So hello everybody, welcome to this teach meet. It's the last live event for MOOC as you already know. I think we know each other well so far as we are learning together for four weeks now. So my name is Efis Arteidu and I'm the course coordinator of the addressing the global climate crisis in your classroom. Before we start, I would like to quickly explain what a teach meet is. So a teach meet is a great opportunity to learn from peers, to reflect on practices and tools and from your work environment and to serve your expertise. Speakers will discuss any subjects related to climate change, education and sustainability, whether it is an interesting tool, resource or a project, a helpful activity or a relevant practice method inside or experience. Speakers are going to have five minutes to present and I'm going to be the timer and the moderator of this discussion. If you have any questions, please feel free to share them in the chat box or if the question concerns a specific speaker, you can use the padlet and we will try to address them by the end of the teach meet. I'm going to put the link to the chat as well so you can open it in case you need it during the presentation. So that being said, as you understand, I'm not going to be alone in this event. I'm very glad to have today a great lineup of speakers who were willing to participate and share their practices and methods. I would like to inform you that 40 more people would like to participate as speakers, but as you understand, if we would allow all of you to present, we would need a full evening for that so we had to make a selection. However, I warmly invite you to share your inspiring ideas in that chat box if you hear something relevant from the speakers and that relevant links or resources to share your perspective. Do you hear me well? I see some comments in the chat. Okay, good. So without further ado, I would like to give the floor to the first speaker. Together with us will be Maria Marta Ismail, Julia Dayana, Crisula and Yorgos, Emma and Daniela. So the first speaker is Maria Vasilopoulou. Maria, if you could turn on your microphone and your camera and we can start. So Maria is coming from Greece. She is an English teacher in secondary education and she has been an active e-twinner since 2012. Her motto is, where there is a will, there is a way, and her favorite word is resilience. She tries daily to integrate these motos in her daily curriculum, so Maria, the stage is yours. Hello everyone. I'm really happy I'm here. Can you hear me? Just to make sure. Okay. Yes, we hear you. Great, great. So the whole MOOC has been a great inspiration to me. So I try to use things I learned and prepare a project that I would like to implement next year. My project will be an e-twinning one and it's entitled Think Green, Act Green will be for students of level B1, secondary students 14, 15 years old. Main points to consider it will be a mini project that will act as a starting point for a longer one whose aim will be to develop a sustainable development action plan. That is, we would like to create a school culture of sustainability in the near future. Collaborative tasks will be in all the projects and we would like to make students, active learners, participants. We would like to accomplish the learning goal set and of course engage other school subjects, apart from English, that is natural sciences and art. I see some comments that people can't hear me. I don't know. Can you hear me? Yes, we hear you. I don't know why some people cannot hear you. I can hear you perfectly. Maybe if you have a problem with the sound, the rest of the people, you should try to solve it from your own device. I continue because I have five minutes and I know that so I have to respect it. The learning objectives will be to enrich students' environmental knowledge, to raise awareness of the importance of reducing their ecological footprint and the need to change their habits in order to be more environmentally friendly because they are not. To develop emotional and social skills such as self esteem and character development. And to develop 21st century skills you want to know critical thinking, problem solving, decision making or communication. To promote sustainable development, active citizenship, feelings of engagement and civic interest, feelings of empowerment, ability to take action. And to help them live a life that supports sustainable practices and hopefully influence others to do the same. Hold their language skills of course and help them to teach them to learn how to learn. That's very, very important. So at first I will start with two videos to offer inspiration. Students will watch these two videos that I share on my screen and then they will discuss and they will think about the topic of climate crisis. Brain storming will be which words come to your mind when you think of climate change and answer garden tool. And then students will take a quiz. What do you know about climate change? They will do it and they will discuss the results of the quiz. Great surprise there. Causes and effects of climate change. Students will watch a video National Geographic that will take notes. At the same time, they will see climate change in pictures from the American Museum of National History in New York City. The resources have been borrowed from our MOOC. And climate literacy working groups. Students will answer a couple of questions like, for example, why does climate literacy matter? How has climate change through centuries? What human activities have a profound influence on climate change? So I'll work, I'll try to work a lot on climate change so as students to realize what actually it is. There will all of them working in national and international groups be shared with a COGUL, a MINEPAP. And then to make sure that they have learned things, what a better way than again. To check, consolidate and assess. I'm sorry. Okay. And now has come time for a very ecological footprint. At first I will introduce the Earth Opershoot Day and students will take, will calculate their ecological footprint. They compare and they will compare and comment on the results in relation to food, shelter, mobility, goods and services. And their footprints will be shared on a twin space, on twin boards and on their classroom eco wall. And they will also calculate their families ecological footprint. And I am sure the results will be really many. And the results will be surprising as well because I don't believe that they will have a light carbon footprint. They will discuss and the best thing, of course, the best stage will be to find solutions. So we go to the Earth Plan. We think we use, we use recycle and upcycle and more. More is to plant a small garden in their school with herbs or adopt, for example, a flower plant. A small flower pot in their classrooms. So we think what actually need to take to change the environmental habits.  They will prepare posters with photos and useful tips. And they will vote for the posters they like best and then decorate their school. They will talk about reducing, reduce wasting electricity, water, paper and money on curlers shopping. Of course, this will be on different, possibly with groups and in different lessons. Here is just the idea and reuse. We will use art. Of course, the art teacher will help how teachers, how students can use materials to upsetly use materials to decorate their classroom. Okay. I'm trying to be fast. The Earth Hour Calendar. That was a very interesting thing. I found it in one of the resources shared on our MOOC. Students will be introduced to the Earth Hour and to the Earth Hour Calendar and then there will be a challenge. They will make their own calendar themselves, getting inspired from the ones shared and adding their own posts themselves. And they will share that with the school community. And the ones who will keep that will possibly have a chocolate or a small reward, a surprise reward. The lesson will finish with a digital eco-escape room. This will be the one challenge and the last one for them and to see what have the students learned. Do they feel more confident about their environmental awareness? Do they feel they can contribute as ambassadors in our attempt to create a school culture of sustainability, our next project? If yes, then mission accomplished. That's all. I think I am within my time, I think. Right? You were excellent, Maria. Thank you very much. Excellent timing, very useful. It's everything that you shared. I think it's quite relevant. I'm glad also to see that the MOOC also inspired you somehow to introduce some practices in your lesson. So that's great. Thank you. Thank you very much. Thank you. So I've just put the link in the chat again in case you have any questions for Maria. You can post them on the padlet and we will address them at the end. So Maria, please stay with us. Of course. We may come back at the end of the presentation. Great. Excellent. So now I'm going to move on to the next speaker. My next speaker is Marta. Marta is coming from space. She is a need-winning and FCL ambassador. She is a European project advisor for the Department of Education and she works as English teacher and Erasmus class coordinator. Marta, could you please turn on your microphone and your camera to see you and listen to you? Marta, we are waiting for you to connect. Yes, because I was logged out and now I'm logging in. Okay. Now, I think I've got everything now. Okay. Can you see me and hear me and everything? Okay. Excellent. Yeah. The stage is yours. Right. So I'm going to present an activity I did three times. In fact, once I did it with my twinning project and twice with my students at the high school. In fact, I'm working part-time in my high school and I work part-time for the Department of Education of Catalonia as a European programs advisor. Okay. So what was this session online? This first session is about, I mean, it's an online session, but you could also do it inside with your students. It can more or less last for one hour, one hour, 30 minutes, even longer if you want. It tries to be interactive. So the aim is to get students to talk. And I think it's suitable for students of 14, 18-year-old. That's what I was saying about it. It was done in two different situations, but all within the confinement period. It was in April, basically. And the objective is a part of, because it was in the English class, was to enhance their speaking, English-speaking skills. It was to compare the situation of the call-byte. But it's a 19 crisis in each partner country when we did it with our twinning partners. Also, how students could express how they felt at that very moment. And also to talk about how this crisis was affecting the climate change crisis. Here, I think that you will share the presentation. You have the link to the full presentation. You can want to use it with your students. So we talked about first, when we did it with the twinning partners, about comparing whether government measures in each country, the ones where they were stricter than others. Then we moved into a section in which students could express their feelings. And we used an interactive web tool called Entimeter. I'll show you then some screenshots. And so they could express how they felt and in which zone they