So you know what targets do, but you still don't understand actions, not a problem. Actions come in three types, points, edges, and faces. Which type of action you can select depends on where your mouse is hovering when you right click. If you right click over a point you will see the point actions. If you right click over an edge you will see the edge actions.  For now we're just going to be working with the point actions. And the first one is bridge. Now bridge can have two targets. When target is set to two points you'll be able to connect any two points you click on. Click once, click twice, and it'll automatically connect them. If target is set to ring though, by default it will turn all the polygroups around the point you click into their own polygroup. And crease the edges that surround it. If you change this to not crease the edges will not be creased. And if you do not regroup it will not create a new polygroup around your point. If action is set to crease and target is set to point it will crease all the edges connected to that point. If target is set to shortest path you can left click different points and it will automatically try and connect from the last point you clicked. You can also hold down left click and drag which works really well for long straight edges. When point actions is set to delete and your mouse is hovering over a point if you left click it will delete that point. So you have absolutely no clue why there's an option to do nothing. Not a problem. This confused me a lot when I started too. But doing nothing is actually quite useful. Remember all three modes for face edges and points are on at the same time. So let's say at the moment you're just trying to change the polygroup colors of a bunch of faces one at a time and you're trying to work fast but sometimes you accidentally click on an edge or you accidentally click on a point and you end up doing things you really didn't want to. Well this is an ideal situation which you would want to set points and edges to do nothing. If you set points and edges to do nothing you'll never accidentally click them. That's what this option is for. So you don't accidentally click points and do something you don't want to. Point extrude just means if you left click on a point it will create a new point coming from the one you clicked. If you hold control when you do this instead of extruding a new point it's just going to drag the one you selected. If you extrude and press alt you'll be able to change the color of the polygroup for the new faces that are generated. Make curve allows you to left click points in order to draw curves. Every time you press a space bar you will reset the beginning of the curve and be able to start drawing new ones. Now once you have a curve you can do all the normal curve things like apply a chain or a tube or a tail or all the usual. But you can also right click on the curve you can decide what happens if you left click the curve you can choose from doing nothing, delete the curve or make a bevel. The rows modifier determines how many segments emerge from the bevel. It defaults to single but you can also choose between two, four and eight segments. This area here determines the pattern of segmentation. Linear means the segment is divided equally. Sharp pushes most of the segments towards the edges and soft pushes most of the segments to the middle. And if you want a custom distance you can decide that here. If point actions is set to mask when your mouse is hovering over a point and you left click it will mask that point. This is basically just an easy way to manually pick what points you mask and what points you don't. And as usual if you hold alt it will unmask instead. When point action is set to move it lets you move clusters of points by left clicking. By default it is set to brush by radius which just means it will move the points within the red circle of your brush size. While holding left click if you hold shift it will slide your points along the surface of the object. And if you hold alt it will move your selection forwards and backwards. Now you can mess with these modifiers down here if you want on your own time but honestly I have never needed to adjust these values. If you set it to infinite exit will control all the points horizontally to what you click. And if you set it to infinite y it will do the same thing but vertically. Normally it will only move the points on the same face that you click. But if you move brush to infinite depth it will grab all the points that are directly behind the object and if you want to do the same thing but with the same size as your brush radius set it to XYZ instead. If you only want to grab most of the points behind the direction that the point you clicked is facing then you should try setting mode to infinite Z. Q mesh is a mix between extrude and merge points.  Then if you get close to a point and you left click you'll be able to extrude that point in and out. Now the cool part is when you do the same thing but to a point right next to it. If two points get close enough then they will automatically merge together and create a complete piece of solid geometry. That's really all this does. It's super useful and the modifiers down here just control the snap distance required before snapping together. The lower the value the earlier the points start to snap together. Slice points lets you cut into the mesh by left clicking a point. Every time you click a point it will create a new slice from the last point. If you want more control you can always drag click until you're happy. Normally it defaults to crease in a slice but if you don't want to crease just change the modifiers to uncrease and it will do the exact same thing without the creases. The slide point action defaults to brush radius. If you left click it will grab all the points inside the red circle and move them along the surface of the model. Normally it will try to keep the point on the edge it's sliding but if you hold shift you'll be able to stop snapping to the edges that you drag. If you hold out while clicking it will move the points forwards and backwards. Under modifiers you can change the settings. Infinite X drags all the points horizontal to the one that you click. And Infinite Y does the same thing but vertically. Infinite depth just means it will grab all the points even through the object on the back side. Infinite XYZ does the same thing but with the full brush size. And Infinite Z is similar but only for the Z axis. The split action will let you expand a circle from the point. If you tap all you can change the color of the new polygroup. Normally it will default to quads but if you triangulate the center instead of quads it's going to use tries. If you don't like the crease on the outside you can change it to do not crease here and if you don't want it to make a new polygroup you can tell it not to make a new group like this. If you set mode to ring instead it'll make a much smoother circle and unlike the point if you do it on an edge it will change the shape of the object to match itself. And just like the other mode you can take the creases off with this and decide whether or not to regroup the different colors of the polygroups. And if you don't want the edges to have equal distances from the center you can turn that off here. So here's what it looks like without equalize and here's what it looks like with it. This is a really easy way to just make circular extrusions or intrusions in a hard surface shape. The stitch action lets you left click one point to another. By default it sets to end which means when you left click two points together it'll merge both to the second point. Every time you press the space bar you will reset and be able to start new ones. If you change modifiers to mid then both points will meet at the middle. And if you set it to start then both points will meet at the first point. Point transpose just allows you to left click on a point and it will automatically mask everything except that point and activate the gizmo which you can then use all the usual gizmo controls on. If you hold alt before you left click the point though then instead it's going to mask everything except the point and you'll move everything else instead. And as always hope you have a fantastic day and I'll see you around.


Chittarandan, talk to us a bit about your work in learning generally, learning styles, the systems of learning. How well are today's education systems, training systems matched for where we're trying to get people to go, where they need to go in the economy in terms of skills, and whether they're hard skills or soft skills or how they learn and how well it's working and where it's not working? Just talk to us about that if you would. Thank you. I think it would be interesting to start the answer to that question with looking at the topic that we have here for this particular session. We're asking what does it take to prepare our young for jobs? I'm sure many people in this room are familiar with an annual Gallup study which measures employee engagement. It's a pretty big study. It involves something like 200,000 respondents. It is done in about 142 countries. It involves something like 7,000, 4,000 or there are about employers. It's a fairly good way of looking at what people are doing with whatever that is that they're doing. Gallup says margin of error is plus minus 3% if Gallup says that, I'll take it. What does it say for the last eight years, seven, eight years that I have followed that survey? The number of employees engaged with their work, with their jobs has not been higher than 18%. Engaged employees number less than 18% in this very large sample of working populations of our world. The others, which is something like 80 to 85% are either not engaged, which means basically they don't care what happens with the stuff that they do, or are actively disengaged, which means they hate what happens with the stuff that they do. I don't know if it scares you, it scares me. 80 to 85% of people who are working today don't care about their work, don't care about their jobs. So if someone would ask me, what should we do to get our children ready for jobs? They'd do nothing. It's a problem. If we begin to prepare our children and all of us doing that, the education systems are doing that and so on, not doing it very well, but still try to do that, try to get young people to be ready for the jobs that are available, we condemn them to a life of meaninglessness, to a life of frustration, to meaningless work that they find no connection to. I think that's where we are at this time. And this has been done every year for the last seven or eight years. I'm sure it goes back much longer. I'm sure as we continue going into the future, we'll see something similar going on. What should we be preparing young people for? So as I look at this, I see essentially two things that we should be doing first of all in this particular context. I just want to talk about three key areas and I'll get to that one by one. One is of course we would today like to talk to the people who create, design, manage and maintain these jobs to see if they could do something differently, which would actually engage people, young people with the work that they do, which would make it more meaningful for them. We try to do that quite a lot in my work, but I must admit that I'm not holding my breath for that to change at any time soon. We've gotten to a very strange place over the last 30 or 40 years where we seem to have forgotten a whole lot of stuff that we learned over the 20th century about what gets people interested, excited about their work and so on. So that's one, one area that you could do, but I don't know how effective it's going to be in the short run. In the long run, it seems to me that we could work with our education systems so that the people who are now children, when they become 40 years old, they create a world in which it's actually a joy to work. I think that would be interesting. I think that would be worth doing. And if I look at it like that and I say, okay, what is worth learning for the children today and how do we get there? Those are the two key questions that I would look at. And to me, it seems that when we think about what is worth learning today for young people, one of the first things that we immediately look at is this is a period of dramatic and rapid change. It's discontinuous change all the time. We've seen business models going out of contention in a decade or less. We've seen people not knowing what skills they should learn because they become useless by the time they've learned them and so on. So I think as I call this century, I call this century of shifting science, constantly shifting. It's a century of not knowing. We do not know what skills specifically we should teach our children so that they can be successful. I think in this scenario, it seems to me it's much easier to think about what kind of education they might have rather than what knowledge we should give them. To me, it seems that today, given the rapid pace of change, et cetera, on the one hand and on the other hand, the dramatic epidemic of mental health challenges that our young are faced with and it's across the world, it's truly scary. Because there is no mooring, there are no anchors, there is a sense of drift and so on and so forth. So these are two things that are happening in our world. Change is relentless and there is nothing to hold on to. Where do you think, so I take your point about education systems being about educating versus disseminating knowledge is the way I hear it. If you're an employer, you may then as employers take up the specific skills to be trained against. So you need skills as an employer, yeah? So here's what I look at. If I were to help a young person learn what he I think would be useful for an employer 20 years from now, which is when he's going to get into the workforce of 15 years from now or even 10 years from now, I really don't know what he should do. I don't know. I'm not sure what he should learn specifically by way of skills and the entire effort to say we must pack skills into the children is really flying in the face of what we see every day. To me, it seems that what the only thing we can give our children today, which makes sense for them, and I see it as something that has traditionally been seen as opposed to each other, they need to learn a science. They need to learn a science of attention. They need to learn the science of presence. They need to learn the science of critical inquiry. We do not teach. We do not help children, young children learn that very much. And it's a science. It's a way of looking at our presence and our understanding of the world and so on so forth. But at the same time, it seems to me that what is terribly important in the art bishop this morning referred to it, we also need our young children to learn the religion of togetherness and interdependence and connection. Both of those things, they have been talked about for centuries, but never before it seems to me has there been a greater need to do both together. It is not enough simply to learn skills by ourselves, though that is very important, we have to look at understanding of critical inquiry and just being present to what is going on and what I can do to that. What is the skillful means of dealing with the shifting science that I have here? That's very important. But it's also important to figure out how I connect with my world, the world that's around me and so on and so forth. And again, we do not do much of that and the technology that we've had, the impact of technology has exacerbated that problem substantially. And we need to really go back and say, this needs to change.


