is from the Nalsum University, so please welcome everyone. Well, good afternoon from an overcast Port Elizabeth in South Africa, my name is Gino Fransman and I'm here representing Nalsum Mandela University and my co-lead panelist is Sarah Hutton from UMass Amherst and we are so, so proud and privileged to be welcoming all of you to our session today. It's titled, Opening Up as the World Shots Down, Empowering Students to Advocate for Equitable Access and Social Justice by Becoming Open-Ed Influences. So a couple of just notes when we refer to open-ed influencers, sometimes we'll use the abbreviated form and call them BOIs. Likewise, the course is called BOI, Becoming an Open Education Influencer and that's our empowerment vehicle. So yeah, let's go. Our panelists today are a group of people who've been super perseverant and tolerant of the challenges posed by COVID as we collaborate internationally. Just quickly to say who they are and to say welcome to them as they join us. It's myself, Gino. It's Koshla Tablanj, Sarah Hutton who I've introduced now, Teresa Dooley and Mark Olson from Nelson Mandela University, Matilda Smith, Kettle Will and Annette Vadine. Welcome to all of you and I hope that we'll have a good time as much as possible during the reveal of what we've been doing under lockdown. So it's been a mad year and it's required all of us to become more than we were before and yet to do less. It was stressful and demanding and some people worked throughout this lockdown. This team is an assembly of many of those people and so I say thank you in acknowledgement for all of the effort and support. Your names are in this presentation and embedded in the course DNA. Yesterday we met across time zones on a Sunday and finalized this presentation document and we shared about the amazing experience this has been within COVID's time of crisis, really. I'm glad to say we are looking further than this and we will not just a team but an empowerment course for supporting change. Hello, good afternoon. It's lovely to have you all here. I'm Sarah Hutton, as Gino mentioned and here representing the University of Massachusetts Amherst in Western Mass on the east coast of the United States. For us, the sun is just coming up over the hills. So during today's panel discussion, our group is going to be walking you through this process of collaboration on the becoming an open education influencers or as Gino mentioned, how we commonly refer to it, the BOEI project. This work is done amidst extraordinary conditions for all of us. We will share with you the concept of the BOEI course curriculum, how we manage this project across our institutions and the many hands involved in helping to carry this work over the last several months. This work has been shared between Nelson Mandela University, the University of Massachusetts and the production house, breathed creative life into the telling of our story. Next slide, please. The becoming an open education influencer course is currently a work in progress to ensure that the content remains open and accessible to learners. We've been developing the course modules in an instance of open Moodle, our learning management system of choice. We selected open Moodle since it does not require institutional affiliation to authenticate users, just a valid Gmail address. Today we'll be sharing for the first time parts of our course with you, inviting you to meet our advocacy module. Next slide, please. So we are thinking about our shared project a bit like grocery shopping. We're now gonna be reaching out to the global community to help fill that basket. In the spirit of open and global collaboration, we wanted to share this work with you today as it is in process rather than waiting for that big reveal of the finished product at the end. Our collective work together has brought so many new perspectives, experiences and ideas, and we're seeking to add additional voices to this conversation as we continue the work. So we're welcoming questions, suggestions and perhaps some new collaborations. Next slide. So what are our project intentions? Well, we wanted to collaborate to create an empowerment vehicle that's housed online. Our intentions are that the vehicle should be available and able to be developed for further empowerment of advocates for change. Hence the courses CC by and share like license. We want to profile various stakeholder aims, the experiences, the challenges and the strategies to participate meaningfully in the collaboration and in any collaborations going forward. Mostly we want to share the potential of Bowie and get more of you to do the same. So made during lockdown, as Sarah referred to earlier on, we had a production company called Production House engage with us and help us to create some advocacy materials. This is one of them. And of course, as is on social media, I would need to click on the share again and put the computer sound on. Here we go, one more time. Hello, my name is Geno Fransman. I'm the project leader of the Open Education Influencers project here at Nelson Mandela University. Our collaborators are the University of Massachusetts Amherst in the United States. Production House, which is a local production company here in Port Elizabeth, South Africa. The Open University of the UK and us at Nelson Mandela University. Hello, I'm Sarah Hutton. I'm the head of student success and engagement at the WEB Du Bois Library, University of Massachusetts Amherst. And I'm one of the project partners for becoming an Open Education Influencer. I'm Teresa Dooley and I work with the student staff at the WEB Du Bois Library in the University of Massachusetts Amherst. I'm also a graduate student studying to be a librarian. This project's so important because the learners who go through the course are going to be the future researchers and faculty who really revolutionize the existing educational model. Hello, I'm Carol Will. I'm an academic librarian and I'm also the learning commons coordinator in a very large research library on the campus of the University of Massachusetts. Hi, my name's Intemesha Monseca and I am a doctoral student in public law at the Nelson Mandela University. As a budding researcher, I've come to realize that a co-component of producing quality outcome is access to high quality resources, therefore being an open education influencer is important because I'm part of the movement to process a philosophy of eliminating barriers to access. Open Educational Resources, while offering the opportunity to have education be more accessible and affordable to students, which is incredibly important, also provides the opportunity for students to see their own voices reflected in their curriculum. What does the BOEI project mean to me? It means opportunity for those who wouldn't normally have a chance to publish, to actually create their own materials, distribute them, and also have access to the materials of others. Working on the Becoming an Open Education influencers program with colleagues from Nelson Mandela University has been such an extraordinary experience. As we navigate these challenging times, we've been able to get to know each other better, support one another, and lift each other up. It's given us a lot of hope. Many students have been writing exams at home because of COVID-19. For most of the year, they've not seen the inside of lecture halls. So what's happening to outstanding tuition fees then? That's, SRC says the fees for 2020 should be reduced. Joining me now. And technical glitches are, I think, to be expected. So, made during lockdown. So, what is social justice according to the literature and what is informing our project? Well, the research on open educational resources for development or the Royal 4D project outputs offer three main challenges in the global South. And so, what we're really looking at here is the realization that open, and we talk about open and open educational a lot, the realization that this openness isn't necessarily open to all. And that's an important distinction to make. Conrad and Prinsley's opening education, theory and practice volume, includes perspectives from multiple educators, researchers, and advocates for open who explore that critical tension between open and closed. When examining closed education, there are nuances of oppression, hegemony of power, and strict boundaries set between those who have access and those who do not. And frequently these boundaries exist between those who control the creation and dissemination of educational content and learners. And the creation of this Bowie curriculum we're seeking to empower students by not only helping them to understand the landscape of open education, but also how to advocate for its adoption in their schools, communities, and governance structures. By empowering these students and giving them the agency to facilitate that change, we're helping to bring their voices and perspectives into their own educational process and shaping that change from the inside out. Open at the margins, another one of the texts highlighted here, highlights the fact that the creation and dissemination of knowledge are impacted by access to technology, resources, and socio-political structures. Our ongoing work has brought many of these issues into focus, particularly with the approach to creating open content in the academy, the prestige economy, and the pressures placed on educators to focus their scholarly energies in specific areas at the university's behest. By doing the groundwork with university students to advocate for open now as they're coming up through their academic process, they can carry these concepts into their work and move through to become educators and hopefully agitators within these structures. As Teresa was mentioning in the video that Gino just played for us, the students that we're working with now are our future researchers, our future faculty, and so we're really looking to lay that groundwork to deconstruct a lot of the traditional, you know, economies of power in the knowledge creation process. Next slide, please. So, what does equitable access mean? Well, in the global south, OER, as it responds to educational challenges, according to Rother D, has the potential to improve the quality of education in three ways. Mainly by exploring how OER can improve the quality of learning materials, how OER can improve the quality of teaching practice, and how OER can improve student outcomes. We acknowledge that in the global north, the focus is predominantly on affordability. So, what was our strategy as the opening of this year from Nelson Mandela University? Well, we wanted to create an empowerment vehicle in support of these aims so that we could expand the potential and benefits of open and OER, most especially via student advocacy. So, what was the content development process? Because, of course, it was quite a process. Well, for the first couple of years, I led a team of student advocates here, and we wanted to create a course content for Bowie as an open education for a better world project initiative. This was after years of trying to advocate for open in the higher education