that's something that that you're experiencing there that I don't know whatever you know so we thought it would be interesting dialogues to have and we are encouraging people if you are interested in participating in that as somebody or if you have some ideas about that you can see the link right there there's a there's a sign up it goes to a google form I believe and we are looking for people to participate in that right now we haven't chosen the disciplines at this point because we wanted to leave that up to the community there's also uh April 3rd the oer connection with dual enrollment following in may we've got oer and zero textbook cost degree pathways as the topic for our webinar and then finally in June it's going to be regional models for oer implementation um and you can see everything you need down here at the registration page and if you have additional questions about everything apparently don't contact me because I'm not on here now contact these are your uh these are your folks here uh at the community college consortium for open educational resources and once again I'm Matthew Bloom and I am just thanking you again for participating if you have any questions feel free to put them in the chat window um and have a wonderful afternoon


Let's get this show started and our first speaker then is Dave Snowden. We are so fantastic proud to have you here. Creator of the Kinevin framework.  Dave, you're the founder and chief scientific officer at Cognitive Edge and your work is international in nature and covers government in industry looking at complex issues relating to strategy and organizations drawing out on anthropology, neuroscience and complex adaptive systems theory. Very popular, passionate speaker, complex speaker, maybe. On a range of subjects and you are well known for your pragmatic cynicism and iconic iconoclastic style should be. Right? Take it away. Firstly apologies, I won't be here tomorrow but that gives me the great delight of saying but don't worry Sonja will explain it in the morning. All right, so you'll see a lot of that coming through. Sonja and I worked together for about 15 years and I picked the dog theme deliberately but we'll come back to that one. Second thing is I'm going to be around for there's a panel session I think this afternoon. I'll be around on the Agile 42 stand this afternoon but I won't be here this evening. I've got to go on to another event tomorrow so apologies for that but I'll make myself as available as I can. What I want to do is to start off by talking a little bit about where Agile is at the moment. A lot of us are really concerned that what's as Agile starts to move out of the IT development space into HR and marketing is taking the worst aspects of the last 10 years rather than the original inspiration and I'll talk a bit about that as we go through that. I then want to go on to what for me is key which is basically taking a natural science based approach to social systems. That's what I've worked on for the past 15 or 20 years and I'll explain the basis of that. And I'm going to look at a few things. I'm going to look at the role of failure in human cognition. I'm going to look at cognitive bias and I'm going to look at complexity and I'll wrap that up. So that's the idea to do some positioning. I want to start over this that's a wolf. It's a gray wolf. Anybody who grew up in the jungle book will recognize the gray wolf and we'll finish up with just those stories so I'm getting symmetry around Kipling here. If you actually look at the canine species in the wild there are about five or six types. There's very little variation and they're highly resilient. If you look at what happens with domestication within seven generations of selective breeding we get that sort of nonsense. It's highly unresilient. We get individual species which require major care just to allow them to breathe properly. My father was a veterinary surgeon and he had to put a lot of these down but he really felt that the breeders and owners should have been executed first. Some of my attitudes come from my father in that respect. The problem with domestication is it destroys a lot of the resilience in the gene pool because it produces a high level of specialization and that's where our job is at the moment. I'm still trying to understand the debates between Scrum and Kanban because both of them make the fundamental error of thinking it's all about clearing cards pinned to a wall rather than delivering value. How you can see any difference between the two I just don't understand. Just giving you a flavor how this is going to go on. Let's look at some of the issues. This is a cartoon from Gape and Void. I'll talk a bit about Gape and Void later. We just completed a major project with them to identify 49 archetypal cartoons about agile culture which we're about to use in agile readiness surveys but I'll talk about that at the end. This actually came out this morning last night so it was highly appropriate. I don't buy the natural law thing but I've taken the law to science. Basically the problem we got is we do know things about nature which are true. We know things about cognition. Most of the time what we do is socially construct meaning around what we want to believe. That's a real problem. It's impacted agile in a major way. Let's look at a couple of these. First of all if you look at the original adoption of agile if you go back to the agile manifesto XP dominates the meeting in Snowbird far more than Scrum. In fact Scrum is an afterthought. The thing which drives agile to scalability and this is good and bad. Agile would never have grown if it had stayed with XP. XP people are brilliant but they can't talk to ordinary human beings. Therefore there's a problem on scaling. When Ken puts it together as Scrum suddenly it's got structure. We got two week sprints. We got project roles. All of a sudden we can now scale because people can see something. The trouble is that then becomes doctrine and we get into another set of problems that go with that. Scrum was really important without that agile would not have taken off and it's still highly useful. But we get the certification scams. The idea that you can call yourself a master of anything having