this third regular common council meeting to order will the clerk please say the quote of the day there we go thank you mr. Mayor change is the end results of all true learning all right call the roll all the person athlete all the person born here all the person Decker all the person Feldy here all the person flicky paneski here all the person Mitchell all the person Pirella all the person Salazar here all the person Savaglio there are nine present all right for folks in attendance would you please stand for the Pledge of Allegiance next item on the agenda is approval of the minutes from our April 26th meeting president Feldy I make a motion to approve the minutes second there's been a motion in the second any discussion on the minutes seeing none all those in favor please state aye aye anyone opposed aye minutes are approved anyone for public forum today no one this evening all right next five point one point five resignations of Kyle Welton from the Meade public library board president Feldy thank you mayor I move to receive in file second there's been a motion in a second all those in favor please stay dived and you want to pie all right that's approved six point one mayor's appointments those will lay over all right announcement all right good evening everybody so first we have an announcement for an election to be held at the Common Council meeting for May 17th 2021 to fill the unexpired term for a former older person Ryan Sorensen for District 8 so if anybody knows anybody that lives in District 8 please have them contact the city clerk's office to send a letter of intent and your resume otherwise feel free to call my office as well for any questions all right six or excuse me 1.8 mayor's announcements all right so starting off just a quick brief COVID update currently in Sheboygan County there are 123 active cases this past week sadly there were two additional deaths for individuals over the age of 80 currently there are only three people in the hospital and our activity level in the county has seen a 55 percent decrease in our from our burden rate however this is still a high number and we keep encouraging folks folks to wear masks and socially distance the city has been doing a wonderful job with their Monday morning meetings with other stakeholders in the health health care field and experts and we're working with a lot of different entities to ensure that vaccines are getting rolled out and my encouragement to all citizens that are eligible please look on the public health's website the schedule of appointment I have my second COVID shot tomorrow so I'm looking forward to getting that over with I'm really looking forward to this discussion and conversation after the city council meeting tonight for the committee the whole meeting to review and dive and head first with the affordable housing study so I'm looking for a fruitful conversation on that as well so now we're going to dive right into some proclamations here I got a big stack of them so we're going to go through these so first one is nursing's month so today we have Lori and Lauren from both St. Nick's and advocate Aurora today here to accept the proclamation so whereas registered nurses in the United States constitute our largest our nation's largest health care profession and American Nurses Association has a voice for registered nurses in this country and working to chart new courses for a healthy nation and relies on increasing access to primary and preventative health care a renewed emphasis on primary and prevent preventative health care will require better utilization of all our nation's registered nurses and resources whereas professional nursing is an incredible indispensable and incredible component of safety and quality of care for hospitalized patients and many more community members whereas more qualified registered nurses are needed in the future to meet increasingly complex needs of health care health care consumption in this community and whereas the cost-effective safe and healthy quality health care services provided by registered nurses will be an incredibly increasingly important community and component excuse me component to the United States health care delivery system for the future now therefore I Ryan Sarnson Mayor of Sheboygan do hereby declare May 2021 as nurses month so Lauren and Lori would you please come up and on behalf of all the citizens of Sheboygan I'll give you this proclamation thank you Mayor Sarnson and council members we nurses really appreciate this day and your support for the future thank you got two other ones I'm not gonna read the full ones today because I'm gonna be presenting them out throughout the week at different events next one I'm gonna be proclaiming May 3rd through the 9th as Rockets for Schools Week May 6th is National Day of Prayer this one I'm gonna read out loud whereas the Office of Municipal Clerk is a time-honored and vital part of local government that exists throughout the world and whereas the Office of Municipal Clerk is the oldest among public public servants and whereas the Office of Municipal Clerk provides a professional link between residents and local government bodies agencies of government at all levels whereas municipal clerks have pledged to do even mindful job of their neutrality and impartial rendering of a rendering of equality services to all or as municipal clerks serve as the information center on functions of local government and the community and whereas municipal clerks continually strive to improve the administration of many affairs of the Office of Municipal Clerk through participation in education programs seminars workshops and annual meetings of their state and county and international professional organizations whereas it is most important and appropriate that we recognize the accomplishments of the Office of Municipal Clerk and whereas municipal clerks weeks is celebrating its 52nd annual anniversary in 2021 and now therefore I Ryan Sornsson mayor of the city of Sheboygan do hereby proclaim the week of May 2nd through 8th as Municipal Clerks Week so will our municipal clerk Meredith the Bruin please come on down and accept this proclamation she didn't know I was doing this one so older person Felde I moved to receive and file all our O's receive all our C's and adopt all resolutions and ordinances second there's been a motion and second on the consent agenda any discussion regarding the consent agenda right this is a roll call vote please check your board talks nine eyes all right 3.1 and 3.2 will be referred to committees resolutions 4.1 resolution number 3-21-22 by older persons Felde and Flicky Paneski authorizing the IT director to enter into a contract with AT&T regarding the Sheboygan police department's phone services older person Felde I moved to adopt second first we need a moat we need a request to suspend the rules okay I moved to suspend the rules please any objection to suspending the rules seeing none there's been a motion in second any discussion on this item I would like to make a comment the ordinance itself clearly outlines the rationale for the need to suspend rules and I truly appreciate that when that's provided thank you all right thank you for that any other feedback or discussion on this item mayor Alderman Boran Alder Boran thank you mayor I had an opportunity earlier today to talk to our IT director Eric Bushman regarding this and I'm wondering if he could just go over some of the important parts of this is how it's going to improve the service to the police department and are we going to be saving any money on this or is it going to be a little more expensive thank you Jim so basically today the police phone service comes in on a copper line AT&T is end of lighting that copper line the end of July this year so we will be replacing that with a fiber optics line coming in to a building the long-term goal is to move all of our phone services over to AT&T which will then back up today we have three phone services or PRIs running into the buildings if one drops there's no failover this paves the path for us to establish failovers so if a PRI circuit does fail it'll fail over to another circuit so that will be an advantage to the police department and that they'll have that recovery in the long run it will save us some money probably around a thousand dollars a month in phone expenses so any other questions thank you Eric any other questions seeing none this is a roll call vote so please refer to your board doctor vote thank you nine eyes four point two will be referred to the finance and personnel committee items six point one and six point two will both be referred to the public works committee other matters authorized by law city attorney thank you seven point one is an appointment appointing Caitlin Krieger to the position of finance director slash treasurer and that lays over seven point two is an arrow by the city clerk submitting various license applications and that will be referred to the licensing hearings and public safety committee seven point three is a resolution by Alderperson's Decker and Pirella authorizing the appropriate city officials to enter into a contract with parms tree service Inc. for the removal of six hundred and seventy six tree stumps and that will be referred to the public works committee seven point four is a resolution by Alderperson's Mitchell and Decker authorizing the appropriate city officials to enter into contracts with enterprise FM trust and enterprise fleet management Inc. for the lease of vehicles the disposal of vehicles and the maintenance of vehicles and authorizing the city administrator to administer the lease program to the extent funds are appropriated and that will be referred to the finance personnel committee and the public works commission all right we've exhausted the agenda is there a motion to adjourn I move to adjourn second there's been a motion second all those in favor of adjourning please state aye aye anyone opposed we're adjourned at 614