landscape in South Africa, and finding that with a transient student cohort, the people that had been empowered by doing were very often exiting the system, and in that gap, there was an opportunity to create something that would help to empower additional human capital. So, we kicked off the program at Nelson Mandela University, and we shared our progress at OER Global in the fall or autumn of 2019, where the first connection with the University of Massachusetts, Amherst, occurred in Milan at OER Global last year where Sarah and I met. Over to you, Sarah. So, yes, I remember that rainy, that rainy day at a picnic table. So, during that conference, I had gone to Gino's presentation with the OES and talking about the program that they had been working on for so long, and learning about what had already been established at Nelson Mandela University, we were looking at developing a workflow process to help us collaborate between those two universities. And so, like Gino said, there are a lot of people, and there's so much content involved, so much content. And so, when we started collaborating together, we outlined this step-by-step process to help us communicate with one another on project status, content ownership, and how the module builds would work in Moodle. You can see here below on this slide, that the process started out with developing that framework for each module. There are six total. And the team at UMA would create that, would work on creating that module manual, which is a standalone handbook that can be used to make the content accessible outside of an MMS. That manual then get passed along to me for in-depth review, development of assessment and learning checks, and then the build in Moodle begins with our system engineer, Koshla. The content developed in Moodle would then get reviewed twice, thrice, and then again, to ensure that all of that content, the technological components, like the assessment logic and portfolio, compiling properly, the e-portfolio compiling properly, and whatnot were functioning. So each one of the module content manuals we've developed pulled together recommended readings from colleagues, students, and myriad open sources, like the OER Commons, Open University, and OpenStacks. We shared all of the working documents in Google Drive, embedding common learning reviews of particular sections or areas requiring the development of assessment components. So the next slide that Gina will be talking about simplifies that collaborative review process a bit. Yes. So as far as the content development process, well, it was quite rigorous and comprehensive. And for this, we also want to just acknowledge the work that Ann-Mart Olsen did in taking what had been curated across the span of, I think, like two years between myself and the various cohort of open-ed influences who were at Mandela Uni. And turned them into module templates. Those are also on the Google Drive and are constantly and consistently being reviewed, updated, and challenged in terms of, does it do what we want them to do? If we look at the module content, this is the diagram that Sarah just referred to. This is updated as of yesterday, and you will see that each one of the six individual modules follows the same process for standardization and also so that we can consistently keep track of what's happening in each individual iteration. Today, we are pleased to be able to share a completed advocacy course. So, when we were first learning about the Bowie program, my immediate thought was that this curriculum would be a great fit for integrating into our peer leaders program in the WEB Du Bois Library, UMass. This group of around 20 to 30 student leaders works in the Learning Commons, a hub of academic support for students, and also serving members of the public since we're a land-grant institution. So, on this panel, and you were introduced to a couple of them earlier in the video, we have Carol Will, our Learning Commons coordinator, Theresa Dooley, our student training lead in the team of Learning Commons supervisors, and Annette Vadnez, Student Success and Outreach Librarian. These three all support an extensive learning and leadership opportunity for our students, helping them to hone research skills, engage with the public, and face some really tricky technological quandaries. So, these students that I'm referring to in this peer leadership program are really the face of the library. They support basic research inquiries, check out materials or patrons, help them navigate the libraries, and provide technology support. They have a lot of interaction with their campus community, and I thought, hey, wouldn't it be amazing to have the Bowie program integrated into their training, and therefore their daily work so they could help share those practices with our patrons, as well as their fellow students as they move through their classes and student communities. Well, then COVID happened. Our libraries have not been operating normally since March 14th of this year. We haven't had any student employees in the Learning Commons since that time. Honestly, it's kind of been breaking our hearts. So our plan to start with the Learning Commons peer leaders and then engage student leadership at the state level got shifted around a bit. So there are three other student groups not specific to the libraries that have been engaged as a part of our open advocacy movement. Next slide, please. So we have worked with our Student Government Association, the SGA, on our campus for the past few years, collaborating on how to educate students on open education, how to make textbooks more accessible to the libraries. These students on the SGA also serve multiple curriculum councils and Faculty Senate working committees who work on many different projects in support of student success on our campus. Next slide, please. So our SGA student members are also engaged in the work of the Massachusetts Student Chapter of Mass Perg. So Mass Perg is the local chapter of U.S. Perg, which stands, the Perg part stands for Public Interest. It is a citizen-funded national organization operating over 47 of our states in the U.S. that advocates on behalf of public interest acting on behalf of the common good. On the local level, one of the main campaigns of the Mass Perg chapter to make textbooks more affordable. So far we have been working with students in this local chapter who have crossover with our SGA student members to fly around local campuses, educating student peers on OER. The mission of our Mass Perg, U Mass, and our student chapters to work with professional staff at colleges and universities. So that's our university. We're also part of a five college consortium in the Pioneer Valley area in Western Mass. And their work is to make sure that their peers have those skills and the access and opportunities for training that they need to create more sustainable educational future for themselves and all of their peers. Next slide, please. So the state of Massachusetts formed a statewide OER advisory council which made specific recommendations on the adoption of OER at that statewide level in 2019. This statewide OER advisory council working group which is co-chaired by our colleague, Marilyn Billings and Susan Tajen, coordinator of instructional technology at Northern Essex Community College, led a team of 21 folks from the University of Massachusetts system, state universities, and community colleges to study and make recommendations to address a growing legislative interest in lowering the cost of educational resources, issues of achieving equity for underserved low income and first generation students, and the enhancement of instructional effectiveness. So the open education resources strategic initiative was one of those resulting recommendations. As a part of the initiative, a new group of student advocates has been established to focus solely on the integration of OER across the state. Next slide, please. We've recently connected with the student advisory council bringing the BOE program and content into their awareness, sharing our intent to not only have students take the course modules, but also eventually contribute to creating content as a part of the course has them very excited. We're meeting in the next few weeks to discuss how to implement this content. It would have been earlier, but you know, pandemic. So our intended process has shifted quite a bit but also accelerated some of our collaborations and it's been a really bumpy ride at our university over the past several months, but we're continuing our work and to make these connections at the state level. Onto Gino. Well, speaking about collaborations and keeping things going, just a quick image to show that we've been working throughout this lockdown and it's been an incredible experience. As a rather infamous individual recently said, COVID, COVID, COVID, all you hear about is COVID, COVID, COVID. This pandemic extended our timeline but also provided benefits to the collaborative as well as helping us to build amazing relationships. A challenge that we had and we have today as well. Well, the electricity supply in South Africa is tricky and it really means that we've been resilient and tolerant of working times and work strengths at odd hours over weekends and on public holidays. Regardless, the intention and the ambition has always remained to build an empowerment vehicle. And remote work, internet and technical resource access has been illustrated as a challenge and it's a challenge of learning and teaching globally. Time zones, so we worked asynchronously, we worked synchronously. It means that we wait for responses sometimes eight hours noting that it's a challenge to be awake at 3 a.m. on her side and be engaging with me early in the morning. So it's lots and lots of appreciation and acknowledgement of these sorts of just, I'd say if it's that we're beyond the ordinary. So let's have a look at Bowie as is built out on Moodle right now. This is the landing page for Bowie. The next slide is the start of the advocacy module and I'd just like to actually read into the record for all of us that this course is designed to help individuals who are passionate about open educational resources or OER, helping them to become more effective at influencing decision makers and importantly to take direct action to affect change in education systems. Throughout this course you will learn about what open education resources are, how to search for and effectively locate OER and how to create your own open content applying creative comments licenses. This is a fully online learner self-paced and self-guided course. This course is designed to help individuals who work for the course and each module should take about three hours to complete. There are six modules that make up the full course. These are open Ubuntu, which is an African philosophy of sharing. I am because we are and it ties in beautifully with the aims of the open community. We are also working on a new course that we are going to be using or introducing today. Facilitation, influencing and then locating everything within a larger global aim and ambition to