Podcasts about Moodle

Two-thirds of employees are burned out—and the problem is only getting worse. According to research from Moodle, conducted in partnership with Censuswide, 66% of American workers report experiencing burnout in 2025. Even more striking, younger generations are being hit the hardest, with 81% of those aged 18–24 and 83% of those aged 25–34 reporting burnout, compared to just 49% of workers aged 55 and older. At the same time, debates over remote work continue to divide organizations, despite growing evidence that flexibility plays a critical role in reducing stress—especially for caregivers and individuals with disabilities who benefit from remote work. So what's broken? And more importantly, how do we fix it? On Work Sucks, But I Like It, Tony Tenaglier challenges the outdated definition of work as simply a “9-to-5 job.” Instead, he explores work through a broader lens—one inspired by physics: work as force multiplied by displacement. In other words, work is anything that creates movement, impact, or progress in your life. Tony is a materials science engineer, quality leader, author, rock climber, yoga teacher, Lego builder, and podcast host who thrives at the intersection of practical problem-solving and deep theoretical understanding. Whether improving casting processes, elevating quality systems, or helping teams navigate complex challenges, his approach blends hands-on experience with analytical rigor to drive meaningful, sustainable solutions. Grounded in the belief that “success isn't a matter of luck—it's the product of good skills, consistent effort, and the mindset you bring to every task,” Tony brings a philosophy to life: “How you do anything is how you do everything.” Beyond engineering, he is the author of two self-help books and uses this podcast as a platform to explore work, performance, identity, and what it really takes to build a fulfilling life. Drawing from psychology, yoga, and real-world experience, each episode is designed to help listeners pursue growth with clarity and purpose. With a background spanning engineering, quality management, psychology, and yoga, Tony is committed to designing systems—and a life—that work better. His work is grounded in continuous improvement, human behavior, and a drive to build environments where both people and processes thrive. At the core of his personal and professional philosophy is a simple idea: designing a life worth living. If you're navigating burnout, questioning your relationship with work, or striving to build something more meaningful—this podcast is for you.   For more information: https://worksucksbutilikeit.com/ Learn more about your ad choices. Visit megaphone.fm/adchoices

W świecie, w którym króluje trend „edu-mikrusów”, krótkich form, szybko zakończonych odznakami czy dyplomami, coraz częściej pojawia się temat wypalenia rozwojowego osób uczących się. Czy uczenie się online, e-learning może być sposobem na uwolnienie przestrzeni i czasu uczenia? Jak projektować doświadczenia edukacyjne zarówno zaspokajające potrzebę błyskawicznego potwierdzenia wiedzy i umiejętności, a jednocześnie o zrównoważonym charakterze? Jak wykorzystując technologię możemy kształtować doświadczenia edukacyjne wspierające rozkwit potencjałów zarówno tych osobistych, jak i również społecznych i środowiskowych? Dzisiaj szukamy odpowiedzi na pytanie, jak możemy wykorzystać e-learning i platformę Moodle, aby wspierać uczenie się głębokie i relacyjne, unikając przy tym wypalenia rozwojowego i przeciążenia. W tym odcinku szukamy odpowiedzi na pytanie, jak wykorzystać e-learning i platformę Moodle, aby wspierać uczenie się głębokie i relacyjne, unikając przy tym wypalenia rozwojowego i przeciążenia. Dlaczego forum dyskusyjne jest sercem Moodla. Gościem odcinka jest Przemysław Stencel, ekspert zaangażowany w rozwój e-learning w Polsce, który dzieli się swoimi spostrzeżeniami na temat rozwoju technologii edukacyjnych, motywacji uczących się oraz projektowania efektywnych kursów online. W tej rozmowie Ewa Duda-Maciejewska, Ambasadorka EPALE, zbiera eksperckie inspiracje na temat sposobów podejścia do projektowania doświadczeń edukacyjnych online, możliwości jakie daje e-learning i platforma Moodle we wspieraniu głębokiego i relacyjnego uczenia się w społecznościach edukacyjnych. Dowiesz się, jak można uniknąć pułapek narzędziowych i skupić się na celach edukacyjnych, korzystając z funkcjonalności platformy Moodle. Główne zagadnienia: Geneza i filozofia rozwoju platformy Moodle Asynchroniczne sieci uczenia się Motywacja w procesie uczenia się osób dorosłych Ewolucja kursów MOOC i konektywizm Projektowanie dydaktyczne – od kompetencji do narzędzi Mikrotreści, a uczenie głębokie Funkcjonalności platformy Moodle w praktyce Dostępność platformy Moodle Zapraszamy.

Following previous episodes on Kenyan maths textbooks, Santiago and David reflect on the project from IDEMS' perspective. They discuss the rapid push to complete open Grade 10 mathematics resources, driven by urgent teacher needs under the new curriculum and growing interest from the Kenyan Ministry of Education and CEMASTEA. They outline the core tools: a PreTeXt textbook designed for multiple variants, minimal STACK integration for mastery-focused interactive questions and feedback, and Moodle courses that combine short teacher training with learning-objective-based topic courses and forums for peer exchange and certification.

Artificial intelligence stands at a crossroads: with regulation and ethical oversight it promises to transform society for the better; but left unchecked, it may enable profit-driven exploitation on a global scale. The real question is not how powerful AI can become, but how can we harness this power for good, and create substantial positive impact. Few people can explain this precarious balance between exciting innovation and massive responsibility better than Dr Martin Dougiamas.Martin is a Perth-based computer scientist and educator who revolutionised online learning with the creation of Moodle in 2002 — the world's most widely used open-source learning platform. Martin's work over 20 years as CEO of Moodle championed openness, collaboration, and accessibility in technology. Also founder of the Open EdTech Association, Martin fosters a global community of educators, developers and contributors who continually update and improve Moodle.  He's aligned Moodle with the United Nations' Sustainable Development Goals, helping tackle global challenges through education. A 2024 WA Australian of the Year nominee, Martin continues to promote responsible tech development — ensuring that AI serves humanity rather than the other way around.Martin has a master's degree and PhD from Curtin University, and three honorary doctorates. In 2008, he won the Google-O'Reilly Open Source Award in the Education Enabler category. We hope you enjoy this discussion with Dr Martin Dougiamas. Learn more about Martin here. We wish to acknowledge the traditional custodians of the land we recorded on, the Wardandi Noongar people. We pay our respects to them and their culture; and to elders past, present and emerging. For more information about JustInvest & EIA: justinvest and ethicalinvestment

In dieser Podcastfolge berichten Tanja Kräwinkel und Philip Bumiller aus zwei sehr unterschiedlichen, aber überraschend ähnlichen Schulwelten und zeigen, wie Moodle vom digitalen Werkzeug zur zentralen Lerninfrastruktur wird. Sie erzählen, wie Lernende Orientierung und Transparenz gewinnen, wie Lehrkräfte durch gemeinsame Kurse stärker ins Teamteaching hineinwachsen und warum Moodle nur dann seine Wirkung entfaltet, wenn es konsequent in den Unterricht eingebettet ist. Der Podcast gibt einen offenen Einblick in gelebte Praxis, zeigt Chancen und Herausforderungen und macht deutlich, dass nicht die Technik über guten Unterricht entscheidet, sondern das pädagogische Konzept, das sie trägt.

In this inspiring episode of The Lebanese Physicians Podcast, we sit down with Joumana Mansour, personal growth expert, wellness specialist, and founder of Journey of You, a bilingual (Arabic/English) platform transforming how individuals, medical students, and physicians understand emotional wellness. Joumana shares the deeply personal story behind her 17-year journey in the United States, the pain that pushed her toward healing, and the experiences that led her to build an entire ecosystem dedicated to personal development: ✔️ Her new book "Be Your Own Coach", written in both Arabic and English ✔️ The Journey of You platform and Moodle-based online programs ✔️ The Joy Certified Coach (JCC) training ✔️ Her free bilingual mobile app, JOY Journal, offering guided breathing and reflective tools ✔️ Her mission to bring emotional literacy, boundaries, coaching, and self-care into homes, hospitals, and medical schools Together, we discuss: Why physicians and trainees are uniquely vulnerable to burnout The problem of emotional suppression in medical training Boundaries, codependency, empathy vs. sympathy, and the “victim–rescuer–persecutor” trap How mindful breathing, intentional habit formation, and self-coaching can reset the nervous system The secret behind “caring for the physician”—and in turn caring for the patient Why every healthcare system needs wellness coaches as part of the care team How Journey of You is expanding across Lebanon, the region, and the world Whether you are a physician, student, parent, or simply someone seeking emotional balance, this conversation offers practical tools for reclaiming your power, breaking long-standing patterns, and building a sustainable, fulfilling life. Listeners can explore programs, the book, and the mobile app on: journey-of-you.com Use code LPP10 to receive 10% off the online course. #JourneyOfYou #JoumanaMansour #LebanesePhysiciansPodcast #WellnessInMedicine #BeYourOwnCoach #EmotionalIntelligence #BurnoutPrevention #MedicalStudentSupport #PhysicianWellness #PersonalGrowth #SelfCareJourney #MindfulLiving #HolisticHealing #ArabWomenLeaders #MentalHealthMatters #CoachingInMedicine #JoyCertifiedCoach #MENAHealth #WellbeingRevolution #BoundariesMatter Available on YouTube:https://youtu.be/CJpBDDweMcg And on all podcast apps

In this episode: Alan dusts off his newsletter. Martin encrypts his new work Framework laptop without LVM, but with --cipher=aes-xts-plain64 --hash=sha256 --iter-time=1000 --key-size=256 --pbkdf-memory=1048576 --sector-size=4096, and without ZFS, but with btrfs and compress=lzo discard=async noatime rw space_cache=v2 ssd. Mark gets help with his Moodle noodling from MDLCode. You can send your feedback via show@linuxmatters.sh or the Contact Form. If you’d like to hang out with other listeners and share your feedback with the community, you can join: The Linux Matters Chatters on Telegram. The #linux-matters channel on the Late Night Linux Discord server. If you enjoy the show, please consider supporting us using Patreon or PayPal. For $5 a month on Patreon, you can enjoy an ad-free feed of Linux Matters, or for $10, get access to all the Late Night Linux family of podcasts ad-free.

In this episode: Alan dusts off his newsletter. Martin encrypts his new work Framework laptop without LVM, but with --cipher=aes-xts-plain64 --hash=sha256 --iter-time=1000 --key-size=256 --pbkdf-memory=1048576 --sector-size=4096, and without ZFS, but with btrfs and compress=lzo discard=async noatime rw space_cache=v2 ssd. Mark gets help with his Moodle noodling from MDLCode. You can send your feedback via show@linuxmatters.sh or the Contact Form. If you’d like to hang out with other listeners and share your feedback with the community, you can join us on: The Linux Matters Chatters on Telegram. The Linux Matters Subreddit. If you enjoy the show, please consider supporting us.

