Bonjour, bienvenue à Paris. Je suis pas d'ici, mais s'il y a quelqu'un qui préfère demander des questions en français, ça va très bien. Good morning, welcome to Paris. As I said, I'm not from here, but I can take questions in French or English. Swedish tree if anybody prefers that, but my name is Eric Nordmark. I'm the CTO and co-founder at Sedida, the company based out of San Jose, California, with offices in Berlin and Bangalore, among other places. I'm also sitting on the LF edge technical advisory committee and I've been working on things in the edge computing space for about six years now. So without further ado, I don't know how many people have been to some of these edge days before? Can you please raise your hand if you're familiar with the edge day? Okay, not very many. So different people say different things or mean different things when they say edge computing. What is the edge? So LF edge, actually a couple years back, they put together this white paper that tries to show this linear progression across a different sort of attributes about the stuff. Who owns it, right? Where is it deployed? What type of hardware is it? Is it more embedded computing? I love what you find in your washing machine or the cloud at the other end or centralized data centers. What I'm here to talk about is this area. So I like to refer to this stuff as the distributed edge. It's actually things that are more spread out physically. It's devices that are capable, I mean they typically get around Linux by and large, but they have enough sort of spare capacity that you can deploy different applications as opposed to the constrained edge which might be, you know, it's a thermostat, it's built to be a thermostat and nothing else, or it's a pump controller in a factory, more specialized single function devices. So that's sort of the context. But how is this edge different than what you used to? Well, people scale Kubernetes, but there's a scale it to 10 clusters with 10,000 devices. Here you have to flip that around. It's 10,000 clusters. Each one of them might have one device or three or five, but you can think of them as sitting out on, these are some trucks sitting out at oil wells doing analytics, right? Each one of those things can be a Kubernetes cluster. The other thing that's key is that they're remote. And what does remote mean? Well, this is a solar farm. It's not one of the ones where we run stuff, but it's similar that it's very remote. You have very limited connectivity or intermittent connectivity. You have no IT staff. Even out on those trucks, you don't have IT staff, you have staff. You have people that know how to, in that case, operate an oil well, but they don't know anything about how to reconfigure a firewall or anything else in that domain. And in some of these cases, there's nobody there. It could take hours, days to get there to some of these sites. So that's the edge. And people, by and large, they see that, okay, we're deploying containers, Kubernetes in the data center, how do we bring that stuff to the edge? To this edge, right? Because they want that fluidity, that being able to deploy things rapidly to add new functionality, et cetera. So that's the challenge that we are trying to help them with in LFH in general. So what does it mean when you have this scale of 10,000 clusters? Well, it means that even if the network was perfect, there would always be some of them that were powered off. I mean, we have a common model is that people configure things, they install all the software in some factory, in some staging area, and then they put them on a plane, on a boat to somewhere in the world where they would get deployed. They're powered off. Other places where the machine that this thing sits in, in a factory floor, it's powered off at the end of the shift. So the computer, industrial PC sitting in there is powered off as well. So you can't actually assume that things are accessible, plus in any big network, right? My background has been around the Internet and TCP IP, and you can blame me for parts of IPv6 if you want, is that the Internet is always broken, right? You don't think it is, but there's always some parts you can't reach from somewhere. And at this scale, it will always be that if you're sitting in some central location trying to push out some updates, there's always some fraction of these devices that they might be powered on, but you can't actually reach them right now. Try a minute later, a day later you can, right? But this means that you need to treat the clusters as, you know, cattle, not pets, not just the individual workers in these clusters, not the individual nodes. What does the remoteness bring to the picture? Well, it means that you will now actually have physical attacks. People can actually physically attack these things if they're high value, right? Approach them, try to plug in things, steal them, steal the disk, copy the disk. Yes, in many places people have fences, cameras, etc. But it will take, you know, there's no staff there in many places. So if you want to send out the police, that will show up, you know, hours later. So the server will already be gone. And the network, we were surprised when people said, oh, we have satellite backup when we remote. But we don't want to use it because it's expensive. So basically you want to orchestrate the stuff just like you do in the cloud where you say, I want to push updates. But those updates are not going to get there until this job is done at the site three days or a week later. But you still want to have the same flexibility of going, pushing this update, but you won't get any feedback and it won't happen, right? There's other things where even in the factory, there's various architectures, security architectures that mean that you have multiple layers of proxies and static IP addresses because they're not used to dynamic things like the HP that everybody else runs. They're used to nailing everything down, right? So it means that you need to have a different way of configuring things as well in terms of being able to get out through those layers of proxies with the proxy certificates, et cetera. So it's different. I mean, it's all the same technology that we're used to, but the environment is actually quite different. Plus, there's the usual set of things that the application is still what matters. So by and large here, I think we're here to talk about infrastructure, right? The Kubernetes infrastructure, all of the building blocks around that stuff. I have a background on operating systems and hypervisors and all of this stuff, right? It's all infrastructure, but it's actually the application that delivers the value. What's actually different here is that many of these established 100-year-old companies, well, they've built software for 30 years. They have virtual machine images that might be where their bread and butter of their business is. They want to continue to running those as well as being able to run containers and Kubernetes and sort of move forward, right? So it's actually key to be able to support a range of age of applications. In the cloud, this sort of auto-scaling type thing, right? You can always go find some more capacity somewhere is an important thing. At the edge, that might be less of an issue because you might only have three servers sitting out there on that truck. So you can't just get more hardware to help you with. It also means that you need to be able to do updates slightly differently to make sure the service stays up. The other thing that we have observed working with people in this domain is that, yes, you want the benefits of the CI CD pipeline. You can, in theory, push things out, but you actually want to review things because you want to have a gate where you say, well, I can put this stuff in my cannery system. I'm not going to give it to all of my customers right now because I need to review the actual changes. You don't want to affect the system that's running out there in the factory that's making things turn every day.  You start talking to users in this space, the notion of safety is probably just as important if not more important. It depends on who you talk to. You shouldn't injure somebody or cause explosions or other things. The actual physical plant around electricity, around valves and steam and everything. Explosives, this is an important thing. So it's a different mindset. I can tell stories about each one of those different cases, but the particular one to touch a bit more on here today is an automotive use case, which at some level is simple and at other levels quite complex. So basically, everybody has more firmware and software and cars with EVs, it's increasing even more. When you bring a car in for service, one of the key things that it actually does is it talks to a computer, it's done that for years, but now it's actually updating large amounts of firmware or software. And how do you actually do this stuff? And there's some new requirements around cybersecurity for this because they don't want viruses to get into the car, particularly cars that are more autonomous, as well as reducing the time to service. So in many cases, it's so slow to do this stuff, it runs over the canvas in the car, it could take hours to update software just because of the speed of that bus. And this is reducing the capacity of the actual dealer to do service. And being able to control this stuff, where you, just like everybody here is familiar with, being able to do this stuff centrally by describing the policies and what you actually want to deploy. So that's sort of like, and other things that help with debugging, et cetera, right? So that's the challenge, or what's the challenge? So what did they actually ended up doing? They ended up using a centralized orchestration system running in the cloud that can actually talk to all of these things. All of these servers sitting out of the dealers connect back to this infrastructure. And they can do this by dropshipping the hardware from one location where you actually install the initial software, which I will talk about in a minute. And then the actual applications can get deployed after that. The containers can get deployed afterwards. And being able to run the whole life cycle management with updating the software, et cetera. In this case, they're dealing with the fact that they have tens of thousands of clusters. Each one of these dealers is running a single node Kubernetes cluster today. They're dealing with that by leveraging Terraform. So they can basically describe how each and every dealer is going to look like in every country. It's slightly different, et cetera. And they're running this stuff with K3S. And we have pieces that, you know, the security is key to the stuff, but also being able to provide connectivity out to these sites. So that's sort of the, what does this actually mean when we drill down into a bit more details? So this picture might look a bit strange because people are used to thinking about one unit of hardware going with some software. And these teal colored ones are actually devices running out at the edge. And I've seen this stuff in the sort of server software industry as well as in the networking industry. You start building something. It's an Ethernet. It's a IP router from Cisco, right? And then later you say, oh, but I need some centralized control. I'm going to add a controller. Same thing in the server, you know, data