sustainable development goals. Over to you, Matilda. Good day. My name is Matilda Smith. I'm the director of the law clinic at Nelson Mandela University. I'm the director of the law clinic at Nelson Mandela University. I have taken the Bowie module on advocacy and it takes a number of boxes for me. It has made learning about advocacy easy and inspiring and learning about open educational resources fun and a pleasure. It models what it teaches advocacy. And advocacy is one of the same tools of any legal practitioner. It doesn't matter what your field of practice or study is. Thus, I'm going to suggest to all our law students that they do it and advocate to our course convener that he includes it in our legal practice course. I'm going to make it a requirement that all our candidate legal practitioners take the module. And I'm also thinking about how I can make it a pre-qualification for aspirin candidate legal practitioners, those that would like to work with us and will be applying for jobs with us. So if you care about anything, even things such as funding your studies or applying for a job, then I suggest that you take the becoming an open-ed influencer advocacy module and change the world. Thanks. Thank you, Matilda. So given everything that has transpired in all of the work, all of this work that we've done, we're continuing to look forward and thinking about what comes next. First and foremost, we really need to meet. We begin to know each other online, share lives, pictures of our pets, having my children burst into my office. I'm surprised. I am surprised. I have a four and a six year old. I can hear them running around downstairs. But yeah, everybody's met them. And over this time, we've really bonded over shared struggles dealing with the impacts of this global pandemic and crisis. But we've also shared a lot of joys. And we like to get together in person. So we've been working continuously, working toward these very ambitious goals, despite everything that we've all been navigating, because we're carried a shared passion for this project. We want to continue the work and broaden this collaboration. We're hoping to bring this program to an international conference. Of course, after successful vaccines have been introduced and expand the reach of the program, we're looking forward to continuing to share this work and are eager to hear from the open ed community on how we can continue to shape the curriculum. So with that, I now turn it over to Gino to start engaging you in these conversations. Thanks, Sarah. So we have, it looks like 25, some odd minutes to engage with some of the questions that have been posed in the chat. I haven't been able to look at them myself. So and I hope that you will help to facilitate those questions for us. As we do this, I'd like to put out two guiding thoughts and hopefully get the community's inputs to these. Noting that this is a recorded session and that people would be engaging with this resource ahead without us being present. So our contact details are on the final slide. And we hope that you'd be able to give us some inputs for firstly, what are your thoughts about what we've just shared? And then secondly, how can you imagine using Bowie in your situation at your institution to improve your environment or just to occupy some space wherever you find yourself? Let's go. Let's have this conversation. Thank you very much, Gino, Sarah and the team. Really well done. I'm just going to step in first just to encourage some movements as well. There have been some questions and comments already shared, some really congratulatory remarks as well. And I think that if you want to ask the questions or have reactions to those questions, feel free to also unmute yourself. I think, Jenny, you would like to say a few words too and just address directly the panelist. I think that from my side, I just want to say congratulations to all of you. I think that your approach to the content development is really the embodiment of what open education is or should be about. So it's the co-creational values through that kind of collaboration that you have been engaging in. And I'm not going to respond specifically to this to a second question, but I would be interested in knowing from your side, what were the some of the highlights from this collaboration, this cross-cultural cross-country collaboration? Or what were some of the main challenges and how you dealt with that? I'll take a first highlight. I think the collaborative being able to reach out internationally and find willing spaces, comforting spaces, accommodating people who shared a similar goal. And the goal has always been our primary sort of motivation. And that's been that we want to help. We want to help people. We want to help situations. We want to help develop competent professionals out there. And we also want to just push open into the space that is still largely closed for so many of us and for so many students out there. Thank you very much, Gino. Any other reactions from other panelists? I think for me what has been fantastic about the collaboration is that across the North-South divide we have found commonality in values, in vision, and in what the objectives are. And for me that has definitely been a highlight. Thank you, Matilda. Sarah? I echo the comments made by both Gino and Matilda. It's been a really incredible experience getting to know everyone and to find those commonalities. And to share, discover that we have this shared passion for moving the open education movement forward across our institutions. And meeting and talking with students at Nelson Mandela Uni. I mean, it's unfortunate. And then that's one of the part of one of the challenges is that we haven't had our group of students to reciprocate in those conversations as it we've been navigating these very complex economic issues at our own institution. But because of these relationships that we've been developing, we have a lot of hope that that is coming. That's something to look forward to. And especially for the OEs and our students in the libraries and in, you know, Masberg and the Department of Higher Ed Student Advisor Council having these students all get together and have these conversations and experience that, you know, have that opportunity to develop these types of relationships is really, it's very exciting to think about. I would invite any one of my three colleagues from UMass also to share their experience over the past several months. Well, this is Carol. I have been increasingly more excited about this project. I will admit in the beginning I was quite new to OER. I've been exposed to it. We do have a program at UMass that I am exposed to. However, this involvement internationally has been just so incredibly thrilling for me as I learn because I am learning as I go. What has excited me so much is getting me out of my own kind of space and thinking about the world and meeting people from a place that I probably wouldn't think that it's muted. Yeah. Carol, would you please unmute yourself? I had my bar down. Okay, so I'll quickly say what I was saying is how I am new to OER, how exciting it has been for me to learn because in this project, as pointed out, you do not have to have special skills because there are times I've felt, oh my goodness, you know, I really don't know enough. But the point is that you are learning as you're collaborating, you're learning. And one of my favorite parts has been meeting people from around the world. And what I was saying when I was muted is how exciting it is to me to get out of my own little world because I've been in my own little world, especially during the pandemic and be able to connect to people in a place that I might never have connected to. And I would love to come visit Gino and the crew in South Africa someday. Got it. Thank you very much. Any other reactions? I'll add, I think Carol touched on something that was actually very helpful was that we had a stand at Thursday afternoon meeting and that was something that I started looking forward to like that engagement. It was almost far social. For me, it was the end of the day we were wrapping up. And in addition to the fact that that was almost the motivation to work, get it done, that was your deadline. But you also had that accountability to people that you don't know but are also feeding you personally. So it's a professional-personals relationship that was phenomenal. And actually seeing the different strengths because all of us have different strengths. So I might, I will learn curriculum development. Gino is our open education guru and everyone contributed. Sorry, I'm not going to go through everyone. Everyone contributed in a special way, but in real time you could actually see it happen. And that was phenomenal. It was that relationship was amazing to see. Can I possibly invite Koshila to say something? Because Koshila came on as we started just putting the module outlines there and then we saw a gap for a learning developer who would be able to translate what we had put in the module, which is just copious amounts of information into something that was coherent, that was able to be engaged with and that wouldn't turn someone who was trying to access this course or these modules off simply by overwhelming them. And I think that we need to acknowledge that Koshila has done an extraordinary job. Koshila, over to you. Thank you, Gino. I'm going to go back a bit. So for me when I came in, I took this project on almost as a personal development because I had never developed an online course. I've been working in IT, more specifically in development for many years and recently I veered into the learning space and we got into lockdown and I was crazy. I was watching stats and graphs and charts and this project is actually, for me, it was a bit of sanity in all the madness. So in the process, it kept me, my focus away from what was happening around me and just I got to speak to people. I was actually telling Gino the other day that he's probably the one person I've had most contact with over the last few months, which I would never have had. And just the sometimes nonsense we talk takes away the whole madness around everything. So the project was sanity and a bit of insanity. And then the other thing at the beginning of lockdown, I sat down and I thought to myself, we always complain about not having time to do stuff and not wanting to venture into anything different. And I said, if anybody comes out of lockdown and out of this pandemic and not have learned a new skill, then they're not trainable. So I sat down and I thought, okay, I want to teach myself a bit of learning experience design. And this was the perfect opportunity I had the best team to work with. So they had started all this groundwork. And I think that made it easier to develop because I wasn't involved in the content. And when I looked at the content for the first time, I looked at it with a clean perspective. I didn't know where the history, I just then followed sequentially on how it would logically make sense. So that's just a bit about me. And then the thing I mentioned yesterday in, I'm not