were. I will show you later the picture. And then the last session was more about discussing about the relationship between COVID-19 and climate change. We took some experts from this article that was taken from Science Magazine. And we talked about air quality and climate change. Also about policies in the world and all countries in the world, what is going to happen about energy sources and also about individual actions. So this is about the first part when they talked about themselves. So basically the first activity was how they were feeling at that moment. And we got this nice work cloud with their feelings, how they felt, more optimistic, et cetera. And then the second part was the same which zone they were. The weather zone, the fear zone, the learning zone, and the growth zone. Especially with my students at high school that we did it on the 13th of April. We had been in confinement for one month and a half. I told them, just compare yourselves when you were at the beginning of confinement and now have you grown somehow? And we got these responses. You can see here. And then these are different questions that we asked them about all these topics about the air quality. Do you think now that you see the clear skies, blue skies, do you think the air quality has improved? Because everyone is confined, everyone is at home. Many industries are locked down, just less traffic, et cetera. About the work policies, they think that because now all the governments are focused on fighting this virus, that when everything goes more or less back to normal, will they still invest again in all these environmental policies or they will have to recover economies so there will be no money and no investment in climate change policies? Also about the energy because the price of oil has gone down quite a lot. So now is it profitable to invest in renewable energy sources? And also about individual actions. Being locked down meant that you could not go on demonstrations that you used to. And maybe because people are just fighting and there will be more activities that will help the environment because there will be more people teleworking, for example, and not just moving around with cars. And basically what's this? I think that you can make use of it in many situations, even if it's with people from other countries or with your own students. And I hope that it has been inspiring for you. That's it. Excellent. Excellent. Thank you, Marta. It was very useful. You were on time. I see also very nice comments. People liked your ideas and your projects. So thank you very much. Please stay with us as well so we can address any questions we might have. Excellent. Thank you very much. Thanks. So let's move on to the next feature. And the next feature is Ismail. Ismail, could you please connect your microphone and your camera? So Ismail is coming also from Spain. He's a bilingual biology and geology teacher at the IES Cervantes, Cervantes, something like that. Teacher trainer in ICP and scientist ambassador. Excuse me, Ismail, if I pronounce something incorrectly. So you have now the states to explain your background, your ideas and to serve with us everything you want to serve. We don't hear you Ismail. Let's wait a bit. Do you hear us Ismail? Maybe we have some delays, some technical problems here. I'm not sure. Please write to me on the chat Ismail. Yes, you will have access to the presentations. The recordings will be available in the platform by the end of the week. And the presentation will also be uploaded in the platforms. So no worries about that. So to not lose some viable time, I'm going to move to the next feature Ismail and we can try to connect a bit later if that's okay with you. So I'm going to the next feature. I'm going through the slides very quickly and I'm going to Julia. Julia, could you please connect, turn on your microphone and your camera please. And I'm going to present Julia very quickly. So Julia is a Spanish cleaning ambassador and the Rasmus Plus coordinator. And Julia, the stage is yours now. Thank you very much. Good afternoon everybody. Can you hear me okay? We hear you perfectly. Excellent. So following the actions of the students and their energy and interest in fighting climate change. This year, our school is what I'll give you with our Rasmus Plus partners from Italy and Greece, as well as other partners from Czech Republic, Stonia and Poland. We have started an e-tweening project called climate action agents of change. I am an e-tweening ambassador on Rasmus Plus coordinator MSP. So in our local community, one in which our pupils face so many obstacles that they must overcome in their everyday lives. These inspirational young people are increasingly more aware and committed to fighting climate change. So this project intended to take advantage of our pupils' enthusiasm towards climate change by raising awareness about the importance of caring for the environment and becoming more proactive in incorporating such measures into the school. So this has been a timely initiative as climate change is e-tweening for 2020. So the key aspect of this project is collaboration. It is only by working together, building trust and building relationships can we start to make this change? So to do this, this project has a number of interrelated objectives, developing problem solving and critical thinking skills by proposing solutions to environmental issues. There are citizenship competence as they are acting as responsible European citizens participating in civic life actions and global sustainability. And we have achieved these aims by organizing video conferences to encourage contact with the students. Live meetings have been a key aspect to facilitate the work of mixed teams. We have also run a very successful global competition in which many students took part. Students were able to show their creativity and demonstrate what the project meant to them through their artistic talent. And finally a major objective, an essential objective that underpins the entire project is the integration of the project as part of the curriculum. So this change can only happen with the commitment of the whole school community and the teaching of climate change across a range of subjects. So some of the activities that we have been able to carry out through the project have been organizing recycling activities such as creating a recycling corner, Christmas decorations and cars, visiting local waste management centers to understand the importance of waste reduction, and creating environmental groups of students who truly identify with climate change issues. Also making connections with other organizations within the local community is also crucial. Therefore, the project will expand local networks, linking schools, NGOs and other stakeholders. And of course, the key product of climate action agents of change has been our public twin speed. So the impact of the project has had in my school is clear. Our school has focused on pragmatic action with the allocation of more resources to the development of the school allotment. Recycling is of course a main focus and we have done this with the vocational training students specializing in mending and fixing clothing so pupils can reuse out of style or ripped or broken clothing. And staff continue to attend online training of climate change and their continued work towards the main aim of incorporating climate change education into the school curriculum. And the best example of course is this course. So although the school closure has interrupted our project, we will continue meeting as many milestones as possible next year. Hopefully through another Erasmus Plus project. I talked before about being pragmatic but also being virtual. It's another skill for this time. So we're also trying to be inventive and innovative in other ways and we have planned to integrate up inventor virtual reality in the curriculum. So to finish E-tweening is the key to our continued success with our pupils as we aim to integrate climate change education into the curriculum. And we aim to develop the pupils everyday skills and be more environmentally friendly. And we continue the shift towards the virtual with focusing on developing their digital skills. So thank you very much for your attention. Thank you Julia. Thank you for the nice presentation. It's excellent. You shared some nice ideas. Could you please remind us the age of your students? Yes, the age of our students is from 11 to 14 mainly. Excellent. Thank you. Please stay with us and have a look on the public in case you see any questions for you. I will indeed. Thank you. Let me go back to Ismail if he's available now. Ismail, can you confirm if you would like to present now? Can you try to turn on your microphone and your camera? Probably Ismail has some technical issues. So I'm going to move on to the next presenter and the next presenter comes from Croatia. So Diana, please turn on your microphone and your camera. Diana is an English teacher at the vocational school in Croatia. She's going to present herself and of course is going to present her inspiring ideas. Okay. Can you hear me? We hear you. Okay. Good afternoon everybody. Don't see you though. My name? Hello. We don't see you yet. You don't see me? Turn on your microphone, your camera. Okay. Here I am. Good afternoon everybody. My name is Diana Jeladic and I'm an English teacher at vocational school in Omish Croatia. Today I'm going to share with you one of my it winning project activities that can be easily carried out in online classroom. Sorry Diana, we still don't see you. If you want to keep your camera off, that's fine. But just for you to know that we don't see you. We can hear you perfectly but we don't see you. We don't see you. We don't see me. And now it's login. Yeah. Now it should be fine. Excellent. Can you see me? Okay. What about my presentation? Is my presentation here? Yes, it is. Okay. Yes. Now today I'm going to share with you one of my it winning project activities that can be easily carried out in online classroom. It deals creatively with the 17 sustainable development goals enhancing at the same time all of four C's collaboration communication critical thinking and creativity. This activity represents an active response to the climate crisis with the aim of getting students to think about goals and start living according to them. At the same time, it is an example of a campaign with the help of social networks. In this case, a Facebook group where you are also invited to participate and contribute by sharing your ideas. Move on. Learning learning goals of these activities are to harness the power of reading by creating a list of recommended books inspired by goals to contribute to their achievement. Then to promote the diversity of European languages to get familiar with the literature and art of partners countries to choose the top 17 books of European literature with a topic of 17 goals and to get familiar with European inspiring digital cultural heritage platform. So here you can see nine countries, European countries that are involved in this project. And the students from nine European countries are engaged on sustainable development goals through national literature, literatures and art. They are divided. There is no slide here. Yes. Is