DataWorks Summit Europe 2017, brought to you by Hortonworks. Hello everyone, welcome to theCUBE special presentation here in Munich, Germany for DataWorks Summit 2017. This is the Hadoop Summit powered by Hortonworks. This is their event and again shows the transition from the Hadoop world to the big data world. I'm John Furrier, my co-host Dave Vellante. Good to see you, good to see you Dave. We're back in the seat together, usually on different events but now here together in Munich, great beer, great scene here. Small European event for Hortonworks and the ecosystem but it's called DataWorks 2017. Strata Hadoop is calling themselves Strata and Data. They're starting to see the word Hadoop being sunsetted from these events which is a big theme of this year. The transition from Hadoop being the branded category to data. Well, you're certainly seeing that in a number of ways that the titles of these events, but first of all, I love being in Europe. These venues are great, right? They're so Euro, very clean and magnificent but back to your point, you're seeing the Hadoop Summit now called the DataWorks Summit. You've seen Strata plus Hadoop is now Strata plus, I don't even know what it is, right? It's not Hadoop driven anymore. You see it also in Cloudera's IPO. They didn't talk about Hadoop and Hadoop Distro. They're Hadoop Distro vendor, but they talked about being a data management company and John, I think we are entering the era or well deep into the era of what I have been calling for the last couple of years, Profitless Prosperity. Really, when you see the Cloudera IPO, as you know, they raised money from Intel over $600 million at a $4.1 billion valuation. The Wall Street Journal says they'll have a tough time getting a billion dollar valuation. For every dollar each of these companies spends, Hortonworks and Cloudera, they lose between $1.70 and $2.50, so we've always said at Silicon Angle, Wikibon and theCUBE that people are going to make money in big data, other practitioners have big data and it's hard to find those guys, it's hard to see them, but that's really what's happening is the industries are transforming and those are the guys that are putting money into their bottom line, not so much the technology vendors. Great to unpack that, but first of all, I want to just say congratulations to Wikibon for getting it right, again, as usual, Wikibon ahead of the curve and getting out there and getting it right because I think you're nailed it and I think Wikibon saw this first of all the research firms kind of pat ourselves in the back here, but the truth is the practitioners are making the money and I think you're going to see more of that. In fact, last night, as having a nice beer here in Germany, I just like to listen to the conversations in the bar area and a lot of conversations around, real conversations around doing deals and deployments. You're hearing about HBase, you're hearing about clusters, you're hearing about service revenue and I think this is the focus. Cloudera, I think in a classic Silicon Valley way, their hubris was tempered by their lack of scale. I mean, they didn't really blow it out, I mean, now they do 200 million in revenue, nothing to shake a stick at, they did a great job, but they're buying revenue and Hortonworks is as well. But the ecosystem is the factor and this is the wild card out of making a prediction. Profitless prosperity that you point out is right, but I think that it has longevity with these companies like Hortonworks and Cloudera and others like MapR because the ecosystems robust. If you factor in the ecosystem revenue, that is enough rising tide in my opinion. The question is how do they become sustainable as a standalone venture that Red Hat for Hadoop never worked as Pat Gelsinger predicted. So I think you're going to see a quick shift and pivot quickly by Hortonworks. Certainly, Cloudera is going to be under the microscope once they go public. I'm expecting that valuation to plummet like a rock. They're going to go public, Silicon Valley people are going to get their exits. But Mark- Excel will be happy. Everyone's going to, yeah, they'll be happy. They're already sold in 2015. They did a big sale. I mean, a lot of them cashed out in two years ago when that liquidation event happened with Intel, but that's fine. But now it's back to business building and Hortonworks has been doing it for years. So, well, we know- And their valuation is less than a billion. So I'm expecting Cloudera to plummet like a rock. I would not buy the IPO at all because I think it's going to go well under a billion dollars. Well, that is just the right call. And as we know, last year, then the last year, Fidelity and other mutual funds devalued their holdings in Cloudera. And so, you've got this situation where, as you say, there are a couple hundred, maybe on their way to 300 million in revenue, Hortonworks on their way to 200 million in revenue, add up the ecosystem, maybe you get to a billion, throw in all of what IBM and Oracle call big data and it's kind of a more interesting business, but you've called it same wine, new bottle. Is it a new bottle? Now, what I mean by that is the shift from Hadoop and then, again, you read Cloudera's S1, it's all about AI, machine learning, the cloud, interesting, we'll talk about the cloud a little later, but is it same wine, new bottle, or is this really a shift toward a new era of innovation? It's not a new shift, it's the same innovation that the Hortonworks was founded on. Big data is a categorical and Hadoop was the horse they rode on, but I think what's changing is the fact that customers are now putting real projects on the table and the scrutiny around those projects have to produce value and the value comes down to total cost of ownership and business value and that's becoming a data specific thing. You look at all the successes in the big data world, Spark and others, you're seeing a focus on cloud integration and real-time workloads. These are real projects, this isn't fantasy, this isn't hype, this isn't early adopter, these are real companies saying we are moving to a new paradigm of digital transforming our companies and we need cost efficiencies but revenue producing applications and workloads that are going to be running in the cloud with data at the heart of it. So this is a customer forcing function where the customers are generally excited about machine learning. Moving to real-time classification of workloads, this is the deal and no hubris, no technology posturing, no open standards, jockeying, can write the situation. Customers have demands and they want them filled and we're going to have a lot of guests on here and I'm going to ask them those direct questions. What are you looking for? Well I totally agree with what you're saying and when we first met it was right around the midpoint of the web 2.0 era and I remember Tim Berners-Lee commenting of all this excitement everybody's doing he said this is what the web was invented to do and this is what big data was invented to do. It was to produce deep analytics, deep learning, machine learning, cognitive as IBM likes to brand that and so it really is the next era even though people don't like to use the term big data anymore. We were talking to some of the folks in our community earlier, John, you and I, about some of the challenges. Why is it profitless? Why is there so much growth but it's no profit? And we have to point out here that people like Hortonworks and Cloudera they've made some big bets. Take HDFS for example and now you have the cloud guys particularly Amazon coming in with S3. Look at Yarn, big open source project but you've got Docker and Kubernetes seem to be mopping that up. Tez was supposed to replace MapReduce and now you've got... I mean I wouldn't say mopping up, I mean you've got Spark. At the end of the day the ecosystem is going to revolve around what customers want and portability of workloads, Kubernetes and microservices, these are areas that just absolutely make a lot of sense and I think people will move to where the frictionless action is and that's going to happen with Kubernetes and containers and microservices but that just speaks to the DevOps culture and I think Hadoop ecosystem again was grounded in the DevOps culture. So yeah there's some projects that are going to have maybe go out of flavor but there's other stuff coming up through the ranks in open source that I think is compelling. But where I disagree with what you're saying is the point I'm trying to make is you have to, if you're CloudEra and Hortonworks you have to support those multiple projects and it's expensive as hell. Whereas the Cloud guys put all their wood behind one arrow to use an old Scott McNeely phrase and Amazon I would argue is mopping up in big data. I think the Cloud guys, it's ironic to me that CloudEra in the Cloud era picked that name but really never had... They missed the Cloud. Really they've had a strong Cloud play and I would say the same thing with Hortonworks and MapR. They have to play in the Cloud and they talk about Cloud but they've got to support Hybrid, they've got to support on-prem, they've got to pick the Clouds that they're going to support AWS, Azure, maybe IBM's Cloud. Look at CloudEra completely missed the Cloud era pun intended. However they didn't miss open source. What they're great at and what I'm an admirer of CloudEra and Hortonworks on is that their open source ethos is what drove them and so they kind of got isolated with some of their product decisions but that's not a bad thing. I mean ultimately I'm really bullish on CloudEra and Hortonworks because of the ecosystem points I mentioned earlier. I'm not high on the I wouldn't buy the IPX I think I'd buy that at a discount but CloudEra is not going to go away Dave. They're going to go public. I think the valuations going to drop like a rock and then settle around a billion but they have good management. They have a good, the founders still there, Mike Olson, Amar Awadala. So you're going to see CloudEra transform as a company. They have to do business out in the open and they're not afraid to obviously they're open source. So we're going to start to see that transition from a private venture backed scale up by revenue, the playbook of Silicon Valley, venture capitalists, Excel partners and Greylock. Now they go public and get liquid and then now next phase of their journey is going to be build a public company and I think that they will do a good job doing it and I'm not down on them at all for that and I think it's just going to be a transition. Well they're going to raise what? A couple of hundred million dollars but this industry. Two hundred million. Yeah this industry's cash flow negative. So I agree with you, open source is great. Let's rah-rah for open source and it drives innovation but how does this industry pay for itself? That's what I want to know. So how do you respond to that? Well I think they have sustainable issues around services and I think partnering with the big companies like Intel that have professional services might help them on that front but Mike Olson said in his founders letter in his S1 kind of AI washing, he said AI and cognitive. Totally AI washing. But that's okay because CloudEra could easily pivot with their brain power and same with Hortonworks, to AI. Machine learning is very open source driven. Open source culture is growing, it's not going away. So I think CloudEra is in a very good position. I think the Cloud guys are going to kill them in that game. Cloud guys on IBM are going to cream these profitless startups in that AI and machine learning. Well we'll see. You disagree? I disagree, I think, well, I mean it depends. I mean, you know, I'm not going to forecast what the management might do but I mean if I'm looking at what CloudEra's done. No, I would do it exactly what Mike Olson's doing is I'd basically pivot immediately to machine learning. Look at Google, TensorFlow has got so much traction with their cloud because it's got machine learning built into it. Open source is where the action is and that's where you could do a lot of good work and use it as an advantage in that they know that game. So how do they make money at that? I would not count out the open source game. So we know how IBM makes money at that, you know, in theory, anyway, Watson. We know how Amazon's going to make money at that with their proprietary approach. Microsoft would do the same thing. How do CloudEra and Hortonworks make money? I think there's a product transition around getting to the open source with cloud technologies. Amazon is not out to kill open source so I think there's an opportunity to wedge in a position there and so they just got to move quickly. If they don't make these decisions, then that's a failed execution on the management team at CloudEra and Hortonworks and I think they're on it. So we'll keep an eye on that. No, Amazon's not trying to kill open source, I would agree, but they are bow guarding open source in a big way and profitingly. No, they get customers using it. Profiting amazingly from it. Well, they just do what, as Andy Jassy would say, they're customer driven. So if a customer doesn't want to do five things to do one thing, this is back to my point. The customers want real time workloads, they want it with open source and they don't want all these steps and the cost of ownership. That's why this is not a new shift. It's the same wine, new bottle because now you're just seeing real projects that are demanding, successful, and efficient code and support and whoever delivers it builds a better mousetrap. In this case, the better mousetrap will win. And I'm arguing that the better mousetrap and the better marginal economics, I know I'm like a broken record on this, but if I take Kinesis and DynamoDB and Redshift and wrap it into my big data play, offer it as a service with a set of APIs on the cloud like AWS is going to do or is doing and Azure is doing, that's a better business model than five different pieces that I have to cobble together. It's just not economically viable for customers to do that. Well, we've got some big news coming up here. We're going to have two days of wall-to-wall coverage of DataWorks 2017. Hortonworks announcing 2.6 of their Hadoop data platform, Hortonworks data platform. We're going to have Scott now, the CTO coming up shortly. Stay with us for exclusive coverage of DataWorks in Munich, Germany, 2017. We'll be back with more after this short break.