In this episode: Alan dusts off his newsletter. Martin encrypts his new work Framework laptop without LVM, but with --cipher=aes-xts-plain64 --hash=sha256 --iter-time=1000 --key-size=256 --pbkdf-memory=1048576 --sector-size=4096, and without ZFS, but with btrfs and compress=lzo discard=async noatime rw space_cache=v2 ssd. Mark gets help with his Moodle noodling from MDLCode. You can send your feedback via show@linuxmatters.sh or the Contact Form. If you’d like to hang out with other listeners and share your feedback with the community, you can join: The Linux Matters Chatters on Telegram. The #linux-matters channel on the Late Night Linux Discord server. If you enjoy the show, please consider supporting us using Patreon or PayPal. For $5 a month on Patreon, you can enjoy an ad-free feed of Linux Matters, or for $10, get access to all the Late Night Linux family of podcasts ad-free.

In this episode: Alan dusts off his newsletter. Martin encrypts his new work Framework laptop without LVM, but with --cipher=aes-xts-plain64 --hash=sha256 --iter-time=1000 --key-size=256 --pbkdf-memory=1048576 --sector-size=4096, and without ZFS, but with btrfs and compress=lzo discard=async noatime rw space_cache=v2 ssd. Mark gets help with his Moodle noodling from MDLCode.     You can send your feedback via... Read More

According to a report from the Centers for Disease Control and Prevention, in 2021 and 2022, people ages 75 and older had the highest suicide rate among all age groups. The data also reveals the rate was largely driven by males. First, for “Closer Look’s” National Suicide Prevention and Awareness series, host Rose Scott talked with Amanda Krisher, the associate director of behavioral health at the National Council on Aging. Krisher dispelled myths about aging and suicide. She also talked about the importance of listening and asking questions to address the mental health needs of older adults. Plus, data from Moodle and Censuswide shows 66% of employees are experiencing burnout. Scott talks with Georgia Wolfe-Samuel, a longtime CPA, now restaurateur and career burnout prevention specialist. Also part of the conversation, Mayra Richards, the CEO and founder of Remain Connected Counseling. They addressed career burnout and ways to address it. Wolfe-Samuel added her own story about overcoming career burnout, suicidal ideation and using her experiences to help others.See omnystudio.com/listener for privacy information.

Windows 10: última llamadaWindows 10 termina soporte el 14 de octubre: opciones, ESU gratis, riesgos y ejemplos reales en Latinoamérica y España  Por Félix Riaño @LocutorCo  Microsoft va a cerrar el ciclo de Windows 10 el 14 de octubre de 2025. Hoy vamos a explicar qué significa “fin de soporte”, cómo proteger tus datos, qué hacer si tu PC no puede con Windows 11 y cómo activar, sin pagar, un año extra de parches de seguridad. Además, voy a contarte con ejemplos claros qué pasará con tus bancos, tus apps de trabajo y hasta con trámites en línea si sigues usando Windows 10 después de esa fecha, tanto en México, Colombia y otros países de Latinoamérica como en España.  El reloj corre para Windows 10. El 14 de octubre de 2025 termina el soporte de seguridad. Microsoft va a enviar ese día el último parche oficial. Después, tu computador ya no va a estar protegido contra nuevas amenazas. Son más de 600 millones de personas en el mundo en esta situación. En Latinoamérica, donde mucha gente conserva los equipos durante más años, el impacto es fuerte: millones de computadores no pasan la prueba de Windows 11. Y en España, trámites como la Renta online o el acceso a la Seguridad Social dependen de sistemas seguros. ¿Qué pasa con la banca, con la universidad, con el comercio electrónico y con las plataformas de estudio si tu PC queda sin soporte? Hoy lo vamos a resolver con ejemplos de la vida real.  ¿Y si tu banco o tu trámite digital te bloquea por seguir en Windows 10?  Cuando Microsoft habla de “fin de soporte” no es solo un concepto técnico. Significa que cada nuevo fallo descubierto en Windows 10 queda abierto, y eso golpea directamente la vida diaria. En Colombia, bancos como Bancolombia, Davivienda o Nequi revisan la seguridad del sistema antes de abrir sesión; y en México, Banamex y BBVA usan verificaciones similares. Plataformas de pagos como PSE en Colombia o SPEI en México ya han bloqueado sistemas viejos como Windows 7 y podrían repetirlo con Windows 10. En España, la situación es parecida: CaixaBankNow, Banco Santander o BBVA España pueden rechazar navegadores en equipos sin parches para evitar fraudes. Lo mismo ocurre con la Agencia Tributaria, que exige certificados seguros para la declaración de la Renta, y con la Seguridad Social, que pide compatibilidad con el sistema Cl@ve. Incluso universidades como la Complutense o la Autónoma dependen de plataformas como Moodle o Aula Global que requieren sistemas actualizados.  El conflicto aparece cuando tu PC funciona bien, pero no cumple con los requisitos de Windows 11, como TPM 2.0 o procesadores recientes. En Perú y Ecuador aún se usan portátiles de hace ocho o diez años, útiles para tareas básicas, pero que quedan bloqueados para la actualización. En México, eso significa que podrías no entrar a la página del SAT para tus impuestos. En Colombia, la DIAN ya exige navegadores modernos para facturación electrónica, lo que puede fallar en un sistema obsoleto. En España, los autónomos y pymes que usan Facturae para facturación electrónica o certificados digitales con la AEAT corren el mismo riesgo. Además, el comercio electrónico se ve afectado: pasarelas como Redsys ya requieren cifrados TLS modernos. Y como los ciberdelincuentes saben que Windows 10 va a quedar sin parches, será un blanco fácil para ransomware, fraudes y robo de datos en cualquier país.  Ahora, ¿cómo protegerse? Si tu PC soporta Windows 11, la respuesta es simple: actualiza gratis y quedas cubierto. Si no, está el programa Extended Security Updates (ESU). Para usuarios en casa existen dos formas gratuitas: activar Windows Backup con OneDrive o usar mil puntos de Microsoft Rewards. Así recibes un año extra de parches, hasta el 13 de octubre de 2026. Si prefieres, puedes pagar 30 dólares por ese mismo año. En paralelo, bancos y servicios recomiendan apoyarse en aplicaciones móviles seguras. En Colombia y México, apps como Nequi, Bancolombia o Banamex garantizan acceso seguro a cuentas. En España, Santander, CaixaBank o BBVA ofrecen apps con autenticación en dos pasos que reducen riesgos. Otra salida es Windows 365 en la nube, que te permite alquilar un PC virtual con Windows 11 y abrirlo desde tu equipo viejo. Y, para los más técnicos, existen proyectos como Flyoobe que instalan Windows 11 en hardware no compatible, aunque con riesgos.  150 palabras o másLas fechas son claras: el 14 de octubre de 2025 termina el soporte de Windows 10 Home, Pro, Enterprise, Education e IoT Enterprise. También acaba para LTSB 2015. Ese mismo día comienza la presión: bancos, portales y servicios online van a empezar a rechazar equipos inseguros. En Colombia, la plataforma PSE ya dio precedentes cuando bloqueó navegadores antiguos. En México, SPEI y el portal del SAT hacen lo mismo. En España, la Agencia Tributaria, la Seguridad Social y pasarelas como Redsys podrían marcar errores de conexión si el PC no cumple los requisitos de seguridad. Incluso universidades dependen de Moodle o Aula Global, que requieren navegadores modernos. El comercio electrónico, desde Zara hasta El Corte Inglés, se apoya en Redsys para pagos, y si tu navegador no cumple con TLS actualizado, simplemente no podrás pagar. El ecosistema digital en Latinoamérica y en España empuja a dejar atrás Windows 10 aunque siga encendiendo.  )Si estás en España, México, Colombia, Perú o cualquier país de la región, revisa ya tu PC. Si puede con Windows 11, actualízalo. Si no, activa ESU gratis con Windows Backup y gana un año más de protección. Así no pierdes acceso a bancos, universidades ni trámites. Más detalles en Flash Diario.  Windows 10 termina el 14 de octubre. Activa ESU gratis o actualiza, o bancos, trámites y apps pueden bloquearte.  BibliografíaForbes – Microsoft Windows Deadline—30 Days To Update Or Stop Using Your PCBleepingComputer – Microsoft reminds of Windows 10 support ending in 30 daysCNET – Microsoft Offers Windows 10 Extended Security Updates for FreeWindows Insider Blog – Releasing Windows 10 Build 19045.6388¿Quieres que prepare una sección aparte con historias narradas (ejemplo: “María en Madrid intenta entrar a CaixaBank y recibe un aviso… Jorge en Bogotá queda bloqueado en PSE…”) para darle aún más color cotidiano al guion?Conviértete en un seguidor de este podcast: https://www.spreaker.com/podcast/flash-diario-de-el-siglo-21-es-hoy--5835407/support.

Tersia du Plessis joined Clarence Ford on News and Views to discuss her free online education initiative for unplaced Grade 8 learners, how the Western Cape school placement crisis affects families, and what she believes the Department of Education should be doing to partner with citizens offering real solutions. Views and News with Clarence Ford is the mid-morning show on CapeTalk. This 3-hour long programme shares and reflects a broad array of perspectives. It is inspirational, passionate and positive. Host Clarence Ford’s gentle curiosity and dapper demeanour leave listeners feeling motivated and empowered. Known for his love of jazz and golf, Clarrie covers a range of themes including relationships, heritage and philosophy. Popular segments include Barbs’ Wire at 9:30am (Mon-Thurs) and The Naked Scientist at 9:30 on Fridays. Thank you for listening to a podcast from Views & News with Clarence Ford Listen live on Primedia+ weekdays between 09:00 and 12:00 (SA Time) to Views and News with Clarence Ford broadcast on CapeTalk https://buff.ly/NnFM3Nk For more from the show go to https://buff.ly/erjiQj2 or find all the catch-up podcasts here https://buff.ly/BdpaXRn Subscribe to the CapeTalk Daily and Weekly Newsletters https://buff.ly/sbvVZD5 Follow us on social media: CapeTalk on Facebook: https://www.facebook.com/CapeTalk CapeTalk on TikTok: https://www.tiktok.com/@capetalk CapeTalk on Instagram: https://www.instagram.com/ CapeTalk on X: https://x.com/CapeTalk CapeTalk on YouTube: https://www.youtube.com/@CapeTalk567See omnystudio.com/listener for privacy information.

What if the key to global access to high-quality education isn't policy reform or private investment, but open source software? In this episode of Tech Talks Daily, I sit down with Scott Anderberg, CEO of Moodle, to explore how one of the world's most widely used learning platforms is quietly transforming education in ways that extend far beyond the classroom. Scott's journey is anything but linear. From helpdesk support in Denver to leading online education efforts across the US, UK, and Australia, his international experience has shaped a clear mission: to make education more accessible, more inclusive, and more creative. His role at Moodle aligns perfectly with that goal. We discuss what open source really means in the context of education and why it continues to be misunderstood. Scott explains how Moodle's global community of developers and educators contributes everything from security-tested code to deeply localised customisations that enable learning to happen anywhere, even in places without electricity. Projects like MoodleBox and the Inventorium for at-risk students in Australia reveal the power of local innovation when built on flexible, open platforms. Scott also outlines Moodle's measured approach to AI, focusing on what delivers actual value. Rather than embedding generative tools for novelty, they've released an AI subsystem that allows the community to experiment and share what works. This model not only encourages innovation but also respects the diverse regulatory, cultural, and economic environments their users operate within. Throughout the conversation, we explore the myths that often discourage adoption of open source solutions. Security, support, and scalability are frequently raised, but Scott shows how Moodle's global ecosystem consistently challenges those assumptions. Innovation doesn't have to be proprietary or top-down. In fact, when communities co-create solutions, the results are often more resilient and more relevant. We close with a powerful reflection on the importance of diversity in both tech and education. While some organisations are becoming hesitant to talk about inclusion, Scott argues that now is the time to stand firm. Education is about connection, and you cannot truly connect people if only a narrow group is included in the conversation. Open platforms like Moodle make it possible to include everyone, not just in theory but in practice. So can open source help us rebuild education in a way that is genuinely inclusive and globally relevant? Or are there still barriers that need to be broken? I'd love to hear your thoughts. What role should open platforms play in shaping the next chapter of learning?