there something missing? Yes. No. No more slide. We see you moving the slides. Yes. I'm moving them. Yes. Now we see the recommendations for reading. Yeah. Probably you don't see because you're moving on to the next slide. I can handle the slides. Let me know where you want to stop. Okay. Shall I continue? Yes, please. So the students are divided into transnational groups. It should be here. Each dealing with two sustainable development goals. As it can be seen on the slide in the last group, there is an innovation goal 19, which shows a quick adaptation to the real life circumstances and COVID-19. The activity will be shown on the example of the first group that deals with topics of no poverty and zero hunger. These are the first two goals. After having done some research in their national literature, students share their results. And here is what we get at the end. Now you are supposed to see the recommendation, their recommendation for reading. We see that. Yes. Is that okay now? Yes, we see. You see. I can't see anything. Don't worry. Maybe there is a bit of technical issue from your side, but we see everything. Please continue. Okay. What do you see now? The recommendations for reading from nine European literatures on SDG. Okay. So you see the recommendations. Yes. Okay. These are recommendations. And can you see the wall from the gallery? Yes. Showing Turkish paintings on the topic of poverty and hunger? Yes, we do. Okay. And after that, you can see collaborative tools offered to students to accomplish this task. Yes. We see Canva, Twin Space, Bookreader. Yes. These are the collaborative tools that are offered to students. And you can see a book published in Book Creator, where students have collected their choices of literary work, shortly describing the plot in their mother tongue and English. And you can see the book cover. Of which was made by students from Bordeaux, graphic students from Bordeaux. Students also work collaboratively on the quiz in Google Forms to check their understanding of proposed literature. Power of Youth is our Facebook group, where you are all kindly invited to join and learn with us about sustainability through great literary examples and art exhibits. And on the last slide, I don't know if you can see book covers. Each group, each transnational group agreed upon the content of the book cover, and graphic students from the school, from Bordeaux, from France, they made these amazing book covers. And that was the end of my presentation. Thank you very much for listening. I'm sorry for this technical issue we had. Don't worry. Sometimes it can happen. We could see your presentation, so don't worry. Thank you for the interesting presentation. Please stay with us in case we have any questions for you by the end of the course. You're welcome. Thank you for this opportunity. Thank you again. Bye. Sorry, I see FE is gone. So I'm going... OK, FE is back. I was just going to take over and move on to the next presentation. OK. Yeah, sorry. I lost my connection. OK, do you listen to me now? Perfectly, yeah. OK. So let's move to the next set of presenters. We have Chrysulla Tanasiu and Georgie Fantis from Greece. They are both biologists. And they have some very inspiring ideas to share with us. They're going to focus on games as a means to teach climate change. So we are really very curious about what they have to present. Chrysulla and Georgie, you can connect yourselves now. Please turn on your microphones and your cameras so we are able to see you and listen to you. Hello. Can you hear me? Yes, we can hear you. Sorry, FE seems to be gone again. Chrysulla, we cannot see you though. You need to activate your camera from the top of your screen and then also click on the video you see. So there will be a button saying share screen. Yeah, there you go. OK. Now we can hear you. OK. Thank you very much. So hello everybody. We're really glad to have done this course, to have been in this course, and we are glad to be with you now. As FE said, we are both biology teachers and the games we are going to present are part of our project that addresses climate change to student teams that come to our Environmental Education Centre. So this means that we have tried these games with hundreds of students between 10 and 18 years old and teachers as well. Let's see. That's our presentation. Sorry for not starting it. So, here are some reasons why we try to use games to teach climate change. Games encourage active learning and active engagement in dialogues. Talking about these things. Allow you to simplify complex systems such as climate change. They allow players to take decisions and receive feedback on the results of those decisions. There are a lot of opportunities for reflection, discovery, exploration and challenge.  I think this is a serious incentive if you consider that emotions matter in learning. They are easy to apply and we believe that they can really be an unforgettable learning experience. So, let us present two of these games in brief hoping that you try them with your students. The first game we are going to present is the climate change, the greenhouse effect. The greenhouse effect is a game aimed to help pupils understand how does the greenhouse effect work. It affects the effect with causes that create it and with actions that can help to reduce it. As you see in the first picture, the child in the middle represents the earth. The circle around the earth represents the atmosphere where the children that represent carbon dioxide molecules are placed and there are also sun rays that are represented by the rest children placed in the bigger circle. The number of sun rays remains stable throughout the game while the number of CO2 increases as the game proceeds. During the game, the sun rays enter the atmosphere unhindered, warm up the earth, but when they try to exit the atmosphere, some of them are trapped by carbon dioxide and some escape and return to space. The first round of the game explains the natural greenhouse effect with only some sun rays trapped by the few carbon dioxide found in the atmosphere. As humans use small portion of shoes to fulfill their needs and wishes, more CO2 enters the atmosphere and trap more heat in it. Each time such an increase of heat happens, the students place a coat on top of the tile that represents the earth. The play is accompanied by a simple story that describes milestones of energy use as well as increase of population and consumerism in the human kind history. So this is a simple equation that works well and helps pupils to understand the effect, both the natural and the man-made greenhouse effect. A teacher can play it once, even before teaching the subject and can repeat it again later. For example, when the pupils are aware and can propose actions to reduce the effect, we strongly suggest that. In this case, students can lift a coat from the earth each time they propose a way where it can reduce the effect. So the earth, in the end, gets rid of all the excess heat. George. So now, hello everybody, I'm going to present the next game. The second game is called Sinking Islands and it's a simulation of sea level rise at an island. In this game, you divide pupils in small groups of four or five persons and a piece of paper or cloth represents the island that becomes smaller and smaller due to sea level rise at the time passes by. To show this in every round, you fold the paper and it becomes smaller, and the challenge is all the islands in habitants to find a way to remain standing on the available land. The teams that manage to do that after you play the game for some rounds win. So as you can imagine, it's great fun for children to find a way to keep on their small piece of paper or cloth. And you always ask them how the game was for them. Is it difficult, funny or whatever? How did they feel while playing? How did they feel when they were not able to stand on their island anymore? And what would that mean for them in real life? What strategies did they use to manage to stay on their island? It is a great opportunity to say or ask them to find out if this happens for real somewhere on Earth. And if no matter how far we live from this phase we contribute in some ways to this result. And in this way, it is an opportunity to address issues such as environmental justice, climate refugees or to draw attention to values like compassion to other people or organisms and so on. This fact gives us the chance to point out the importance of having this kind of reflection after each game. That is the part that gives the game its added value for education and it's not only a game to have a pleasant time playing it. So that is how games gives us the opportunity to create simulations of real life to take decisions and face these under safe conditions to have fun to learn to feel. We can have access to detailed descriptions of these and some more games in the links we posted in the chat and you can see in this slide. Thank you very much. Hope that it has been useful for you. Goodbye. Thank you both. It was definitely useful because we have seen a more active approach to climate change and we see also how it can be connected also with different subjects, physical education for instance and who doesn't like a more playful approach to learning anyway. So thank you very much both. Please also check out the Paglet for more questions or in case people want to receive the links now. Thank you. Excellent. So after Hrisula we are going to keep ourselves in this playful atmosphere and we are going to Emma. Emma is a former teacher of Latin history art and geography in English since 1998. She is specialized in CLIL and she teach in Cambridge International High School in Italy. She is a training and author of digital content and freelance researcher and she is going to present a gamified approach to climate change with Minecraft. Emma we can't wait to hear you. The stage is yours. Thank you, Hefti. My family name is Double Edee but anyway it's okay. It's the same. I'm about it. Hi to everybody. Yes, this is my approach. It's a creative approach. I'm happy to be after George and Hrisula because gamabated learning is the same approach that I use for this presentation for the project I made with my students. My students are 14, 15 years old and they work in a high school in Italy as a just school. I hope and I think that most of you already know what is game-based learning. It's a very creative approach to learning in a very collaborative way because students can cooperate together and learn the topics using the games. Digital games or also physical games as the ones my colleagues described in the presentation, the previous presentation. In my case, we work on digital competence and skill and coding skills because we use the Minecraft. Minecraft doesn't need a big introduction because it's very famous. I have two children and I can imagine most of the teachers here in this teach meeting that had children as well know what I'm talking about. It's a very popular, super famous video game that was created by a Swedish computer expert and now it belongs to Microsoft. It's not an open source, you have to pay for it but during the COVID-19 emergency it was for free and so no need to pay the license for the students. Anyway, you have not run the license for two dollars for one year so maybe you can have the Microsoft package for free. Anyway, I use the educational edition because you have two versions of Minecraft. It is a commercial version to play. The beautiful of this game is a sandbox game.  