an expert now, but I've been through many of these modules many times. And when I hear that drum beat going with the introduction, I can actually see Gino bouncing in his chair. Like this. Yeah, like that. So the one thing that stood out most for me was the relationships. And the Gino's opening slide, let me go back there, with reaching your full potential is all about relationships. And that I think is the success of this project. Like that's my rambling. Thank you very much. If you don't mind, I would actually like to ask Jenny Heyman to unmute herself and have a reaction, especially in relation to the second question that was posed on your slide, but she also had additional comment or question in the chat window. Jenny, sorry for putting you on the spot, but it seems like you would like to speak. Can I stop sharing my screen for now so that we can see one another? Okay. Okay. Hi, everyone. Hello, everyone. Hi, Gino. It's Jenny. It's so nice to see you too. I'm not going to turn my camera on because it's early and I haven't finished my coffee. So I had a couple of questions. Gino, I was curious to know if you are focusing on or have gone in a special way to involve teacher in service teacher candidates, those who are taking your education programs at Nelson Mandela because the use of OER and their primary and secondary practice and especially sharing among each other might have a lot of value. I agree. So the spaces that we've sort of tried to sort of infuse our intentions and ambitions because let's just remember that it's not 100% complete and until it's 100% complete, we're not having people engage with it in order to learn from it yet. However, what we have in the pipeline here at Mandela Uni is that our first year experience students will all be taking the course in its entirety. We have how-to buddies who are student facilitators who will be sort of the guides for incoming students, but they also tend to be students who are at postgraduate level or further along in their academic journey. So we want to empower them so that they can empower others. It will definitely be a focus for us to reach out to our education faculty and to see that teachers in training are given access to the course. I think that this is something that Seira touched on earlier as well. We need students to be the advocates here. So the more people that we can expose to Bowie and get them to complete it and earn those badges which we are in the process of setting up still. These all help to take a checkbox of competences, of abilities, of awareness, of being able to do things I think more effectively, more efficiently, and to actually land on successful spaces and outcomes when doing so. So yes, I appreciate your sort of motivation for us to include teachers in training. It's a definite important space for us to try and influence. Thanks, Cheney. Thank you, Gina. I had a second question if I can around the quality assurance process. So it looks quite rigorous, which is super exciting. What is the student reaction for that, right? It looks like, as a student, if I look at that, I'm like, oh, that's a lot of work. Maybe I don't want to do that. So how are the students reacting? Are they reacting positively to the idea that the finished product will be very high quality? I think I can just speak for two of our current influencers here at Mandela University. So they are Kelly Liberty and Blungisi and Flongo, and they are somewhere in the attendee list. Kelly and Blungisi had absolutely no idea about Open before joining this project. They were recruited into a situation where I just wanted to get students involved. And the frustration had been that previous cohorts of students had left the academic journey. So for the last month or two, Kelly's been co-writing some of the transitions, some of the summaries, some of the content. So after a year and a half of being involved in this project, Kelly is an influencer, but she's an open practitioner. And likewise with Blungisi, Blungisi just started at the beginning of this year and was thrown into the deep end when lockdown occurred and had to learn through doing. And this is literally what this project is all about, empowering student advocacy through doing, not just through leaving something on a page where it sits and stagnates, it's action through advocacy. So I think that to paraphrase what they've said before, and I see Kelly's here at the bottom. Kelly, you can turn your video on if you wish. To just paraphrase what they've said before, it was a baptism by fire and yet now they've sort of developed an armor and are able to facilitate others into the open community. Seder, do you have something to add perhaps? Yeah. I mean, I think for both of Jenny's questions and all ties together, as I just popped into chat there, we've been so appreciative for the contributions of our OEs because they're really showing what the future and trajectory of this program is all about is that you have students move through the content with the intent to have them become contributors. And that's the really exciting part about this because they're helping to shape their own educational process, which is I feel like fundamentally the biggest piece of this. And when thinking about tying back to the Jenny's previous question about involving pre and in service K-12 educators, I mean, that's another wonderful part about this is getting these pre-service K-12 educators involved in moving through this content and then also contributing to it, you can then start infusing a focus on open from kindergarten up. I mean, have it really start the ground work very early on. And for us at UMass, we work very closely with our College of Education. And I am in the College of Ed as a doctoral student, but also work with many of the ed tech folks who do the K-12 teaching and learning. And as a part of us focusing on supporting the undergraduate experience and students moving through their first years of college, we work a lot in looking at that pipeline too of development and what are students coming in here with and being able to have conversations with these K-12 educators about, this is where we're looking to go as students come here. And can we work together to build that curriculum for the pipeline? But we offer that opportunity and I'm so excited to introduce that. We've been laying the groundwork with our College of Ed and other collaborative courses that we've helped to develop with a focus on open. And so I feel like it's like they're primed, like we're ready to really just kind of make this, I want to say blow up in a good way. I see that there are some questions there in the chat window. And I'd really like to get to some of them. I see, I'm just going to watch on my screen at the moment. And I see Paula says that there are a lot of key soft skills included in this process and students are learning them by doing. Is there any official recognition of these as additional learning outcomes for them? Well, not at the moment. I think at the moment, if we go into the facilitation module, for example, facilitation would be about, how are you communicating? Five minutes, I see that. How are we communicating? How are we trying to influence in various spaces? That means in person as well as online. So those soft skills are promoted, they are motivated for you will need to engage with various platforms in the facilitation module in order to facilitate the message of open. So while they're not quite acknowledged individually as a set of maybe soft skills, they are definitely engaged and acknowledged in some regard, I think. Andy is asking if we can say more about how openness is represented or developed in the sixth module on SDGs. From my side, a quick response to that would be, well, it locates open as not just something in education, it locates open as a route to reaching to achieving some of the goals of the SDGs. I think that that's one of the shortcomings that in sort of higher education and that open is just consistently promoted for higher education. That's what we are also trying to sort of challenge in Bowie is that open should be used as a tool for empowerment and empowerment can be for any of the SDGs to achieve those intentions, those ambitions, those global goals. I'll hand over to someone else to continue. If I may just ask a very quick question. So if the participants here would like to get involved and provide feedback on the content itself, for instance, what would be the opportunity to do so? How can they do that? I think that maybe I should share my final screen before our time is complete so that you'll get access and see how to contact us. So contact myself, contact Seder, the email addresses are included here. Don't visit our website. Look for us on Twitter, find us on YouTube. You'll notice our Twitter handle is open influencers and not open influencers, shortening of the name there for tweets sake. But please reach out to us. Tell us what you think about what we're trying to do, what we have done, what we should maybe try and do in future. Also speak to us about how you'd like to start using Bowie in your space. This is literally why we are here. We want to expand the reach of this course, not just keep it for ourselves. It's why it's open. It's why it has a CC by share like license. The aim of Bowie is to use in your spaces. So please do reach out and help us to help others. Great. Thank you very much. I think that it's exhausted our time perfectly on point. So I would like to take this


Hi friends and how are you all today? The question says, the mean and variance of a binomial distribution are 4 and 4 by 3 respectively. Find probability of x is greater than equal to 1. Now here first let us write down the given values we are given mean that is n into p as 4 and we are given variance that is n into p into q as 4 by 3. Now if we divide let this be the first equation, this be second equation. If we divide the second equation by the first equation we will get the value of q isn't it? So dividing second equation by the first equation we get npq upon np equal to 4 divided by sorry 4 by 3 divided by 4. This implies q is equal to 4 by 3 into 1 by 4 that implies q is equal to 1 by 3. Now further we know that is equal to 1 minus q right. So if q is 1 by 3 then the value of p will be equal to right it will be 2 by 3. Now we have the value of q as well as p so we can find out the value of n we know that mean that is n into p is equal to 4. This implies n into 2 by 3 is equal to 4. This further means n is equal to 4 into 3 by 2 which gives us the value of n as thus we can write down that probability when x is greater than equal to 1 is equal to 1 minus probability that x is equal to 0 which is 1 minus q raised to the power n. Now we know the value of q as well as n so we have the value of q as 1 by 3 the value of n as 6. So this further implies 1 minus the value of 1 by 3 raised to the power 6 comes out to be approximately 0.0014. So we have it like 0.9986 approximately. So probability of x is greater than equal to 1 is 0.9986 approximately right. So this ends the session hope you understood it better enjoy it to have a nice day ahead.