Почти закончили сезон, но уехали в Новосибирск, попали на юбилейный 15-й СodeFest и записали для вас еще пару крутых спецвыпусков!Гость — Вадим Дворовенко, backend-разработчик в RoboFinance, на СodeFest приехал с докладом ​​«Локализация приложения глазами переводчика». Вадим в 90-е переводил Borland Pascal, потом работал преподавателем физики и уже тогда начал заниматься локализацией на русский язык системы управления обучением Moodle. О чем болтаем?Выясняем, что такое качественный перевод на русский на примере языков программирования, ИТ-продуктов, книг и игр. Уточняем, до какого уровня нужно выучить родной и иностранный язык, чтобы начать переводить. Обсуждаем, в какой момент нужно готовить приложение к локализации. Разбираемся в том, можно ли тестировать локализацию и кто должен отвечать за ее качество.Таймкоды:00:44 О чем болтаем1:53 Чем Вадим занимается в RoboFinance2:31 Почему Вадим стал заниматься локализацией3:10 Как в 90-е переводил Borland Pascal 7.06:41 Локализация Moodle 9:19 Как интерфейс подстраивается под разные языки13:04 Когда начинать учить иностранный язык 14:19 Уровень владения языком для переводов16:01 Справляется ли ИИ с переводами17:36 ИИ-озвучка в играх 21:14 «Потрачено» и качество перевода25:08 Переводы книг Роулинг 27:57 Почему сделал доклад про локализацию29:32 Помогает ли опыт переводчика в работе31:30 Тестирование локализации35:38 Как расширять кругозор40:42 История одного факапа 43:41 ФиналСсылки:Cайт RoboFinance: https://robo.finance/Cайт СodeFest: https://15.codefest.ru/YouTube канал СodeFest: https://www.youtube.com/@codefestruТелеграм-канал СodeFest: https://t.me/cdfstКанал QA-команды Т-Банка в Телеграме: https://l.tbank.ru/yellow_qaБольше о разработке и технологиях Т-Банка: https://l.tbank.ru/kod_zheltyiО жизни команды и свежих ИТ-вакансиях: https://l.tbank.ru/t_crew

Is it possible that your fears about AI —or the next tech— are caused by the shaky ground of institutional integrity?Sometimes it feels like talking about ethics is a thing of the past, or just not worth it. But it is only by recognizing the flaws in our systems and the incentives at play, that we can have *honest* conversations about academic integrityJoe Thibault is a first-hand witness. For decades, he has been at the front lines in the fight for a better system, part of a small but committed community. One that believes in the value of deliberate practice, the importance of “showing your work” and helping learners find their own motivations as they develop a writing practiceIf you agree that integrity still matters, you are welcome to join our discussion!In this episode:

Ein zentraler Punkt der Unterhaltung ist die Altersbeschränkung für Social Media, initiiert durch einen Artikel aus der Taz, den Felix zur Diskussion anregt. Guido hebt hervor, dass die Idee einer totalen Einschränkung von Social Media für jüngere Nutzer kritisch hinterfragt werden sollte. Felix und Guido argumentieren darüber, wie das Fehlen von Medienkompetenz und die Auswirkungen von Social Media den psychologischen sowie sozialen Entwicklungsprozess von Jugendlichen beeinflussen können. Sie bringen Analogien zu Drogen- und Alkoholverboten ins Spiel, um die Diskussion um Verantwortung und Erziehung abzurunden. Felix argumentiert, dass eine verantwortungsvolle Nutzung und die Entwicklung von Medienkompetenz unerlässlich sind, während Guido darauf hinweist, dass man Kinder und Jugendliche nicht einfach im Dunkeln lassen sollte, während sie auf diesen Plattformen interagieren. In einem weiteren Teil des Gesprächs bringt Guido ein Projekt zur Sprache, das er mit einer KI-gestützten Programmierung in Moodle umgesetzt hat. Dabei beschreibt er die Entwicklung eines Plugins, das Nutzern hilft, die Inhalte in ihren Kursen zu durchsuchen und mit einem Chatbot in Interaktion zu treten. Felix und Guido reflektieren über die Herausforderungen und Freuden der Programmierung, die Bedeutung von offenen Technologien in der Bildung und die Notwendigkeit, sich mit diesen Tools vertraut zu machen. Die Episode schließt mit der Rubrik „Schöne Apps“, wo die beiden ihre neuesten Entdeckungen im Bereich der Software und Apps vorstellen. Felix teilt seine Faszination für ein altes Spiel, das neu aufgelegt wird, während Guido das neu entwickelte Moodle-Plugin empfiehlt. Sie appellieren an die Hörer*innen, ihre Gedanken und Erfahrungen zum Thema Social Media und Medienkompetenz in der Schulbildung zu teilen und ermutigen sie, an einer fortlaufenden Diskussion über diese dringenden gesellschaftlichen Herausforderungen teilzunehmen.

In this episode, Dustin Ramsdell sits down with Scott Anderberg, CEO at Moodle, for a deep conversation on why open source matters more than ever in higher education. Scott shares how Moodle's global reach, customizable architecture, and vibrant community are shaping more inclusive, creative, and scalable learning experiences. Plus, the duo gets real about AI's potential—not as a threat, but as a tool to help educators and learners thrive.Guest Name: Scott Anderberg, CEO, MoodleGuest Social: LinkedInGuest Bio: Scott Anderberg has dedicated his career to supporting universities around the world to develop and deliver better educational experiences online. He started this journey in the USA at the eCollege help desk, directly supporting educators and students in their teaching and learning activities and was instrumental in their product, sales and account management functions. Following the acquisition of eCollege by Pearson, Scott spent 15 years in roles spanning from market development across EMEA to establishing and launching Pearson's Online Program Management business in Australia and leading Pearson's Online Learning Services business in markets outside of North America.Scott joined Moodle in February 2024 to replace Moodle Founder Martin Dougiamas, who after 24 years as CEO, announced his transition to Head of Research. Scott is incredibly excited to be joining the Moodle community to continue to enable Moodle's impact for educators and students around the world. - - - -Connect With Our Host:Dustin Ramsdellhttps://www.linkedin.com/in/dustinramsdell/About The Enrollify Podcast Network:The Higher Ed Geek is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too!Enrollify is made possible by Element451 — the next-generation AI student engagement platform helping institutions create meaningful and personalized interactions with students. Learn more at element451.com.Attend the 2025 Engage Summit! The Engage Summit is the premier conference for forward-thinking leaders and practitioners dedicated to exploring the transformative power of AI in education. Explore the strategies and tools to step into the next generation of student engagement, supercharged by AI. You'll leave ready to deliver the most personalized digital engagement experience every step of the way.Register now to secure your spot in Charlotte, NC, on June 24-25, 2025! Early bird registration ends February 1st -- https://engage.element451.com/register

Join Hayley Spira-Bauer, host of the Learning Can't Wait podcast, as she sits down with Scott Anderberg, Chief Operating Officer at Moodle, to discuss the future of learning management systems. Scott shares how Moodle is integrating AI while staying true to its open-source philosophy and commitment to equity. From AI-powered tools to small but impactful educator-driven features, Moodle continues to evolve while ensuring accessibility for learners worldwide. This conversation highlights the power of user-driven innovation in education and the importance of curiosity in teaching and learning. Tune in for an engaging discussion on technology, accessibility, and the future of education with one of the leaders shaping the field.

In this episode: Martin has created smiti18n (pronounced smitten) - A very complete internationalization library for Lua with LÖVE support

In this episode: Martin has created smiti18n (pronounced smitten) - A very complete internationalization library for Lua with LÖVE support