done a two day course and filled out a multi-choice questionnaire in an open book exam over the following eight weeks with other adults present is a travesty. The pyramid planning scheme which got safe started. Do my four day course and pay me a fee and you can deliver the three day course provided you pay me another fee. These are actually a disgrace to the actual original principles of agile and we're still carrying on with it. I'm now seeing people certifying people as HR coaches in agile on the basis of a two to three day course. The pattern is continuing. Nothing wrong with structure to get things started. Everything wrong with structure when you make it an ideological imposition here and you start to create certification. We're actually launching our own certification program. He says not with hypocrisy. But it's actually a three year process in which your participation in wiki and your colleagues opinions of whether you contribute or not a part of the certification. Yeah, you can't grant somebody competence in less than two to three years. So bit of cognitive neuroscience. Number one in Australia. They don't let kids drive cars with other than elderly relatives for the first two years after they passed their test. And there's a good reason for this. It takes two to three years for the brain and the body to co evolve to the point where you can drive without paying attention. Is actually a very good safety move. The same is true of coding coding is not just something you do in your brain. It's something you do in your fingers. It takes you two or three years before you really acquire skills to the point where you can use them in a masterly or professional way. So I'm throwing that I went out because we need to start to think about this and a certification scan is a major problem. More money is made out of training and certification in Agile than is made out of producing quality code for users. Yeah, that's kind of like the emphasis next one. We got too many recipe book users and not enough chefs. Yeah, there's nothing wrong with recipe books. You know, they how you get started, but if you haven't got the right ingredients and you haven't got the right equipment, you're lost. A chef can produce a wonderful meal with whatever they happen to find in your kitchen. Yeah, and we develop in a factor. I've seen that, for example, the last time I looked at the safe certification. You basically have people reading tax with slides and say in their training. We just completed our latest train the trainer. We don't train people in any of our slides. We train them in the principles which underpin the slides because a trainer should know far more than the material they give in to the users. You need to go deeper in that sense. Next one, yeah, starting at the end of someone else's journey. If I hear one more person say they're adopting the Spotify model. Then I feel that not only have they got the same design features as the Vasa, but they deserve the same end, right? The reality is that you can't copy the end point of a journey Spotify themselves said. Yeah, individual companies have different journeys. Companies actually often do innovative stuff on self organization because they're starting from scratch. It doesn't mean you can replicate what they did in a company which is mature in a different way. Yeah, we need to start to look at underlying principles rather than following recipes that same point again. But basically, starting journeys allow you to discover novelty and adapt to context. Copy and what somebody else did over a 15 year process based on what they think they remember they did is actually rather dubious. Confusing correlation with causation. I went past Nobel Prize Nobel Prize Museum yesterday. If Sweden wants to increase the number of Nobel Prizes it wins or it has to do is increase the amount of dark chocolate consumed. If you don't know it, dark chocolate consumption for head of population directly correlates with Nobel Prizes per head of population over the last 20 years. All right, so there's an obvious causal impact. Isn't there go eat more chocolate? If you don't know it, drownings by suicide coincided in their peaks with the release of Nicholas Cage movies. But I can see a causal connection there. 99% of all know management books confuse correlation with causation. They grab five or six cases. They believe what people tell them about those cases and from that they create a recipe and say do this it will follow. It's a confusion of correlation with causation. If you look at the two worst books in the agile movement, one is lean startup. Anybody read that one? Yeah, it goes and studies friends of his who succeeded and believes what they tell them and writes a recipe book based on that. He doesn't bother to study the people who failed. If he actually did he discover what we discovered in IBM with Dorothy Leonard of Harvard Business School. All the companies who failed do exactly the same things as the company succeed. There is no difference. The point is you've got a market. There are so many players. Some are bound to succeed. But of course it's sold and paddled as a recipe. Do this you will be successful. I could equally say because there are more failures than successes. Do this and you're doomed to fail. The other one is Lacroix's book reinventing the organization. Anybody read that bunch of twaddle? Okay, that's what we actually call an ideology seeking cases to justify itself. One of its main cases Zappos has only succeeded in imposing a so-called self-organising system by a draconian CEO imposing it and firing. Does that unlike that follow? He's got an ideological position and he finds aspects of cases which back that ideological position. He doesn't even investigate his cases properly, but people want to believe it. Therefore they listen. The chairman started off by introducing the political crisis. We're in worldwide at the moment. People are listening to what they want to believe not investigating. But I'm sorry to say this, the liberal elite in the agile community are as guilty in that respect. It's a human tendency and we need to get more disciplined about this. And the final line, there's a deference there to agile 42 by the way. It is actually mostly harmless and if you don't realise that's an insult you haven't read Hitchhiker's Guide to the Galaxy properly. Okay, this is the natural science concepts. Let's start to hit them. First I use this a lot of confidence because it makes the point. Radiologists actually have four or five years of training unlike two to three day courses. They on average have 10 to 15 years experience of actually reading and looking at x-rays rather than coaching other people to do things rather than doing it themselves. So this is a highly disciplined profession. You give them a batch of x-rays and on ask them to look for anomalies. On the final x-ray you put a picture of a gorilla which is 48 times the size of an average character nodule. 