Hello everyone. Can you hear me? All right, welcome to the last talk of the day, right?  Right? Praise yourself. So I am Raghunath Jawahar. I work with this agency called obvious, which was formerly known as uncommon vangalore and I specialize in architecture. I specialize in the desktop and development refactoring and optimizing workflows. That's all I do.  So let's say let's start with high performance. Let's talk about predictable, right? What kind of picture does it paint in your mind? To me, early, like long back when someone told me high performance, that means like burning the net oil, right? Working, working, working, working, like, and there's no end to it, right? But this is all about how do you build a sustainable workflow for yourself and other people in the team as well, right? So that you can sustainably like produce a certain quality of work whenever you get things done, right? And with that being said, I want to talk about something that is very, very personal, right? Something that's really close to my heart and something that I've never talked about in the public, right? So here it is. Soft boiled eggs, right? So these are very delicious. If you haven't had one, you should try it. And they're like really smooth. You don't have to chew, right? You can actually put it in your mouth and it's just like melt, right? But in order to make this thing, it's not easy, right? When my mom used to make these things when I was a kid and I would have them, right? One day, she was not at Hucktown, right? Not in town and then I decided, okay, let me go ahead and do it, give it a try, right? And then I tried the first time. It was almost raw, right? And then I started cooking it again and then it was like really hard boiled and I hated it, right? And then after a few trial and error and this was before where Internet was available to me, right? Or else today it's a simple Google search. You say, hey, how do I make soft boiled eggs? And it tells you, go ahead dummy, like boil the egg for eight minutes and put it in cold water, right? That's all it takes. Probably Vinay would agree with my methodology of making soft boiled eggs and it's totally fine, right? So what you do is like you go ahead and like do this, right?  Can you tell me how to do this, right? And then you give him a set of steps, right? Take this egg from this fridge, like put it outside, let it go to room temperature and then put it inside a pan of hot boiling water and then after eight minutes, like take it out, dunk it into cold water, peel the shell and then you'll have nice soft boiled eggs. And you cut it, split it open in the middle, add some salt and pepper to it and then you're going to have delicious soft boiled eggs, right? And I say soft boiled eggs. Soft boiled egg is not a binary, right? It's not soft and hard. It's a range of things, right? Just because I'm making the same kind of egg every day doesn't mean it has the same kind of softness, right? So it could vary from person to person, right? So that's about making soft boiled eggs, right? And the series of steps that you take to make a soft boiled egg is kind of a workflow, right? We will call it a recipe, but it's a representation of real work, right? I give you a workflow and ask you to do it in a certain way then you go ahead and do it and then you're guaranteed to achieve a certain result, right? That is all a workflow is, right? And this is how a software like this is a workflow for making a soft boiled egg, right? It's as simple as that. The moment I put this slide here and if you're a consultant, probably this number eight is going to bother you, right? And right now in your mind you're probably thinking, hey, you spend 240 minutes a month boiling eggs, right? That's too inefficient. Like let's make it 30% faster, right? So the moment you start listing this thing out, then you can actually look into it and then look into areas where you can improve and then you can actually come up with steps that will help you improve things, right? And probably I would say, I don't know, maybe someone actually disagrees on this methodology of making soft boiled eggs, right? And that's totally fine and I could actually take feedback and go ahead and improve this, right? To produce a totally different result in a much shorter time, which is like desirable, probably increase the temperature, right? And you probably end up with a cracked shell and that's okay for some people, but like for some people it's a no-no, like I want my eggs uncracked, right? When I take them out of the water, things like that. So a workflow can be as simple as this, right? And it's a very simple step, right? But when you're building software, it can be very, very complex. It can be very complex and can also be hard to replicate, right? So that's why we start with a guideline and then once we have a set of guideline in place, then we go ahead and look at, you know, think and like things and like customize it based on our requirements, right? So the thing is like we need to have a certain workflow so that we can start optimizing things for ourselves.  And this is very specific to Android. It's kind of a workflow that I've been using for like three years in small, medium, large and fairly working well for us. May or may not work for you. The tools and techniques are not that important, but the principles that are backing the tools and techniques are very essential, right? And how many of you have like, when is the last time you saw a PRD? Sakit, sorry. Anyone else? Yeah, a PRD. Every now and then. Do you actually read it? That's a difficult question to answer.  Like go ahead and redo it. Like how many of you have faced this problem? Nobody? Before PRDs? Yeah. So these things constantly happen, right? And this also kind of like stating the obvious, right? Say, hey, build a specification, like figure out what you're going to do, right? It's like we are software developers overall and why are you even talking about this? Like, dude, you're wasting my three minutes of your time already. So let's go ahead and talk about this. And I hope Imran is here. Oh, thanks. What do you see here? Oh, by the way, a friend of mine, Sakit always told me if you're going to convince the audience, so them show them some graphs, right? And I made it sure that for every presentation that I do, I always have a graph on the slide. It kind of works. What do you see here? So this is where one of your product managers comes up with an idea. Hey, say, hey, I'm going to build something, right? And then that's when that happens, right? On the x-axis, you see the time and y-axis, you see the amount of certainty, right? And this is a point where your product manager is having an idea, right? He has this really cool idea, but he doesn't know how to execute it, right? So he's thinking about it, thinking about it, thinking about it. And then like after a few days or a week, he really finds out, like finalizes, oh, this is what I want to build, right? And that's when you probably may or may not have a beard. That's very simple. What's happening here? So your product manager has this idea, and then like, you know, he puts down a draft, right? And then at some point of time, he says, he pulls in the design team and then asks them, hey, guys, like I have this idea. Why don't you actually, you know, build something tangible so that the users can use it, right? And that's where the design team starts working, right? And then they go build something because they are also not clear about what they want to do and then they start building stuff. And then as they start slowly building things, and you know, they get feedback from their product. They do some work and then the product says, hey, this is not what we want quite, right? Like this is not what we want. Like can you make these adjustments, right? And then the product team is going to influence your work to some extent, right? So which means whatever you've built until this phase is going to have some changes in it. Let's up the game. What do you see here? This fantastic, right? It's getting more and more interesting, right? So here is your product team. Here is your design team.  There are you, right? And then everyone is uncertain about what they really want to do. And then like the API guy thinks, hey, this is how the API should look like. And then your design guy says, hey, this button doesn't go here. And I need you to add this one small piece of information right here on the screen, right? And you know how difficult it is to add that one small piece of information, right? Because you've not planned for it, right? And all this uncertainty accumulates in this place. And that's when, you know, Imran, your frustrations can actually be quantified on this slide, right?  And we have to do something about this, right? So this is your zone of risk, right? This is a place where you have a lot of risk, right? Because making decisions is hard, right? The sooner you make it, other teams are not going to affect you in your large amount, right? So the magnitude of influence of other teams in your code is going to go down, right? So making decisions is one. It's like it's also progress. So we kind of don't have this thing. We have this constant adrenaline rush where we want to build things right away. And then we start coding things. And when you start coding things, you also end up doing a lot of rework, right? Like we are actually making our lives more miserable, right? So this is the place where when I say build a spec, you may not have a proper PRD. You may not have a proper design screen. You may not have proper API responses, but this is where you sit, collaborate with teams and then create something that is informal in your own, right? It could be on a piece of paper. It could be Gira tickets, Rello tickets. It could be anything, but you know, make sure that you know what you're actually building, right? So what we do in this stage is we have a very clear understanding of the product once, right? It's very abstract, right? It's very abstract this point of time. But if you're using an architecture like Redux, MBI or Mobius, you have to have a state diagram. You should draw a state diagram on a piece of paper, right? But if you're using other architectures like MVP, M-E-B-M, it's like kind of really hard because they don't give you a overall idea into the problem statement itself. So you probably have to make a to-do list or Gira tickets or like whatever it may be. You need to have a set of things so that you clear out what you're going to build, right? Second thing is we interact with the design team and then we look at all the possible scenarios, right? The designer might have missed a loading screen, right? For instance, Horry may have missed a certain element in a certain space, right? You make sure that you get this thing out. You write down what screens are missing. You tell them that. You may not have the screens right there, but you also set expectations on your own. And you have a fairly good JSON spec that you share with the backend team, right? And most of the places that I've been to, the backend team and the front-end team, they do not agree on a spec, right? And this is what I've consistently noticed. First, when you ask them to do a spec, they are really hesitant. They say like, oh, no, we have the screen. We'll go do the API spec by ourselves, right? And then you know, like the API constant changes and then like people come back to you and then like ask you for changes, which means which is more reworked, right? So one thing that I've observed is like, there is this little bit of resistance in the beginning when you have to start to do this with the API team. But once they start doing it, they become more accommodating because they, their rework also goes down because they are building things in a more clear fashion, right? So that's about it. So the takeaway is like human interactions have the largest feedback loop because if you want to reach out to a product manager via email or text message, then it's going to take a lot of time. So make sure that you reduce this feedback loop as small as possible, like go talk to them directly, make things happen. And this is one of the core strongest philosophies. Don't build something that you're not going to share, right? If I'm not going to build a UI, I'm not going to ship a UI, don't build it at the first place, right? Like don't, like this is this, you have to be very brutal when it comes to this. There's absolutely nothing that you're going to build that you're not going to ship, right? And then minimize rework for you and other teams involved, right? Fairly, that's it, right? And once you have, you have the requirements ready, you have to start somewhere, right? And if you look at any kind of architecture, front-end architecture, you can categorize into these three layers. You have the UI layer, you have the domain layer, the data access layer, right? It could be any data, it could be databases, it could be network, it could also be sensor, like your GPS sensor, I don't care, right? So this is how you'll broadly classify any front-end architecture, right? Now, quick question, where do you start? Sorry, all three. Domain, you start at the data access layer. Any more questions? You start with the UI, right? So there's like no right or wrong way to start, right? You can start wherever you want to start, but I've also given you some clues in the previous slides, right?  