So we're going to go live live. So whenever you're ready zone administrative. Okay. Thank you. Good morning everybody. My name is Susie Murray and I am the zoning administrator for the city of Santa Rosa. And I think effective today. That's official. I am the zoning administrator for the city of Santa Rosa and I'm very happy to announce that you can call me zoning administrator Murray or you can call me Susie and I really prefer Susie. I have some some notes that I have to read before we really officially call this meeting to order. And I want to say that if members of the public, they can participate in the meeting by attending in person from the conference room, or by logging on to zoom the zoom webinar by going to hopefully they're already there. H T T P S colon slash slash SR city dash org dot zoom dot us slash j slash<PHONE_NUMBER>5 or by dialing the good old fashioned way at<PHONE_NUMBER> and entering webinar ID.<PHONE_NUMBER>5 public comment will be accepted, whether you're here live, or if you're dialing or zooming in. The meeting is also live streamed at youtube.com slash city of Santa Rosa. You can also log on to our legislature system by going to this is another long one H T T P S colon slash slash Santa Rosa dash. I'm sorry. I'm going to start that one over again. H T T P S colon slash slash Santa dash Rosa dot L E G I S T a r dot com slash calendar. Click on the in progress link to watch. We're also being televised at Comcast channel 28. Okay, with that, I'm going to go ahead and call the meeting to order. Right at the beginning of the meeting, we do have an opportunity for public comment. Seeing only applicants and staff members in the room here. I will say if you would like to make a public comment if you're joining us by zoom. If you can raise your hand and I'm going to hand it off to Kyle to let us know how to do that. If you wish to make a public comment via zoom please raise your hand the raise your hand icon is located at the bottom of the zoom screen. If you wish to make a comment in person, please raise your hand in person. If you are dialing in via telephone, please dial star nine to raise your hand and star six and view what's called upon. It appears there's no hands raised at this time. So the administrator. Thank you very much. Now I'm going to read you my statement of purpose. The zoning administrator is appointed by the planning and economics development department director. And has the responsibility and authority to conduct public hearings and to take action on applications for administrative permits and approvals issued by the department holding public hearings and public meetings. It includes entitlements or land use permits and reduced review authority permits. Today, we have none of those. A determination or decision made by the zoning administrator may be appealed to the design review board, cultural heritage board planning commission or city council, whichever board is applicable. And decisions made today must be appealed by all that thought by Monday, March 13. It's extended by a day because the 10th day falls on a weekend. We have some next item 3.2 is our zoning administrator reports, and I do have one and I'm actually going to slip my hat and zoning administrator off and my senior planner hat back on and say that there was an item that was noticed. I'm the planner. It's for Stonebridge attached housing. We received a request for public hearing and we will reschedule that meeting to a date uncertain at this point. We don't know the date. And it will be renoticed that item will be heard before the are by the design review board and the meeting will be at 430 in the afternoon rather than 1030 in the morning. And again, you will receive another notice if you are here for that item. You'll receive that it will be a public hearing. Okay, and I do want to I want to take a moment. I don't know. No, let's go ahead and we'll go on. The next item is consent items, which we have none. And then we'll move on to our scheduled items. And the first one is a public meeting. It's for the property located at 512 Orcher Street here in Santa Rosa and it's for a detached garage. The project is exempt from the California Environmental Quality Act. This is a landmark alteration and Jan and Frisco is the project planner. You're on. Can I show my screen recording Secretary Carl? Yes. Good morning, everyone is on Administrative Murray and everyone else who's in attendance on Project Planning Jan and Briscoe and I'm here to present to you about 512 Orcher Street in a new detached garage. This 512 Orcher Street is located in the Cherry Preservation District, which is why this requires a minor landmark alteration permit. The applicant is proposing to demolish the existing garage due to deterioration and a plan to rebuild a detached garage while installing a new concrete driveway to the new garage. Here on the slide show is shown the existing garage that is to be demolished. And this is and is to the rear of the property. Here one can see that this is a rendering of the new garage that's being proposed. And on the right side of the slide is the color of the siding that they'll be using and below that is the is the siding is the hardy panel vertical siding that they'll be using the color is going to is not going to really mimic the house but it's going to harmonize harmonize the house. And the siding it has a different orientation, however, it's not the intent of the call to totally mimic the primary dwelling. Here's an overview view of the property. And again, this is in a cherry district and it's pretty typical in the Cherry Preservation District that there's a long, there's a long property with. The general plan is low density residential and the zoning destination is R-1-6-H single family residential and a historic combined district. Both of these destinations are for single family dwellings. And here's the site plan. You can one can see that the existing garage is more so to the south of the property and a new garage will move for the north to the property property to align with the new new driveway that we'd be building that's going along with this permit. And it's moved to the north side of the property to help with the setback requirements, the five foot rear setback. And as zoning administrator alluded to earlier, this project has been reviewed and compliance with the California Environmental Quality Act and qualifies for a class three categorical extension on this section 15303 in that the garage is an accessory structure to the existing residents. Thus, it is recommended by planning an economic development department that the zoning administrator by resolution approve a modern landmark alteration permit for the property located at 512 Washington Street. Here's my information if you have any questions. And that's the end of that's the end of my presentations for this project. Thank you very much for a thorough presentation. And I think let's see if there are any public comments. If you wish to make a public comment via zoom please raise your hand, raise your hand icon is located at the bottom of the zoom screen. If you were in person, please raise your hand in person. If you are dialing it via telephone, please dial star nine to raise your hand and star six to new ones called upon. So Mr. Murray it appears there's no hands raised at this time. Thank you. So, first I want to say that I did do a site visit, you have a beautiful home. And, and I think this is makes absolute sense I can see that the new garage won't be readily visible from the public right away. I would like to compliment Janden for doing an outstanding job on the findings. I can make every single one of them. I do have a couple of conditions that I would like to add. I am also the staff liaison to the cultural heritage board some kind of a nerd when it comes to materials, older materials and I think that that older garage has some older materials on it. And I would ask that any existing materials that could be salvaged if it's that old hardwood, even though it may be a little frayed at the ends, if you can get that to a salvage yard, there are other people who may want to use it if you're not going to use it rather than just putting it into the Absolutely. Yeah, that was already our intent. Good, good. Well, if you mind if I add a condition for that, just so I can. No problem. Thank you. So, Janden if you can ask that any existing materials that can be salvaged be salvaged. And the other one is a very standard condition that I like to see and that is that the bill to plan submitted for building permits will match those that were approved today. Absolutely. And you'll see that on your approved resolution. And with that, I am going to approve this project. And I also want to make a public apology to the applicants for waiting. I was assigned to this project originally. It was before I was the zoning administrator and I didn't realize I had it in its set for several months. So, thank you. I'm grateful for your patience. That was my bad. Thank you. And congratulations. Okay, moving on to item two. This is another public meeting. And this is for a home occupation and in home psychotherapy private practice. This project is also exempt from the California Environmental Quality Act requires a conditional use permit and the project site is located at 516 Moyna Vista Drive. The file number is CUP 22022 and Janden. Alright, this is the second item on the agenda today. And this is for a home occupation located at 516 Moyna Vista. And this home occupation is an in-home psychotherapy practice. The applicant, a licensed therapist, is proposing to provide individual therapy, so a few private practice clients per week. The applicant expects 1 in 3 clients per day, 5 p.m. through 8 p.m. on a weekdays, Monday through Friday. And on a weekend, she expects 1 in 3 clients per day, 1 p.m. through 4 p.m. Here, one can see that the zoning is R-1-6 and the general plan is low density residential. And both of these allow for single family residential dwellings. The