It's something very similar to Lego. There are blocks and there are endless words you can create. If you want to have a look you can go to this website where you can find the educational edition. The inspiration for this project was given by the European Commission portal named the Network Basics Solutions for Smart City after we give you the link in the chat is a portal of the European Commission where you can find all the suggestions for an eco and smart development of the city towards a sustainable life. So we concentrated with my students on Goal 11 from the University agenda and the goal is sustainable cities and communities. During the lockdown and isolation due to the emergency of the coronavirus, we could go home projecting on Minecraft because the aim of our project on Minecraft was to create a smart city. We collected a lot of examples of the good practices of landscape urban landscapes that use eco-sustainable way to develop for example green transport ways and a lot. For example, health cities in Finland, for Europe, but many cities also in the USA. So we collected a lot of materials and we moved on Amachi. Amachi is an open free virtual private network VPN in which you can set up in two minutes a very secure remote access to network with other people. So all the students were able to work in distance learning to build together the smart city of the future. We also used other tools that maybe you already know, for example Edmodo classroom to collect ideas the padlets. I think that most of you are familiar with those tools to connect distance learning both teaching or remote. In Italy we are still locked down and will be till the end of the school in June. These are the products, the final products we are still working on but for the next 10 days we will be finished. The students were divided in groups so it's very excellent for team working and for life skills, for skills, for example the ability to work in groups because every group has a different item to build in the virtual world of Minecraft. Some built the school of the future with a lot of virtual objects, blackboard everywhere and very physical desks the fantasy of students is really hand-less. If you let the students to create, there is no limit to their fantasy, to their imagination and Minecraft is a wonderful tool to feed their imagination. It's very nice to have this monument on the global warming one student had a very great idea he built an amtartica igloo that is melting down because of the global warming and inside this igloo in this monument in Minecraft there is a poor amtartica beer and also the fountain, also the aeolic for wind energy for example in house with solar energy panels, the students studied a lot to build all the parts of this city because you have to solve a lot of problems how to cope with a sustainable energy supply for the world city and it was a very great study and great effort from everybody to complete this city and it's really really wonderful you have to have, you can enter if possible to handle this city if you don't have Minecraft but anyway I wish very soon a video that collects a vision of this city that is almost going to be finished thank you so much, I hope I was short and I was quick enough yes, you were perfectly in time, Emma thank you very much for sharing your ideas and with Minecraft you also develop your computational thinking right, coding, that's another digital for code with Minecraft you can also practice your coding skills and also make a sort of matching of the highest caps in Antarctica you can create everything you want and also moving everything you want, you can create biomass, you can explore really it's something endless, if you start to enter in this world you can't go away anymore because there is so much to explore, I can assure you indeed, the possibilities are endless, thank you very much Emma thank you ok, let's move on to the next feature so then before Ismail we have Dani Jerala from Croatia you can connect now if you want the last presenter, not the last one before the last presenter comes from Croatia and is a physics and technology teacher in a middle school, with her presentation she puts on STEM and invites us to find a STEM solution for pollution so we can hear you now hi, so hello everybody it's going to be really hard after all these beautiful presentations but I'm going to do my best to show you what we have been doing so today I'm going to show you the activities from a little larger project that had four types of activities one connected to climate change have been done in a pollution find a STEM solution project it was a two year cross-curricular project that was an E-tweening and Erasmus project so you can hear the website of the project and an E-tweening website also I will tell you why later because you can download some stuff from it and it was a really interesting project the European Commission found it very interesting so they gave us two honours success story and sorry, something with the sound can you hear me okay? yes, we hear you so I'm going to move on so in this project the idea was besides renewable energies and cultural activities we wanted to measure pollution so we first we wanted to measure light sound and air pollution and the students they were 11 to 15 year olds they investigated what is the light pollution what is sound pollution, what is air pollution then they came up with ideas how can we measure them in school and our environment the students we only gave them like mentoring it was a project based on learning so they used LEGO EVA 3D Mindstorms robot to program it with sensors to measure light, to measure sound decibels and lux and for air pollution we created a little device with a sensor and measured walk gases walk gases are volatile organic gases that can be found in everyday products so students measured for example cleaning agents, they measured like hairspray nail polish and other everyday agents that they are using and they categorized these agents to see which of them have a larger volatile gases inside them so after they measured all of it they have been analyzing the measurements using scientific methods so they have analyzed their results calculated the errors and presented all of their findings so aside from measuring these so they did everything from investigation to data collecting and to analyzing the measurements and in the end presenting them so the results of these activities in the end you can find them on my website that I have shared with you are five future classroom scenarios in eight languages that you can download and use them and inside these intellectual outputs you have worksheets, video tutorials how to assemble these devices you have programs for the EV3 and tutorials how to collect them so you can do these activities in your own schools and repeat them so in the end after we have done everything the students have found that of course some of the decibel noises are very high inside schools for example they have measured in the classroom they have measured during the big breaks inside our school and found them very very high so in a way you will see later they had awareness campaigns that students should be a little bit quieter because it's very harmful for their ears some of the schools because we have five partners some of the schools have found their bells to be really really loud so they have written a letter to the principal asking them to please change the bell to something more joyful for the years and also this project was so interesting that we have made some national e-tweeting projects where in creation as you can see on this map like 100 schools have joined and measured the sound only sound pollution inside their schools but this time we didn't use an EV3 robot because it's expensive and not all schools have them so we used Arduino as you can see here and we have created a little sound measuring device from Arduino that can also be the tutorials can be downloaded on e-tweeting if you want to use them for your school so it was a really really eye opening project that in the end the students were so so happy with the outcomes with everything we have done and that they have used it to change their local community so from changing the bell they have also tried cleaning the classrooms because we have measured cleaning agents for walk gases they have asked the cleaning ladies to clean with the echo cleaning agents so ecological agents and found that the walk gases were really really lower so in a way they have shown that by using ecological agents it's more safer for the kids to be inside the classroom okay sorry I have to quick because my time is running out so apart from this project we made some awareness campaigns inside our school and connected everything these pollutants to climate changes so the students have spoke out to other students the school the parents local community and told them about our findings and also as you can see here are little comics and posters younger students that are not involved in this project have made comics have made posters to show their school and local community that the importance of renewable energy is the importance of using echo cleaning agents and being a little bit quieter because it's not good for the eyes for the ears and they have also measured like sound pollutants inside our city for example near the airport or near very big traffic jams to show that it's very loud there and it's not it's over the limit of hearing pain sorry hearing pain so all this has led us to the new project that we are going to be doing from the September so if any of you want to join you are free to join us on e-tweeting so it's going to be called climate action now it's going to be e-tweeting and Erasmus project because we applied for funding but nevertheless we are going to do it so this project will be about finding pollutants that are causing climate change inside our area so we have for example Portuguese Azores island so it's like an ocean island so Tenerife from Spain that it's very warm climate so we have Poland like continental Croatia that's Mediterranean France the Alps they are going to do like how CO2 is causing ice caps to melt and we have Finland country with very cold weather that's going to do a pollutant about social sustainability and how our consuming a lot of different plastics and stuff is causing climate change and for example we are going to be doing microplastic so we are going to be measuring again like I'm a physics teacher so it's my thing so we are going to measure microplastic in everyday beauty products for example some of these people some of the students are using like cosmetic creams that contain little parts of microplastic that are that in the end get kept on their faces so we are going to be measuring it to see how much plastic is around us that we are not even aware of so this is the idea for my project so I'm going to I have a lot more to say but my time is up so if anybody is interested please let me know so I'm going to thank you so much for your attention