Can you think about the graph and then like try to answer this question again? Does it give you any clue? So if you start at the UI layer, your design team is going to come and tell you, hey, something has changed, right? They probably have to go back to the place and then like change it again, right? If you're going to start with the data access layer, the design team would come and tell you, hey, something has changed, like go ahead and like change it, right? Which means you're going to do quite a bit of free work, right? So this is where like if you feel have this, if you have this grudge against your designer or your backend team, then probably you have to pay more attention to this, right? Do you really have a grudge? I used to have a grudge, like a lot of grudges against my design team and my API team, right? Not anymore, right? So if you see these are some of the volatile areas in your code base, right? And then notice this is something that is relatively stable because you've gotten your product requirements, right? And this area is relatively stable than other two areas, right? But if you're starting to build from the domain layer, how do you know it is working as expected? How do you like if you have UI, you can see it, right? We have even network layer can make fake API calls and then sorry backend calls and then figure out if it's working, but like how do you know if your domain layer is working? Sorry. You unit tested, nice. So tests. So we have to write tests. That's the only way to start with the domain layer and it's also important to notice the kind of tests that we can write, right? And write unit tests because they're really, really fast, right? Isolated tests because you need to test the entirety of the system, right? And isolated tests itself is a huge topic and because you probably have to go and look into like what kind of risks you have in your dealing with isolated tests because you will be using mocks and whatnot. But that's a risk that can be easily mitigated and then they provide really good feedback. So if you're going to add new features, you can add it or update functionality really quickly because you have the tests in place. You can make bug fixes because you know that your bug fixes not breaking something else but in different things. And you can also facilitate three apary factory, right? I would actually go ahead and prescribe something like test development, right? It's up to you to opt in or not, but like the reason why I prescribe test development is we as developers, most of the time we think about solutions, right? We are always writing production code, thinking about solutions, solving problems, right? But we don't spend enough time in the problem domain itself, right? But when you do TDD, you're going to write your test first, you have to spend a lot of time in the problem space, right? And if you miss something in spec, you probably find it sooner than later. So it's not that after you ship the build, your product manager looks at it or your QL looks at it and then tells you, hey, you missed this thing, right? Because you're spending most of your time thinking about the problem statement itself, right? And then design feedback. So this is one of the most notorious thing when it comes to software development because when do you get design feedback? You get design feedback at all. You get a lot of them like in terms of code. How it looks like.  And someday you realize this is a Death Star, right?  This cannot be maintained, right? We have to go and re-architect this, right? We have to update like, you know, refactor this, right? So the design feedback comes after like several months or years, which is like really, really late, right? But when you do TDD, you get it in a matter of minutes or days, right? So your design is constantly getting updated because you're writing your test first and that's why you get really good, quick feedback on your design, right? And also helps you write maintainable code. It also gives you a base and like most people don't believe me when I say this. But this is a very sample example. So if you look at this, it's a Roman numeral problem where you take a decimal number and then the program converts into a Roman numeral, right? That's it. So a person experimented with this. The blue ones are the amount of time it took for him to solve the problem without TDD. And the green ones are the same, the time to be taken to solve the same problem with TDD, right? So obviously there is space, but like how does this work in the real world? So I've opted into TDD for like two years now, like over two years now. And what I have consistently seen across teams is teams that do TDD get the same amount of time to ship the first version of the code, right? So if a team is doing TDD and there's another team that is not doing TDD, they ship the first feature in the same amount of time. But when it comes to bug fixes, new features or feature enhancements, the team that does TDD does it 30 to 60 percent faster than the team that did not do TDD, right? This is what I've observed in my stint for the past two years. So deliverables is just you get domain layer with your tests, right? So you have a domain layer and you have written your tests and like things are fine. So take away is aim for quick feedback cycles in every stage of development. If something goes wrong, you should figure it out like sooner than later, right? And then there is the amount of inference that creeps from other teams. So protect yourself so that you don't end up doing a lot of rework because rework is not fun. Rework is always, it has a lot of, you know, pain to it. The components sequentially in parallel, right? So once you're done with the domain layer, you still have a lot of collaborators that has to be implemented, right? And if you're the only developer in the team, then you should probably do it sequentially because there's no other way. But if you have multiple teams, this has to be parallelized, right? Because that tells the quality of architecture that you have at hand, right? The kind of coupling that you have in your hand, right? So if you think you cannot parallelize anything after you write your domain layer, then you probably have to, you know, take a look into your architecture already because it's one of the design feedbacks that you can get. So if you look at this, you have the business logic layer done and then there are like four different columns, right? And each one of these columns is different and this is the kind of components that we have to write for the architecture that we follow, right? So it could be different for you. It could be for MVP. It's totally different for MVVM. It could be different for MPI. It could be different, but this is just for the architecture that we follow, right? And you have like JIRA tracking. Like you do all the kind of tracking. You use JIRA, like any project manager software, that is different, right? This is something that you write it down, right? On a piece of paper, right?  And that keeps you going, right? And it works effectively. It's surprising. So it varies across architecture and it should be parallelizable. So that means how like it, if it's parallelizable, then you have a fairly low coupled look. The coupling in your architecture is pretty low, right? So which means high cohesion. So this one has a deadline and it's probably name of the screen. That's it. And then if you look at it, we have a check mark, which means, hey, I'm done with this. And then you have a deadline, which you probably way or may not put it here, like depends on what you're doing. And then see each and every color represents a person, right? So we have like different colors and we say, hey, usually our team is like three to five for when we are building a feature. So this is how we pull it off. This is an example sheet of a feature that I built a few months ago. And this was a bunch of screens for a certain feature, right? So if you notice like this is what would happen when you actually have it on a piece of paper, right? So it keeps you going. It's like, you know what is happening in your project. Like, you know what someone is up to. And it's pretty easy to take care of. Like your project management is not a replacement for your project management tool. It's just something that you can have quick access to because you come into the office every day and they're like, how should we step up our game to get things done? So deliverables is just like all other components plus test. Yeah, we have written all your components. You have all your tests and then this is and then these components are ready to be glued, right? You have to put them together. So take away is architecture is a cornerstone. So if you don't have an architecture, then you probably cannot or it's really hard to build a workflow for yourself, right? So architecture is critical and then our DI. So use DI because DI inherently facilitates you to write loosely coupled application and I'm not referring to any DI containers like dagger. I'm just like talking about plain old construct or method injection, right? Nothing else. And then critical information should be readily available because you have to be well informed about the project because if you're not well informed of the project, then essentially you have lost control over it because you don't know who is up to what, right? And you have no clue what is happening. So you have to make sure that all critical information is available to you at all times, right? Right? Glue code, right? Write them together. So this box at the last, that's where you write the glue code. So when I say glue code, these are the things, right? We probably have a DI container set up, right? So I'm saying the glue code for your DI container happens here because your tests should not have a DI graph. Like you should not have a DI container at the first place, right? It does not need one, right? All your DI happens only on your production code, right? And then view interface implementation for your activity, fragment, views, view controller, whatever. So all these things are considered glue code, boilerplate for your architecture. So you have a base class and you're extending stuff and then you have to add things to it, right? Inject dependencies, all the stuff. These are all glue code. And once you're done, like just take it off. And the nice thing to aim for here is what I encourage the teams that I work with is when you have built your application this way and when you're running it on your emulator for your first time, it should work. It should work just out of the box. Like that's what I push for, right? And like people get the kicks when they do it, right? Because now you have built everything using your tests and then the first time you run it on an emulator you're like very confident that it's going to work because that's how much predicate the workflow itself gives to you, right? So deliverables is a feature that can be paired around on the device or an emulator. That's your deliverable. You can like ship it to... Oh, don't ship it to QA because you have to do something else. Test with local systems, right? So why do we even do this, right? Because when you're interacting with external systems like say for example, database or network layer or whatever there are certain conditions that can never be tested, right? Like say for example, you're dealing with your database layer you can never test a scenario where your application runs out of disk space, right? And then your server is probably going to give you the same error message and how would you do a 503, right? How would you do something that is so totally weird, right? You don't know, right? You cannot test these scenarios because they're very hard and the state is distributed elsewhere in a remote machine, right? It's like almost impossible to do this, right? So what we do is like we have an interface and one of my favorite parts when it comes to doing stop testing is to use RX Java, right? Or you can use something like RX Swift or anything else because here when you use callbacks you have to deal with method calls, right? And it's really hard to represent exceptions and other things like that. But in terms of RX Java everything is a value, right? Your data is value, error is value, right?  