83% don't see it even though the rise physically scan it. And the 17% who do see it come to believe they were wrong when they talked to the 83% who did. This is called inattentional blindness. We do not see what we do not expect to see. And the only people who are exempt from this are people who are fully autistic and of course they can't operate. The reality is there's a spectrum between the one end full autism where you see everything therefore you're overwhelmed. And a lot of IT people at IT people are towards that end of the spectrum. They like structured material. At the other end you've got what's lack hand called pervers visance. The like of Trump where everything that happens has to fit his perspective on himself. Either filtering is no exo extreme. It doesn't permit a variation. All of us, this is Andy Clark's work, sits somewhere on that spectrum and we move around in different contexts. In a way we're all mentally ill under the conventional definition. Because we have a filtering mechanism. You only take into account about 5% of what's available to you.  There are different cognitive developments based around language types. But for most people here it's 5%. But most of the time it's 2 or 3%. You then match that partial data scan against patterns stored in your brain, your body, your social interactions and your tools. Consciousness is a function of all of those. It's not just the brain. And you do a first fit pattern match, not a best fit pattern match. So you ace in a partial data scan, you use the first pattern which fits. And in evolutionary terms you can see why this happens. Think about the first hominoids on the savannahs of Africa. Something large and yellow with very sharp teeth runs towards you at high speed. Do you want to artistically scan all available data? Look up a catalogue of the flora and fauna of the African belt. And then reference having identified a lion. Reference your certification program notes on how to avoid lions. By that time the only document of any use to you will be the book of Jonah from the Old Testament. Which is the only example I found of how to escape from the digestive tract of a large carnivore written by a survivor. We evolved to make decisions very, very quickly based on a partial data scan, privilege and our most recent experiences. That's how you all make decisions. So anybody who thinks they're a professional systems analyst is severely deluded. You will actually only hear the things that match your expectations when you go into the meeting. If you conduct more than two interviews, your brain forms a subconscious hypothesis and you literally only hear things that match that hypothesis thereafter. You see why we have problems? Collectively we're actually very good. Yeah, if you have cognitive by behavioral and neurological diversity within a team and you prepare to listen to it, we're extremely effective as a species. But the focus on the individual in individual change is bad biology as well as bad sociology. In terms of the way we work. I say there are implications for this and you can work on that image. Most of our job is actually a sheep in wolves clothing, right rather than the other way around. Think about that one. It's a good one. So there's some clear implications here. First of all, we don't see what we don't expect to see right. The solution to that is you want multiple sensors working independently of each other and look for patterns in that sense of feedback mechanism. I'll give you some examples of this later. We're now using the whole of a workforce to assess business situations in real time in a non gameable way. So we can find the seventeen percent of employees who've seen a gorilla where everybody else is ignoring it. So once you get the science, you can institute the practice. If you just try and derive the science from the practice with a very limited data sets you've got, you never get anywhere. I should declare a prejudice here by the way my first degree is physics and philosophy is a joint major, which meant I was trained to have a contempt for social science from two completely different disciplines. And to be honest, experience hasn't shaken off any of that contempt. No social scientist ever has enough data to make any reasonable conclusion. Yeah, doesn't mean we can't learn from it, but we can't draw causal links. So that's key. Secondly, we need to start to realize that hindsight is not the same thing as foresight. Have you noticed whenever anybody looked backwards after a natural disaster or a major company failure, everybody can see why it happened, but they carry on getting it wrong the next time. Economists are particularly prone to this. The idea that economy is a science, I find one of the most hysterical propositions of the modern age. Fundamentally, we actually reinterpret the past to meet the political needs of the present. That's what all human beings do. So if a team has succeeded and we actually did experiments on this in IBM, we did lessons learned the day after a team knew whether they'd won an outsourcing contract or not. And we did the same process the day before they knew and we compared the results. Completely different histories. The history before people knew the outcome was rich and contingent. The history if they succeeded was narrow based on their own brilliance and their own logical processes. And if they failed, it was somebody else's fault. All of them were well-intentioned, identical process. The way we remember things is based on the context in