center, whatever business. You add that afterwards. We said, well, in this case, we said, no, but it's actually key that to be able to operate at the scale, the controller is required. It's not an optional add on afterward. So let's put that in from the beginning. So all of these 10,000 devices, they call home the controller with a strong sense of trust between those so that now you can actually make sure that all of these things, not just from the containers and the pods you deploy, but also from the device configuration, the operating system, everything is all centrally controlled. You have these sort of standard immutable images, immutable operating systems, right? So you can avoid configuration drift by design. So that's the sort of starting point where we said this needs to be different to address this. And because of some of these things about intermittent connectivity, that communication over that API has to be quite robust, right? Quite different than what you can get away with in the cloud or in a well-managed data center. So that's how to make some headway. So we actually did this stuff by introducing Project Eve and the Linux Foundation in LF Edge, which is sort of roughly built like this. It's actually somewhat of an old slide because it has K3OS on it still. But fundamentally, there's a set of components in Eve that basically runs a set of microservices to do this remote management and orchestration over an API. And then it runs a hypervisor. One can run different ones. And then it can run different workloads. It can run Windows virtual machines, which is some of the legacy that people need to run. It can run Docker containers. It can run Kubernetes runtimes, et cetera, right? One of the little things that is always on this picture is a trusted platform model around security. But that's a key piece in the hardware. And then for people that are familiar with server virtualization, the part that there's different hardware here like TPUs and whatever, those are all resources that are assigned to the applications. So it gives you the sort of flexibility, the things that we saw in the data centers like a decade or so ago about server virtualization where you can decouple the workloads from the underlying hardware. But there is a lot more direct access to hardware in these cases because it's also dedicated sensors, different networks, et cetera, that shows up out here. So connectivity in a bit more detail. When you think about the network in the cloud in the data center, well, it's sort of the two first bullets here, that you connect to one ethernet, one virtual ethernet, whatever that the cloud provider provides you. Implicitly, this is one security group. And then as you got into the field, you'll find that there might be a separate shop floor network, the one that connects to the machines hierarchically potentially. So that's a separate one. And then you might have static IP addresses, HTTPS proxies, you might want to have fallback, intermittent connectivity, air gap in some cases. Okay, that's fine. I can go configure that stuff. I can go deploy it. What happens when I want to change this configuration? And the fundamental premise is that these devices, they must always be remotely manageable, right? So now how do you prevent yourself from cutting off the branch you're sitting on when you go do these configuration changes? Well, what we did in Project Eve, we did AB network config, basically the same way that when you deploy mutable operating systems and update them, right? We have AB partitions or AB images, whatever. So you can actually test one before you commit to it. We're doing the same thing with the networking configuration here. In addition, because of static IP, et cetera, and proxies, you might need to see this stuff. The simple case is you go plug it in like I plug in my laptop here if there was anything on the cable. And it gets an IP address. You can look out to the internet over HTTPS. In these cases, that might not be possible. So you might need to see it with some initial configuration like give it a static IP address. Well, these devices, they don't have keyboards and screens. And even if they did, there wouldn't be a user that would be trained on how to actually go configure that stuff. So the simplest one we come up with is that you either build that into the image you deploy. So you get a unique image per device that contains its static IP address or you have a separate sort of USB stick that gets that seed configuration, that signed seed configuration from day one. And the third piece that's key on the network side, I think, is that since you're going to have all of this volume of data potentially coming from these devices because of the number of devices, it's actually key that the actual interaction across this API uses eventual consistency so that it's all declarative, which we know, but also that you can actually do self-compression in the other direction. If you want to send notifications, you need to think about that stuff, not as sending messages, but as eventual sort of state replication. The state of this application is it's running, or it's downloading the image, the containers, it's now booting, it's now running, et cetera. Well, if you can't send those first messages, do you care? No, you actually care about the eventual state. So if the network is out, you don't bother queuing up all of those messages. So there's sort of patterns here that I think one needs or optimizes things running at the edge. Security. So when you think about security, you sort of have to think about what are the threat analysis, and you also have to think about where is the value that relates to that threat. So here, we're deploying some software, some infrastructure software. I assert that that has zero value. In this case, it's open source, but even if it wasn't, it doesn't have much value. It's either the application that these users are deploying that contains their own secret source, things they want to keep secret, or it's actually the data that they collect and operate on. And that data can be very valuable. It depends sort of what's the value of knowing the state of an oil or gas well, how much remains well in aggregate over a country. This is sort of elements of national security, as far as I understand. How much oil does this country still have? So you clearly want to think about that as the thing you want to protect. You don't want to need to protect the OS. So what type of attacks can you do? Well, it's the usual classical one. You have physical access. You can go plug in a USB device of some form. But you can steal it. You can update the BIOS with something else that tries to help you exfiltrate data out of the system. You can have poor passwords. So now people can break in. So there's a question about who you're going to trust. So there's a common pattern in enterprise networks where you have enterprise proxies that provide you with additional filtering in the name of security so that proprietary information, credit card numbers, in the US social security numbers do not leak outside. It does this by breaking end to end security. It's known as a TLS man in the middle proxy. Are you going to trust the administrator that has access to that system or not? Because they can now see as well as modify data. And if you haven't seen these things, if you ever worked for a company where you had to onboard your smartphone and add something to the key chain, that was definitely one of these cases, right? Where you have one of these enterprise proxies. It's not that common, but it's actually something you need to be concerned about. So how do people solve this stuff? Well, this classical, I mean, in general with the networking stuff as well, it's like, this all has been solved, right? Yes, but it hasn't been solved under these constraints. Here there's also a solution. It says, you do secure boot, right? It's been around for decades, right? And you do full this encryption. It's running on this laptop, right? So problem solved, right? Well, with secure boot, it's based on it being signed. So how do you invalidate old versions at scale? This was signed by whoever developed the software, right? Was it me? Was it Microsoft? Doesn't matter, right? They said this was good. A year ago, a month ago, now it has a CV. It needs to be replaced. How do I tell these 10,000 devices don't actually trust this thing anymore? I don't know, right? In theory, it's possible. It's there, right? And for full this encryption, where do you store the key? I type a password when I power on this device. Or some other fingerprint reader or something, right? You can't do that at these devices where it's unattended, where they need to come up. And again, run the applications. That's the key. When they boot, they need to run the application because this application is running the analytics for this solar farm or whatever, right? So that's a challenge. So what did we end up doing? Well, something different using a slightly different set of tools, right? So first of all, block all of the connectors, right? Through software, saying the USB ports are there if the applications want to use them. But they don't actually give you any access to the underlying EVOS. If poor passwords... Well, there aren't any passwords because there aren't any users, right? The users actually sit up talking to that thing, the controller over here. Did I share the picture with that? Hey, users up there at the left, they're not over there, right? That's actually a key thing so that you can actually have full control of that and do your roles, et cetera, in one place in the network. And then the rest is actually leveraging standard technology which isn't very used, called measured boot and remote attestation with some additional pieces that this is a bit technical, but there's support where you can actually seal the keys for the applications volumes under the measurements of all of the bootchain that booted this device from the hardware to the BIOS to the OS so that you know that as long as that boot is exactly the same bits, those bits can now access these applications volumes. If I change these bits, I need to go ask somebody, is this okay? And that's the remote attestation step, right? And with this, you now have flexibility. You can go out in the field and you can update the BIOS through whatever manual mechanism you have. You get different measurements. You just have to have someone that sits centrally and signs off saying that is okay because that is the new version of the BIOS we were rolling out. When you do that, you need to have network connectivity. When you just, you lose power and everything comes back on, you do not. So that's sort of the key sort of contribution from this stuff that I think makes sense in most environments. So what does this look like in terms of deploying Kubernetes here? This is sort of the same picture with slightly different graphics, the thing that people do is that integration from this controller on the left to something like Rancher or OpenShift or different Kubernetes controllers that then communicate down to the Kubernetes cluster running on one or more devices out at the edge. And this means that you now have sort of one piece that's managing the hardware and the network configuration and the operating system as well as the set of Kubernetes run times and updating those. And you have another layer on top that actually manages the