So when you're dealing with values it's easy to create error conditions, right? So that's my favorite part. So when I'm dealing with boundaries of external systems I tend to use RX Java because it works really well for me and the architecture that I use. But if you're still using callbacks then you probably have to figure out ways to deal with this but it's really hard when you want to emulate error cases when you're using callbacks, right? Because it's kind of tricky. And it's also very helpful in emulating delays, right? So here is a remote API and then this is probably a couple of implementations. The first one is with a positive response. So I can test the positive response manually and then the negative response is I can throw whatever error, the kind of error that I want. I can have a HTTP exception thrown with a custom JSON body. I can do a 503 with a custom HTML body and then see how the applicant reacts to it, right? So no matter what I can test everything right here, right? And the reason why this is essential is because you're going to ship this thing to QA and they may not find something when things are going fine, right? But something breaks a week down the line. You're already working on your next print and then this bug fixes on you, right? And it's going to create your unnecessary pressure that you don't want to deal with, right? So we have to make sure I'm not saying there will never be bugs. There will be some bugs, but for us it's our responsibility to make sure that we make sure that we figure out everything that can go wrong or covered by what we do, right? There is this like same binary of built probably may or may not have to do a bug fix but it should be ready to ship. So fail fast. Don't wait for the QA to find obvious bugs, right? Integrate and test manually again. That's it, right? So you have to again, once you're done with all these things then you have to go interact with the real world and your API may or may not work, right? We have cases where there were zero integration effort just you swap the URL and then like things work like magic. Other cases where, you know, one of you have missed something. Like you probably forgot to ask them for a parameter. They forgot to send something for you and then like, you know, you have to iron these things out, right? And there's also one thing like say for example when I said be brutal about don't build what you want to ship. So I kind of kind of discourage the API teams from building stub values or tub, stub responses, mock responses because it's just a waste of their time, right? So once you have agreed on a contract, both teams built a spec and get things done, right? It's just like, don't build something that you're not going to ship. Like they're not going to ship the stub API then why have it at the first place? So this is a very rough idea about the specific of the workflow that we were talking about. So this is a workflow, right? It's not the workflow and this was probably quoted by this famous Venetian I, right? And it's reusable, right? You could say this is a solution, not the solution, right? And it's three substitutable in most cases, but if I tell him like at Happy Billy, this is a shock sugar, but not the shock sugar then probably he wouldn't agree with me, right? So you can use it in multiple contexts like do whatever you want to get creative. So predictability. So the kind of predictability that we have achieved with this is where on a team, two member team, we kind of ship a fairly simple feature in three days, right? So we know the estimates for the workflow and everyone in the team follows this, right? And if something is going to go like above or beyond, like low or high, then you obviously get a red flag. Hey, something is wrong with the estimate, right? Let me go ahead and look into it. So here you get a really quick feedback because you know the workflow yields a certain result for a certain team, right? So that is something that we have achieved and we also achieved better acceptance rates for QA. So one of the clients that I worked with, they had an acceptance rate of 20% for builds, which means every 10 builds into the ship, eight builds will be rejected by the QA department, right? And once we started adopting this, we had an acceptance rate of 80%, right? Which is a huge win for us, because most of the time we would ship just one build and it will go through, right? So high performance also means low maintenance. So you don't have to be because if you ship a feature a year ago, you don't have to be fixing bugs for the next year, right? So we are very, what do you call it? Receptive or we are very aware of direct cost. So if someone is going to tell you, if you cost you $50 a month, we're very receptive to this, right? But we're not really receptive to time that takes us, the time it takes for us to fix bugs and other things like not use or buying a license for a certain tool, right? So these are costs that we are not really receptive to or like the human mind does not really understand, right? And so in order to achieve high performance, there are a few productivity tips that we, I would like to talk about one is like master the IDE, right? You have to know like everything about your IDE. There are a couple of ways to do this. One is to use a key promoter plug-in for the integer platform, right? And the reason why I ask you to install, use this plug-in is because we don't want to learn shortcuts, right? The last time I took a printout of a shortcut, it didn't go well, right? It doesn't help in your memory stuff, right? What we're going to bank on is something called as a muscle memory, right? So it's real. So if I give you a laptop and then I ask you to use a shortcut, you probably not know the shortcut. But if I ask you a shortcut, you probably not remember the shortcut. But if I give you a keyboard, then you probably type it, right? That's your muscle memory kicking in, right? So what key promoter does is whenever you use a shortcut, the mouse instead of using a shortcut, then it gives you this like on your face message that tells you, hey, you're doing it wrong. Like you are supposed to do this instead of like using your mouse, right? It's really quick. It's really irritating. And hence it's really effective, right? There's a new plugin called key promoter X, which is extremely nice.  It's very ineffective because you will not even notice that it's nudging you, right? Don't get the key promoter X, get key promoter. And second thing is explore the IDE. Just like go around and get to know your IDE. Like how many of us have actually taken a tour of the IDE itself? We don't really care. The moment we understand the basic stuff then we don't really go look into the IDE at all, right? So this one lets you, you know, encourages you to go ahead and look into the IDE, right? And there are also multiple productivity features that come with your IDE, like multi-cursors, refactoring tools, like refactoring tools are amazing. They are my favorite. And then you also have like a lot of live templates. So if you're kind of typing out the same stuff over and over again, like, you know, probably typing a test of certain format, like go ahead, create a live template. The post fix completions are very surprisingly effective, right? And then staying informed. So if you're on the IDE, like don't look for information, there are gutter information, gutter icons. So if you're dealing with colors or image resources, the gutter icons can actually tell you what kind of image it is. You don't have to go and open the image by yourself. Line numbers, if you're pair programming, otherwise I don't find them effective. And lock at, make sure that your lock at is colored and every log level has a different color. So you know what you're looking for. You don't have to go through a stream of white text. So if you're looking for an exception, just like look for the red one, right? I use rainbow brackets, right? It's colorful rainbow brackets. If you have this problem of smatching parentheses, then this would help you out certainly. So and I also learned it's entirely possible to work on an ID like this. Like an intelligence, a very powerful ID, but the defaults that you get is not very effective, right? Because the IDs defaults are designed for beginners, for people who want to learn how to use the ID, right? The more time you spend learning the ID, then you will realize that you don't need any of it. You just have can have one blank screen with code and probably do whatever you want to do from there. Second thing is to practice, right? Because if we keep doing the same thing over and over again, we're not going to get a different self, right? If you want to have different results, probably go ahead and practice things in a different way. And how do you start practicing? There is this repository that's called Benchpress, right? So this is a repository that I've created, specifically to Android. So it takes very simple problems. Six different problems are very stupidly simple, like probably a counter example, right? Probably an image bigger example, right? But these exercise various aspects of the Android architecture itself, right? So if you want to try out a new architecture, you can take this repo and then there are like six sample applications, go ahead and build it, right? That is one person, one, because we constantly keep evaluating architecture. So this is what we do because we figure out different capabilities of Android, which has to be, you know, accommodated by the architecture.  The second thing that it helps with, is that you can build different types of applications, right? You can build different types of applications, like for example, because you can focus on your workflows, right? Focus on writing tests, focus on learning the API for the new architecture and things like that, right? So like, go ahead and do it. I probably do it like several times a year. I probably build counter applications, like six, seven years, six, seven times a year. Different architect is different workflows, and surprisingly it works. So this is why we do it. So it also helps you build muscle memory. Which are like MVP, MVVM, they're like bi-directional data flows, which means it's like inherently complex. There are better ways to do this. That's where we introduce unilateral data flow architectures. And most of the unilateral data flow architectures, like flux redux, Mobius, Mobius Swift, they're like a lot of unilateral architectures. So what they do is they let you build applications based on state machines, right? So state machines give you an overall idea about the problem itself, right? The problem with MVP and MVVM is your state is distributed across the entire application, so there is no easy way to figure out what is going on, right? But when you use a unilateral data flow architecture, you can actually, you know, once after step one, you're supposed to produce this, right? And if you show this to someone, they can tell you if you're actually going to build the feature that the product team is expecting, right? And it's very helpful when you're working with team members because you can actually look into the state diagram and see if the guy has actually solved the problem, right? Because if you're using other architectures, then it will probably take three or four days, and you have to see something in person that was built correctly, right? That feedback is too big and it's too expensive, right? And this one you're looking into, you don't need a computer, just like you look into a piece of paper, look at the state diagram and say, hey, okay, I think you missed something over here, right? Go, like, fix it, right? And then the person, once the problem is solved, then you go to the computer and then you're just realizing that problem or translating the problem into code, right? You're not actually solving the problem in the IDE because you've already solved it beforehand on a piece of paper, right?  And this is one of the architectures that I would swear by, Mobius, there's also a Swift version of it and they're also going to be a multi-platform version of it. So, Jithin probably might be of your interest. So, these are the reasons why we are doing it, right? And there's some general guidelines about tooling, best practices. So, tools should provide quick feedback. If your tool is not providing quick feedback, figure out a way to make it give you quick feedback or replace the tool, right? And pick tools that seamlessly blend in your workflow. If you're spending a lot of time working on the tool, then it's probably not the right tool, right? Minimize the amount of external tools that come into play and restrict. So, reliance on debugger tools, like, say, for example, there are, like, several tools that let you debug efficiently and you're spending most of the time using those tools, then it's probably not the right thing to do because there's something, there's a serious problem underneath, right? And if you have additional tooling, make sure that you use it for certain purposes. So, if you have additional tools, like, use it only when you're available to get CPU and memory performance, things like that. These are some of the links to the ones that I've referred already. And also, please use a GitGuy client. I'm not a purist. I'm a pragmatist. And GitGuy clients enable a lot of things, right? They let you review your code before you push it, just like you would review someone else's code, but that's not possible. So, these are some of the links to the ones that I've referred already. Just like you would review someone else's code, but that's not possible with your command line. And when you're doing refactoring, then if you're doing some serious refactoring, then you would understand the value of a really good GitGuy client. GitKraken is my favorite and Prathu is already booing me to not use GitGuy clients. That's it. And this is my Twitter handle. You can find me on GitHub, Medium and other places as well. And I don't think we have time for questions. One minute. You have one minute. Yeah. Right. Okay. I agree to that. For new workflows, it works spectacularly well. But if you're going to use it for refactoring, the problem I see is your code is not going to be green all the time. The moment you refactor something and if your code stops compiling, I can either go to the GitGuy client and then look at what is not compiling because I know what files have changed. I need a compiler to see where my compilation errors are. So the compilation error is a longer feedback for me rather than going to the GitGuy client. So I find it extremely helpful to find because it gives me very quick feedback cycles when I'm refactoring. Not so much during building new features, but when I'm refacting the code, either you rely on your compiler, which is too slow, or you just go and look at the refactoring, the GitGuy client and say, okay, I pulled up this parameter from this compiler. Sorry, from this class to the constructor. And these are three places where it is broken. So that's the quick feedback that I get during refactoring. Yeah. All right. Thank you very much. You can catch me offstage or tweet to me. Thank you. I share the same sentiments. I share the same sentiments. Because we are also used to it on multiple platforms, like the next videos, and then there is nothing to do to GitGuy client that is consistent. And it will be fine found for GitGuy. So it took a lot of time to figure out what actually works. Because source space is also surprisingly effective when it comes to it. It's graphical user interface client.  Yeah.