applicant found a compliance with the California Environmental Quality Act and qualifies for a Class 1 exemption on the section 15301 in that a home business presents negligible or no change in residential uses or environmental consequences. And here's the site plan for this. I'm directed to park in the applicant's driveway, so they're not impeding on the regular traffic. And once they park in a driveway, they're instructed to walk through the back gate around to the back yard, to the office in the back. And I did receive public comment from this, and I will read it verbatim. Also, we are property owners of a home on El Dorado Court and have serious concerns of the proposed use for the home located at 516 Buena Vista Drive. It was standard reason that if one business is allowed into a neighborhood that others will follow. To our knowledge, the LaMita Heights area is strictly dedicated to single family homes and you feel very strongly that it should remain that way. We strongly oppose the idea of allowing any commercial endeavors using the homes in our neighborhood. Thank you for listening. And I also also want to want to say that the clients appointment appointments will be staggered in a way to avoid multiple clients at the residence at one time. And the patients going to the back helps helps keep the occupations is street and may maintaining the original neighborhood character. I was recommended by the planning and economic development department that the zoning administrative by resolution approve a minor conditional use permit for the property located at 516 point of Vista Drive. Here's my information if you have any questions. Thank you. And I will ask to are there any public comments Kyle. If you want to make a public comment via zoom please raise your hand raise your hand icon is located at the bottom of the zoom screen. If you're hearing person please raise your hand in person. If you are dialing in via telephone please dial star nine to raise your hand and star six to me once called upon. So Mr. Murray appears there's no hands raised this time. Great. Thank you very much. So I want to address the public comments that were received. I've been working here since where'd I go. There. Hi. I've been working here since 2006 as a planner. And we have had several home occupations throughout the city. There are there are some certain standards that are required for home occupations including offsite parking. And I have to stop looking at the screen. I'm not in a position to get seasick here. Anyways I got sidetracked there. The public comment the concern that keeping commercial uses out of a residential neighborhood. I want to try to put your mind at ease. If you're listening, we do hear your comments and understand your concerns but I don't think that there are any neighborhoods that are overrun by commercial uses because of home occupations. because of home occupations. There are some very, in my opinion, stripped standards with regard to parking, even though it's public street, clients will be required to park on the property in the driveway with a designated parking space. I have one question about the conditions and I'm wondering if they say, if we've conditioned it that customers will be or clients will be staggered. If not, I'd like to add that condition so that we can ensure that there won't be a traffic jam. But I'm not, I understand your concerns, but I don't think they're warranted. And I think if you look at our home occupation history and you were to drive through those neighborhoods, your minds would be put at ease. I very much appreciate you submitting public comments and I hope you continue to stay involved. I am going to approve this project as conditioned with the additional condition and I will say that any decision made today by the zoning administrator is appealable within 10 calendar days and you may, yeah, that expires on Monday, March 13th because the day falls on a Sunday. Yes, I am repeating myself from earlier. So I think that concludes today's meeting. Thank you very much. You did an outstanding job on our blazing the trails in person zoning administrator meeting and I will adjourn the meeting. Thank you.


Welcome to Liquid Margins. My name is Franny and I'm your host. And this is Hybrid High Flex F2F Anchoring Class Community with Social Annotation. Today's guests are David Serna, he's an instructional consultant at the University of DC Center for the Advancement of Learning. And moderator, Janae Cohn, she's the Director Academic Technology at California State University Sacramento. And so excited to have them both here. I'm gonna turn it over to Janae. She's our guest moderator today, but she's also a guest, so she's wearing two hats. So I'm gonna stop sharing. Thank you so much for being here. Thank you for any for the introduction and thank you everyone for taking the time to join us this morning, looking forward to being in conversation with all of you about hybrid, blended, high-flex, all the instructional modalities that many of us are navigating and thinking through this fall. So I appreciate being in conversation with David today. And David and I actually just discovered that we went to the same undergraduate institution. We're both UCLA alumni. So we've got many common connections. So we're gonna have a good dialogue today. So I think to kick us off, David, it might be helpful for us to hear from you. A little bit of maybe some groundwork establishment about kind of what we're talking about when we're talking about these different instructional modes. I think one of the challenges in having this conversation right now is that there's a lot of confusion about what it means to teach hybrid or blended or high-flex. And so maybe before we bridge to social orientation, I would love to hear from you more about how you help faculty that you work with and the students that you work with understand what really differences are between these modalities and how we unpack, how those experiences are different in these modalities. Great question. And for everyone here, I'm a native of San Diego. I miss California. So I'm here on the East Coast in Washington DC. So I work for the University of DC or UDC as an instructional consultant. And part of my role is to really help faculty leverage all of these tools that we're using online more effectively. So for example, using hypothesis in both a hybrid and a high-flex environment, I'm really fortunate that in our situation at our school, we have a learning zone that is for a high-flex type of teaching. And I did a training a couple of weeks ago with our pilot group of professors on how to really leverage our classroom and make it more effective for our learners. So for me, most of my background experience is with corporates. So I trained online teachers with professionalism, time management, student engagement. And now moving into higher ed, this space, it's been wonderful to really work with professors one-on-one for high-flex and hybrid teaching, right? Thanks, Dave. I appreciate that intro. I'm going to know a little bit more about your background. A lot of interesting differences there from moving to sort of the corporate to a higher space there, for sure. That might be another conversation to have. So I'm wondering, as you sort of, as we're thinking ahead to fall, has your semester started, by the way, at... Yes, it's been quite a busy week. We started on the 23rd. Most of our students are still taking classes remotely. But for example, we had a class this week that was high-flex introduction to engineering. And we had 19 students visit in person. So they were learning in person in our classroom space. And then three were learning remotely. So actually that kind of surprised me. As a learner myself and as an instructor, I thought that more students would want to learn remotely, but we actually had a lot that came in person. Yeah, interesting. So how has that been sort of shaking out for you this fall, sort of seeing some of this kind of emergence from the emergency remote teaching necessitated by the people? Yeah, like moving away from COVID to now. It's been quite interesting because, as we come back in person, so some of the students, I was talking with them, they said they actually prefer in-person learning. They feel that they learn better when the professor or instructor is right in front of them. And that kind of surprised me, but also at the same time it didn't, because as we come from COVID working remotely, maybe we want to meet in person now. We want to make those connections. And I think that using these tools such as hypothesis can really help to bridge those gaps between our remote and in-person learners. Yeah, so maybe let's speak to that a little bit more then. We're here, or I imagine many of you are here because you're interested in sort of exactly that bridge and the ways that we can really include all students, even if there is this kind of desire to bring more in-person components back or to hear some of that from students. And I also acknowledge that Kevin Kelly, hey Kevin Kelly, who's really been doing a ton of great work on the kind of this transitional moment in higher ed too. He's saying it'll be interesting to see if that feeling persists in a lot of students who are missing the in-person experience after 12 to 18 months of being off campus. And I mean, Janae, to follow up with that, think for example, let's say that things go back to some emergency remote type of instruction. And then since we have this high flex environment, that can easily transition back. So I think that just being able to adapt, that's the biggest thing I've learned this past year and a half. Working in corporate, but also working in higher ed now is you have to adapt. You have to be innovative. You have to use these tools effectively. And I think those are the questions that we're answering now is, yeah, we came from this pandemic situation, but what's next, right? Right, I think adaptability, flexibility, these are all kind of concepts that were all, I mean, what other choice do we have in higher ed? Right now, I feel like to, other than to be willing to kind of change or be thinking about how we be responsive to the need for constant change. So I think to your point about social annotation being a useful bridge, right? For students kind of regardless of where they're joining the class environment, regardless of kind of how the feelings, I mean, regardless and because of the feelings, I think that are sort of shaking out around educational experiences this fall. I'm curious about how you've seen social annotation act as that bridge, how has that proved effective from what you've seen maybe so far in this beginning part of the fall, but perhaps from some of your prior experiences too. Yeah, I think that's a great question because I always think about active learning strategies as an instructor, but also as a student myself. And I love using hypothesis and social annotation because it makes anything come more alive. So I think for example, a year ago from today when we were all working remotely or if you're a student learning remotely and social annotation is a great way to make a document come alive. So in my context, we use articles, research papers, websites and a hypothesis and then we're able to have the students annotate that in real time and then also respond. So I will talk about later how we're using that in the high flex mode, but if you're just working remotely now or students are working remotely, you