In this episode of the Just Schools Podcast, Jon Eckert interviews David Smith about his new book, Everyday Christian Teaching: A Guide to Practicing Faith in the Classroom. Smith shares how the book was inspired by teachers who wanted practical guidance on integrating faith into their daily teaching practices. The conversation explores how a bottom-up approach helps educators create hospitable, faith-filled classrooms through intentional rhythms and practices. Smith discusses redesigning assignments to build relationships rather than just complete tasks and emphasizes the importance of shaping learning experiences that reflect who students are becoming. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Be encouraged. Mentioned: Everyday Christian Teaching: A Guide to Practicing Faith in the Classroom by David Smith EverydayChristianTeaching.com OnChristianTeaching.com Just Teaching by Jon Eckert Solutions that Heal by Alan Bandstra Connect with us: Baylor MA in School Leadership EdD in K-12 Educational Leadership Jon Eckert LinkedIn X: @eckertjon Center for School Leadership at Baylor University: @baylorcsl     Jon Eckert: All right, so welcome David. It's great to be able to talk to you about your new book, Everyday Christian Teaching: A Guide to Practicing Faith in the Classroom. So I just got it yesterday, so appreciate that. I'd love for you to talk a little bit about what brought you to writing this book. I mean, you've obviously written a lot of things. David Smith: Yeah. Jon Eckert: What brought you to this one right now? David Smith: Yeah. It was two experiences that really sparked the idea for this book. One, was just that the last book on Christian Teaching had circulated quite widely and a lot of schools had used it in professional development. And a couple of school leaders said to me, "Okay, we've read on Christian teaching, we believe you that this is a thing. We're on board, you've persuaded us. Now, how do we learn how to do this on a regular basis? We are kind of convinced of the concept, but how do we internalize this?" And then I had a slightly more detailed version of the same conversation when I was doing like an online seminar for Trinity Western University for some of their faculty. And at the end of, I gave a presentation about some of the old Christian Teaching staff and some different ways of connecting faith and teaching. And one of the faculty said to me at the end, "I go to a church, have done for years and years and years. I teach at a Christian university, have done for years and years and years, and I would never have made the connections between the two that you just made. How do I learn to think like that?" And I thought, it's another version of the same question. How do I learn to more instinctively think in a way that connects faith and teaching. Especially in a culture where so many of us have learned so deeply to keep those things apart, and that teaching is about tips and tricks and getting it done. And faith, it's about church and theology and so on, and it feels like we don't always have a great set of mental muscles for moving fluidly backwards and forwards between those two. So that just seemed like a great question, like how do you... Like don't try and persuade me of a philosophical position, but teach, like how do I learn to think about this on a regular basis? So that's what I was trying to address in the book, is- Jon Eckert: Yeah. David Smith: How to learn to think. Jon Eckert: Well, and the intro is, Invitation to Wisdom, which I love, especially right now as we look at everything that artificial intelligence can do, all the things that can be offloaded to different kinds of tools. We have more tools to help people learn than we've ever had. And it also feels like deep, meaningful learning grounded in something more than just tips and tricks is increasingly obfuscated. And so I love this very human invitation to wisdom. So talk about why you started there. David Smith: Well, it's partly Comenius' fault, 'cause he's my hero. For those who are new to Comenius, a 17th century major Christian education thinker, and he's got this textbook called The Orbis Pictus, the World in Pictures. And it's probably the most famous textbook in the history of schooling. It went through 250 editions, close to over a couple of hundred years. And the very first line of the book is, "Come child, learn wisdom." And I just thought that's a pretty interesting way to start a school textbook, that's not how most of our textbooks start these days, right. And so I sort of borrowed that as the start of this book. And his book starts with this image of a road that we're walking along as we learn wisdom and the Bible, wisdom's often spoken of in terms of a path or a way. It's something you walk in, wisdom's not just something you get by getting the diagram straight in your head, or getting the doctrines all lined up, or knowing the sentences in the right order. Wisdom's something you have to learn how to walk in and walking is something that takes place over time and you kind of sway to the right and the left and it's got a rhythm to it. And again, that's sort of what I was going for with the book. So this book doesn't start with the philosophical concepts or the theology or the reasons why we need to do integration of faith and learning or that kind of top-down. It really starts with the rhythms of the classroom and how you start the class, what things you repeat, how you use silences, how you end the class, how you frame things. Those things that are happening to us every single day if we are educators, as we sort of walk through this life in the classroom. And again, if we're going to learn to think in a way that habitually connects faith and learning, it has to happen in that context. It can't just be when we're sitting in the great lecture with some great Christian thinker who tells us how the world fits together. It's got to be while I'm in class, while I'm in motion, while I'm moving. So the Comenius image seemed to help me capture a little bit of that, that we are walking along a road, we're trying to learn wisdom, we're trying to walk better, we are not just trying to have better theories or better solutions or better fixes. We're trying to learn to walk in a way that's got a certain kind of rhythm to it, a certain cadence. Jon Eckert: Yes. And I love that you begin and end with wisdom. So when you get to the close, before you finish it out, you get back to the purpose. And throughout the book you have what looked like woodcuts from your hero and it's a cool through line throughout the book. So learning to be wise, that's really what we want from education, is how to learn to be wise and, so appreciate that. And then, just the way you've broken the book down, it does really, and I think you said it even before we jumped on, it starts from the bottom up. Like what does this- David Smith: Yeah. Jon Eckert: Look like in the classroom? And then where is the wisdom in that? Where is the humanness in that? Where do we see our creator in that process? So- David Smith: Yeah. Jon Eckert: Can you talk a little bit how you came to that bottom up piece? Because I think a lot of times philosophers and people that are in the academy get accused of starting top down- David Smith: Yeah. Jon Eckert: Like, "You should do it this way." But I think what you're saying is here, this is how it is done, and then- David Smith: Yeah. Jon Eckert: Here's the wisdom in that. Can you speak a little bit about that? David Smith: Yeah. Oh, I could speak for hours about that, because there's something in this that's been kind of motivating everything I've done for 30 years, has been trying to push on that very thing, because. And I think a lot of it goes back to, I didn't grow up Christian, I became Christian as an adult. And then a couple of years after I became Christian, I became a teacher and then started figuring out how those two sort of connected with each other. So I started reading the Christian books and the philosophies and the theologies and going to conferences and listening to people. And I thrive on that stuff, I mean, I love a good philosophy book. I've got no objection to people writing great philosophy books. But I also find that sometimes, as a classroom teacher and I was a language teacher, I wasn't like a religion teacher or even a history teacher where we could talk about big ideas in class. I was teaching languages, I was doing this very nuts and boltsy kind of thing. And I just found that sometime, even when I'd read the book on what a Christian vision of knowledge is or of the world or whatever, that there was still this gap of like, yeah, but what do I do on Tuesday morning with my twelve-year-olds? And there's a moment I sometimes share with my students, and I remember, my very first semester in the classroom I was doing my student teaching and total newbie, no skills, and I made the rookie mistake of standing writing on the whiteboard for too long. I think it was a blackboard at the time, actually, writing on the blackboard for too long with my back turned to the class. And I turned around and a student in the front row had removed almost all of his clothes and was sitting there in his underwear, apparently just to see what I would do. And I just had this moment of like, they didn't tell me about this in teacher ed, just that the classroom is like the Wild West. The classroom is this place where very unpredictable, angular stuff happens and often the theory is, it's a thousand foot. So I've always been fascinated in this middle space, of how do you avoid, either ending up reading a philosophy book that's at a thousand feet and it might be brilliant and it might be inspiring, but you're still not quite sure what to do on Tuesday morning. But I also don't want to end up in the other end of the scale, and there's lots of this out there, which is the, like, 50 tips and tricks to get you through your week in the classroom stuff which is... Sometimes you get some good ideas out of that, but it's also kind of brainless in terms of lacking like a coherent reason why we should choose these tips and tricks. It's just like this big bag full of stuff and you're just going to pick stuff out that looks like it works, but there's no coherence to it. So for a long, long time I've been fascinated with how do we try to describe that middle space, where you want to do stuff that works, you want to actually live in the classroom, you want to actually teach, you want to actually help students. But you want to do it in a coherent way that's in touch with your beliefs and your values and your commitments and the way the world fits together. And that, it feels like a difficult but the most interesting space. And so much of our literature seems to drift off to one end or the other of that, like it's either philosophy of education, or else it's a hundred tips and tricks for teachers and how to rescue your classroom kind of stuff. Jon Eckert: Well, I want to go deeper into that idea and a couple things from the book, but you have to tell me, what did you do with the kid that's sitting there in his underwear? David Smith: It's actually one of those rare occasions where I think I probably did the right thing without having a lot of forethought. Jon Eckert: Okay. David Smith: I actually just laughed at him and invited him to go outside and put his clothes back on and then join us again and then carried on with the class. Jon Eckert: Yeah. David Smith: And therefore, I think deflated his attempt to- Jon Eckert: Yeah. David Smith: Capture everybody's attention for the next 15 minutes and make me look really stupid, so. Which I think was probably the right response, I think he was kind of- Jon Eckert: Right. David Smith: Hoping that I would sort of go ballistic or something, but- Jon Eckert: Yeah. David Smith: I just sort of basically said, "That's really funny. Now go put your clothes back on." Jon Eckert: Yeah. Well done. Well done. David Smith: Yeah. Jon Eckert: A novice win. David Smith: Yeah. Jon Eckert: So one of the things, I just was having a conversation with the head of school at a really great school and they're talking about how they integrate their academic success. They've been very successful based on test scores and everything, they've got great scores K through 12, and they're actually a school that's funded by vouchers, so it's an interesting model, in Milwaukee. And so they've been doing this for a long time. So they have a faith-based component to it, but they're also measured by state tests, so it's kind of- David Smith: Yeah. Jon Eckert: An interesting- David Smith: Yeah. Jon Eckert: Place to look at. And they're like, "We know we've got to get better on our faith integrations, we want to work on our K through 12 Bible curriculum, that's one of our strands. And this other strand is on improving academics." And my response was, those two things have to go hand in hand. David Smith: Right, right. Jon Eckert: Because you've got to have that integration about why do we do this well? We do this as a reflection of what our creator's given. It's all got to be woven in there. Have you seen schools that do that well? And what is a hallmark of that? So you've laid out all these great ideas here. David Smith: Yeah. Jon Eckert: Have you seen schools where that's happening really well right now? David Smith: Yeah, there are schools here and obviously there's a lot of schools I don't know, so I'm sure there are schools- Jon Eckert: Right. David Smith: Out there that are doing brilliantly, that are just not ones- Jon Eckert: Right. David Smith: I happened to have visited. But the schools that I've visited that seem to be doing really well at this, seem to more often be schools that have really set aside intentional time to think about it together. That's the one simple thing I would put my finger on, it's the schools that have got time set aside each week for a professional learning community, where they're actually talking about how to integrate their values with their teaching and they're not just doing admin things or curriculum things or whatever. So I think this is very dependent on being able to build a reflective community where you can talk to each other about how your values are infusing your teaching and learning choices. Something I've been suggesting to schools for a while, is like why don't you take one of your professional development days each year and just cancel it and just tell your teachers to go to the park or whatever, but then say, and now you owe me six hours. And what you're going to do with that, is you're going to get together with three of your colleagues and for six months you're going to meet one hour a month at the local coffee shop with a nice pastry and a nice drink. And you're just going to talk about three things, what was the best thing that happened in my classroom in the last month where things really felt integrated? And what was the worst thing that happened in my classroom last month? And what's one thing I want to change in the next month? And just talk about those three things for an hour. And how much learning might you get out of that in terms of questioning your own practices and moving them forward? So to me, it's less about getting the perfect model and more about, can you build the kind of community where you question what you're doing together and can then start to make adjustments? And you can be constantly asking, why do we do it this way? Is it just because we did it that way last year? And how does this actually reflect what we say we're about on the mission statement? I mean, if I can throw in an example here, interrupt me if I talk for too long. But to throw in an example that's in the book, is a perfect example of this kind of, again, finding this middle space and questioning things. I was having breakfast a few years ago with some teachers at my daughter's school when she was in high school. And I was just venting, I wasn't even trying to be constructive, I was just complaining about the general state of the world. And what I was complaining about was that I'd noticed that during the vacations we got our daughter back, that she was articulate and she shared her life with us and we talked about things. And as soon as the semester started, it was down to monosyllables, and it wasn't because we had a bad relationship, it's just because she was tired all the time. And because school was colonizing her every waking hour, she would get up at 6:30 in the morning, to be on a bus by 7:20, to be in school by quarter to eight. We get on another bus at something after three and get home by four-something, and then we'd have supper together at five. Wasn't always our most brilliant hour as a family because my daughter just had long tiring days, and then she'd have four hours of homework. And what had struck me was that the homework was always designed to be done alone. And so she would disappear to her room with a pile of books and a laptop and the only role for me as a parent, was to either nag her to get it done or tell her to quit and go to bed. And after we had this conversation over breakfast, and I just complained about this, the teachers who'd been at that breakfast started surprising me. So a week later, she turned up in the family room one night at eight o'clock and she said, "Do you guys have some time, because I've got this weird homework from my religion teacher? I've got to talk to you for half an hour about whether you grew up Christian, or became Christian, or how you relate to all of that, because we're going to talk about it in religion class tomorrow, and you've got to sign this piece of paper to say that we talked about it for half an hour." And then another teacher sent home a homework where we had to choose a TV show and watch it together and then discuss what its value system was, and whether we thought this was a fruitful way to spend our time and they were going to discuss this in the media studies class. And there was a whole string of these from different teachers. But one of the things that struck me about this, was that this was a school whose official philosophy was that God has given primary responsibility for children to their parents, and the Christian school comes alongside parents to help them raise their children in a Godly way. And yet as a parent, the only role I was being given was to nag about homework and to sell food at sports games. And until this point, I wasn't being invited into the learning process, and what's more, the school was occupying, not only the whole day but the whole evening with tasks that the student was designed to do on their own. And as soon as we started asking this question, "Well, could you design homework activities that actually strengthen community and actually build relationships between people?" Suddenly you've got something that is a little more in tune with what the school says it's official philosophy is. My daughter said she learned more from them from the standard fill out a worksheet kind of homeworks. So it was actually beneficial for learning. Jon Eckert: Yeah. David Smith: And it didn't necessarily involve throwing a Bible verse on all the worksheets. This is just more about trying to actually get the practices to line up with the values. So that's the kind of thing I'm sort of constantly fishing for, because we all think we know what homework is supposed to look like, so we all just keep doing what we think homework is. But maybe sometimes it doesn't look like that. Jon Eckert: Well, and I think that notion about homework is shifting significantly post-covid and what teachers actually assume students are doing on their own. Because I think the assumption is, that has been, that they're doing it on their own, I think that's a pretty false assumption now. David Smith: Yeah. Jon Eckert: That they would be doing anything on their own if you consider the tools that are available to them to get rote homework done. The thing I love about your example, is that homework assignment cannot be offloaded to ChatGPT, or if it was- David Smith: Right. Jon Eckert: It'd be, probably somewhat comical how ChatGPT might answer that question about how you came to faith and where your family, you know. David Smith: Yeah. Jon Eckert: So I think there is a benefit to that kind of homework and building community, because again, I think even with homework now, we need to lean into the humanness of what we do. Because there are a lot of other tools for getting assignments done and not always crediting the source of that assignment- David Smith: Yeah. Jon Eckert: Whether that's a friend, Photomath or some type of artificial intelligence tool. So I think if we're not rethinking homework right now, we're really sticking our head in the sand. David Smith: Yeah. Jon Eckert: Because I don't think students need four hours to do homework anymore, I think they're way more efficient. David Smith: Yeah. Jon Eckert: Because they divide and conquer and offload to other things, so if you're not giving a meaningful homework assignment that is