This is stock number 10470. We are here at Summit Automotive in Fond du Lac, Wisconsin. You're new and used Ford and F250 Super Duty Headquarters. Today we are checking out this super clean 2013 Ford F250 Crew Cab Short Box Lariat. This vehicle has the 6.7 liter Power Stroke Diesel with I believe 400 horsepower. It has been fully safety and inspected by our service shop, has a fresh oil and filter change. All the fluids have been checked and topped off and this truck is 100% ready to go. White Platinum Tri-coat Metallic Paint over Pale Adobe is the color scheme. We shoot all of our videos in 1080p 60 frames per second so if you have HD capabilities on your computer, tablet or smartphone device turn them on right now because it is like you are right here looking at the truck with me and definitely your best way to check out the vehicle quality and condition wise before seeing it. In person factory chrome step bars comes with the factory alloy rims with the chrome covers and this one has brand new Goodyear All-Terrain Adventure Tires LT 27570 R18s. You can still see the little wear knobs on there. We put those on in our safety inspection so they are brand new all the way around. Frame and under body looks really good. If you want to check out more photos of this truck in the upper right hand part of the screen is a link right to our website so click that and check us out there. Front bumper and lower valence are in excellent condition. Factory fog lights the only thing I saw one tiny little ding above the tow hook there but otherwise very nice. The hood is in really nice condition as well, didn't see any major dents or dings on that and the passenger side fender is in excellent shape. It's a nice condition, no major scuffs or scrapes on that and as you go down this side of the truck you can see just how clean the body is, how reflective and mirror-like that paint is. This one does have the chrome package and we take these HD videos so if you are far away or even if you're close by and just cannot make the trip down but you're still interested in purchasing the vehicle you can see the vehicle, hear the vehicle and have confidence in the vehicle that you're looking at before you even get here. So when you do get here there's absolutely no surprises in fact we offer a Summit Auto Fast Pass option in the upper right hand part of your screen, a link right to our website where you can apply for financing, get pre-approved, see a payment quote, even appraise the trade all from the comfort of your own home, frame and underbody, it's very very clean for 2013 and all those lower rockers look really good, I didn't see any corrosion or anything starting there. Back tires are brand new as well, we put those like I said we put four brand new tires on it, it does have the camper package with the anti-sway bars right there, back rim is in excellent shape as well, no scuffs or scrapes on that and it does have the chrome tipped exhaust part of the chrome appearance group. As we come around to the back of the vehicle the rear bumper is in pretty nice condition, it does have the backup parking sensors and actually just a little bit of a ding on that rear bumper there but nothing too bad, has the four pin and seven pin wiring and the full receiver hitch, tailgate's in really nice condition, it does have the tailgate step assist, locking tailgate, has a spray in bed liner with the fifth wheel bed rails all set to go and it does have a seven pin wiring back here as well, there's that tailgate step assist and it has a Ford fold up hard tonneau cover, tailgate shuts nice and solidly and as you go down this side the truck just as clean as that passenger's side, box is in excellent shape, I didn't see any dents or dings on that and for full disclosure this back rim is in nice condition and the back tire is brand new too. Down the rest of this side doors look really good, has the driver's side door code entry, power scope mirrors, they are heated built-in directional signals, they power fold in and power telescope out, I always like showing that those are working so they can see that they are working so they power fold out like so and power fold out like that and then they also power telescope and you can see that both set there for the telescoping out and in and both sides are working, always like to make sure that those are working when you're buying a truck like this. Memory driver's seat, power windows, power locks, power mirrors, Sony sound system, auto headlamps, power pedals, the Lariat Ultimate Package gives you the black leather interior, there are no rips, there are no tears on these seats, really nice condition, this truck smells very clean inside, it's never been smoked in, factory all-weather floor mats, power pedals and as we hop inside the truck here you can see that this one has 55,435 miles on the digital LCD display there, instrument cluster is very nice and clean, comes with the leather-wrapped steering wheel, you get audio and Bluetooth controls on the right, cruise controls and information center controls on the left, six-speed automatic transmission with the optional tap shift, turned out four-wheel drive, downhill assist control, stability control, factory brake controller and four upfitter switches. The Lariat Ultimate Package also gives you the factory navigation system, this is also where your backup camera shows up and you get AM, FM and Sirius XM radio capabilities, this is the My Ford Touch radio and Sirius XM right there, can also do your heated seats and cooled seat buttons here and your climate controls, if you don't like the climate controls up there you can do them down here on the more tactile buttons and you also have tactile radio controls down there. Turned out four-wheel drive like I said downhill assist, stability control, factory brake controller, four upfitter switches for lights or anything you may want to put on here and then it does have a 110 volt 150 watt plug-in, passenger side seat is in excellent shape as well, no rips or tears on that and it does come with three-power sunroof, you get your power sliding rear window and map lights up there as well as your home link buttons for your garage door security systems and lighting systems, we'll take a quick look at the back seats and then we'll check out under the hood, really a nice truck inside and out, back seats are just as clean as front seats, no rips, no tears, no stains, power slide rear window with the built-in rear frost, these seats fold up for extra storage, it does come with a lockable storage bin, that locks with the ignition key, factory all-weather floor mat back here and it does have a 110 volt 150 watt plug-in back here as well, the back seats fold down, hard to do with one hand but capable is possible, has the factory subwoofer, the latch tether anchors as well and we do have the child safety locks on the back doors too, we'll take a quick look under the hood, I would personally like to thank you for checking out the video today and I hope from this HD video you have been able to tell just how clean this truck is all the way around, inside and out, you get a really good idea of the overall quality and condition of the vehicle, so you can make a smart buying decision, under the hood we have the 6.7 liter power stroke diesel, engine base very clean, runs very smooth, this truck has been fully safety to and inspected by our service shop, has a fresh oil and filter change, all the fluids have been checked and topped off, has four brand new tires and is 100 percent ready to go and to see more pictures of this truck or one of our 450 new and used cars, trucks, SUVs, minivans, Wranglers, half tons, three quarter tons, one tons, you name it we got to go to our website www.summitauto.com full pictures and descriptions of every single vehicle from two locations all at summitauto.com and if you'd like to check out more HD videos you can go to youtube.com slash summit auto remember to like subscribe and share on this video and all the videos that you see there, in fact in a second you will see a link to subscribe to our YouTube channel on your left a link to more heavy duty truck videos like this one on your right if you have not been to our website on the bottom link to this vehicle on our website click those check us out and we're super excited to help you with this really clean 2013 Ford F-250 Crew Cab Short Box Lariat Ultimate Power Stroke Diesel thanks again