which we're asked to remember them. Now there's another implication I haven't gotten the slide by way here. If you want to capture lessons learned, you capture it as people do things. You never do it in a workshop after the event. Moving to real time retrospectives is probably more important than instituting a perspective of retrospectives. Because we've been 24 hours, we'll actually change the way we know things. Next one. Ritual works better than rules to change human behavior. Because it changes the patterns that are available to you. I'll give you a safety example, famous one. First time we did this. New Zealand lorry drivers were having a massive amount of accidents in the first 10 minutes after they arrived at the key to unload their lorry. The reason is their entrained pattern was lorry driver. If you've driven for 200 miles, you're thinking like a driver. It takes 10 or 15 minutes for the brain and the body to reset to think like an unloader. So what we did was to give them heated belts. You can't unload the lorry till you strap on this heated weight lifters belt. It's a ritual, it's a physical act that triggered a switch of the patterns and we actually reduced the accidents to about 15% of what they had before. We didn't write rules or put up motivational posters. We basically did a ritual to change the perspective. Think about what happens. I had to put a dinner jacket in an agile conference in Lisbon recently. This is a unique occurrence having to wear a dinner jacket in an agile conference. I felt radically different after I put the bow tie on them before. Changing your dress changes the way you think. Start to think about this for the OZV in DevOps. Start to think about the different cognitive style you need to test code as opposed to develop it. And start to realize you need some ritual transformation between the team so you're using a different path for your brain and body to actually scan the data. Ritual is one of the most important things along with habits. And then the other thing a model I created some time ago is called C attend act. Most management theory and HR people are particularly prone to this, believes if you have the right people with the right competences, the right training in the right context with the right information, they will make the right decisions. If that doesn't work, they blame culture or go on a leadership course. The reality is how we see the data, whether we pay attention to the data, whether we will act on the data at three completely different processes. You can't assume if people have the right information, they will pay attention to it. And even if they can pay attention to it, they may not act on it. To give an example, we were working in DC around 9-11. And one of the big things we had to do after 9-11 is to go through complexity-based exercises with the former White House al-Qaeda team. There were some fascinating things on that, but one of the questions I asked, because if you don't know, there was a congressional order, which would have been signed by Gore if he hadn't been displaced by a judicial coup. Sorry, I'm political on this one. We should have had F-14s in permanent patrol above Washington, New York with authority to actually shoot down civilian aircraft. Yeah, the Clinton White House had worked out al-Qaeda's strategy. That was kind of like abandoned by the Bush White House. He was considered Democrat pioneer about al-Qaeda. Now, I remember asking the question of Gore and said, would you have actually signed that order? And he thought about it and he said probably not. Because the context of 9-11 means shooting down hijacked civilian aircraft is acceptable. The context before 9-11 in the mistakes in the Middle East and the Korean airliner is actually you couldn't do it. Now, understanding that difference is key. There are some things executives want to do, but the context doesn't allow them to do it even if they think it's right. Yeah, context is everything. And you need to separate what we see, what we attend and what we act in terms of the way you build processes. And again, ritual can help on that perspective come. Next major factor, how many people have got children? Okay, how many people read them bedtime stories? All right, does your bedtime story start off with Janet and John stayed at home, did what mummy and daddy said, got their childhood certification, attendance certificates and achieved the family's velocity ratio. Anybody do that one? Or do you do? Janet and John went into the wild woods, encountered evil wolves, witches, goblins, sprites, trolls, etc. Of course, we have a happy ending because we want them to sleep at night. But the reality is we tell stories of failure. What stories passes around the workshop? Stories of failure, a water cooler. What stories to the press pickup? Stories of failure. Yeah, trying to tell people not to do this challenges 100,000 years of evolutionary history, which says avoidance of failure is a more successful strategy than imitation of success. Sorry, I've gone too far on that. Basically avoidance of failure is a more successful strategy than imitation of success. We actually build worse practice systems for companies. If I go on the safety work, the story of how Bill got to strap his harness onto the gantry, as a result of which he fell off the gantry and if he hadn't fallen on his friend and broken his friend's leg he wouldn't have survived. Everybody knows that story. Nobody knows the story about the person who clipped on his safety harness and was safe because that's boring. Teaching stories tend to be stories of survived failure, not stories of success. Yeah, one of the ways you actually create organization director is not to say what you want to be, but to say what you don't want to be. If you want a self-organizing system, you have to have constraints. Constraints which identify negative patterns but allow freedom to deform the positive are much better than ones that create platitudes as a positive outcome. Negative stories are more valuable, they provide more learning. Let's say there's some implications for that. One is the one I've just said. Second, yeah, worse practice, not best practice. There are another interesting thing if you don't know it, cave