these are my contacts here and hope you enjoy this little brief presentation of my projects thank you very much could you please also share your website on the chat because some people are very interested in the project so if you have a link to share please okay no problem okay we are running a bit late apologies for that I'm going to go back to Ismail Ismail is your last opportunity to connect and present your slides so please turn on your microphone and your camera now and I'm going to move back to your slides okay this is one of the posters that my students are just producing in my high school during the last three years we have been participating in one project that is called Sustainable Schools and we just do a lot of activities regarding different topics recycling and energy regarding recycling we did one campaign to collect and recycle mobile phones I'm sure that you know the JN Goodall organization they have this campaign that in spain is mobilized for the jungle every year we just collect around 100 mobile phones and we send them to this organization and they try to recycle them I'm sure that you know what happened with Coltan inside our mobile phones can you please go to the next slide these are some of the posters that these kids just do in our high school they use digital tools to prepare the posters we always use open source applications they did this in the technology subject in the technology class with tools like GIMP or Inkscape and this is where we just publish the poster in different buildings of the school to motivate the people to collect to share their old mobile phones we always send them what happened with what they have inside the mobile phone next please this is our high school and in this slide I have a link to our project but maybe later you can see this is a video that we did during this project the video was made by our students with another open source application it's called KeyDN Life and there's another one of these open shots and we always publish our digital productions in one server that we have in Madrid that is called Educa Madrid next please the last activity that we are just doing now and the most ambitious one is we want to become self-sufficient regarding the use of energy nowadays we only we use electricity for lighting for the classes and the buildings that this electricity comes from non-renewable sources of energy and to heat our buildings we use gas oil and we want to change and we want to move to be completely self-sufficient with solar panels and photovoltaic energy and our students already did one audit of what we just spent in electricity and in oil and we are planning to move to heating our school with electricity and lighting our classes with solar panels and we already prepared the project this drawing was made for one student this is one of the buildings that we want to cover with solar panels next please and they also did using digital tools in this case using CAD applications they just model a 3D building and we publish the model what they did with TinkerCAD and we publish it in our media library in this slide you can link to the model and see how it works after that some of the kids just print with a 3D printer the model and we have one in the school and this is more than what we want to do now we are adjusting in a moment that we need to collect money to do the installations and we are just preparing a crowdfunding project to get the money because the administrations do not allow to do it they don't give us the financial money that we need and I think that if we in all the schools in Europe we just use solar panels to reduce the impact that we have over our planet thank you very much for your and sorry for the inconvenience at the end I was just very nervous trying to fix everything thank you very much indeed your suggestion is a good one yes solar panels can contribute a lot in the fight against the climate change that is my no worries the technical issues sometimes raised during presentations and that's that's fine thank you very much so let me go back because I think we have concluded I hope I haven't left out any presenter and that all of you have presented no yeah right yes okay so one moment so we have sometimes conversations planned normally but I think we are running a bit late and I wouldn't like to take more of your valuable time please don't move the slides I don't know who's moving the slides so you can post your questions in the and the speakers will make sure to address them at the end of this teach me so before we leave and say goodbye I would like to update you on the timeline for our course we're in the last mile as you know we're in the last module of the course and we are in the period of peer assessment if you want to complete this course successfully and if you have not done it already you have to develop and submit and submit your project plan once you do that you will be automatically assigned to provide feedback to the project plans of three other peers and you will receive three reviews for your own work the deadline for that is 3rd of June and after that day a blackout period will follow during which the course will not be accessible and it will allow us to check the reports that have been made during this activity the certificates are going to be awarded on the 11th of June finally I would like to personally thank all the speakers that joined the event today and made it happen I would like to thank all of you one more than 150 people that joined and decided to spend their afternoon with us and also for participating actively in the course and I want me also invite you to meet again in September when we are launching the next teacher academy MOOC on project-based learning to enhance key competencies until then enjoy the very well-deserved summer break that is coming soon each one of you have done an excellent job trying to reach and teach your students during the COVID-19 crisis keep developing yourselves and stay curious for learning have a nice evening and thank you all


Hi, thank you for joining me in the session. I hope you have a good conference today. I'm Chris Wu, and this is my talk today about Adopt Automation Workflow in HireEd. To ensure the best quality and connection, this talk is pre-recorded, and I will take the question in live at the end of the talk. Today, I'm joining from Okinawa, Japan. I'm a full-stack JUPO developer. I've worked with JUPO for 12 years since JUPO 6. I was Taiwan JUPO user group leader and love to contribute to open source and share experience about JUPO. I'll mention some product and service today in this talk that we are using in the university. However, I must disclaim the OISG University does not endorse them in this talk. Okay, let's start from our migration from two years ago. We migrated to Cloud WebOps platform because first, our organization plan has been changed. I did want our team to maintain our own service and internal, external facing websites. They will focus on the infra and the research-related services. We are a small team with only four members, including two multimedia editors, one content editor to support the user and the basic site's building. And I'm a full-stack developer, the only one. So we need to focus on creating features and products for our users and reduce the time spending on DevOps and maintenance. At the end, we moved to WebOps platform, which is Pantheon. We migrated six sites in total, two of them were upgraded and rebuilt with Drupal 8. After migration, this is the basic workflow of all websites without automation. There is no local DevSite needed. We just need to spin up Multidav to do development. I began to think about implement automation workflow into the organization for some reasons. Allow me to give you some background of our university. OISG is a unique university in Japan. It is national-funded directly by the Japanese Cabinet Office. We offer only PhD education with cross-field research and education. Although it is in Japan, English is the operating language, including all instructions. We have 40% international members in OIST. Every year, we fly the excellent faculty and students from the world because of the uniqueness and its size. Things are moving quite active and we have to optimize our workflow. The main three points to go automation workflow include, first, capacity. As I mentioned before, we are a small team and we have very limited capacity resources. I met Drupal on NGO and P.O. Bob at the DrupalCon Global earlier this year. It's common that one developer to handle the website in NGO. And another reason, sometimes the budget could be restricted due to various situation like COVID-19. Administrative division are usually on the edge to be cut. Second, stability. Because of the capacity, it is costly to have a dedicated QA person and difficult to review the codes that often. Especially how can I review my own code with myself? We have a Drupal 7 size with more than 400 organic groups of unit, division, and student clubs. Stable deployment workflow without risk is essential to the higher education organization. And the last, uncertainty. Higher ed is a place that a lot innovation created by these happens every day. When there is a journal paper published on nature science, it draws a lot of attention and create a huge spike of traffic to our website. On the other hand, OIST in Okinawa has an important duty to bring the education to the local society and sometimes share the resource wisdom. Because of COVID-19, we have to turn community events online because lots of members don't know Japanese, cannot read the news. We created a website to provide them the situation and information of travel and migration situation in the first place, which is always in Japanese. So we need to deal with the uncertainties. We need the automation workflow to make sure the stability of every deployment. Last year, we started two websites project and both of them are built with Drupal 8 and the automation workflow. There are three main goals we wanted to involve when we create a workflow. First, to be able to adopt our agile management. We want the workflow to match the way we manage the task in agile with Gira Scrum board. It enables us to work parallel. Each issue requires different input from our team. For me, I often jump between a couple issues and resolve one after another and push to the multi-dab site. Each issue may require various time to review or discuss before it could be deployed to the live site. With the agile management, all the team member can know the overall status and take on the task. For example, if I finish a prototype of a new content type, the content editor will know which multi-dab to test and then follow up with the client later. So this is the next goal, able to review the code change easily. We want it to be easy to review code changes because we are using Gira for project and ticket management. With Pentium, it is not possible to reference a commit easily in Gira. Although they provide a quick silver to send a comment to Gira, it is not very useful. With GitHub or Bitbucket, we can easily link a comment to the issue by mentioning the issue key. Git repo on Pentium is too basic. We couldn't even see the commit when it is a merge commit. It is recommended to use at least a Git client to