workload that you get deployed. But there's another piece when you go deploy this stuff at scale, well, how do you actually make sure that these pieces actually come together? So one of the things that we built as a pattern is this notion that well, how do you bootstrap this stuff securely? Because you want to do this out at the edge. Well, there's a way of seeding the stuff using the KubeConfig file. And the fact that we have this trust here, right, it means that we can have a little script inside that VM that pushes the KubeConfig file to the same place where you pick up your CloudInit file. It's basically a local HTTPS post over here. We can then securely carry that thing so that you can now actually glue that in and you can carry that across so that as part of powering on one device, it automatically shows up in Rancher or OpenShift, right? And you just need to be able to designate this device belongs to whom which is the onboarding step of the actual hardware. And in many cases these pictures are actually more complex. The companies that care about security, they might say, well, yeah, maybe there's a little firewall there, but we actually want one that our IT department approved. So we're going to go get a commercially approved certified firewall virtual machine here that we're going to run. Well, who controls that one? Well, in some cases it's actually a separate security services running in the Cloud somewhere. How do you actually put this stuff together? And it might be SD1 for connectivity, et cetera, right? How do you put this stuff together? Well, it's the same thing again. You need to be able to bootstrap this stuff at scale where you can actually tie things together securely. So there's another pattern that gets used in some of these things where some piece of software running on this device you can actually use the same sort of cloud-init communication path to go say, can you please prove that I'm running on this device? And the underlying infrastructure here in the US says, okay, I will sign that stuff using the hardware TPM that I have. And now you can actually pass it to your controller and the controller can go back and check with the controller for the hardware the device itself and say, is this thing actually true? Is this device actually running at this site? Right? And do other tests as well? Do I have licenses and whatever if this is commercial software? So these patterns about being able to securely bootstrap this stuff at scale is actually key. This might be a bit, yeah, we're actually out of time. I can cover the stuff separately. But the same thing is, the same type of pattern show up even if you're deploying AI using Kubernetes, deploying something else. You typically have something where you have some set of controller that worries about, in this case, the models, right? Not necessarily the workloads per se. And you need to be able to glue this stuff together. So it's actually the exactly the same patterns might be, they're going to be slightly different components. But that's the key thing we see here. So in summary, I think it's actually useful to think, if you're going to deploy at this edge, right? It's useful to think about what underlying software infrastructure do you need? I think having something that's sort of immutable with the strong foundation of security is key in some places. There might be other ones where it isn't, because you're running in a locked room in the back of every retail location, right? And then you need to figure out which Kubernetes distro makes sense for this. How much space do you have? What set of features do you need? We've chosen K3S in the deployments we've done with our users. And then how do you actually do this stuff? Think through what does it mean to roll things out when this actually involves rolling out hardware so that you can do this with zero touch, right? And being able to bring up the hardware onboarding that as well as onboarding or creating the clusters. So that was the example I gave. But then we're not done yet. And I think that if there's people here in this community that wants to work on this, one of the things sort of like is Terraform the best way of doing this stuff? Or OpenTofu or whatever, right? But are there other ones where sort of being able to make it as easy to bring up configure clusters in a uniform way? Are they going to be identical? That's a good question, right? In some cases they're not, because they might be different for different domains, countries, whatever, right? But that might be an interesting thing. And then the other piece is if you actually want to be able to interact with these Kubernetes controllers running out in 10,000 places using kubectl.  And is there sort of interest in looking at being able to do that through some sort of queuing proxy a twin that you're actually saying, hey, this thing actually accepted these things, but they might not have been sent to the actual place, they're going to take effect yet, right? So similar to the device twin concept that applied here. So those were the words I had to share. Sorry for running a little bit over. Any questions briefly? There's someone with a microphone running out of there. There's a question to I can't see anything. You mentioned MTLS for trust and at the same time the corporate man in the middle proxies that break open the TLS connection. Kind of lost how you exactly deal with them. Yeah, the M in MTLS should be within quote, conceptually it's MTLS but the reason that and we actually started with MTLS and then we ran into this thing and then we said, oh, we can do that. So instead, it's actually TLS where we not only is it mutual, but we trust any of the 100 root CAs you have, you know, in the next 120 whatever it is today, right? But then on top of that, we have object signing and object encryption of the protobuf payloads that go over this stuff, selective object encryption and that is tied to a root certificate that's sort of unique for this deployment so that you know that only if you're this car dealer it's actually issued by their root CA right? So you can't actually feed anything in so at the TLS level they can get access but they can't see like the cloud in it the cloud in it files contents the any other credentials that float around those are actually object and crypto. Okay, thank you. Where is it last bright? Yeah, okay. One question. So you mentioned local threads also because people have access to the hardware running on the local site actually. So did you consider something like confidential computing for example to decrease the trust boundary or some intrusion detection systems which really did check for NMLE behavior in the systems? I mean measure boot is quite a good start for sure, but I think can be improved. Definitely confidential computing is something that we've been looking at and sort of figuring out when will that hardware show up in these devices that people run out at the edge right? And what does it take to enable that stuff? So the work on that with confidential containers etc right? That's very interesting. We haven't done that work yet because we haven't seen the hardware sort of show up yet in these places. In terms of sort of other physical attacks yes there's plenty of things you can find if you if you want to find out about how you can access how you can support hardware if you have access to the supply chains in various places it's a bit scary but what can you do motherboard that you can't detect with x-rays and visual inspection and whatever but if you don't want to go that far the notion of having intrusion detection switches and other things right? How do you actually build this stuff? What do you assume about the attacker? How much time and resources do they have? There are these things that are simple switches in a chassis in a server right? I don't know how they are to subvert there's military great things that's based on air pressure or whatever it is so that you know it's pressurized inside and if the air pressure changes it sounds the alarm and whatever so but yeah this is something that some users actually care about because they think that these threats are real right that and someone can steal one of these boxes and then have time or two and then tinker with one and then destroy it and then figure out can they do something with the second one right so I think that but we're doing software right we're trying to figure out what can we help enable here right and being able to integrate those types of things into the system into the measurements that's the sort of avenue we're on Hello thanks for your talk and here oh could you share a little bit how you guys build the measuring at the station are you guys using a unified kernel image or how is this working no no we have basically a standard linux image with some tweaks I think well on arm we needed some tweaks to make sure that the stuff actually passes through in terms of the measurements as well as the tpm event blog so that we can actually get that stuff out but there's nothing else that's special right other than you can actually then get these measurements out of linux and you can actually go ask the tpm to sign a quote based on those measurements or you can get the event log out of linux and then have it sign the quote right and then sort of it follows the standard pattern from the trusted computing group they don't actually specify protocols for doing this stuff so the protocol we have is sort of taking that concept and casting it in proto-buff encoding but that's sort of the thing that's unique here thank you can you share a bit about the text that you're paying when you're putting a cluster within the edge device at the end you have the scheduler and those type of things so what is the compute text I mean the way people are deploying the stuff today the control plane is running in a virtual machine right and so there is some overhead of that I don't think we measured it in detail I mean if this is not storage intensive I think less than 5% that you would actually pay for the stuff and I think over time it might make sense to sort of run the Kubernetes control plane inside EvoS itself in the host and then have the workers actually be either on the same device or in VMs or separately but there's something that we're mapping out right now what makes sense in terms of having it be predictable as well as flexible another question in case that you want to deploy more than one application within the edge device can you share about how to create that network scheme that allows that cross application communication sure I can do that but I'm getting the signal that way over time so I should pass it on to the next speaker so let's talk offline thank you


I had, it was the time that was when I changed my career path, my direction. I saw how many people I was inspiring, people were writing me for personal training now. They, that was like, that was encouraged too by the people that were surrounded by me, watched me do my journey, and their belief in me that I could inspire other people. And so finishing that year that way was definitely in that moment that feeling of attention, of that pride, and that was the moment, I guess my passion turned where I was like, I want to help people and I want to train people. I want to teach people how to transform themselves too. And I just went that direction. I didn't, there wasn't a plan. There wasn't a, I'm going to lose weight.