painting and music come before language in human evolution. It's unique to humans out of all the mammals. As a result of which our languages are not limited by Dunbar's numbers to a limited vocabulary because our language evolved from abstractions. Now it turns out that's key to invention. That's why it survives and develops. If you move up a level of abstraction, you start to make connections between things in novel and exciting ways. If you stay in the concrete, you never make those connections. Now start to think about that because actually a focus on STEM education potentially damages a nation's ability to be inventive. Yeah, art is evolved in human beings for a very good reason. It makes us tremendously resilient and adaptive and we need to work with it. And again, we can start to look at that. I'll talk later about the work we do on high abstraction signifier sets. Finally, failure games. So the most effective work we've done in ministry decision making is set up games in which everybody fails and no matter what they do, they carry on failing. And as they fail, we gather the stories about their failure and what they've learned from it and that becomes a living database to deal with current reality. So actually we do scenario planning and contingency planning as part of the training. Putting leaders through a series of failure games, it's called anthra simulation. At the end of it, they're scanning 30 to 40 to more times data yet when they make a decision then they are at the start. If they succeed, they scan less data. If they fail, they scan more. So training people to succeed will reduce their cognitive capability. Putting people in situations where they consistently fail will increase their cognitive capability which is by the way the basis of apprentice models and everything else. Now all of this is actually common sense but we've forgotten about it. Now it leads me on to complexity. I like this image because kind of like you know there's some sort of coherence in that web of fishing tackle but you can't work it out.  Everybody is undisciplined people who don't know how to properly coil cables. I should be taken out and grotted. The trouble is the cables are so broken by the way they've bestore them that they break in the act of grotting so you couldn't do it. Sorry there's a personal one in this one. Basically when things get entangled they're difficult to separate but it doesn't mean there isn't coherence. Complexity is about systems where you have deep entanglement between multiple factors. There are no clear pathways between cause and effect.  There's no stability within the system. And the most human systems are complex adaptive systems. They have multiple interacting causal factors. They all work in radically different ways. I'll go on to this in a minute but just hold that. The key thing to understand about the complex adaptive system is it's not causal. There is no linear relationship between cause and effect. It's dispositional. I can only ever say there is a probability that this thing will happen or there is a probability that this thing won't happen but I can never say if you do this it will have that result. Now again undermines a huge amount of agile practice. Doesn't mean it's not valid but it undermines it in many ways. So again implications, retrospective coherence. Here's the classic case on this, right? If I have four dots, you've all heard the phrase why didn't we join at the dots? Everybody heard that? Okay four dots, one, two, three, four, five, six linkages. Four dots, six linkages, 64 possible patterns. If I got to ten dots, how many patterns do you think there are? Gassis please, I don't want a form and I want a number. 1,024, how many people think that's too low? Too high? Okay it's too low, anybody want to go with another one? No. A million, okay how many people think a million is too low? Too high? It's too low you get in the pattern, yeah? It's actually greater than 3.4 trillion. If I go up to 12 it's greater than 4.8 quadrillion. If you know your ancient stories, it's the emperor's chess board. A sage asked for a reward by the emperor. Said I have one grain of rice on the first square of the chess board and double thereafter there isn't enough rice in China. How many dots are there in the human system? How many possible patterns are there? Are you ever going to believe any book based on cases ever again? Yeah, not only have you got inattentional bindness but you've got people joining at the dots after the event anybody can join at the dots. But it doesn't give you the ability to do it again in the future. I like the rear view mirror image there. Next one, yeah talk about that one. The other key thing and this comes into the original agile manifesto. They don't think they were aware of complexity theory. You know the interactions are more than things.  Now that actually has major implications for HR practice. HR practice constantly focuses on changing individuals which is ethically dubious and biologically inefficient. Yeah which one you think is more important I leave to your conscious but both of them undermine it. The reality is by changing social interactions you can change people far faster than by try to change the people. Yeah linkages are far more important than people and the idea of competences by the way is really bad cognitive science. There are no such things as innate competences. And if anybody done Myers-Briggs. Okay I scientifically proved in IBM that astrology was more accurate than Myers-Briggs in predicting team behavior. Over a six month experiment. They didn't quite forgive me for that one.  