can still use that social annotation to create that sense of community which is so needed, especially now. Absolutely, so I'm wondering, it might be helpful to kind of hear, or I'd be eager to hear some of the specifics of kind of some way, some especially effective ways you've seen social annotation used to kind of build community or make that text come alive. Or they're like, can you think of a moment in particular where you've worked with someone or a fact number you've worked with has kind of done this especially well and what that looked like to kind of stoke that community building? That's a great question. So I think about, when you make a document come alive with social annotation, one of my roles at UDC is to think about best practices that I can communicate with faculty. So for example, let's say you have a document, let's say it's about high flex and it's a website about high flex. So let's say I start as the instructor with annotating and thinking of guiding questions. So it's not a blank document that a student will see. But for example, using memes, gifs or gifts, those are great. You can insert those directly. I've also put podcast in the links and then I put a guiding question. And I think those best practices that I've seen professors do really make that social annotation come alive. And of course also being very direct at least with your instructions. So let's say for example, a best practice is students need to make two annotations and then two replies to annotations that were already there. So that's a way that you can really have that sense of community with that social annotation. Nice. So I appreciate, right? It's nice to have those really concrete examples. I think when we think of annotation, it's really easy to kind of limit the response instead of just to text. And something I noticed in my own teaching, but also in the faculty that, with the faculty I work with is that it can be challenging sometimes to have the community building be authentic, right? So something that can be a challenge is to really encourage students to sniz a place to connect and not just as a sort of a homework assignment or a box to kind of check, right? Of, okay, I've got to like, I call it like there's a discussion board problem, right? Like, okay, I've got to like do the thing where I respond to my peers and that's that. Do you have any advice for folks who might be trying to use this as a way to help students get to know each other no matter kind of where they are on campus, if they're in person or online? That's a great question. So think about, I'll use GIFs using those as an example because think about how our students best communicate with each other visually. And I think because we're working remotely or in a hybrid or high-flex model, using those visual cues can really help. So say for example, in my training for high-flex, I had the students annotate in real time using GIFs. So let's say I highlighted a sentence, high-flex is a great model for communication. Use a GIF to describe how you feel about high-flex and they're able to visually show their feelings towards high-flex and we can use that as a starting point for discussion. So instead of just using a text cue, right? Use a visual cue, that could be a great starting point for discussion for anyone, whether they're remote or in person. Yeah, and I'm seeing just in the chat, some of the resources. So Erin has shared a resource and Becky shared a resource with some suggestions for how to do this. But I'm gonna echo Anna's question or Anna, excuse me. Let me know, Anna or Anna, if I mispronounce your name, which pronunciation is correct. But she asked, are multimedia annotations accessible? So we may want to speak to that. I mean, my first hunch is no, right? They're not going to be universally accessible, especially a lot of moving GIFs, GIFs, GIFs I think is technically correct, but it still sounds weird to me. I think it was GIFs. I heard the creator talk about it with the soft G. So that's how I say it, right, GIFs? But to me, it was a motto. Language is a cultural construct anyway. But, okay, perfect, I got that. Anna, yes. So I think that one thing to think about in terms of accessibility, if we're gonna use GIFs or images is also encouraging to the extent that we can, students, when they're sharing to add a little bit of alt text or to add a little bit of description of what they've put in. I used to do an exercise that that was students where they'd have to actually design alt text or descriptions when they were doing multimedia compositions. So it's a good exercise too for students to be thinking very deliberately about what those images produced. And I'm seeing Alex suggesting inline descriptions are probably better. It's a good point. Just in terms of making sure it's visible after all. Any thoughts on kind of how we can make maybe some of that multimedia community building stuff more accessible, David? Yeah, I think, so one of the things I've been using recently with hypothesis in general is linking YouTube videos there. And you know with YouTube, they have the captions and it's more accessible than let's say a GIF or a meme. That could be another best practice if you are using some kind of media. You can also have students upload their own responses to YouTube and then they can link that YouTube into hypothesis itself. So for me, working remotely, sometimes I get tired of just reading text all the time. So if they are responding with video responses or using a YouTube video to do that as well, that can help with accessibility but also make it more alive. I think I'm hearing a moral of the story here is options, right? Yes, options. So giving students lots of options for engaging and responding to that text with maybe a media of their choice and inviting that deliberately. I think something that can happen. And Alex saying, yes, options, UDL, right? So those aren't familiar with UDL stands for universal design for learning, right? So even giving students one extra choice for expressing themselves, one extra choice of responding can make the activity more inclusive. So long as we're also sort of being attentive to where there are barriers to access. That's a common tension of course with UDL is that creating more, some options may be accessible and some may be inaccessible. So it's worth sort of thinking through how we break down those barriers while also giving students those choices. Yeah, and I think to follow up on your point, right? Think about high flex. It stands for hybrid flexible. So we're offering those flexible options for students in different ways that they learn. So even with hypothesis, we use it with Blackboard Ultra, that's our LMS. And it's really easy to integrate into our LMS platform but also students can go ahead and annotate, let's say from a tablet or a smartphone. So offering those different points of accessibility with hypothesis really helps as well with that participation and engagement. Yeah, I appreciate your tie in back to our theme today, right? Because one of the challenges I think as we explore these applications of giving options within modalities that are inherently built upon student choice, giving students options for where they're participating in their class, it can be hard I think from the instructional standpoint to design activities. If you don't know or you can't predict exactly what choices students are gonna make, right? I think something that a lot of instructors do is when they're planning group work, they sort of have some assumptions about the choices students will make or come into the class with. Do you have any thoughts on how instructors might navigate some of the complexity or challenges of maybe not knowing right off the bat, A, how or where a student will be tuning in, what's to say or being even maybe how or what a student might be responding to annotations and for particular assignments? Yeah, that's a great question. And one of our best practices that we tell our professors, so they integrate hypothesis into Blackboard but before they do that, they can have a discussion post. So let's say how you best learn or how are you accessing this Blackboard material? And let's say the student responds with an iPad or with their phone or on the computer. So as the instructor or professor, you can kind of gauge where your class is and then use that to your advantage. And I think that offering directives that are clear for our students to say two annotations and two replies, that's also been another best practice that's been really successful with our professors. Got it. So it sounds like trying to figure out where there's choice but where there's maybe also some like standards in the practice too. Is that kind of what I'm hearing? Like creating some boundaries even within some tweets. Exactly. So think about like for us, we are kind of helping the faculty and assisting them with that role. So offering them some templates, guidelines that they can just easily, you know, import and copy that for their student base. That's really made a huge difference especially in this remote hybrid and high flex model of teaching. Got it. So it makes me think about kind of, again, the complexity of which sorts of, I will call them boundaries, which sorts of boundaries to put in place to create some shared experience while also making sure there's space for flexibility, making sure there's some space for students to have choice. And something I may be hearing from you is thinking about some bound in this maybe around the time of the assignment or about the cadence of the assignment itself. Am I hearing that right in terms of those are being some ways to kind of manage the flexibility components a little bit? Definitely. And I see that Kevin in the chat, I'm a strong believer that we need to give students better prompts about the nature of those replies. And I definitely agree. So let's say as an instructor, I give a week for the timeline for annotating a hypothesis document. One of the things you can do is do a midweek check-in. So let's say make two annotations by Wednesday and then make two replies after that by Friday. So we all know those eager students that do everything at once, right? So we don't want that to happen because we want this to be a living, breathing document that they are going back to and referencing throughout the week. So that's another best practice. Also giving a template for what kind of questions, annotations or replies are better. So for example, if they just say yes, no, I agree. That was great. Those are kind of those empty responses that we're not looking for, right? So even one of the best practices is using a GIF or a YouTube video to respond with and then talk about that. That's another layer that makes it even more effective and engaging. Those are great suggestions, David. I appreciate that. And I want to acknowledge too, I thought Becky's comment from the chat was helpful here as well as students just, they want to know our expectations. And I think what you're speaking to, David, is some good modeling, right? That providing some sense of what it looks like to engage in discourse. So I think the other thing that's easy to forget is that the act of annotating an academic or even non-academic text, may be really new for a lot of students, right? On top of the newness of the new modalities they may be navigating. So there's a potential for there to be kind of some hidden curriculum around the act of annotating itself. I know that speaks to Kevin's point