My name is Jennifer Crowdy and my session is on Co-Creative and Open-Missing Data and Environmental Education. I research into extracurricular online open platform, which I call the TAL, Technology-Legend-Earthing Champion scheme. So a bit background about myself. I will see the technology modeler and developer, long name I know. I am E. Bill Crowdy and I am 22 years old. I am a PhD student. I have a background in teaching for the Technology Specialism. I am a small technology boss, so I will start over some time, because we are quite focused on teaching. So scholars such as Kim Min-Dee, who inspired my life, recently argued that higher education is starting to shift multiple solutions to value of openness with that technology. We are in a digital era of technology education, where students have a potential to learn collaboratively, anytime, anyhow, anywhere, which to me summarizes open education in a very specific way. So the success of an appreciative open education platform requires a deeper understanding of the relationships between technology, our institutions with respect to pedagogy or teaching, and its culture, which can have good and bad implications. Co-creation, which is the approach for developing and implementing solutions to this, has also evolved as a promising strategy for promoting openness and engagement and inspiring. And that is what I am going to talk about today. In the last month and three, I have had many discussions from people about the tensions that they have had between your institutions with management-favouring profitability and marketisation over open education. So I am going to talk to you about a different algorithm for using an online extro-curricular programme. Because at the university, we want to create both education for the university for both our curriculum and the extro-curricular. So why the extro-curricular, as I mentioned? So extro-curricular activities and extracurricular substance have been discussed over a range of benefits for learning, including poor qualities of community, provisional connection, and personal transportation. However, my research in the digital structures with the steering of our view that research and the moss in the student experience continues to be a doubly focused on academic programme students participated, despite extracurricular activities having value alongside them. That is not to say that that is a bad thing, but to me it reveals an open-look aspect of the institution of culture. There are also conflicts in this, both from a cost perspective, depending on how leadership we use in the funding, and the tension between designing an open programme and a predetermined teaching-oriented culture that the institution reinforces. So we now turn to my introduction to the Tell Champions League. So when I adopted this online learning platform that we have at the University of Winchester, it was very, very different to what it is now. It was an extra online module that students could do, and it was basically to do a key study of the digital tool to remember and start the university who used technology in a way that is open to learning. There were several issues with this. It had a high drop-out rate, low participation, and many students saw it as just another assignment rather than an open-ended learning platform. On top of that, when I joined the staff, the previous learning designer and lecturer for the speech led the institution. There was no replacement, and the remaining staff had to make additional time towards the speech. There were a lot of issues I had to tackle. So as you can see here, there was no accessibility, participation, a high drop-out rate, and then it was about the opportunities being open to learning. Also, interestingly, when I was looking at how my university tackles open education, you'll see that our policy did one page long, which did not get me much to much on it, so we had to take the ownership on ourselves. So what would be my solution was to use a new group, as I inspired by Cap & Probeman, who is here today, in front of the individual group, and I'm going to talk about educational practice, so we use this in our main framework. So there was a balance in terms of openness, so making sure that any good systems that we use that were open or by minimal or no personal data from participants of the TEL Champions League. There was also developing digital literacies. That allows students to participate with undergraduate, doctoral, and alumni. We share resources and learning opportunities on developing digital literacies such as artificial intelligence, and also using assessment criteria rather than a linear case study that was created to support whether you have a learning journey of technology. So that boils to the knowledge of not best fit, which has many issues in the institution. So, other than social learning, so support at the speed of our social learning that works favorably with the perspective of higher education, but rather than a didactic learning style, that what we adopted is our community and primary approach to open-ended sections, tutorial, and student choice, enhancing communities that feedback are the heart of our practice. And finally, there was a challenging tradition of teaching for expectations where instead of having to send lecturers into teaching, I'm currently in the curriculum side and the learning teacher or facilitator of the board. And I'm a student so I've got many roles, and that was supposed to be wanted to bring down the traditional dynamic that's been a lecturer and the student. So, yeah, so that's what we decided to have to do, which made our own mental framework. So, I'm going to have a loop which I'm going to crucially argue that a lot of online higher education opportunities that affect that flexible access to post-effectiveness and interactive learning could not be achieved at once, but our aim was to make this a reality. So, this is what the new telechamping scheme looks like. We spent it to March and September to November, October, sorry, it was 222, the online platform Canvas, which we will see in this animation just like here, by a student how to breathe the digital portfolio that exports their own technological journey, whether it's for academic, personal, entrepreneurial or research-oriented reasons. We currently have 14 students, rated and funded by the structural but also by the mine and by the members of staff who are also learning at the university as well. The telechamping scheme for its learning opportunities on a monthly theme, this is included social media, networking, videos, broadcasting, broadcasting, creating a digital brand or identity, artificial intelligence and virtual reality. So, as you can see the learning development that we do on our open learning platform is very much with the heart of what's currently going on in the technological world. Participants can access this anytime, anywhere that they're in business. Here are some of the examples of the resources we use with the telechamping scheme. As you can see here on the left, we have lots of open learning resources as well as ones that we create ourselves. This concludes our partner with the Duke of York Idea Rewards where students can learn at their own pace, fight size interactive courses and get a nationally recognised qualification on top of the expertise we're doing now. On the right you can see the region particularly perhaps that we lose both the nonprofit platforms such as this online where students can access digital readings, audio and video files and Project Gutenberg as well. On the bottom right you can see some of the AI tools that we use which we consider poke-creators which include jacuzzi, but also other ones that are at the forefront of our minds such as mid-journey and super rights in the area of view. So in February of 2023 we did a series of some instruction interviews for the characteristics of the scheme to find out what the next steps could be. So to our 14 and 24 participants. So with the survey feedback that we did, you can see we had a range of both positive feedback and things that were of course considered a feature. So with the Canvas module students liked the way combined online learning and fully accessible by our needs. The fact that students can collaborate on the schemes together or independently the fact that with their learning journey, great and digital portfolio there was no restrictions. It was just a case study to please their own department that was more free and possible to that. The only feedback that we had that gave us thought was that a lot of students wanted the open learning platform to have more of our own resources so we needed quite a lot of our own at this stage. Something we were working on at the moment and the main feedback we got was that there was only one senior town developer named. A student said you cannot be recommended so what else ends up taking over the role? We'll help share the workload and warranty the quality and vision of the speech will be lost. Which is something that I'll have to give consideration to our future. So let's push on to some positive results from ambitious planning prospects that also present several patients. Such as an extra group for the program and the preparation of the models very much depend on the effectiveness and adaptability of the AmI student team in both the learning designer and co-creator. We are in distortions to work with other organisations such as Audemic, Rubble Teaching and more. And thankfully because of this scheme this September we have an interest of over 100 students which is quite a big rise in the room for quality. So yes we have a couple of next steps from Group of Go Over which is currently developing a spin-out opportunity with the University of London which will allow the continuation of the champion scheme. It will allow us more free resources and funding which is by a small budget developing a crucial partnership to turn on externals where we are now. And it seems to create a divergent model to explore funding avenues for scheme support. So yeah, so that's my list of steps on our champion scheme. If you do want to learn more about it or any aspects of that then do let me know. And yeah, thank you very much. Jennifer we've got a couple of minutes of questions. Anyone have a question Jennifer? Yes please. I was just briefly looking at the self champion scheme. So I get a couple of books that come up but basically they describe what this scheme is and then there's an email address I can pop up if I guess that goes to you. But is it something that you can access from outside of the University at all? Good question. I've written down a few of the books in my first time presenting at the conference ever. So currently we are in a pilot year it's open to anyone in the University community but the aim is for this September to be launched so it's openly available to the public. And the reason for that is simply the pause. Like I earlier mentioned some of the tensions with you know, the requirements for universities that they wanted the pilot scheme to be closed before we opened it just to make sure that we get the matter of our feedback in case we launch it and then people want mixed feedback and then we've got to go back to square one. So yeah. Thank you. Any other questions? Very quick one. You mentioned some of the mindset issues in terms of