not able to just be done by something else, that's a problem. What I also loved about your example, and this is from page 76 in your book, it really gets into hospitality and what that looks like. And so it's asking students to be hospitable and then asking families to be hospitable. And you have this great separation here that, I'm just going to read this. "The call to tolerance asked me to put up with your differences in exchange for you being willing to put up with mine. A Christian frame asks for more, extending the idea of love of neighbor to include strangers and even enemies." And so I do think as Christians, as educators, we have a really high call, that tolerance isn't even close to what Christ requires of us. And so- David Smith: Right. Jon Eckert: Welcoming students into that and helping them welcome others in it, that's a really high call. So can you talk a little about, this is from your framing sections, I thought that was a perfect place for it. David Smith: Yeah. Jon Eckert: Can you talk some about that? David Smith: Yeah, I think there's more than one Christian idea that can become a framing device in education, and one that I've been thinking about for a long time is hospitality. There is this theme in scripture, from start to finish, about hospitality to strangers. And it appears in all the important places, it's in the law, it's in the gospels, it's in the prophets, it's in the epistles, it's everywhere. So there's also quite a long history of thinking about schools in terms of hospitality, so when you start thinking about that in curricular terms, what does a hospitable classroom look like? How do students experience the classroom? So the way I started one of my classes this semester, and I talked about this in the book as well, is I actually started the class with us all sitting around in a big circle. And I asked each student to, I asked them to pair up and introduce themselves to each other and share two pieces of information that they were willing to be made public. And then I asked each person to introduce their partner to the group. And as we went around the group, we tried to memorize all the information, so we stopped after every second or third person and said, "And what was her name and what was her cat called?" right, and so on. So it's a real simple thing. And then I had students journal about it, and I've done this for a few years now. And first, I think there's an interesting difference between coming to a classroom and having to introduce yourself and having somebody else introduce you- Jon Eckert: Right. David Smith: Having somebody speak up for you in the first five minutes of class. And then, rather than going around the class and doing the introductions and by the end you can't actually remember any of it, because 40 pieces of random information just went through your short-term memory. The fact that we're actually focusing on remembering things about each other, my students have written quite eloquently about, in fact, I was fascinated just reading the journals over the weekend. One of them said, "Teachers often say at the start of the semester, "We care about you, we are here to help you," but usually I don't believe them. I think it's just something teachers are supposed to say at the start of the semester. But this activity made me believe that you actually cared that we were there, because the information about ourselves actually mattered for the start of the learning." And it's not like I think that's the way every class has to start, there are different disciplines and contexts and so on. But again, it's how do we find these moves that actually create a welcome within the classroom and you then push it further, how is the classroom welcoming to voices from beyond the classroom? So whose pictures do we show? Whose stories do we tell? And then how do we enable students to go out beyond the classroom? If I give my student a homework where they have to go to interview someone, how do I help them to be a good interviewer, to ask good questions, to not roll their eyes when the person says something they disagree with, to show in their body language that they're interested in what somebody has to say? Suddenly you're into a whole new set of skills that you don't get if the homework is fill out a worksheet. So there's a whole continuum here in terms of, hospitality is a very rich way of thinking about lots of different facets of schooling, from just basic classroom relationships, to curriculum content, to what kind of skills we're trying to equip our students with. And tolerance is not nearly enough, tolerance just means I'm willing to not kill you. Jon Eckert: Yeah, yeah. No, it's a great example. We do some similar things in the, I teach a leadership capstone class, it's the only class I get to teach to undergrads. And I just had lunch last week with one of my students from last semester, who has been through a lot, really tough life as an atheist. When you dig in, you realize where a lot of the hurt is. And so at the end of the semester, I give each kid a book and I inscribe something in the front to encourage them where I've seen them grow, what I hope for them, how I'm praying for them. And I'd given this class, All Prodigal God, by Tim Keller. And it was interesting, when we sat down, she read it over break, and so she wanted to gather and talk about it at lunch. And the book is the story of the Prodigal Son, but it's really, God is the center of the story is a reckless spendthrift, so that's why it's Prodigal God. And it's a beautiful story. She actually said, in this way that I find having atheists in class to be unbelievably interesting to creating a different dynamic in the class. She was wise enough to identify herself as the elder brother in that, so not only was she not tolerating Christians on campus, she was looking down on them as being less than, because of how she felt like they made her feel and instead, she had become the older brother in it. And she articulated that at lunch, and I was like, the wisdom that she shared and the hospitality that she displayed by, A, reading a book that I gave her that's explicitly Christian. David Smith: Yeah. Jon Eckert: And then B, wanting to have lunch and talk about it. I mean, what a gift that is from a student to an educator to be able to have that, and then to have that all throughout the semester in class, 'cause we dealt with a lot of really hard things. And so I think that's a beautiful piece, and I love this, you say this on 113, which relates to, I think, both of those last two examples. It's about hopes and tasks, and I thought this was really good. "Instead of just giving a reading assignment, we could devote the same kind of reflection to tasks focused on other skills such as writing research or artistic creation, with the idea that we are trying to," this is the next sentence down a little bit. "A carefully articulated task becomes a chance to remind ourselves of who we are trying to become, as we read." And so if we started thinking that way and curating our assignments that way, I think that would fundamentally shift how we assign work in class. David Smith: Yeah. Jon Eckert: Is there another example that you have where that's been really successful for you? David Smith: Yeah, I mean, just yesterday in class, I got the most nods around the room that I've had in a while, from students just going, "Oh, yeah. When we started talking about how there's something about school that if you're not really, really careful, slowly teaches you that the point of doing the assignment is to get the assignment done. And that in the end, what the teacher really cares about is that you get the assignment done, because what you're going to be penalized for is not failing to grow, it's not turning it in at 3 P.M, and it's not having written 250 words, or not having got to page 27. So a lot of the messaging that we give to students when we give out assignments, it's often like the last two minutes of class and we're already in a hurry, and it's like, "Make sure you read chapter two by tomorrow," right. So the strongest verbal message is, what I really care about is quantity, deadlines, getting it done, getting it turned in. And so I also find that what my students most often come and apologize to me about, is, "Oh, I didn't quite manage to get to the last three pages today," or, "I need to turn it in 30 minutes late, is that okay?" And a big part of me is going like, "Why would I care if you turn it in 30 minutes late? Like the world's not going to stop turning." So that means you're a good student being conscientious, the fact that you still want to get it in within 30 minutes. But what they're not coming to me and saying, is, "I started reading this and I didn't get through it because it was really challenging me and I had to go and think about it." Or, "I tried to get through it, but I didn't quite understand it. Can you help me figure out how to apply this?" And so, again, this is a big mountain to climb, but how do you start to shift the message from, school is about getting stuff done, to school is about growing and learning. And I think a real simple way to run at that is by being explicit about assignments. So if I give you something to read, is the message, "Read to page 27 by tomorrow?" Or is the message, "I'd like you to read to page 27, and when you get to page 22, you're going to find a paragraph there that's kind of a little dense, but it's a really core paragraph in this chapter, and we're going to need talk about it together tomorrow, because I've read this chapter eight times and I'm still trying to live out this paragraph and I'm not sure I'm there yet, so I need you to think about it with me. So when you get to that paragraph, stop, read it three times, then go find a friend and read it to them and see what they think. And if that means you only get to page 26, I can live with that, but this paragraph, right. And then see if you can think of some ways that you would live differently tomorrow if this were true." And I'm just making this up as I go along- Jon Eckert: [inaudible 00:27:12]. David Smith: But imagine that as a homework assignment, compared to the usual kind of, "Read to page 27, answer the first three questions, turn them in at 4:37 P.M. on Moodle." And it's all about messaging, and so if I could do that consistently, is there a chance that I could get more of my students believing that in the end, what I really care about is that something changed, that some learning happened. And not just that we all managed to click in the right place on the right day. Which, frankly, is the least of my worries, so. Jon Eckert: Yeah. David Smith: Because even when you emphasize that, it doesn't happen anyway, so. Jon Eckert: Yes, no, I want to give that a giant amen. I mean, my classes are always designed, I take the best 25 authors, I've read their best article or their best chapter from their best book, and I have curated that as like, this is what we're going to focus on today. And I love that even focusing them further on the paragraph and going back to the example I just gave you from the student who I gave the book at the end of the semester. Like that's not an assignment, that's a, "Hey, I am grateful for you. This is my last, kind of bringing closure to class and here's this." And then it's, I may never see that student again, we may never have another conversation. David Smith: Yeah. Jon Eckert: But when you do, that's a much richer conversation, because it wasn't compulsory, it wasn't about compliance, it wasn't about getting something done, so I love that. I love that point. The last thing we always do, is we do a quick lightning round, and with all the years of experience you have, I got to imagine you've got some good answers. I just have four questions. The first one is, and you can do in whatever order you want, these first two. Best advice you've ever given or received as an educator and worst advice you've ever given or received as an educator? Start there. David Smith: Best advice, never talk to a child without eye contact. Jon Eckert: That's good. David Smith: That was the best piece of parenting advice I was ever given, actually. Jon Eckert: Yeah. That's good. David Smith: I think it's really easy for adults to talk at young people- Jon Eckert: Yeah. David Smith: Rather than, to young people. And something I said in, at least once in a previous book is, I think teaching is something you do with people, not something you do to people. My students are not objects that I'm trying to hit with something, and if I can't establish communication, that we're actually human beings looking at each other and we're trying to figure something out here, then it's probably not going to go as well as it could. If I just kind of broadcast over the top of the assembled heads, that's not going to go well. Jon Eckert: Just watch a great kindergarten teacher, they're always down on a knee- David Smith: That's good. Jon Eckert: Eye to eye with kids, yeah. David Smith: Right. Well, I often find, it's not just kindergarten, university, I often find myself down on a knee by a table, 'cause that's where you should be, right. Jon Eckert: You should be, you just see it far less. I totally agree. David Smith: Yeah. Jon Eckert: No, but yes. David Smith: Yeah. Jon Eckert: That is good. David Smith: So- Jon Eckert: Worst advice? David Smith: And then worst advice. Worst advice I've been given, don't smile till Christmas. Jon Eckert: Oh yeah. Classic. David Smith: It's one of our old chestnuts. Yeah, it's funny, when I first started teaching, my early teaching was in some urban environments and I found it very difficult. And I did not have great classroom management skills when I started and I struggled, I had some unruly classrooms. But one of the things I also learned about myself was that I couldn't do the Policeman act convincingly, it's just not in my personality to look mad- Jon Eckert: Yeah. David Smith: With students. Because I'm not actually very often mad with students, I just find classrooms fascinating. Jon Eckert: Even when they derobe. Yeah. David Smith: Yeah. And so, a few times early on, if I tried to pretend to be mad with students, then they just laughed at me, because it just wasn't convincing. So I had to gradually find other strategies, which had a lot to do with just investing lots of time in relationship building and trying to make the learning meaningful, and again, the one-on-one contact. And so the sort of be mean until they know you mean it thing, has just never ever worked for me. Jon Eckert: Yeah. David Smith: Maybe there are people for whom it works, but even then, I'm just not convinced that an ethic of be unpleasant to people until they get on board is a great way to go. Jon Eckert: I'm pretty convinced that's not a great way, which I think you're being kinder than I am. I don't think that's an effective way to manage people, especially not in 2025. I don't think that's a- David Smith: Yeah. Jon Eckert: Ethic that's going to work. Okay, next thing, best book you've read in the last year related to education? David Smith: Oh my, read so many books recently and some of them were really, really specialized. Jon Eckert: Yeah. Or pick one of your top five. David Smith: Yeah. Jon Eckert: Yeah. David Smith: Best book that I've just read. Well, you know what, I'm going to do the really embarrassing thing here, I really enjoyed your book. I read your book just recently- Jon Eckert: Oh. David Smith: Just Teaching by Jon Eckert Jon Eckert: Yeah. David Smith: Is something that I've been getting ideas out of for my own classroom, and that's always a win. So that was a really great one. And another reason I have for picking that out is, at the moment I'm working up to a big research project on Comenius. So I'm reading a lot of- Jon Eckert: Yeah. David Smith: Books about Comenius at the moment, and some of them are really great. Jon Eckert: Yeah. David Smith: But they're in German and they're really specialized, so. Jon Eckert: That is specialized. David Smith: But- Jon Eckert: That is specialized. David Smith: In terms of books that are just about the classroom, I did enjoy your book, Just Teaching. Jon Eckert: Okay. David Smith: And, yeah, another one I just read the other day, I just did a podcast the other day with Alan Bandstra, who's a teacher from Iowa, and he's got one called, Solutions That Heal- Jon Eckert: Okay. David Smith: Talk about infectious behavior in classrooms. And it's a self-published book, it's just a teacher who wanted to write about the things that are going on in his classroom, and I found it quite winsome. Jon Eckert: No, that's good. David Smith: [inaudible 00:32:43]. So, yeah. Jon Eckert: That's good. The funny thing is, whenever I ask that question about best book, I always have my pen ready to write it down. And as you're sharing that, I'm mindlessly, I literally wrote down, "Just Teaching," on my thing. I was like, okay. David Smith: so you can look it up later and see if it's any good, yeah. Jon Eckert: Right. I'll see, I'll check. But that's very kind. Last question, what makes you most hopeful as you look at schools right now? David Smith: It's funny, I don't draw hope from looking at institutions really, so it's not so much looking at schools. What always makes me hopeful is, like every student who is in my classroom right now is a human being who is spending a lot of money to learn how to help other people learn. And I just find my students are sometimes idealistic to a fault, there's some things that will get more complicated when they get into the classroom, but they are students who deeply want to do good for their learners. And I'm glad every semester, that I've just spent a semester with another 20, 30 young people who want to be teachers and who want to find a humane way of doing that and a faith informed way of doing that, in a way that does good in the world. And that's among my students. But I'm going away on a retreat as part of a research project this weekend, with five teachers from area schools. Where we're actually going to talk about hope for the whole weekend and how we're going to address that in schools. And again, just seeing their eagerness to be part of that project and to want to give up their weekend to talk about how we teach for hope in schools. So all over, when I do professional development, I just keep running into teachers who haven't given up yet and who are trying to do right by their students, do right by their faith, find a more true and wholesome way of doing things. And as long as there's a good subset of people who are doing that, then there's still a chance that it can get better. Jon Eckert: That's good, that's good. Good place to find hope. Well, hey, thank you for your work, really appreciate Everyday Christian Teaching. Super helpful, good follow up on Christian Teaching- David Smith: Thank you. Jon Eckert: Also, super helpful. Oh, and excited for the platform you're building out, we didn't even talk about that. But there's a platform that's going to go with all of this. Do you want to just say something to wrap up- David Smith: Yeah. Jon Eckert: And give people a sense of where to find that? David Smith: Yeah. I'll try to say this quickly. Where to find it, there's a website, everydaychristianteaching.com. It already exists, if you go there right now, you'll find a description of what's coming, but there's no actual resources there yet. We are hoping to have the first resources up there by March, we are building it frantically right now. But what it's going to be is really an extension of the idea that this book is about, how do you learn how to do this regularly, not just how do you have this one blinding moment of revelation, but how do you make this part of a routine? So we're building professional development resources that help to create community conversations around this. So there are some resources where you can just download everything you need to run a PD day. There's others where you can download everything you need to run a seven week or seven month whole school conversation around it. There's going to be self guided resources, so if there's just one of you or if there's a small group of you that want to do it at your own pace, there's going to be versions like that. And there's some graduate credit bearing options. And we're building these around specific topics like community or hospitality or Shalom, and we're sort of building out resources for each of those. Like I say, we're furiously working on finalizing details on some of these, and we've been piloting them out in schools and getting really good feedback. And so we hope to have the first ones available on there and we're trying to make it very affordable as well. First stuff should be up sometime in March at the latest, and yeah, go there and take a look and then keep coming back to see what we've added over time. Jon Eckert: No, that's great. Thank you for that. Appreciate your work. Thanks for being with us. David Smith: Yeah, you're welcome. Thank you for the invite.  