about, providing some good prompts, providing some structure in terms of helping generate the ideas so that there aren't these assumptions being made about what it means to annotate. Yeah, to follow up with that. So say for example, think of yourself as a student and you come to a hypothesis document or social annotation and no one has annotated yet. For me, I don't want to be that first person that annotates as a student. So as an instructor or professor, if you are providing those guiding questions, which can definitely shape the direction of the discussion, keep it on task, that could be a great way that you're modeling best practices even for your students, right? So if I as an instructor just annotate something and say, this is a great point, that doesn't really help our students, but if I say, look at this sentence or think about this question, how would you respond to this or what are your feelings about this? That could be a great guiding question that can really leave the discussion more effectively for your students. Yeah, thanks, David. I think that speaks to Kevin's point in the chat too about feedback and the ways in which writing, sharing and giving feedback is also a practice that may be very unfamiliar to everyone. I think a lot, I took a class in grad school on feedback and assessment, but I know that that's an unusual experience. Most of us don't get taught how to give and share feedback and it's a skill. It's really hard to do. And so that kind of modeling of going to what's working, what isn't, what gives you some productive knowledge to shape how you are engaging with others is really valuable. And I appreciate too, Becky and Alex's kind of thread in the chat here as well about, Becky suggests that she has students journal about their experiences with annotation. You know, so that many students feel uncomfortable with it because they don't think they're doing it right. And so giving that space for students to reflect too on the challenges with it seems really valuable. And to speak about Becky's point, because I think that's a really important to reflect on, right? So some students may be uncomfortable or anxious to give their opinions. And one of the best practices that we've done is we introduce hypothesis in a really fun way. That's really non-judgmental. So for example, with my professors, I had this annotation activity where it was like the top places to travel in 2021. I mean, if we could travel, but they were able to annotate and then also reply. But that was a really fun activity where it wasn't like an academic thing. It was just more like, I want to visit Wyoming. I would love to go here and see the Buffalo. So that was a great starting point. And then after that, they were used to the hypothesis as the tool and now they can dive deeper into using it more effectively. Well, that maybe leads us to a good conversation here about assessment, right? And the role that perhaps assessment plays in animating social annotation conversations, perhaps in a hybrid blended or high-flex context, but perhaps in other contexts as well. So I'm curious about David, your thoughts on where social annotation and assessment overlap, let's just say. What are some suggestions that you might have about using social annotation either as a means of assessing students' understanding or on the contrary, how would you see, how would you advise us just instructors assess the annotations themselves? Does that question make sense? I've got kind of two sides of it. Oh, definitely. So I'll talk about our context because we use Blackboard Ultra. I love using it because hypothesis integrates with our LMS very cleanly, very smoothly. So I'm able to see the individual student responses and I'm able to grade them within Blackboard and I assess them by giving them criteria points. So for example, if you gave a substantive reply or you annotated something that someone else hasn't annotated with a guiding question, that could be the criteria where I can assess them by and then within Blackboard itself, I can choose, let's say, Janae Kohn, 10 out of 10. I can also leave some feedback directly. So as long as we give these clear directives for our students or our learners, that's a great way that you can assess for understanding and see if they really were following your example or those guiding questions. All right, so how might those practices be either informed by or complicated by, let's say the larger infrastructure in a hybrid or high-flex context, let's say. I think for a lot of a concern I've heard around faculty, especially I would say for high-flex where students really have the choice about whether they're gonna come in person or engage online or even just engage with a course entirely asynchronously. How might annotations, the practice of kind of assessing annotations or seeing annotations as a way to assess learning maybe help bridge some of the differences across those spaces and what students might be experiencing? That is a great question. When I think about how we're using hypothesis in a high-flex mode, I can talk about that. One of the things we've done is we don't want to make it so quick but we also want to give them a time limit. So for example, I shared that activity I did the introduction one about where would you like to travel in 2021. So how I set that up is I had my professors, they were the students when I was training them and they had 10 minutes to make two annotations and then we discussed that. We used that as a starting point for discussion and then after that we had another five to 10 minutes where they can think about some replies. So I think if you're giving students, if you are giving them a time limit, if it's realistic but also you're giving them some directives on how to do that, that could be a way that you can organize that really well but just being really clear. And I think that regardless of whatever situation you're teaching from, if you're unclear. So for example, here's something that I experienced as a student myself with hypothesis. A professor saying, David make two replies, make two annotations. But then I go to the document, it's a nine page document. I don't even know where to start. There's no guiding questions there. There's nothing that really speaks to me and I don't even know where to begin. So as long as you're giving those directives and guiding questions, even for me when I did my travel activity, I did it first in real time. So I did an annotation, I highlighted a sentence, I added my response and guiding question. So they were able to see how easy it was but then it really led by example right there. Yeah, thanks for the concrete example, David. I think it's helpful to hear and I'll just kind of point out that in the chat, Nate put in a link to the talk from Gardner Campbell at iAnnotate. Kind of about some ways I think to navigate this with less structure. So I like hearing the really concrete example with the structure too. And there may be cases where the task could still even be less bounded by sort of particular numbers of annotations that might, and I think this is to Kevin's point, kind of ridge in these experiences. So maybe it's just sort of a matter. So I think one could reasonably design assignment for a high flex or hybrid or blended space that just asks students to kind of answer a few questions in the form of an annotation. And then in the space that live class bring in, whatever pops up, whether that's one or two or five comments, and to use this to kind of, again, animate or charge a conversation. And I'm hearing Nate also ask options for teachers too, right? So we wanna be thinking about what options, the bounds of different choices for teachers as they're considering what these assignments can accomplish. I like Sarah's question in the chat box. So how my instructors effectively invite engagement during a live session by drawing upon annotations students generated in advance. So let's say you're doing the flipped classroom model and one of your discussions or activities offline is using hypothesis. So let's say you're doing the two annotations, two replies, and then you can put some directives there afterwards. We are going to use this for our starting point for discussion in class live, whether that be hybrid or high flex. And that could be a great way that you can utilize the annotation where they do it beforehand, but then you have the discussion component when you're live in class. It's really utilizing that time really effectively. Yeah, something I've also done prior to this hybrid blended high flex moment as we're bridging online and face-to-face experiences too. It's been something I've sometimes seen as instructor, I'll often have annotation assignments do like a good 24 hours before a kind of a live session. So I can review and see what kinds of annotations or comments might lead to other kinds of activities discussions. So I'd often kind of like pull out some of the most, some of the richest annotations for lack of better words are ones that kind of bring up some complexities or other questions for us to unpack. And so it's sort of a way to A, highlight kind of particularly sort of productive annotations whether those are questions or comments upon the text and to use those to then move discussion forward in the class as well. And students really I think appreciate sort of having an agency empowerment to see their own words used to kind of drive a conversation too. I'm so glad you brought that up, Janae, because think about it this way too, right? You're having those rich discussions in class, have your students also revisit that hypothesis document and then add more annotations on top of that after they've met live, whether that be remotely or high flex. And that could be a great way that we have this living breathing document that's no longer passive, right? So you've interacted with it before class, you're talking about it during class and then after class you're adding more rich discussion points into that document. Yeah, I think that's, I think Shayna or Shauna, again, let me know what the right pronunciation is for your name, Shayna or Shauna, one of those I think. But she writes that she heard from one faculty member that she felt having students annotate a document before a class discussion gave her a significant amount of time back in class for discussion. The discussions were significantly better. So I think that underscore is exactly kind of what you're saying, David. I think to go back to the accessibility conversation too, this is also a really good practice for including all students, right? Not everyone can be able to respond spontaneously in the moment students may need that time to reflect and to process, to access information at their own pace. Again, just give students more options and more flexibility. Yeah, and I think adding to that point, right? Let's say that you want to increase accessibility. So have your students after the class is over, make another annotation talking about a point that someone made in class, right? So that could be a way that you're really involving the whole class and that community. And one of the things that in our context with HIFLEX is we have remote learners, we have in-person. We don't just want the remote learners to be by themselves or the in-person to be by themselves. So they can also cross, right? So a remote can talk about an in-person, in-person can talk about remote and that's how you can bring all the students together as well. Yes, right. Kind of