your colleagues that you know so it's going to be more of a in the one or two challenges in terms of that mindset. It's had sort of like having done that before. Yeah. I think the thing is is that again because I'm fortunate to be both a student and a teacher I have the possibilities to do this and at my university it's very hard apart from the main like all responsibilities to you know do an extra program like this. However what we are looking into is potentially having for example lecturers and staff doing like guest workshops or guest sessions so you can still have an involvement in it but it doesn't compromise the improvements to the university. But yeah it is to be challenged like I said in the feedback. It is mainly me by school too. But yeah but frankly we are looking for ways to kind of integrate that so it's more for the students. Thank you Jennifer once again. Hello everyone. Good morning. So how many of you have recovered from the last night? How many of you haven't recovered? How many of you would just like to be honest but are not going to be meant to? But I'm going to take a photo of every buddy who do not want to be in this picture. I hope your face is now. You'll see why I want to have 24 of me doing this later. Okay so hi I'm Andrew Smith. I work for the Open University for the last 25 years. I've been working with vendor technologists, corporations, like Cisco, Microsoft, Amazon, CompTIA. Basically all the great satans in our industry. You can look at the slide there. You can see who I am. I've worked in further education. I've worked in higher education. I've worked in national qualifications in the UK. But I mainly work in a way that we've enabled young people, older people become slightly dangerous in our industry. So how many of you have taught computer science for something equivalent to the past? Yeah how many of you love teaching theory? Stop it. How many of you want to do things to go out and get a job and actually do something practical? That's the right answer by the way. Okay but the important thing is we've got lots of theory. We've got lots of curriculum which is good and lots of solid foundation. But I need to work with organizations that have got the resources that will enable my students to go out and get a job. That funny old job thing at the end of the journal. So I've been working with the Cisco Internet account program for all of this time, for 25 years or more. If you don't know Cisco, large telecom family corporation, they make little things like router switches. And I noticed that we're actually using their WebEx software at the moment to broadcast as well. They're like every corporation. They're in it for the money. They're in it for the shareholders. They're in it for profit. But they do have a good idea of corporate social responsibility, enablement, engagement. They'll work with underserved communities and they actually have a great program that's got all the right things in the coding, networking, cyber, security, whatever genre that they want. Still so. Historically, it was very much a pyramid selling program. It was a policy scheme sometimes, where it would have a county support centre, regional counties like the one I used to run, that we would get through a train of organizations. So we would go to a school or a college or a university for them to pay us in order to support them and develop them. That worked really well when there was money. That worked really well when there was an economic crash. It worked really well when it was sort of the up and coming trendy skill. But we had a problem. In the UK, we were having schools going to different places right here at UHI that couldn't afford to maintain it because it didn't necessarily match national qualification requirements or financial requirements. So paying 3,000 a year when you didn't have to do that, spending 15,000 pounds worth or more on equipment. It didn't work like that. So it would be difficult to struggle. It's just going to have quite a protectionist view of that curriculum, like Microsoft, like all the others. So we've created it, we own it. What was happening was that the market was diminishing. We were seeing fewer and fewer network engineering students. I was seeing my numbers and my university don't even produce anything. I was getting a little emotional. I liked my job. Jeff's smiling if he knows exactly what I'm talking about. But the support organisations were still charging for support even though they were losing customers. So I was approached in 2014 to join this company and come up and develop a new model and we recognised very quickly they had potential to offer resources for it. So we were speaking to all the accounting support centres in the UK and asking them, let's see what we can do about it. What will we do? So it did not work. There are actually some words here, but it didn't work. It kept doing the same thing in your role, but it's not the way. There's a problem, isn't it? You've got to change. They were still charging for support. They were charging for teacher and instructor training as well, which wasn't working. So I started giving it away in 2014. So all of it here. We picked up a few organisations and we said to them, you can now have it for nothing. We're just going to give it away to have it for free. We're giving it for free. You can have it for free. And we started offering teacher training by social media. So I have been at your city conference. And that's, you can do my work on teaching on Twitter or on Facebook. We actually flipped the model and found a way of getting it out to the educators in a time scale that worked for them and getting it out to the schools, colleges and universities in a model work that worked for them. That's why I know you can guide up in the chest. Small.com has been started. It's happened for 70 academies. I won't say the words that they used, but there was a serious abuse. They were in this policy scheme and they were addicted to money. Nothing wrong with money.  So many more once they realised what was going on, saw how it was actually going to open up the opportunity for them and explore markets and actually teach them that they couldn't afford to support them because it was free. So no public social responsibility function within a large organisation made money. We're bemused, but they decided to watch in ways. There's this mad guy running around with matches. He's found different people. And you just don't see what a commute system would do.  But you know what it is? It grew considerably. So at my lowest I had about 400 students. Now some of you have done the other university. We teach at scale. So some of our modules have two to three thousand students at presentation. We are not small. So 600 to us is the same fit. That is the scope of our organisation. But through investing in the community it grew and it grew. We grew a number of students in the whole community. So as we grew to about 5,000 at this precise moment our community grew 3,000 to that. So we're learning and accessing all of this content. What our organisations are getting through. We started with 50. I've now reached about 16,000 and that's growing. We only have 10 organisations. Now we've got 327 and we're starting to give them away and building other support organisations as well. Where we're creating new communities of practice. A semi-free model as well. And we've found to turn it into funding opportunities. Suddenly Cisco wants to give us money. Work with people with disabilities. I've actually got a bit that's been awarded recently for gender participation within the sector. So they might like what we do. We've now offered to the UK to get working in about 40 plus organisations. I was here on Tuesday speaking with the Cisco team here at UHI. Because they are now, you are now going to be part of a really Scottish community. Yes, they were building a Scottish community. We've got an organ Irish, a Welsh, obviously an English, and we've been doing it in different ways. Sharing the model. Sharing the Irish community. So I'm a bit of a client-of-file. That's us now. I mean I could zoom in on the UK but it's just as it's best. But the beauty of this is all of these organisations around the world have seen what we're doing. Everybody does it slightly different. That's completely of open source. Yep, my model, their model, they've got different ways of accrediting us. I don't care if they teach 10 students, or a hundred or a thousand. So we've got organisations like the Royal College for the Blind in Herbert. If they reach 10 students they're going to be equal. Wow, but fantastic. Vision-impaired students have got access to this. We work with the Arab Open University. Curtin University actually work within the Indian Ocean Rim with vision-impaired students as well. We're given the resources that they couldn't have afforded to have done under the opera scene personally. And they've uncovered the costs. Now, to get it away, they're actually able to make the income to keep themselves in a job and enable students as well. I'm a fire starter. I'm a Twisted Fire Starter. I'm a serial instigator. Okay, that's the words. Any of you know the apology? Of course. Yeah, classical music. Yeah, so I've not totally literally taken the lyrics from this song. But myself and others decided that things weren't working back about 10 years ago about 10 years ago. I was started a fire under a large Silicon Valley corporation CSR program and it's worked. And we're now reaching people. We've now got them to move from a closed model to a semi-automobile model. They're now creating self-enrollment resources. They're creating publicly available resources. Anyone in this room has access to teach their students. Simple terms of conditions, you just have to sign up to their program. This isn't a sales pitch. But what they're also stopping review is that you don't have to buy anything from them. They want that social engagement. They want that. And they want to see more people learn how to use technology. And they've made their curriculum more open standards based as well. There is no longer than fixing the chest, saying let's go into the empire and all that kind of stuff. It's very much here's how the rest of the world does it. And by the way, this is our system when the money comes. So we're now moving to a new model as I said with UA Giant, where we're now building a community around the world to become independent of us and start growing in their own way as well. That's it. It's simple and short. Thank you all for the slide deck as well. So any questions? Oh my god, who's the strange man? Hello, James. You've signed up already. Yes, but that's true, but I have one question.  