Okay so hold that one because this has major implications. All right we tend to look at agile people I say people haven't got the agile mindset. That's nonsense. People are not linking and connecting in a way which will lead to agile behaviors. Trying to change people's mindset is ethically dubious and biologically ineffective to come back to that phrase. If you change his linkages interactions people change with that. Now that's probably one of the biggest things I'm going to tell you today one of the most important things that we know. Okay. So let's basically do with Kinevin. I haven't got to belong on this but I just want to draw it quickly all right. I'm going to do this because there's a lot of people using Kinevin in agile at the moment you've got codefin you've got Liz Keo. But I just want to draw something to make a point all right. That by the way is if you don't know it. That's a picture on the top of Glidavar in Wales in mist all right. Try and navigate off that without a compass and you're in trouble. There's a metaphor in there. So basically Kinevin as a framework looks like this. Destroy in purple. Now remember I said we have a world which is complex. That's a world with many intertwining causes and effect. It's a constantly entangled everything you do changes the system. Now one of the things about a complex space is you have massive conflict. Because lots of people have got good ideas about what you should do but you can't resolve who's right on an evidence base but there isn't sufficient evidence. The way you approach this and this is a major thing we do on peace and reconciliation is you don't test whether somebody is likely to be right. You test for whether their hypothesis is coherent or not because to agree that your hypothesis is coherent doesn't involve me in agreeing that you're right. So I radically reduced that pressure up front.  And you run them effectively as what are called safe to fade experiments. You probe, you sense, respond. Child people keep getting wrong. They think this means you do one iteration, you don't. You do multiple experiments in parallel. But if you do one experiment you'll suffer Hawthorne effect if you don't know that. Anything novel always works the first time because human beings respond to it but it won't scale. So you do small experiments in parallel which actually means practice is what's called X-aptiv. X-aptiv is a biological phase so a dinosaur's feathers evolve for sexual display but then when dinosaurs start to fall off cliffs by accident they evolve into feathers for flight. You can't get flight immediately because if dinosaurs jumped off cliffs in the hope of developing feathers before they hit the ground they probably wouldn't get a chance to breed or only in some sort of broken limbd agony. The basic fact is that it's called radical repurposing. It's like magnetos on microwave ovens were repurposed for, sorry, magnetos on radar machines were repurposed for microwave ovens when somebody noticed a chocolate bar melted in their pocket. X-aptiv learning is rapid repurposing of existing capability for something which is novel. And there's ways to design for that. IBM dominated the computer industry for 50 years because they repurposed punch card machines in which they were experts to actually create an operating system and we still haven't got away from that with things like Windows, right, in terms of the way it works. So that's fine, that's complex. We then get two types of order. One's where the relationship because the effect is obvious which means effectively we've got rigid constraints and what we actually do is we sense categorised response. I mean Sweden, you drive on the right, I drive on the right. I mean the UK, we drive on the left, you drive on the left. It's self-evident, everybody, you do it. That's the range of best practice. It's a valuable space. Komplicated. It's actually where I have to analyse sense respond because I don't actually know what's going on. It's not self-evident. Both of these domains is there is a right thing to do and you can discover it. In here we have good practice not best practice. And then we get chaos which is a state of no constraint so I act sense respond and practice is completely novel. We also have this which is called the domain of disorder which is a domain where you don't know which domain you're in which is where most people start. So actually you've only got a one in four chance of getting it right. Yes, that's a bad place to be. The revolutionary idea behind Kinevin by the way is you use different methods in different contexts and the methods may actually contradict each other. A method which works for complex may be a disaster in complicated and vice versa. I've done that quickly because the real point I wanted to make here was the introduction lately of the liminal domains of Kinevin which looked like this which effectively a transition devices. This one here, the liminal zone into chaos is where you deliberately remove all constraints so that novelty can emerge and that's very expensive. Chaos is only ever a temporary space. If anybody presents Kinevin and puts things like traffic in it they don't understand the framework. Chaos is temporary, the absence of constraints is difficult to maintain. If you can maintain it you get complete novelty. Is there a light nuclear fission? The energy for the magnetic fields to contain the plasma is actually more than the energy you get out of it. So you've got to be careful about that. This one here is the most important one for Agile. So this is where I've done my parallel safe to fail experiments and now I'm pretty sure this is the right direction but I need to get it right so I'm going to go a series of iterations to check my assumptions. That's called Scrum. Scrum's great strength is it's a liminal technique. The trouble is you need things you do before Scrum to decide what goes into it. And that's been one of the big problems with Agile. And I'll just list three and I will, Sanya will go through these tomorrow for anybody interested. Sorry Sanya, this is the first of many. One is what we call trios. That's where you actually put a pair programming team together with the user trained to talk to IT people. It's a lot easier to train users to talk to IT people than train IT people to understand users.  