thinking of all, thinking of your annotations bridging all those moments in time. So even if you don't have all students all in one place all at the same time, which really isn't going to happen in this new phase we're in of hybrid or blended or HIFLEX, the annotation can kind of be that anchoring point where they take and process what they learned over time. David, you got a request in the chat to mention again what docking you use to have students add where they wanted to travel. Can you speak to that again? I think that was, okay. So it was a travel and leisure article about the best places to travel in 2021. I think it was written before the pandemic but it was just like a quick article that I found to use as kind of just an introductory exercise because obviously in our context we can't really travel now. So it was kind of a funny humorous moment that we all had but after this is all over, hopefully knock on wood, where can we travel or where do you want to travel? And that was a great icebreaker activity as well because I didn't know my professors or the students in my classroom. So it was also kind of a way to get more or learn more about what their interests were. And it was a great activity. So it was like they were using hypothesis but also we were getting to know each other at the same time. That was the one. So Nate, you found it. Excellent. So that was a really funny activity that also I think I chose Wyoming for mine. So that was a really nice activity that we did using hypothesis. Yeah, it's a fun icebreaker. A nice workmate hunting that down. That's some good search engineering. I was surprised I remembered it but yeah, that was great. Thank you, Nate. Excellent. But we've got about five minutes left till we're at our 9.45 kind of end time. Oh yeah, someone asked about your plan earlier, David. Did you want to share what kind of plan that is? You know what's funny? Anytime you go to a workshop, right? So one of the things is like that whole GIF conversation, but also my plan. So I actually moved into my office this week because we came back on campus and I needed something alive in my class or in my office. I got this at Costco yesterday. I don't know exactly what it is. It's like a tropical plant, but I love it, right? And kind of adds a little decorative touch to my office. Some life, some color. All things that we could use more of, I think. So with our five minutes remaining, I'm wondering, I'm sort of looking at the chat to see if we missed any questions, but now might be a good time. If there's anything the attendees here are wondering about this. Anything that we haven't gotten to yet that you just as a burning question for you about using annotation, social annotation to bridge different spaces or for hybrid blended high flex contexts. We'd love to hear it. I always have more questions we can think of, but I did want to take a moment just to invite here at the end in a very deliberate way if it's anything the audience would like to bring to the table that we might have missed. I would love to hear your perspective. And just Nate, he wrote a comment, no public annotations appear because he's correct. I did that in a private student group through Blackboard. So only the link that I share as an instructor is only open for the students, right? So it's not just open to everyone online. Yeah, thanks for clarifying that, David. And Nate, right? Because we're remembering yet another set of options, right? Available to you if you explore these kinds of activities as you might get some different outcomes where different kinds of conversation is generated. If you choose to kind of stick with some private groups or if you choose to go public and there are lots of different reasons to explore some of those different settings. It's worth noting, right, that the private groups are better if you're gonna have maybe more vulnerable class discussions that the public annotations are an interesting option to explore if you have an assignment where you're engaging or deliberately analyzing public discourse in some ways. Yeah, so I'm seeing a question from Nate about predictions about how the fall term will unfold at their schools if it's face-to-face, hybrid, hypox, et cetera, and how they'll prepare or manage for what might happen. And I'm seeing a question from Curtis too, but we'll start with Nate's question about predictions and then we'll move to Curtis's question. What are some of your predictions, David? What do you think? It's Christopher. Okay, so I'm in DC now. We were not even supposed to come back until spring, but DC mandated, you know, coming back. And I think this is before the spike. So, I mean, who knows? I think for me and for the faculty, I'm so impressed by their resilience as well as with the students, right? The students are very resilient and faculty have been able to adapt very quickly. So I think whatever happens if we go back to emergency remotes, we can transfer all of what we learned so far. So think about when we went to remote, it was kind of the foundation, but now we're going to those next deeper steps. So for me, I'm not, I'm prepared if we have to go back to remote or hybrid. It doesn't bother me. I think, you know, this past year and a half hasn't made us all more adaptable, but yeah, who knows? I think everything changes week by week, day by day even with everything going on. Right, the only constant has changed, it seems in this moment. The advice, I feel like I keep sort of following back on in these conversations is design your class like an online class. You know, have everything that you're doing in your home base be online. Because the in-person moments may be unpredictable just depending on how this next stage of the pandemic evolves, but also depending on environmental circumstances. I mean, here in California, and I know we've a participant who's in Oregon, there are massive wildfires happening that can make it really unhealthy for some people to go outside with unknown particulate matter. And of course, if any other need of natural disaster happening that can change people's abilities to come and be in person. So I optimistically hope that in our next phase, yeah. Natural disasters won't be dictating everything we do, but the reality is they could be. They probably will be because of anthropogenic climate change. So we do have to kind of be prepared to be thinking about how we store and create spaces for conversation, regardless of what's in the environment. And I think an important note is with everything, I think sometimes maybe we think students aren't ready or students can't do this or that, but one of the things I've learned is that students are so resilient and so adaptable. The student generation, they've gone through so many different things and, you know, talk to them. Think about what really excites them, how they best want to learn. I think about myself, my experiences as a learner and also, you know, with my friends, how I chat with them. So I always send like GIFs, funny videos. Let's utilize that in our class, right? And that could be a really great way that we're increasing that engagement. I saw another question about, had just up a way, let's see. Thoughts on ways of motivating students to return to a document after it has been annotated before class and discussed in class beyond just the love of annotating. So if you want to use this as part of their participation or their grade, that could be another component, right? You have to revisit the same document afterwards and that could be another element for their points or their grade, right? Yeah, I might just add, and I appreciate that question, Curtis, about motivation. And I mean, beyond the kind of assessment motivation, I mean, I think being really explicit as the instructor about what the purpose is of the annotation and being really clear yourself as the instructor about why they're doing this can motivate students. And I'll explain a little bit more, which is I think annotation of the task can feel hard to be motivated to do for students if they just feel like it's sort of this exercise in pleasing teacher or this exercise and kind of like practicing a certain kind of discourse. But if it's clear to students, hey, we're doing this so that you can develop your ideas for a project you're gonna work on or you could use your annotations to help you build out your thinking for a paper you're writing, all of these possibilities can help motivate that moment of return across these moments in time. So I think as an instructor to make it clear why they want to return afterwards, how that will help them or how that will develop their thinking can be, I think, helpful and inspiring, right? So it doesn't become just sort of busy work as Becky puts it in the chat.  So for example, I have these hypothesis activities that have been annotated already and I had some of the professors link to other resources that are related. Let's say that's a podcast or a YouTube video. And now I have this document that I can continually or go back in reference and then see all these external links that they put there. So that living, breathing document just becomes a lot more memorable even that when I talked about, right, the travel and leisure, I remembered it, right? Because of hypothesis rather than just reading it passively and there are no annotations there. So it could be a great way that your students can see other linked resources or information from others that they would not normally have access to or even know about, right? Right, thanks. I think that's a great addition, you know just creating more space for students' voices to be heard and included and to have kind of a safe bet in this current environmental context that that conversation will kind of live, breathe and be active as Hart mentions in the chat as well. And I appreciate even Colleen's point about hypothesis is kind of an equal playing field to engage in this current moment of a student's quarantining can't be there in person they're still part of the experience out feeling maybe alienated or I mean, I think there's a real social stigma right around being sick or not being able to be present. So it's a way to kind of reduce that stigma reduce that impact. So I realized we are over time a little bit. That's a good problem to have. It's a good problem to have a little bit over that I wanna recognize and appreciate that we are basically at our end point here. So I just wanna thank David, of course for being in conversation with me today. Yay, fun to get to connect and have a dialogue about this. And I wanna thank everyone who attended and we're part of the chat here too. I hope you were able to sort of leave you in to feel like you were part of the conversation throughout I know there's like a lot of imploring to have the chat saved. So maybe as Franny comes back on camera and be ready to speak to some next steps for those who are here today if they wanna access me through this. And I just wanna end with, Jeanne you said a great quote and I put that in the chat box again annotations bridging those moments in time. That's perfect. I'm gonna start using that, I'm gonna write it down. But that's exactly what we want, right? Regardless of high flex hybrid remote in person let's create those bridges and make reading more active. Absolutely, I also love that quote. Hey, this was great. Really wonderful conversation. I wanna thank you both and everyone in the chat. Have a great weekend and we'll see you next time on The Good Margins.