I worked with Ford. Right. But then in the slide, it said with OU, we are working with OU and other partners. So I was like a little confused. I worked with a lot. So I am not the only one. But I've got people at UHI, at Winchester. So we use their network. So my friend Rebecca, the University of Bedfordshire is one of my partners in crime. I gave her a box of matches for her. I have other partners in crime as well. And sometimes they go off and bought their own matches and they're a little kind of petro. And they've worked out how to do that. But we are a community. We work together a lot. I think one other very good question. Could you talk a bit more about how this scheme is funded? Because that's probably the main step going from 8 to 3. Some of our academies charge directly with some courses where I give it away 3 to attract people. I've got some programs where I've got government funding or charitable funding or corporate funding. So it's about when you build up enough community, you can go find funding. But does the university pay me to do this? No. But do we have a mission for wanting participation in an interest growing our customer base? How is it funded? Why are getting more students out paying in UK? See. So that slide way, way back. That was 600. That was 600 students of a percentage of university grant or loan fees. That's now 5,000 students proportion of university grant or loan fees. How is it funded? I group the whole community so I can be semi-parasitical and grow my university. So I'm doing it for my own selfish reasons but I'm giving it away to everybody in order that I can grow. If I grow the whole field my little corner will be successful. Thank you. Thank you. I have to tell you about not only the university but this is us. I'm very excited to be in here today and I work in the company University of Wales. I am a teacher of education and senior specialist. Anyone? That's it. Today here with TLC I would like to say something University, big nation learning units and other ways you hear us in the back. Alright. Right. So breathing from England, there is snow, not much weight and breathing from London. The University of Wales, the company University of Wales is a company university of Wales. This is the second branch of the education community. We have about 32,000 students and about 3,000 less there. We are teaching 100% from the company University of Wales. It is an effort that brings together all the physical expertise and services needed from the teachers. This model before, which is a new model shows where we are. We have a small board team of different specialists. So there is some from University and some from University of Wales. There is education, learning services from both universities and schools, particularly in Wales and colleges, IT services, University of Wales. We have different areas for example, we have HR, library services IT mentors. Yes, I am an IT mentor, network IT mentor.  They also have an open tool kit for digital tools. It is open for anybody and of course as many teach how to use digital tools in education. For the teachers that may be courageous. Then we have a Steering Hub group that is a general Steering Group that can be 25 20 euros. Everything about education and learning. And we launched more, we started, we asked from our teachers in both organisations what would they need for this kind of network. And here are some things I won't repeat everything, but some points anyway. So for example, many of teachers hoped that they could share their knowledge and ask for help from peers in a very low threshold and that's why we started Special Infest Groups as they said in teams. The reason why in teams was that we have four campuses. We have their discussion channels in different themes, topics and also we arranged some kind of discussion meetings there. For example, last week we had a artificial intelligence discussion meeting and there was over 100 teachers speaking and listening discussing. Then they also asked template for teaching material. Well, we have, I don't even know how many disciplines we have in our universities. So we didn't make a template for a teaching material, but we did planning template for a course and for a teaching session and so on. It's open in our web page. And also they asked for the place to publish their open educational resources and we have on our page TLC blog where everyone in our personal can write. We have also an editorial board there and what we didn't set up a repository for open educational resources, but we, such as they used the National Library of Open Educational Resources for publishing their material. Well, they asked for a chatbot. We didn't do that. We prefer the serving person. And now, how many years after, three, four years after this, we have to present a chance for them to do, but maybe they are having fun with that. That's not our official tool for teachers. So with all this, we aim to develop an open educational and educational information and services into our open web page. And there we also have open self-study materials for everyone's views. There are materials about educational planning, digital tools and stuff. And also we can we support teachers in very different stages of their career. And also we hope that if somebody is planning to pump the download page, we can present us as an attractive employer. So these are some activities we have in TLC. Of course our main aim to is to support all teachers. But as I told you, the website is open. Anyone can take advantage of that. And if you get the next one, all of these blue activity is hopefully some kind of open aspects as well. We have some webinars and events open to anybody, but also participate for example in open web learning. It's not posted by us, but we are in the network anyway. That's all. This is just the website in a nutshell. This is not as from the previous slide. It's not all we have, not only the website but all activities as well. In the website we have events calendar where teachers can find our inner and open events and trainings. And then the log news, the short interest groups and also the help button where they can ask for better possible support. But not only of course if we have material on the website that doesn't guarantee somebody's learning something. So for example in university of applied sciences we have a field development program, which has also these competence based strategies to support and ensure that people take advantage of this material. And all the teachers should, for example this year, they should do two strategies for that. These are just some specific samples here. And with a few approach, if you don't know what our digital access is, you can move on to our page. And in the university they are starting the same process for the research. Yes. And this is something we asked last December. How teachers have built. Now that they have this web page where the network is rolling, how do they think today they have found the material interesting, but they lack of time so they don't have enough time to really dig on that material. That's sad. Teachers say that their work is lonely, so this network is very useful to support them in their work. We are very happy with that. And they still hope that we would have more face-to-face meetings now after a pandemic, of course. And they ask different experts to visit their team meetings and such. And also they hope that when projects build some kind of open educational material, we would be glad to publish them.  So that's one problem. Not everyone are aware of this. And we continue to grow and something about OER in Finland also and in our community. I think that we have a thing on open educational resources, part open science. We are from a university and we are close to updating our open science policy. And this update also includes open educational resources. As Leina said before, we have a library of open educational resources. We use that to link our real university library. It's key to be open to these sources in our community. And then we have this commission. That's going to make a continuous, flexible learning trade. And there is openness. That trade with our open science and our own expertise. We are sharing the material. Don't worry. So, we have a cheese seminar. Welcome. So, we will see you there. Thank you very much. Can you take one very quick question? Go on. You are going to laugh. Thank you. Thank you very much. So, there's the link there again if you want to have a look at the slides or the my journey. I sometimes struggle with trying to decide that my research journey is not the end of my research journey. This is what I kind of deal with. I am an anti-student student in DC. I am a student in Ireland. I have a lot of work in the university. I have a lot of work in the university. I have a lot of research from very childhood. Research along that entire spectrum of education. I have a lot of work in the university. I have a lot of work in the university. I have a lot of work in the university. I have a lot of people looking at me. Thank you. I work in the university. I'm an anti-student. I am a by next year, and I'm going to supervise by the professor, do the work here now, Dr. Hayden Foster, who's a teacher of 15-months-old, or she's a law-abiding governance around leadership strategies for schools, and Amy, of course, is here at the conference, and it was a round-the-gast presentation on chapter GPT yesterday. But he's not here in the room today, so I'll go to the side, and we'll all have to find a talent that starts with students to do different things, and hopefully do different things. That's was the kind of big idea, a bit kind of the big idea by the line of students, which is we all have something great in our organization that allows students to do different things, which, however, we trust to do this now in these students. So maybe a more empowered in the state-fied and data-valued world with data is being collected from a certain moment today. It's being used to monitor us, and they'll just track us, get part of the aid, et cetera. I really want to help students and others with skills to protect themselves in that finding world. I'm really interested, I'm interested in building this. I'm really interested in helping the minds of our public builders to practice openness with data and the situation of education, and be more transparent in our data processes, and convert that power dynamic in the way that this is going to change students and at least for the interest of the management students. And again, we must decide the values, or the value that is circulated from all the thoughts and the value of the education system. And I'm interested in developing an energy approach towards future growth presentation. So, again, I'm not sure if this is what this is, doctors. I'm not sure about one topic or about two topics. As I said, those five, as I said, they're your LACDL. So for learning analytics, I'm critical of data literacy, trying to see where it is that can and drawn together in this research. So learning analytics, that seems to be free of that time already. It's measuring, collecting, and reporting on very granular data about students, learning people, so it's useful to make some informed decisions about how to master a learning experience. And critical of data literacy is, again, data literacy, digital literacy, information in terms of dimension, area, and by and by and by and by and by and by. And 10D, and Dave's theory. Data literacy is around, obviously kind of valuing those skills to organize data, and work with data, and visualize data, and interpret data, and such. Critical data literacy is a little bit beyond that kind of technical focus around work with the digital systems. Having in fact a critical awareness, a critical appreciation of data is used in the series of one of the kind of self-administrations. So I'm interested in a critical aspect of it. So kind of the problem with the issue I see, which is a lot of literature emerging around this area is society, our