How do you handle it training material? It's quite easy really. Basically you send 15 or 16 trios to look at a problem and see what comes back. That costs you significantly less than an analyst interviewing people and it introduces cognitive diversity into the system. We're doing this with universities, engineering, humanities and pure sciences. When you join the university you have to form a trio with the other two faculties and you have jobs to do every term which you get rewards for but we're building a network which is transdisciplinary. Indirectly and that's another key principle. What we call triple eight. That's where you put a rapid design team on a process for eight hours then you throw the output over to another team or an eight hour time difference and they throw it on to another team or an eight hour time difference and teams two and three are not allowed access to the original user need. Deliberately forcing mutation. Every time we do it, it comes back, the user say God I wouldn't have thought of that, can I please have it? You see what we're doing here and the other big one is an articulated need mapping where you capture people's day to day experiences and when they cluster significantly I'll show you a cluster mapping a minute then you put a prototype team on it you never go and ask people what they want. Now just make this point and let's say Sanya will go into this more tomorrow. One of the big issues we got at the moment is technology is capable of doing things that users don't know what to ask for and technology experts have a narrow focus on what they think their technology is about. They don't realize how it could be repurposed. So any process which is based on a request followed by completion of the request the basis of all agile techniques misses 83% of the available data in terms of the way it works at least. So what I'm arguing for here is pre-scrum techniques in that pre-com techniques that applies to HR and elsewhere. So I wanted to introduce Caneving just to get that point across that the transitions between the domains and more important domains and we need a multi-methods approach.  They're assuming one type of system and therefore they're bound to get things wrong when they apply that technique in another system. A multi-methods approach doesn't mean that everything is equally valid. I think that's if you look at Agnostic Agile make this mistake as well. Some things are plainly wrong and some things are right in one context and wrong in another context. And we need to understand that in terms of the way it works. So moving on and starting to reach to a conclusion. Other things that you do. Mapping constraints is one of the most important things. Complex systems are defined by the constraints in play. Because you only ever make decisions based on how you've already decided to act. You all know that one? All human beings when they assess a situation have already subconsciously decided what to do. So they only see the things in that situation which justify their feeling. Now getting them to sit round in circles in Kumbaya Agile sessions saying we'll be open to people's other ideas may be emotionally satisfying for facilitators who desperately need workshops to satisfy their emotional needs but it doesn't make any difference. The reality is in a workshop anybody will say anything but reality changes matters. You just can't do it that way. Deal with reality rather than anything else. The whole point here is that we need to assess a situation in such a way that people aren't thinking about the action using the science. So what we do, I guess one thing Sonja will teach tomorrow is constraint mapping. You don't talk about what we want you map the constraints and there's a whole typology of constraints. And you say if I change that constraint might it produce a good result and you do a safe to fail experiment. And only when you start to see a pattern emerging do you go into a conventional process. And here are some aspects of the typology. Constraints can contain or they can connect. They can be resilient or they can be robust. Think about a sea wall. I don't use this in the Netherlands at the moment because it's a source of impending national grief. I mean se was a wonderful things. You can drain the land on one side. The trouble is when the water rises to a certain level or the storm reaches a certain ferocity. The wall will break. And it will be better if you'd never had it in the first place. Yeah, on the other hand the salt marsh absorbs a huge amount of water. It's not very efficient because you can't farm the land but it carries on holding that water even when it's saturated and that's resilience. So you might, for example, say this fixed constraint, let's make it semi permeable and see what happens. You see where we go with constraint mapping? It's actually you can do a lot of this on UX and system design as well. And finally, scaffolding or permanent. I'll come back to that in a minute. Mapping dispositional states. And I'm giving you kind of like the one, two, three things we now do. First of all, map the constraints. Start talking about where you want to be or idealistic goals. Map the constraints and ask yourself three questions. Which of these can I change? Out of the ones that I can change, where can I monitor the impact of change? And out of the ones where I can monitor the impact, where by failure would it teach me something and I could recover or by success I could amplify it quickly. That makes life very simple but not simplistic. And that's a very important distinction in English, all right? Being simple but not being simplistic. Yeah, talking about values that individual members of a team should have is being simplistic and idealistic. Yeah, our values are a consequence of our interactions. They don't determine our interactions. The causal chain goes the other way round. How we behave determines what we are. It's not what we are determines how we behave. And we're deeply contextual in terms of the way we work. So this is a dispositional map. This is done by getting a huge amount of narrative or observational material in self-interpreted at the point of origin into what's called a high abstraction metadata structure. These are structures that you can't gain because you don't know what the right answer is. Remember the abstraction point? We shift people up. Sometimes we'll use drawings, yeah, rather than words. Now, this is actually a safety case which I use a lot because it illustrates the point. This dimension here, sorry, changed the colour, is rule compliance. This dimension here is job completion. This is a real case. This is civil manufacture. This is military manufacture. Now, you can immediately see the problem on the left. You see a dispositional map. I'm not