look up for Git history. We also wanted to review the code together and use the pull request feature on the GitHub before we merge to master. The only way is to host your code on a better Git server or cloud service. And the last goal of the automation workflow, of course, to be able to run the test and deploy it automatically. The auto test must include PHP code, sender check, unit test, visual regression test, and also end-to-end test. So let's cast some magic and then let's run it automatically. In our automation workflow, it includes these tools and services. GitHub, CircleCI, and Lendo are the key to the workflow. It is also possible to replace them with service you prefer or in the current workflow. With Terminus, the Pentium COI tool, it has an integrated build tool to start a project. It allows user to choose GitHub or Bitbucket to pair with the CircleCI or use GitHub for both server and CR owner. The Terminus build tool doesn't include a local Dev site. I integrate Lendo into the project so that I can build the site locally with a Docker container. Lendo is compatible with various server stacks, including LAMP or CMS, including Drupal Gymnolo WordPress, as well as the web apps platform such as Pentium, platform SH and Lagoon with MSI. Once I integrate the Lendo for local Dev, I realize I have two upstream and it becomes a very difficult challenge to me. Mainly, there was a lot of conflict back and forth. I was pulling my hair and it took me some time to pave the way and make sure it runs smooth. Initially, I stick with the modded Dev site that I created to match the ticket number in year and trigger an automatic pushback commit to GitHub. This setup allows us to use modded Dev for quick feature review without going through CI. Once satisfied, we can create pull requests and let the workflow run an integrated test. However, when we started to pull the code from the Pantheon repository because lots of conflict, I started to track down the issue to see why this happened. So, long story short, it is because Pantheon doesn't support running Composer yet. In the Terminus BL tool, there is a workflow chart from GitHub via CircleCI and then to the Pantheon. Lendo is not included for the log of that. It implies the device should commit to the Git server and it doesn't reveal the possible conflict if users try to sync the code with Pantheon Git repo. If we look up the Git ignore file, you will understand why it caused this conflict. Because Pantheon cannot run Composer, therefore it needs the vendor, core, contribute module and themes in the Git commit. But they are designed not to commit to GitHub repo. We can find that there is a tricky line in the Git ignore file, the cut line. Before the line ignore, those files will be downloaded by Composer. After the CI automation, those lines are deleted in order to use Git to commit and deploy the code and order the module vendors to Pantheon. This difference results the difficulty situation and conflict local tab. So in the end, we have to keep the local code sync with GitHub. When we need the mod.dev side to review the issue with client, we use as the FTP only. Because Lendo pull can download code file and the database together, we must be careful when putting the data without code from Pantheon. There is also a drawback that we cannot use Lendo switch command to switch the mod.dev because it involves the Git branch checkout in the process. Because the two repos have too many difference, so they cannot get well together. However, there is a good news right now. So Composer will be able to run on Pantheon after push the Composer lock to the server. It is still in beta, but if it works well, we will be able to work with single upstream again. So this is our journey to adopt the automation workflow in our organization. Usually when the web team is small, people don't think about the automation so often. This is a good time to do some magic. So I believe it is a very good investment in the organization. This is Chris. So thank you for your listening today. I will take some questions now. And we have Chris. Hello. Yeah. So how did we go with the polls? Let's see. Yeah, it looks like only a few company has less than five. And I'm surprised that maybe I'm the one percent or five percent with only me in the team. Yeah. Maybe people can discuss it in the forum as well. But even from outside, while we would register as larger than X, those people are then sliced up. They don't all work on the same site. So I think in my experience, it's pretty common to have a small team working on a site like yourself. And it's very interesting. Like I'm very interesting how you've had to work around these problems, especially the Composer one, which seems to be pretty common with platform testing. I've been using Composer for a while. And I was using the LogoDap, which is easily, but I do have the problem when I try to submit to Pantheon with the CI workflow. So Scott in the chat is saying the integrated Composer will be soon available with Pantheon. So I'm really looking forward to it. There is still some issues. I'm trying to work with them to resolve to make sure the workflow goes smooth after it's released. So I see there is also a question about are many organizations in Japan using Drupal and Pantheon? For Pantheon, I don't know the stats. Maybe Scott can help. But there are a lot of Drupal sites running and also company build the Drupal sites. This morning there was also another Japanese company who do Drupal, which is Anai. And couple companies I know in Japan as well. What led you to choosing Pantheon? Yeah, I described before because it was a little bit, the situation has been decided before I joined to the graduate university. And the IT want us to move our website, the public facing and internal facing website to our own service. And we have to maintain it by ourselves. So we need integrated web apps platform instead of mixed stacks using AWS several service together. Otherwise I couldn't manage those service and also keep building features. So that's why we decided to move. Yeah, I really admire how you've like seeing that graph and just seeing how, I mean, it looks very simple and it's never easy to glue it all together like that. But yeah, you've really, I think you've come up with a really, really good solution. So because we have more and more sites to be expected to be built soon. And then I realized I couldn't manually manage them one by one, although we have the professional services to help us to update the core, but still have a CI CD workflow with test is definitely a good benefit. So we did a chat in the group. We've got a minute, minute and a half left. We did have one other poll item there around workflow. That's a good number. And then plan to do it within the next six months. That's great. I just think it's really good to hear your perspective on this and to have Chris is the best, get to know him, there you go. Michael is the manager of our team. He's really a good person and to work with. Oh, cool. I was gonna say, you must know Michael. Oh, perfect. Okay, we've got 30 seconds left. Is there anything you wanna, like any way for folks to follow you on Twitter or social media or? Oh yeah. There is Twitter and you can contact me with the email. Yeah. Thanks screenshot people. Cool. On that note, thanks, thanks Chris. Amazing production quality and look forward to catching up with you. Yeah, thank you to you. Nice to meet you. Yeah, thank you. Cheers. Bye. Cheers.


Hey this is Adam with Photonerd University and today I want to talk to you about something that could be happening to you and you don't even know it. It's in relation to duplicate images inside of Lightroom. And if you think that by simply turning on the do not import suspected duplicates button in the import dialog section is going to save you from importing duplicate photos, well you're wrong and I want to show you why that is. Here we are inside of Lightroom doing a little bit of spring cleaning for the upcoming New Year and as I was doing this I started to move some photos from one folder to another folder. And in doing so I immediately got this message that said this could not happen because these files already exist in that destination. While I was a little suspicious of this I thought I'd do a little bit of investigating to find out if these were in fact duplicate images before I took it to the next step. So what I did here to figure that out was select one of the images in question and look at the file number that this particular photo is. And if I bring this up to a larger view this is a picture of my daughter Zoe. You can see that the file number is 98.59. Well if I go to that folder where I tried to move this and search for 98.59 it will bring up an image and if I zoom in this is a picture of my other daughter Ellie and you can see that clearly this is not the same photograph even though it has the same file number 98.59 and 98.59. This is a problem because had I not double checked to make sure that these files were in fact duplicates I would have probably most likely flagged this to be removed at some point or even just deleted it right now and then this photo or this memory would have been gone forever. The moral of the story is don't take these alerts as face value because it's quite possible that even though it thinks it's a duplicate it's not actually a duplicate. So you're probably going to ask me next what's the solution for this and to be quite honest with you I haven't really discovered one. So right now I'm kind of just proceeding with caution. There are some third party plugins that you can use with Lightroom to help you with suspected duplicates. One of my favorites is one called Lightroom Duplicate Finder imagine that and what it does is it installs some smart collections into your collection section that allows you to look for any suspected duplicates and it will also create these collections as to smallest largest pixel size and many many other things. But even this isn't a foolproof option for looking for suspected duplicates. It works fantastic but sometimes it doesn't get it right either and therefore you'll need to go in and do some investigating. But if I head into all duplicates and take a look around you'll see that there are quite a bit of duplicates. In this example there are two duplicates but the file information is different. One is a raw file and the other is a DNG file which is in fact a raw file but just a different type. But it was able to know that these two were the same file and now I get the option to say do I want to keep the raw file or do I want to keep the DNG file I can flag whichever one I'm not going to keep and delete that one. So there are some options but the moral of this story and the moral of this video is to be aware that what might look like a duplicate might not actually in fact be a duplicate. Do your homework do some research check it out for yourself. If you like this video give it a thumbs up if you have any questions or suggestions as it relates to duplicates we'd love to hear about it. Leave us a comment down below and in the description we'll also leave a link to the Lightroom Duplicate Finder plug-in so you can check that out and as always thank you so much for your support see you in the next episode.