In this episode: Martin has created smiti18n (pronounced smitten) - A very complete internationalization library for Lua with LÖVE support

In this episode: Martin has created smiti18n (pronounced smitten) – A very complete internationalization library for Lua with LÖVE support

In a world where access to quality education is often hindered by infrastructural limitations, the emergence of portable digital classrooms presents a transformative opportunity. Beekee, a Geneva-based education technology company, highlights the innovative solution they have developed: the Beekee Box. This device allows for the establishment of digital classrooms in locations devoid of reliable internet and power, thus bridging the educational divide that exists in many regions, particularly in the global south.The Concept of the Beekee BoxThe Beekee Box operates similarly to an iPod from 15 years ago, relying on a connection to a PC with internet access to update content and synchronize learner data. When disconnected, the Beekee Box creates its own private Wi-Fi network, enabling up to 40 learners to access educational materials stored within its two terabytes of storage. This model effectively transforms the learning experience, allowing students to engage with a learning management system (LMS) like Moodle, which is typically used in universities. The Beekee Box provides a platform where learners can access lessons, videos, and PDFs without needing a constant internet connection.Addressing Global Educational ChallengesThe significance of the Beekee Box lies in its ability to address the challenges faced by billions in the global south, where access to reliable internet and electricity is a luxury. Many communities struggle with inconsistent power supply, and internet access can be prohibitively expensive or simply unavailable. By providing a self-sufficient digital classroom, the Beekee Box empowers organizations, such as NGOs, to deliver training and educational resources directly to communities that need them most.For instance, the International Committee of the Red Cross utilized the Beekee Box to train personnel in Myanmar. By simply pushing a button, they could create a network for learners to connect with their smartphones, facilitating immediate access to essential training materials. This approach eliminates the logistical hurdles associated with traditional training methods, which often require significant time and resources to coordinate.Technical Feasibility and PerformanceThe technology underpinning the Beekee Box is both simple and effective. It utilizes a Raspberry Pi as its core computing component, which is capable of processing information in real-time and serving as a server for the stored educational content. During testing, the device successfully streamed video content to 37 devices simultaneously, demonstrating its capacity to handle multiple users without significant lag. This performance reassures educators and organizations of the reliability and effectiveness of the Beekee Box as a tool for facilitating learning.With a starting price of $700, the Beekee Box presents a cost-effective solution for schools, NGOs, and other organizations looking to enhance their educational offerings. The ability to incorporate this technology into existing educational frameworks allows for greater flexibility in delivering content to students who might otherwise be excluded from formal education. The Beekee Box democratizes access to quality learning materials, making it feasible for various institutions to implement portable digital classrooms tailored to their specific needs.Conclusion: Cost-Effectiveness and Accessibility EducationThe advent of portable digital classrooms, exemplified by the Beekee Box, represents a significant step forward in addressing the educational disparities faced by underserved populations around the world. By providing a means to deliver high-quality educational content without the constraints of internet access, this innovative technology has the potential to revolutionize how education is delivered in remote and resource-limited settings. As we continue to explore and invest in such solutions, the dream of equitable access to education for all becomes increasingly attainable, paving the way for a brighter future.Interview by Don Baine, The Gadget Professor.Sponsored by: Get $5 to protect your credit card information online with Privacy. Amazon Prime gives you more than just free shipping. Get free music, TV shows, movies, videogames and more. The most flexible tools for podcasting. Get a 30 day free trial of storage and statistics.