lives, our work, et cetera, society is rather, are becoming increasingly data-fied. So I mean, in terms of technology, it's big, which is data, it's big, which is the data stream that's flowing and growing as one of the important data that's being collected and extracted from us at every moment of the day, right now, right here, this data being collected on us, it's one of the things that we're often very conscious of, or it's not what's going on. The risk that we need to develop an awareness and what the risk shows that citizens mostly are kind of aware of the extent at which their data is collected, about the amount of purposes it's being used for and where that data, you know, maybe where that data can be kept on us at certain one time for a specific purpose and that could be activated or moved on or combined down in the line. So one of the data sets and per data, when it goes, you're not going to be sure of where it will end up and there's a need to develop citizens in the situation of this, first we go there to literacy and that, I mean, entirely about awareness and that criticality around what it is, is a way to capture or protect yourself in this data-fied and data-fied society and living in it. Of course, higher education should still be a society of universities and education institutions. Collect a lot of data on our learners and we've always done that but that's obviously part of the patient with kind of good students for centuries and kind of good themselves for centuries. So that's the thing with the new, what is new about learning analytics, I suppose, is the granularity of the student is the scale, speed, scope of data, very specific data, background, students, data, background, students. So that is the perfect difference to the ability of the gears that you can have in an intervention in your students. It's also not that any of those initiatives is a background student by the higher education network. Those students are mostly data subjects. They don't have you on a data set. But on a co-owned data, that learning analytics, in a lot of cases, they don't have a very forwarded opportunity to interpret or look at for work. Institutions, are some examples of course, where as a student facing learning analytics, of course, a student. But we end up getting sort of the summary of the overall overview that they're interested in. And there's others to help develop themselves for learning. So there's some examples that on the co-owned, students are very interested in subjects not to teach with learners. And it's also noticed that in work development, literacy and translation is needed. And in relation to work with data, there is some work with data sensors that can be done on practical data. It's important for developing the interest here, principal and educational interest model. So essentially what do I want to do in that area? That's an interest to me. As I said, I have some unusual high-level contributions I want to make. But specifically what I want to do is to evaluate students essentially and call us for education on the course of study. We're going to be interested in how much this knowledge includes all of our greater education on students to participate in a short course of education on data literacy. I'm going to by the side of the word pretty close to the intervention I'm developing a kind of big job. So I want to find the established baseline of their accurate data literacy for the engaged intervention and the information itself will see me complete and will be reflected to the sort of strategy students for which we're learning about every data from them giving back to them as a part of the student to kind of reflect on and to take that to this as an opportunity to see what it's like to be in my position and be able to give the interest and so on. And I want to say I don't want to do that in the isolation where I want just to talk together and explore these issues and then the education will get interested in the social again and help develop that appreciation and the volume of the sections of our presentation and then we get afterwards as we get into the the next discussion. Yes. Also, the situation. And these research questions I keep changing and I keep the size of almost almost every day that I let you know that you're in the middle of a time so I'm just I don't want to do that. So essentially I want to kind of ask today in fact to this educational approach to understand the students to be able to be interested and in particular those there who are more interested in learning and understanding their own data but in person as well. That help is thought that is which in the world the data is kind of an indispensable approach in the case study and which we see samples of our students. So I'm just taking and the technical focus to the literature module at the moment to kind of take places working for sale very hard to visualize very good to make graphs very technical. So I'd like to present them to you just to give you some why do beyond the data that you're interested in so why do you because that's a critical data that you're saying I'm also just more students teacher education programs in the D.C. but again they will be education professionals themselves and teachers fine and they will be united on that data on their topic of future. So I'm interested in doing this kind of research. In terms of timeline for I ask Canada to do the meeting about the and I've heard state and about the state and the students about the students with some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some by this time next to a new letter, so I'm going to say the very first one, which is a new title. And again, just a family can come out, as long as it's a community, although I hope to achieve it in this community. I want to help narrow students to move on, as a piece of the incredibly, entirely independent field, really want to practice that, and do this, so that we can share our knowledge through the field. We're not open to that, but we want to share our knowledge through the field. But what we can help our students, and I want to say, we should be dying, and be open to this value, and we're going to say, time is equal to quality of our systems, and quality of our processes, times 5 to the same value, keep the center of our systems, and increase the time value, and increase the time of the students. And again, we're going to use this educational approach, which I have spent a lot of time on. So we're going to start with this one. So lots of ideas, and I've come to Obi-Wan 24, and we're going to have some interesting issues inside us to show the results of our research. Fantastic. Thank you. We like the idea of thinking through the field, by a lot of the students as well. We're running just two minutes over, just so we can get rolling, and then off to start, but you're sort of playing the game in sessions constantly. So we can take a little bit of questions there, by the problems we have. Thanks, Adam. I understand you well. How do you collect data in the learning environment? How do you cope with tools that are used, not so without the environment? For example, EC generator, or feedback tools, how do you cope with learning with something in place there? Yes. That's an excellent point. Really, we see most of our learning, most of our community learning integration, each one of you. So that's what this transition is. This is a technical and, again, a follow-up rule, is to manage the university's B and A, and why it would adapt to trying to construct a new population. There is an issue, of course, that individual lecturers can't even plan to do, but they don't have the resources. And often they do so without, in regard to how that research has been conducted, and it's been protected. The worst of this research, I don't have access to that, but I'm open to this kind of dialogue with this sort of developing a value around protecting data, in my perspective. It's not protecting data, students have to give consent of the data. So they give, for example, working on a project now where we collect data from who so far to them, and it's to generate, for example, we connect them to the learning goals, and the students give massive dashboards on their development or learning tasks, and it's not for them. It's for everyone. And the minutes will be important, so if you want to know more about it, we'll be right back. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you.


And now, tonight's presentation of radio's outstanding theatre of thrills. Suspense. Tonight, the story of terror in the streets. We call it the whole town sleeping. So now, starring Miss Jeanette Nolan, here is tonight's suspense play written by Ray Bradbury. The whole town sleeping. It was a warm summer night in the middle of Illinois country. The little town was deep far away from everything. Kept to itself by a river and a forest and a ravine. In the town, the sidewalks were still scorched. The stores were closing and the streets were turning dark. Screen doors wind their springs and banged. And there was the sound of grandma Hanlon's swing hammock across the street. On her solitary porch, Levinian nebs, age 37, very straight and slimmed. Sat with a tinkling lemonade in her white fingers. Tapping it to her lips, waiting. Levinia turned. There was Francine at the bottom porch step. She was all in snow white and didn't look 35. I won't be a minute Francine. I'll just lock the door. All right, your dress, dear. Why, thank you, dear. You look so well in that color. I'm afraid I could never wear it. It makes me look sallow. No, it doesn't. I'm sure not. Of course, I've always loved you in white. Good evening, Mrs. Hanlon. Good evening. Where are you ladies going all dressed up so pretty? To the majestic theater, Mrs. Hanlon. Robert Mitchum's playing and not as a stranger. Won't catch me out on a night like this. Not with the lonely one strangling women. Lock myself in with my guns. That's what I'm going to do. I wouldn't worry, Mrs. Hanlon. What about Eliza Ramsell? You think she's not worrying? Lock myself in with my gun. That's what you ladies should do.  Lavinia, you don't believe all that gossip about the lonely one, do you?  Well, just the same. Hattie MacDollars was killed a month ago and Roberta Ferry the month before. And now Eliza Ramsell disappearing. Eliza Ramsell walked off of the traveling man, I bet. But the others strangle over Francine. They reached the edge of the ravine that cut the town in two. Stood there. Behind them were the lighted houses. Ahead, deepness, moistness, fireflies and dark. The ravine had to be crossed to reach the movies. Deep and black as it cut into the hills. Then a creaking bridge to cross over the stream. Then 113 steps up this deep and brambled bank to the other side. The ladies stood there, looking down. It won't be me coming back tonight, Lavinia. It'll be you. Oh, I'd never, never walk there alone at night. Never, Bosch. Well, you can say Bosch. But it'll be you alone on the path, not me. Oh, Lavinia, I do wish you didn't live on this side. Don't you get lonely living by yourself in that house? Old maid loved to live alone. Come on, we'll take the shortcut. I'm afraid. Oh, come on. Don't be so silly. I'll hold your hand. Lavinia, cool as mint ice cream, took the other woman's arm and led her down the dark winding path into cricket warmth and frog sound and mosquito-delicate silence. Oh, let's run, Lavinia, please. No. Why should we? If Lavinia hadn't turned her head just then, she wouldn't have seen it. But she did turn her head. And it was there. Back among a clump of bushes half-hidden, but laid out as if she had put herself there to enjoy the soft stars.  