Wait for a mic. There we go. Hi everybody Do you guys have fun at the party last night? Was everybody at the party or are those people the ones that aren't here yet? So, you know So I hope you had a good time I thought it was really fun the pinata was killer if you stayed that late and that was that was pretty cool And you know, of course Jacob's cloud costume So I just want to say thanks to the fun committee for putting on the party We'll do some more thanks and stuff the closing and moral of the story There is if you really want to have a great party in it get the interns to plan it exactly Works every time right so Just a reminder that the closing does have prizes. So, you know if you want to come by for that There is at least a Bluetooth speaker I think most of the rest of it is nowhere near as cool, but you know, hey, it's what I could gather So, you know, please stay for the closing, you know, please come to all the talks today. We really like to see you And we hope you're having a good conference so far Definitely let us know if you have any feedback good bad or indifferent that way we can do a better next year So that's the first part in the next part is We did board for lightning talks out in the ziskin lounge And so if we get some people who want to do some talks, we might have an empty slot again And so therefore we can just kind of throw up a new talk just for fun The Easter egg talk is being reprised and running again today It is hilariously funny. I was literally crying So I highly recommend trying to get to that you just have to figure out where it is and when It is in the schedule. It should be obvious because it does not sound like anything else I think that's it for the announcements but you know, we hope you're having a great time and Hugh's gonna do the intros for our keynote Thanks, Langdon. So I I've been working with been working for Chris right now for about nine months since I started here in Boston But I've been working with him since 2007 I think that sounds about right. We worked together on on Red Hat Zen, which was the virtualization of the future Turned out that was a bad bet, but We we had a great time. I think mostly a great time doing it and Chris has been not only a force in Red Hat, but a force in my life And also happens to be about the most laid-back person I've ever met Which is Kind of cool Suron by contrast, I've only known for about ten minutes However, I know of her as not only a talented interviewer and a force for Good and sanity in this bizarre world that we all work in But also as a really interesting and engaging speaker So I am really looking forward to having both of them share their thoughts with us and please welcome Suron and Chris How y'all doing today? I've never been described as a force before I love that put that on my resume put that on my LinkedIn Thank you all for coming really excited to see you all I heard you had a great party last night So kudos to you for showing up this morning. That is awesome.  Are you excited today? I Am on West Coast time zone Translation never been more excited Actually, I'm really bummed that I haven't been able to make much of DevConf translation none I'm in the process of moving I'm moving out here to Boston and as Exciting as that is it's totally diverted my attention away from being able to be here So this is my first experience at DevConf US and I hope to make the best of it So I think a good place to start is to figure out who's in the room So we're gonna do a little audience interaction. Yes. Yes, we go. Yes. Yes. Yeah Okay, okay, so show of hands if you are a student Raise them high raise my be proud of my out student of life. There you go like that Okay, show of hands if you consider yourself a open source contributor raise them high raise them high raise Okay, show of hands if you've contributed in the last six months. Oh Oh, my serious people. Oh my goodness. Okay last month. Oh My god, we're in trouble Chris. Oh, man. Okay. Very very exciting. All right So I think a good place to start is you are the CTO red hat which sounds very important and you've been I don't know what it sounds like Very impressive your chief very impressive and you have been a software developer for over 20 years How did you get started? My story is probably not that unusual I got started as a kid with a Gift from my grandfather, which was a Commodore a Vic 20. I really wanted the 64 But it was a little out of reach and I got excited about programming from that machine and As a kid also I had an opportunity to go to a couple of Courses that were taught at the local university, but we're aimed at kids just to learn basic basic programming and I Would say I got the bug there Although I didn't pursue it directly and it was a little indirect it was much later through school and I got reconnected through university where I got reconnected with computing and When I left school I studied physics and when I left school I Thought I have two choices. I could become a Physicist and be the person That knows everything about the thing that there's only three other people on the planet You can talk to you about also very impressive, which would be cool Yeah, I was I was I really struggled with this decision or I could just do something different and something different is what drew me and event eventually and that was largely about Unix and Computers were still something that I found a lot of interest in and even though the command line is arguably arcane somehow I found it intuitive and So I that's what I did I launched into computing out of university Deciding not to be the person that knows the thing that only three other people on the planet know something about Well, it's like it worked out Yeah Okay, so you When you first got introduced to coding did you understand that that could be a job? I had no idea I was 12 so I was like jobs didn't exist job to me a job was I thought Maybe being a garbage man would be really cool as pretty into the trucks and About the smell That's advanced thinking and then That was when I was younger and then by the time I was Playing with computers. I was much more interested in sports and I thought maybe just maybe I'd be a pro sports player I wasn't sure Exactly how because I wasn't good enough at any of the sports It just seemed like a fun thing to do. So you didn't have a sport in mind. No, I just had the concept and then So coding as a as a career was not obvious at all and it wasn't necessarily much of a thing at that point time There it was pretty niche still it was in university where I realized it was enough it was a thing and I Thought what a terrible sounding thing to do Sit at a desk all day long staring at a computer screen writing lines and lines and lines of code and then I Got into it Where did the time go, you know, well the interesting part is now you you travel all the time So you don't actually sit at a computer all day the way you think about it. We were going to that's right That's right. That's more recent so I did spend a lot of time in front of the keyboard and the thing that I the thing that I missed the most in the beginning was Pencil and paper because as a physicist you spend a lot of time with math and math equations And I loved the process of solving a problem and thinking about it But also writing it down and it took me about a year in my first job to get over not just working things out on pencil and paper and It took me about five years to get over not writing things on with pencil and paper So I'd write a lot of documents twice write it out and then type it in and today I It's the opposite. I'm you know keyboards are an extension of how I think and so it's yeah, it's quite different I'm a big fan of writing things down For me it's there's something about the process and it cements the idea in my head in a way that's different from typing Absolutely. Yeah. Okay. So what did open source look like? 20 years ago when you first got started what was the land because nowadays I feel like it's so mainstream, right? Like everyone's in it heard of it pretends. They do like you do it. And so for you back then What was it actually like? What was that world like? I? Was exposed to one small corner. So I don't know what it was like in its entirety one corner was For those of you who ever use who were working on Unix machines and ever use SunSight SunSight was a place where you could get a bunch of awesome tools and many of those tools were open source tools Notably the the toolchain GCC and bin utils And shells you could get bash not this crappy Unix The Unix native whatever Unix variant you worked on Unix native shells tend tended to be a little bit behind behind the times corn shell Orange shell the shells themselves weren't the problem as the implementation with the Unix specific implementation so there was that and then I really first got started as a user of Linux. I had all these the job that I worked on we used Solaris both SunOS 4 and 5 so BSD and more AT&T derivative We used SCO Unix we used Dynix both Dynix and Dynix PTX which would be similar BSD and AT&T derivatives we used Unix and There might be one other there might be one other Unix derivative in there and Everything we did was with GCC. We didn't use any of the native toolchain on any of those platforms and All of those computers were expensive and they were either pizza box sized or refrigerator sized and none of those either size-wise or cost-wise fit in my basement and in my basement I had no shortage of x86 boxes and A friend of mine said you know you can get this thing. It's called Linux and you can run it on that x86 box And it'll feel like you're running Unix in your basement like Hallelujah, I don't have to steal a sun a spark box from work and risk getting in trouble And that's how I got involved that really as a user. It was not long after that that I Was responsible for the high availability of a platform as a telecommunications company and in that world five nines and ha is a really big thing and I Was I met a colleague who worked on this project called Linux ha and Linux ha was really my first experience and being a Linux developer or an open-source developer and The experience was really remarkable It completely changed my life. I mean honestly not not to be too kind of dramatic or hyperbolic, but it completely changed my life because Coding at that point in time was usually somebody bequeats you with this big document Written in somebody else's language describing a problem that you may or may not understand and Describing a way to solve the problem, which may or may not make sense And then your job is to take that description turn it into code and so it not a lot of creativity there necessarily and You're not necessarily understanding what's going on and and there's this sense of you know the omniscient being that knows everything and hands you the tablet and Being involved in an open-source community where I could just communicate with people who were really amazingly skilled in this area of high availability share some of my knowledge, but maybe more importantly expose my lack of knowledge in a way that Didn't feel so threatening. I don't know how to do this and people would just respond Have you tried this? Did you think of that and Ultimately, I was able to both learn and then contribute to the project and the contributions that I submitted were Eagerly welcomed and that whole process which in the beginning wasn't didn't take very long that whole process was Totally life-changing in the sense that I realized I could just get involved It was my own initiative that was all that was required to make an impact on the community and I could learn from Really the the some of the brightest minds in this field In a way that gave me a huge opportunity to kind of grow And that was the beginning of open source development for me. Yeah So when I first heard of open source or especially the community open source I heard not so nice things about it people are, you know, can be a little You know, just not they don't have a lot of time Now I'm not necessarily a lot of patience a lot of knowledge, but you know can be it can be a little mean sometimes When you were starting out were those issues that you had to deal with In that very beginning not necessarily it may have been a unique community smaller, so it's almost like well, there's another one Whatever we do to keep that person engaged. Let's do that It wasn't long after that that I got involved in the kernel community in the kernel community was much more abrasive and you had a Yeah, you just had a different way of engaging and and I definitely had points in time where You know if you could reach through the keyboard and throttle somebody would and or or conversely you just feel like that's been You've experienced that and you feel kind of abused And so that that that is a thing I would definitely not want to disagree that there's not a cultural element that can be abrasive and and part of it is time part of it is These are people and people have differing ways of working with each other a Big part of an open-source community for me is the human relationships and the trust associated with those human relationships And what's interesting about that? In your family, you're probably more rude to your parents or siblings or or children than anybody else around on the planet and that same kind of Safety of trust I could be an asshole to you and and it'll be fine afterwards. We'll go have beers or something and So there's a little bit of that and then also just people have different skill