In a world where access to quality education is often hindered by infrastructural limitations, the emergence of portable digital classrooms presents a transformative opportunity. Beekee, a Geneva-based education technology company, highlights the innovative solution they have developed: the Beekee Box. This device allows for the establishment of digital classrooms in locations devoid of reliable internet and power, thus bridging the educational divide that exists in many regions, particularly in the global south.The Concept of the Beekee BoxThe Beekee Box operates similarly to an iPod from 15 years ago, relying on a connection to a PC with internet access to update content and synchronize learner data. When disconnected, the Beekee Box creates its own private Wi-Fi network, enabling up to 40 learners to access educational materials stored within its two terabytes of storage. This model effectively transforms the learning experience, allowing students to engage with a learning management system (LMS) like Moodle, which is typically used in universities. The Beekee Box provides a platform where learners can access lessons, videos, and PDFs without needing a constant internet connection.Addressing Global Educational ChallengesThe significance of the Beekee Box lies in its ability to address the challenges faced by billions in the global south, where access to reliable internet and electricity is a luxury. Many communities struggle with inconsistent power supply, and internet access can be prohibitively expensive or simply unavailable. By providing a self-sufficient digital classroom, the Beekee Box empowers organizations, such as NGOs, to deliver training and educational resources directly to communities that need them most.For instance, the International Committee of the Red Cross utilized the Beekee Box to train personnel in Myanmar. By simply pushing a button, they could create a network for learners to connect with their smartphones, facilitating immediate access to essential training materials. This approach eliminates the logistical hurdles associated with traditional training methods, which often require significant time and resources to coordinate.Technical Feasibility and PerformanceThe technology underpinning the Beekee Box is both simple and effective. It utilizes a Raspberry Pi as its core computing component, which is capable of processing information in real-time and serving as a server for the stored educational content. During testing, the device successfully streamed video content to 37 devices simultaneously, demonstrating its capacity to handle multiple users without significant lag. This performance reassures educators and organizations of the reliability and effectiveness of the Beekee Box as a tool for facilitating learning.With a starting price of $700, the Beekee Box presents a cost-effective solution for schools, NGOs, and other organizations looking to enhance their educational offerings. The ability to incorporate this technology into existing educational frameworks allows for greater flexibility in delivering content to students who might otherwise be excluded from formal education. The Beekee Box democratizes access to quality learning materials, making it feasible for various institutions to implement portable digital classrooms tailored to their specific needs.Conclusion: Cost-Effectiveness and Accessibility EducationThe advent of portable digital classrooms, exemplified by the Beekee Box, represents a significant step forward in addressing the educational disparities faced by underserved populations around the world. By providing a means to deliver high-quality educational content without the constraints of internet access, this innovative technology has the potential to revolutionize how education is delivered in remote and resource-limited settings. As we continue to explore and invest in such solutions, the dream of equitable access to education for all becomes increasingly attainable, paving the way for a brighter future.Interview by Don Baine, The Gadget Professor.Sponsored by: Get $5 to protect your credit card information online with Privacy. Amazon Prime gives you more than just free shipping. Get free music, TV shows, movies, videogames and more. The most flexible tools for podcasting. Get a 30 day free trial of storage and statistics.

S11:E10 - Where's the best sand in the U.S.? Maggie Moodle the Golden Doodle believes she found it in Panama City Beach, Florida. Jamin and Hilarie arranged a dog-friendly day with their golden doodle – with everything from dog-friendly beaches to lunch at The Porch in Pier Park to St. Andrews State Park. In this episode of the Travel FOMO podcast, you'll also learn how the orange streets lights in beach communities help protect sea turtles. For more context, check out the video that accompanies this podcast (S11:E10 A Dog-Friendly Day in Panama City Beach

Con @PaulaMarceloM, @javigoto y @MiriamMAjedrez. Enlace para votar en los premios Ivoox 2024: https://go.ivoox.com/wv/premios24?c=865 Enlace directo al Moodle: www.charlaseducativas.com/cursos Enlace directo a la página de la Tercera #EduJornada y a la preinscripción: www.charlaseducativas.com/terceraedujornada

Thank you to the folks at Sustain (https://sustainoss.org/) for providing the hosting account for CHAOSSCast! CHAOSScast- Episode 93 Guests: Elizabeth Barron Luis Cañas-Diaz Dawn Foster Panelists: Alice Sowerby Richard Littauer In this episode of CHAOSScast, it's a crossover with Sustain, host Richard Littauer is joined by three guests, Dawn Foster, Elizabeth Barron, and Luis Cañas Diaz, to discuss the CHAOSS Project's recent development of Practitioner Guides. The show delves into the purpose of these guides, which are designed to help open source projects interpret and utilize metrics to improve community health and sustainability. The guests explain the significance of metrics in open source projects, the challenges of defining and making them accessible, and how the guides can benefit different types of projects, from large corporations to individual developers. Topics covered include the background and format of the guides, specifics on the metrics discussed, and the practical applications and improvements these guides aim to facilitate. Go ahead and download this episode now! [00:03:03] Dawn fills us in on the connections between the guests and their collective work on the CHAOSS Practitioner Guides. [00:03:43] The conversation shifts to the specifics of the CHAOSS Project, highlighting the international community involvement and various working groups focusing on different aspects of open source projects like corporate OSPOs, university OSPOs, and diversity and equity initiatives. [00:05:31] Luis describes the origin and work of Bitergia and its collaboration with CHAOSS Project, particularly in developing tools like Grimoire Lab. [00:07:17] Richard turns the discussion to the CHAOSS Project's Practitioner Guides, where Dawn discusses the purpose of the introduction guide in the series, designed to help users understand and apply metrics effectively across various open source contexts. [00:10:58] There's a discussion on the format of the guides, emphasizing their accessibility, ethical considerations in data handling, and how they're designed to be adaptable to different needs. Luis highlights the need for CHAOSS and Bitergia projects to provide actionable insights rather than just more metrics. [00:13:28] Elizabeth and Dawn explain the broader goal of the guides to not only provide metrics but also helps users interpret and apply these to drive tangible improvements in open source projects. [00:14:54] We learn about the target audience for the guides and how they cater to both large organizational structures (OSPOs) and individual project maintainers. [00:16:15] Dawn explains what the Contributor Sustainability Guide focuses on, emphasizing strategies for sustainable contribution and community involvement in open source projects. [00:17:53] The discussion centers on renaming the “bus factor” metric to “contributor absence factor” to avoid the negative connotations of the original term, Luis emphasizes the relevance of metrics, particularly in small projects, and Dawn explains that the guides focus on a few key metrics per guide, chosen for their ease of understanding and minimal requirement for data collection. [00:21:58] Richard inquires about the effectiveness of metrics in identifying if a project is on the wrong path, prompting a discussion on the goals of a project and how metrics align with those metrics. Elizabeth and Dawn stress the importance of aligning metrics with project goals and involving project contributors in discussions about what metrics are most relevant. [00:24:35] The discussion continues with considerations on how metrics should supplement, not replace, expert judgement and involvement in project management. Elizabeth and Richard discuss the potential for projects to start with community growth in mind and the challenges in measuring and guiding such growth. [00:28:18] The conversation switches to the remaining guides not yet covered, with Richard asking about the guides on Responsiveness and Organizational Participation. Dawn explains the Responsiveness guide, with its focus on key metrics like time to first response, time to close, and change request closure ratio. Elizabeth and Luis share why this is one of their favorite guides. [00:33:23] We hear about the broader applicability of the guides. Richard questions if the guides are only for corporate-driven projects or if they can serve more relaxed open source environments. Dawn and Luis emphasize that the guides are valuable for a variety of stakeholders, including foundations and volunteers. [00:35:00] Find out where you can look at the Practitioner Guides online. Quotes: [00:07:44] “At the CHAOSS Project we have a whole bunch of metrics, and we have tools or software that help you gather those metrics.” [00:08:06] “There is no one-size-fits-all approach to interpreting metrics.” [00:15:10] “A lot of these guides were designed with OSPOs in mind. They're all useful to anyone who's managing a project.” [00:19:55] “For metrics, the bigger the project, the more useful they are.” Spotlight: [00:35:54] Richard's spotlight is Johnny Wilson, an eBird reviewer. [00:36:34]** Elizabeth's **spotlight is a project called Clocker. [00:37:30] Dawn's spotlight is Nadia Eghbal's book, _Working in Public: The Making and Maintenance of Open Source Software, _and her paper, “Roads and Bridges: The Unseen Labor Behind Our Digital Infrastructure.” [00:38:29] Luis's spotlight is Moodle, the OSS learning platform. Links: CHAOSS (https://chaoss.community/) CHAOSS slack (https://chaoss-workspace.slack.com/join/shared_invite/zt-28p56bayt-67TRjdA4yJWQmUd4hCzULg#/shared-invite/email) CHAOSS Practitioner Guides (https://chaoss.community/about-chaoss-practitioner-guides/) SustainOSS (https://sustainoss.org/) SustainOSS Discourse (https://discourse.sustainoss.org/) podcast@sustainoss.org (mailto:podcast@sustainoss.org) SustainOSS Mastodon (https://mastodon.social/tags/sustainoss) Open Collective-SustainOSS (Contribute) (https://opencollective.com/sustainoss) Richard Littauer Socials (https://www.burntfen.com/2023-05-30/socials) Alice Sowerby Website (https://www.rosmarin.co.uk/) Elizabeth Barron Website (https://www.elizabeth-barron.com/) Elizabeth Barron LinkedIn (https://www.linkedin.com/in/elizabethn/) Luis Cañas-Diaz Website (https://sanacl.wordpress.com/) Luis Cañas-Diaz LinkedIn (https://www.linkedin.com/in/canasdiaz/) Dawn Foster Website (https://fastwonderblog.com/) Dawn Foster LinkedIn (https://www.linkedin.com/in/dawnfoster/) Johnny Wilson-Ventures Birding Tours (https://www.birdventures.com/Johnny-Wilson.html) Clocker (https://abhishekbanthia.com/clocker/) Working in Public: The Making and Maintenance of Open Source Software by Nadia Eghbal (https://www.amazon.com/dp/0578675862/) “Roads and Bridges: The Unseen Labor Behind Our Digital Infrastructure” by Nadia Eghbal (https://www.fordfoundation.org/work/learning/research-reports/roads-and-bridges-the-unseen-labor-behind-our-digital-infrastructure/) Nadia Asparouhova (Eghbal) Website (https://nadia.xyz/oss/) Moodle (https://moodle.org/) Sustain Podcast featuring Nadia Eghbal (https://podcast.sustainoss.org/guests/nadia) Credits: Produced by [Richard Littauer] (https://www.burntfen.com/) (https://www.burntfen.com/) Edited by Paul M. Bahr at [Peachtree Sound] (https://www.peachtreesound.com/) (https://www.peachtreesound.com/) Show notes by DeAnn Bahr [Peachtree Sound] (https://www.peachtreesound.com/) (https://www.peachtreesound.com/) Special Guests: Luis Cañas-Díaz and Richard Littauer.