Then Francine saw it too, and the women stood on the path for a frozen second, not believing what they saw. Lavinia held Francine, and the policemen were all around in the ravine grass. Flashlights dotted about, voices mingled, and the night grew on toward 8.30. You, uh, didn't move her, ladies? Of course not. Oh, no, we couldn't touch her. How could we? And there was nobody. You didn't hear anything? Sounds, anything unusual? No, nothing. It's, it's the lonely one, isn't it? He did it, didn't he? Couldn't say, ma'am. We, we knew her, you know. She was a friend of ours. Oh, I'm sorry. Well, I'll have one of my men walk you across the ravine. That won't be necessary. Thank you very much. We'll be all right. Oh, Lavinia. Come along, dear. And they crossed the ravine, each with their own thoughts, fears, and the creek waters under the bridge whispered, I'm the lonely one. I'm the lonely one. I kill people. Then they were at the top of the stairs, and bathed in safe light from the street lamp. I've never seen a dead person before. It's only a little after 8.30. We'll pick up Helen and get on to the show. The show? Oh, Lavinia, you don't mean it. Of course I do. We've got to forget this. It's not good to remember. But Eliza's back there. We need to laugh. We've got to pretend that nothing happened. But she was our friend. We can't help her. There's no good brooding about it. I'm going to get it out of my mind, and you should too. Now if we hurry, we won't miss too much. If someone found Eliza Ramzell dead in the ravine. Found her? We don't know. Oh, how awful. Did you see her? Was it terrible? Let's not talk about it. Oh, I really think I should lock myself in my house. I don't think we better go tonight. Of course we will. It's the last showing today. Besides, the lonely one can't kill three ladies. There's safety in numbers. Anyway, it's too soon. The murders come a month separated. Come along, Helen. Well, I'll get a sweater. Why didn't you tell her about us finding Eliza? Why upset her? Time enough tomorrow. I told you, tonight we've got to forget. We're going to the show and let's not talk about it anymore. Enough's enough. The ladies walked downtown and stopped at the drugstore, which was a few doors from the theater. LaVenia bought a quarter's worth of green mint chews. And the drug has dropped the mints into a sack with a silver shovel. You look mighty cool this noon, Miss LaVenia, when you was in so cool and nice, someone asked after you. Oh? Yeah, a man sitting at the counter. He watched you walk out and he says to me, who's that? Just like that, he said. Why, that's LaVenia Nebb's prettiest maiden lady in town, I says. Beautiful, he says. Beautiful. Where she lives. You didn't, you didn't give him her address, I hope. You didn't. Well, maybe I shouldn't have. Oh, I didn't give him the exact address. I said over on Park Street, you know, near the ravine. Kind of casual. I'm sorry. What did he look like? Oh, not much, I guess, wore a dark suit, pale, kind of thin. Probably nothing but a stranger passing through. I'm sorry, Miss LaVenia. There's no charge for the peppermint. Don't be silly, Mr. Briggs. Well, I know what we're going to do right now. We're going straight home. That man asking after you, you're next, LaVenia. You want to be dead in that ravine? It was just a man. That's all. It doesn't mean a thing. That's what I figure. Nothing to worry about. Nothing to worry about? I'm not going to miss the movie. You two can do what you want. I'm going. Well, I think we should all go home. So do I. She's right, LaVenia. No, she's not. Yes, she's not. Yes, she's not. They argued for five minutes, then the three of them went to the theater. Francine and Helen reluctantly. LaVenia head high, self-possessed, cool. In the auditorium, they sat in the order of ancient brass polish, waiting for the second show to begin. And the lights began to fade. As we came in, a man in the dark suit followed us. He was thin, and I think he had a pale face. He just came in, and he's sitting behind us. What? What? Oh, Helen. What man? A man behind us. It's the one Mr. Briggs said was in the drugstore behind us now. Oh, I'm calling the manager. It's him. Oh, stop the movie. Stop it. Put on your lights. The drugstore clocks at 11.25. They'd come out of the theater feeling new. And now they were laughing at Francine. And Francine was laughing at herself. You see how silly it was. All that riot for nothing. When you went running up the aisle, screaming lights, honestly, I thought I'd die. Oh, that poor man. The theater manager. He did apologize now. You see what a panic can do, and all for nothing. We shouldn't have stopped for sodas, though. Wasn't that a wonderful picture? Will you ever forget? The streets were clean and empty. Not a car or a truck or a person was in sight. The ladies walked under a flickering neon sign, buzzing like a dying insect. The sounds of their heels sharp on the big pavement. First we'll walk you home, Francine. Oh, no, I'll walk you home. If you walked me home, you'd have to come back across the ravine alone. I know you. If a leaf even fell on you, you'd dropped in. Well, I could stay the night at your house. No, it's all settled. First I'll take you home, and then Helen.  It's late, and Mrs. Murdock has an extra room. No, thanks. I don't sleep well away from my own bed. Oh, please, LaBritia, please. I don't want you dead. Now, you've got to stop this. I mean it. I promise I'll call you the very minute I get home. Now, will you? Will you really? I promise. And Helen, you make her promise you to call. I will. Well, good night. Be careful.  The courthouse clock struck the hour. The sounds went across a town that was emptier, emptier than it had ever been before. Over empty streets, and empty locks, and empty lawns the sound went. Don't suppose it's any use asking you to stay, LaVinia? There's no reason for me to. You've acted so strangely tonight. I'm just not afraid, that's all. And I'm curious, I suppose. Of course, I'm using my head. I mean, logically, the lonely one can't be around. Not now, the police and all. Did you ever think that maybe your subconscious doesn't want you to live anymore? You? Honestly, Helen! Well, I feel so guilty. I'll be drinking a cup of coffee just about the time you get to the ravine. Oh, that awful bridge in the dark. You will call it the minute you get home, won't you? I won't sleep a wink if you don't. I'll call. Now, good night. LaVinia Nebs walked down the midnight street, down the late summer silence. She saw the houses with her dark windows, and far away, she heard a dog barking. She thought to herself, in five minutes, I'll be safe at home. In five minutes, I'll be phoning Francine and Helen. They're so silly. Like old hens. Old. I'm older than either of them. I'm... She heard a man's voice singing away among the trees, and she walked a little faster. And then coming down the street, tore her in the dimming moonlight. Was a man. Look who it is. What a time and night for you to be out, Miss Nebs. Officer Kennedy.  Is something wrong, Miss Nebs? No, nothing at all. I'm just glad it's you. You know you shouldn't be out now. I know. I've been to the movies. It is late. Yeah, come on. I better see you home. Oh, no. I can make it fine. Moon's going behind the trees. Be pretty dark. I'm not afraid of the dark, Mr. Kennedy. You sure you'll be all right? Quite sure. All right, I'll tell you what. I'll wait here till you cross. If you need help, just give me L and I'll come running. I'll check by your house later on my way back. Thank you. Good night. As she walked away, she thought... I won't walk in the ravine with any man. How do I know who the lonely one is? No, thank you. Then the ravine. She stood on top of the 113 steps. Down the steep bramble bank that led across the creaking bridge a hundred yards and up through the black hills to Park Street. Three minutes from now, I'll be putting my key in the house door. Nothing can happen. Nothing. She started down the dark green steps into the deep ravine night. Five, six, seven, eight, nine... The ravine was deep. Eleven. And the world was gone. Ten. The world of safe people in bed. The locked doors. The town. The drugstore. Theater. Lights. Everything was gone. Only the ravine existed. And lived. Black and huge around her. Nine. Is there... Remember that old ghost story you told each other when you were children? About the dark man coming into your house and you upstairs in bed. Now he's at the... coming up to your room. Now he's at the scene to the story. Now the hard man is at the 12th step. Opening your door. Now he's standing by your bed. There at the bottom of the steps. The man under the... He was waiting there. It's nothing. It's empty. It's nothing. Nothing on the bridge. Fool. Like long Mr. Kennedy. Did he hear me scream? Or did I scream? Maybe I only thought I did. Then he didn't hear me at all. I'll go back up.  No. It's nearer home now. Be silly. Someone's... Following me. Someone's... On the steps behind me. I don't dare turn around. Every time... I take a step. He takes one officer. Kennedy. Is that you? Is it? The crickets were suddenly still. The crickets were listening. The night was listening to her. Then there was a sound. Only a woodchuck surely. Beating a hollow log. But it was Lavinia nebs. It was most surely the heart of Lavinia nebs. She went down the steps faster. Faster. Run. She heard music. In a mad way, a silly way. She heard the search of music that pounded at her. Rushed, punching her faster and faster. Down, down into the pit of the ravine. Only a little way. Cross the bridge. Run. Don't turn. Don't look. If you see him, you'll not be able to move. Cross the bridge of the path between the hills. The top of the path. The street. And even with the light, the fears swirled about her. Closing in. Pressing. If I get home safe, I'll never go out alone.  I'll never again. If you let me get home for this, I'll never go again alone. I promise. Please try to get inside and lock the door. And I'll be safe. Oh, safe at home. Safe. Safe at home. Listen, not the sound. Nobody. There was no one following me at all. Nobody running after me. Silly. If a man had been following me, he'd have caught me. I can't run as fast as a man. I wasn't running from anything except me. The ravine was safer than sitting nice to be home now. Home's the really good, warm, safe place. The only place. She had just put her hand out to the light switch when she heard it behind her in the blackness. Just a movement. What? Paula Winslow, Eve McVay, and Bill Conrad in tonight's presentation of Ray Bradbury's The Whole Town Sleeping, adapted by Anthony Ellis. Next week, the story of a fishing cruise and bait that was a life insurance policy. We call it Over the Bounding Mane. That's next week on Suspense. Suspense is produced and directed by Anthony Ellis. The music was composed by Lucian Marowak and conducted by Wilbur Hatch, featured in the cast for Tom McKee, Florence Walcott, Tom Brown, and Will Wright. Tonight's The Whistler brings mystery on the CBS radio network.