levels in terms of how they communicate with others and when you have extremely bright people Really passionate about their ideas. You're also engaging just that that passion like I'm I'm right and you're wrong And so there's there's a lot of different dynamics that are happening in one You know in that community context. Yeah, and I imagine the community is kind of forced to grow up a bit too Right the more mainstream it becomes more people it includes the you know when the more ideas are in the room You kind of have to be more accommodating. Have you seen any shifts in the culture? Absolutely. Absolutely. In fact in the Colonel community. We had some real issues you could pinpoint it to a few key people and so Who shall remain nameless Some of those people Behind the scenes were actually spoken to like a year behaviors is damaging to the entire project and And I'm not talking about me this year that was done in public But there were some folks who didn't even understand the degree to which their behavior was off-putting and hurting other people and So a little bit of just direct communication and saying you really need to think about how your How your voice impacts other people? I suspect that made a small impact because a lot of these are ingrained behaviors and then at the same time more at a kind of project level a Focus on how do we get more people involved if you look at a finite pool of people over time? There's going to be some attrition and If you have a finite pool with attrition That will approach a pool of zero over time And how do you keep onboarding new people and for two reasons one just to keep the critical mass and two You need to have fresh ideas It's really easy to get into an echo chamber and start getting stale ideas and You know we wanted the project to continue to grow and thrive and one of the big values of Linux specifically is that it's you know quarter century plus it's evolved with The technology landscape it's it's adapted to all of the changes. It's on all the you know I Normally it would be in my pocket although right now it's over on that chair It's on my phone and not empowering the world's largest supercomputers in that whole entire Spectrum of hardware that's enabled has changed over time. So continually evolving in a context We're also the software that's running is continually evolving. So Hugh and I worked on Zen Later KVM today a lot of focus in the industry around containers and all these contexts Linux is at the core And how do you keep evolving this project to stay relevant? It requires both code level changes, but also You know keeping the community fresh within people and new ideas and new requirements and new use cases and yeah if you have a Kind of a stiff arm policy to accepting newcomers and that's that's never gonna happen. Yeah, okay, so I want to switch gears a bit and talk about the Business model I guess of open source. I feel like recently or over time. It's become more and more Corporatized. Yeah, this is is a word we can use Especially just recently with Microsoft, you know buying github the largest platform for open source projects period is I think we're the biggest Symbols of you know things kind of moving in a more corporate direction. And I know you represent red hat Which is also a big company But how do you feel about that as an open source contributor someone who's been in the community for so long now? You work for a company company. How do you how do you navigate that? How do you think about that? It's complicated. There's the the first like my first response is We won Come on. I mean, that's awesome. We have been I've been at this for a long time and there is this sense of us against them and My t-shirt might even resemble that and and the us was the community and the them was proprietary software and Today so much of the the the economy has run through open source Direct developed software which is a huge huge huge major step forward for for open source communities The flip side of that is The part of how we've grown is through becoming mainstream and becoming part of this this this economy and that means there's a lot of Money that's infused into projects and that and with that money comes this Strings. Yeah, like there's definitely strings attached and it changes the incentives and so the You know one of the things that I care about is how can we retain the health and vibrancy of a community and the kind of community concept while embracing a whole set of new developers who are Corporate enterprise developers in the the growth of open source is into corporate culture And into products and running companies Many of the new full-time Developers are coming from corporations and making that accessible to to those developers making open source communities Accessible to those developers is really important. It's how we're going to continue to grow and get the diversity of use cases and people But we can't do that at the cost of sort of selling out the community concept and You know, there's definitely a faction within the community. That's very much just Counterculture and so that faction I think would not be would not feel like we've won would feel like we've sold out but Retaining that kind of core community principle I think is the hard part and one of the things that I've seen in the industry and I know many here have probably participated in this process is we have all of these organizations that support open source projects foundations and To me I sometimes refer to the foundation as corporatization of open source development and I Mean that Literally as well as tongue-in-cheek with the negative connotation that comes along with that And the literal piece is we really do have more corporate Input into the process and the Concern that comes along with that is where's the soul of the community and The governance process is put in place to make it comfortable for all these corporate entities to be involved because they don't know Any other way and if we didn't allow for that we wouldn't be including those Members into the community and if that's all that we have then we may lose mm-hmm the real core value of the community and so I think there's a balance and attention there and I see the value of Foundation and one of the things I worry most about is you Pool a lot of resources behind a project and with those resources. That's that's dollars It's funding those resources one of the major things the foundation can do for a project is market it and marketers are really good at marketing things and When you market a project independent of its maturity level You can really create miss that expectations for the industry and some of the things we've seen in the last five years Our projects that have huge marketing budgets get a lot of focus in the industry don't quite meet the expectations and then there's a lot of dashed hopes and and so You know, I think responsible thinking about what is What's the value of supporting a project which is mostly about the developers and the users? and Getting the right message out at the right time It's a tough balance. Yeah, I mean the docker project Didn't exist one day and sort of went viral the next day and really helped change the focus of the industry and There's something really cool about that and then there's all of the kind of Marketing corporate interests that can I don't know confuse some of the messaging. Yeah, it kind of makes me want to ask the question What is open source at its absolute core? I was I was in a room where there was this was being debated and a friend of mine sat next to me and she said You know all this debate about the open source community and the core Corporations and the people that's not what it is open source is purely about the license That's the whole thing the whole thing is just the license and and it's not really much more than that Yeah, so I was like and you know, she's a pretty big open source contributor And I thought really really that's how you how you look at it But it does make me wonder now that there's all these players that didn't exist before there's corporate input There's foundations. There are people who get paid to do it. There are people who are doing it You know nights and weekends What what does open source actually boiled down to in your opinion? it might be a Sort of a cliche word, but it's collaboration and The so the reason I don't think it's a license for one There's many open source licenses and they all have different subtle implications of how that license can be used so there's kind of the most restrictive open source license and the least restrictive open source license and the least Restrictive open source license allows you to take open source code and embed it in proprietary software And the most restrictive doesn't allow for that So I would just with that spectrum alone. I feel like that you can't define open source as them as the license To me, it's much more about the collaboration and most importantly about the contribution and the reason I think about the contribution is that same license spectrum which allows you to take code and Abscond with it May or may not be how a community treats the code that they're that they're working on so The community culture and the expectation for collaboration and contribution is independent of the actual license and it's the community culture and the collaboration contribution I think is open source.  You know, you can freely redistribute the code But it's not the license the license is more of a tool and and it's really important that GPL versus BSD and can I embed this in my proprietary code or not? Doesn't seem to be the driving force for how much people contribute back to a project It's more the community the culture of the expectation That that creates that and I think that's a really important distinction. So to me, it's that it's collaboration it's the contribution both code contributions as well as bug reports and documentation and You know users participating That's that collaboration and contribution are the key of an open source community So one thing that I was personally excited about with the Corporatization of open source is the money that goes with that right because I think we like to think that open source is Accessible to everyone but the reality is for a long time is it's accessible to people who already had good day jobs and could Afford to do a lot of really great work But to do it for free and now with foundations and funding and I'm outreach ease is a you know Great program that allows for people to actually get paid to do this work. Have you seen the the benefits in? diversifying the community and bringing in different people who may not be at that point of privilege where They could just kind of do it for free Yes Absolutely, I hope it the numbers are still small. I'd love it to be bigger But I was I read an article recently and it was the premise of the article was Just go learn that language and then you can get involved in a project that is written in that language Implicit in that is an assumption of That you have the free time to go learn the language and that there is some kind of Privilege that comes along with that and The focus that I see in the industry right now is not just only on the code and the foundations but also I'm trying to be more broadly inclusive and Knowing that our communities won't thrive survive and thrive without more diverse inputs is probably the first you know knowing is half the battle and and Some of the work that we've done to help we can improve the Diversity and inclusion within communities is all over the map from here. We've been able to bring some new members to the community Through funding and scholarships here at dev comp, which is awesome So I know there's some folks here that are they're been able to take advantage of that and we're really excited about bringing in new new contributors Many of the foundations actually have scholarship programs that try to incorporate people into the community through Largely conferences and getting people to travel because that's where you meet and have the high bandwidth face-to-face Communication which is unique compared with digital communication and If you look at some of the statistics There's they're not that awesome frankly I I saw Marina put together some numbers for me and one of the things that stood out was a survey of the github community The Diversity levels are really really really low And then if you look at some other communities are a little higher So it's like 3% in github and roughly 10% in communities like the kernel and In any case that's low But that 3% number really struck me and and even internally at red hat our internal numbers aren't that aren't that high And so what we need to do as an industry and with what we're doing within red hat is look at that and where are your biases? What can we do to not create barrier?


Yeah, I see good government as, it's kind of the soil in which a entrepreneurial ecosystem grows. It is fundamental to the environment. The other characteristics that are fundamental as well are, I kind of would portray talent as sunshine. So we need sun to grow, we need lots of good talent and we need great universities and great apprenticeship programs and great mentors to be able to have that talent flowing into the ecosystem. We also need rain, we need money, okay. And so money combined, money for investment, that's easy to access. So capital markets combined with talent, growing in the soil of good government, I think are fundamental to an entrepreneurial ecosystem.