implying cause and effect. I'm showing a dispositional state. This basically shows there are two dominant patterns here comply with the rules or get the job done and then mutually incompatible states. Now, this is actually more common than you think. The right hand one looks better because you've got that top coaster. People are following the rules and getting the job done. But when you click on that and look at the underlying narrative, you discover it's nuclear weapons testing. Well, nuclear weapons testing creates an existential quality to following the rules and getting the job done, which you can't replicate elsewhere in the business. We then got get the job done, ignore the rules and we got this one, which is actually really bad. I've given up. This, by the way, is the pattern we're seeing among nursing staff in hospitals. In a crisis, they're brilliant. On a day-to-day basis, the measurement regime means they have to break the rules, provide empathetic care, but increase doing what to do to survive. Now, the way we change this is not to create a wonderful picture which says wouldn't it be wonderful if we're all up here. Let's have a workshop and all agree that we'll all end up there and we'll put a value statement up on the board composed of the usual platitudes. There's only so many ways you can actually express values. And they're all platitudes. What you actually do is to say this is a stepping stone. It's called an adjacent possible. So what you now do is you click on that and you say, what can I do tomorrow to create more stories like this and fewer stories like those? And that is the new theory of change. I don't talk about what sort of person you should be. I say what do we do tomorrow to create more stories like this, fewer stories like that. We do that with 360 feedback on teams.  You gather the stories they tell about you in a statistical way and you say what can we as a team do to create more user stories like this and fewer user stories like that.  You engage them in changing narrative not in achieving goals. And if you look at that, we're also able from that to go on and identify outliers. If we look at this map here, these people are far more significant than these people. I know about this because it's a dominant pattern. Remember the x-ray? That's a 17% to a scene of gorilla. But everybody else isn't listening to them. So that's why we present infographics about a current problem. We fire out to all employees within half an hour they respond and we draw the maps. So you can find the people who are thinking differently before they become conformed to the rest. Now again, I'm trying to give you some practical tools to finish up on but that's kind of like the point. So three things which come from that and this will conclude. First of all, vectors, remember that I said more like this, fewer like that? Measuring direction and speed of travel from the present is more valuable than measuring goal achievement. And if you don't believe me, look at that quote. That's a better study of all studies of human motivation where people are working for extrinsic goals. It destroys intrinsic motivation. Nothing wrong with extrinsic motivation in some contexts. Everything wrong with it in others. In complex systems granularity matters. You can't scale a complex system by imitation of what worked last time or aggregation into bigger and bigger structures like safe. You scale a complex system the way biology scales by decomposition and recombination into new forms. So actually getting your unit of analysis is key on that and with that we have the scaffolding concept. These are five different types of scaffolding. That's a sort of building type scaffolding and bamboo with raffia is more resilient than steel. That's a sort of scaffolding which is the whole training infrastructure, a kayaker. Yet they're scaffolding in safety by ten years of experience training development of equipment. The scaffolding is built in to the surrounding process. On the top right you've got a nanostructure. That's where actually a fabric is put in the heart which decays away and leaves micro-electronic traces in the heart which will sustain the heart in an organic way. That one is a nanostructure for burn victims. We put a gauze over your skin, a nutrient gauze. The skin regrows around the scaffolding and basically the nutrient dies in the process. And finally the bottom right one that's a keystone until the keystone is in place the structure isn't stable. But once the keystone is there all the other structures are. Stop trying to design organizations and choose scaffolding and put scaffolding in place and see what grows around the scaffolding. That's actually the big new theme in organizational change as you start with a loose scaffolding and see what happens you don't start with an endpoint design. And some cat pictures to finish, right? These are the latest additions to the Snowden household, right? They're called Lyra and Alice. They dominate the space. My wife has bought them several brilliant designer-based beds. Unfortunately my leather satchel is preferred. So I now surrendered the leather satchel to the cats, right? Because they weren't there. You can design anything you want, yeah? But the reality will catch up with you. And those are examples of the stuff we're now doing. You first of all pulse the system and you take the pulse to see what this positional state is. Yeah, then you sense the patterns in it and then you nurture change. You don't design change. It's actually a big difference. And so to finish as I started with Kipling. This is my favorite story in Kipling. It's the cat who walked by himself and all places were alike under him. And it's a story of domestication. The cow, yeah, the dog and the horse surrendered to man. The cat is prepared to look after the baby, provided he doesn't put his tail and generally be a nice cat, but ultimately it's still a wild creature. Yeah, and he remembers species variation in cats is quite limited compared with dogs. Yeah, you need to contain a wild side if you want agility, not agile. And the switch to agility from being agile is probably one of the most important things we can achieve. I hope that was useful. Thank you very much for your time.