Guests Elizabeth Barron | Luis Cañas-Diaz | Dawn Foster Panelist Richard Littauer Show Notes In this episode of Sustain, host Richard Littauer is joined by three guests, Dawn Foster, Elizabeth Barron, and Luis Cañas Diaz, to discuss the CHAOSS Project's recent development of Practitioner Guides. The show delves into the purpose of these guides, which are designed to help open source projects interpret and utilize metrics to improve community health and sustainability. The guests explain the significance of metrics in open source projects, the challenges of defining and making them accessible, and how the guides can benefit different types of projects, from large corporations to individual developers. Topics covered include the background and format of the guides, specifics on the metrics discussed, and the practical applications and improvements these guides aim to facilitate. Go ahead and download this episode now! [00:01:53] Dawn fills us in on the connections between the guests and their collective work on the CHAOSS Practitioner Guides. [00:02:33] The conversation shifts to the specifics of the CHAOSS Project, highlighting the international community involvement and various working groups focusing on different aspects of open source projects like corporate OSPOs, university OSPOs, and diversity and equity initiatives. [00:04:21] Luis describes the origin and work of Bitergia and its collaboration with CHAOSS Project, particularly in developing tools like Grimoire Lab. [00:06:07] Richard turns the discussion to the CHAOSS Project's Practitioner Guides, where Dawn discusses the purpose of the introduction guide in the series, designed to help users understand and apply metrics effectively across various open source contexts. [00:09:48] There's a discussion on the format of the guides, emphasizing their accessibility, ethical considerations in data handling, and how they're designed to be adaptable to different needs. Luis highlights the need for CHAOSS and Bitergia projects to provide actionable insights rather than just more metrics. [00:12:18] Elizabeth and Dawn explain the broader goal of the guides to not only provide metrics but also helps users interpret and apply these to drive tangible improvements in open source projects. [00:13:44] We learn about the target audience for the guides and how they cater to both large organizational structures (OSPOs) and individual project maintainers. [00:15:04] Dawn explains what the Contributor Sustainability Guide focuses on, emphasizing strategies for sustainable contribution and community involvement in open source projects. [00:16:42] The discussion centers on renaming the “bus factor” metric to “contributor absence factor” to avoid the negative connotations of the original term, Luis emphasizes the relevance of metrics, particularly in small projects, and Dawn explains that the guides focus on a few key metrics per guide, chosen for their ease of understanding and minimal requirement for data collection. [00:20:47] Richard inquires about the effectiveness of metrics in identifying if a project is on the wrong path, prompting a discussion on the goals of a project and how metrics align with those metrics. Elizabeth and Dawn stress the importance of aligning metrics with project goals and involving project contributors in discussions about what metrics are most relevant. [00:23:26] The discussion continues with considerations on how metrics should supplement, not replace, expert judgement and involvement in project management. Elizabeth and Richard discuss the potential for projects to start with community growth in mind and the challenges in measuring and guiding such growth. [00:27:07] The conversation switches to the remaining guides not yet covered, with Richard asking about the guides on Responsiveness and Organizational Participation. Dawn explains the Responsiveness guide, with its focus on key metrics like time to first response, time to close, and change request closure ratio. Elizabeth and Luis share why this is one of their favorite guides. [00:32:12] We hear about the broader applicability of the guides. Richard questions if the guides are only for corporate-driven projects or if they can serve more relaxed open source environments. Dawn and Luis emphasize that the guides are valuable for a variety of stakeholders, including foundations and volunteers. [00:33:49] Find out where you can look at the Practitioner Guides online. Quotes [00:06:34] “At the CHAOSS Project we have a whole bunch of metrics, and we have tools or software that help you gather those metrics.” [00:06:56] “There is no one-size-fits-all approach to interpreting metrics.” [00:14:00] “A lot of these guides were designed with OSPOs in mind. They're all useful to anyone who's managing a project.” [00:18:45] “For metrics, the bigger the project, the more useful they are.” Spotlight [00:34:43] Richard's spotlight is Johnny Wilson, an eBird reviewer. [00:35:23] Elizabeth's spotlight is a project called Clocker. [00:36:19] Dawn's spotlight is Nadia Eghbal's book, _Working in Public: The Making and Maintenance of Open Source Software, _and her paper, “Roads and Bridges: The Unseen Labor Behind Our Digital Infrastructure.” [00:37:18] Luis's spotlight is Moodle, the OSS learning platform. Links SustainOSS (https://sustainoss.org/) SustainOSS Discourse (https://discourse.sustainoss.org/) podcast@sustainoss.org (mailto:podcast@sustainoss.org) SustainOSS Mastodon (https://mastodon.social/tags/sustainoss) Open Collective-SustainOSS (Contribute) (https://opencollective.com/sustainoss) Richard Littauer Socials (https://www.burntfen.com/2023-05-30/socials) Elizabeth Barron Website (https://www.elizabeth-barron.com/) Elizabeth Barron LinkedIn (https://www.linkedin.com/in/elizabethn/) Luis Cañas-Diaz Website (https://sanacl.wordpress.com/) Luis Cañas-Diaz LinkedIn (https://www.linkedin.com/in/canasdiaz/) Dawn Foster Website (https://fastwonderblog.com/) Dawn Foster LinkedIn (https://www.linkedin.com/in/dawnfoster/) CHAOSS (https://chaoss.community/) CHAOSS slack (https://chaoss-workspace.slack.com/join/shared_invite/zt-28p56bayt-67TRjdA4yJWQmUd4hCzULg#/shared-invite/email) CHAOSS Practitioner Guides (https://chaoss.community/about-chaoss-practitioner-guides/) Johnny Wilson-Ventures Birding Tours (https://www.birdventures.com/Johnny-Wilson.html) Clocker (https://abhishekbanthia.com/clocker/) Working in Public: The Making and Maintenance of Open Source Software by Nadia Eghbal (https://www.amazon.com/dp/0578675862/) “Roads and Bridges: The Unseen Labor Behind Our Digital Infrastructure” by Nadia Eghbal (https://www.fordfoundation.org/work/learning/research-reports/roads-and-bridges-the-unseen-labor-behind-our-digital-infrastructure/) Nadia Asparouhova (Eghbal) Website (https://nadia.xyz/oss/) Moodle (https://moodle.org/) Sustain Podcast featuring Nadia Eghbal (https://podcast.sustainoss.org/guests/nadia) Credits Produced by Richard Littauer (https://www.burntfen.com/) Edited by Paul M. Bahr at Peachtree Sound (https://www.peachtreesound.com/) Show notes by DeAnn Bahr Peachtree Sound (https://www.peachtreesound.com/) Special Guests: Dawn Foster, Elizabeth Barron, and Luis Cañas Diaz.

This week we have the return of Jon M Quigley, The Risky Guy. About Jon Jon M. Quigley PMP (204278) CTFL is a principal and founding member of Value Transformation, a product development (from idea to product retirement) and cost improvement organization established in 2009. Jon has an Engineering Degree from the University of North Carolina at Charlotte, two master's Degrees from the City University of Seattle, and two globally recognized certifications. In addition, Jon has more than thirty years of product development and manufacturing experience, ranging from embedded hardware and software to verification and process and project management and managing systems and verification groups at a multinational organization.Jon won the Volvo-3P Technical Award in 2005, going on to win the 2006 Volvo Technology Award. Jon has secured seven US patents and several international patents. These patents range from multiplexing systems and human-machine interfaces to telemetry systems and driver's aides.Jon has been on the Western Carolina University Master of Project Management Advisory Board and Forsyth Technical Community College Advisory Board. He has also been a guest lecturer at Wake Forest University's Charlotte, NC campus and Eindhoven Technical University (Holland). He has taught at Technical Schools and Universities and at SimpliLearn and B2B. He is an experienced direct and distance learning teacher with Moodle and Blackboard. These classes include Agile, TQM, APQP, Risk management and PMP and CTFL certification classes. He has more than 26K contacts on LinkedIn.Jon has authored more than 15 product development and project management books. The books he writes are used in bachelor and master-level classes at universities across the globe, including the Eindhoven Technical University, Manchester Metropolitan University, San Beda College Manila in the Philippines, and Tecnológico de Monterrey.In addition to more than 70 different magazines, e-zines, and other outlets. He writes three recurring columns:1. PMTips Quigley and Lauck's Expert Column2. Assembly Magazine, P's and Q's on project management and quality,3. Automotive Industries, Quigley's Corner on automotive product development4. Microsoft Project User GroupJon has given numerous presentations at technical conferences on a variety of domains of product development, including product testing, learning, agile, and project management. He has also frequently been interviewed by numerous business and project magazines, podcasts, and webinars.Jon is the co-author or contributed to over 20 books on project management. --- Send in a voice message: https://podcasters.spotify.com/pod/show/sundaylunchpm/message

This week we have the return of Jon M Quigley, The Risky Guy part two. About Jon Jon M. Quigley PMP (204278) CTFL is a principal and founding member of Value Transformation, a product development (from idea to product retirement) and cost improvement organization established in 2009. Jon has an Engineering Degree from the University of North Carolina at Charlotte, two master's Degrees from the City University of Seattle, and two globally recognized certifications. In addition, Jon has more than thirty years of product development and manufacturing experience, ranging from embedded hardware and software to verification and process and project management and managing systems and verification groups at a multinational organization.Jon won the Volvo-3P Technical Award in 2005, going on to win the 2006 Volvo Technology Award. Jon has secured seven US patents and several international patents. These patents range from multiplexing systems and human-machine interfaces to telemetry systems and driver's aides.Jon has been on the Western Carolina University Master of Project Management Advisory Board and Forsyth Technical Community College Advisory Board. He has also been a guest lecturer at Wake Forest University's Charlotte, NC campus and Eindhoven Technical University (Holland). He has taught at Technical Schools and Universities and at SimpliLearn and B2B. He is an experienced direct and distance learning teacher with Moodle and Blackboard. These classes include Agile, TQM, APQP, Risk management and PMP and CTFL certification classes. He has more than 26K contacts on LinkedIn.Jon has authored more than 15 product development and project management books. The books he writes are used in bachelor and master-level classes at universities across the globe, including the Eindhoven Technical University, Manchester Metropolitan University, San Beda College Manila in the Philippines, and Tecnológico de Monterrey.In addition to more than 70 different magazines, e-zines, and other outlets. He writes three recurring columns:1. PMTips Quigley and Lauck's Expert Column2. Assembly Magazine, P's and Q's on project management and quality,3. Automotive Industries, Quigley's Corner on automotive product development4. Microsoft Project User GroupJon has given numerous presentations at technical conferences on a variety of domains of product development, including product testing, learning, agile, and project management. He has also frequently been interviewed by numerous business and project magazines, podcasts, and webinars.Jon is the co-author or contributed to over 20 books on project management. --- Send in a voice message: https://podcasters.spotify.com/pod/show/sundaylunchpm/message

This week we have the return of Jon M Quigley, The Risky Guy. About Jon Jon M. Quigley PMP (204278) CTFL is a principal and founding member of Value Transformation, a product development (from idea to product retirement) and cost improvement organization established in 2009. Jon has an Engineering Degree from the University of North Carolina at Charlotte, two master's Degrees from the City University of Seattle, and two globally recognized certifications. In addition, Jon has more than thirty years of product development and manufacturing experience, ranging from embedded hardware and software to verification and process and project management and managing systems and verification groups at a multinational organization.Jon won the Volvo-3P Technical Award in 2005, going on to win the 2006 Volvo Technology Award. Jon has secured seven US patents and several international patents. These patents range from multiplexing systems and human-machine interfaces to telemetry systems and driver's aides.Jon has been on the Western Carolina University Master of Project Management Advisory Board and Forsyth Technical Community College Advisory Board. He has also been a guest lecturer at Wake Forest University's Charlotte, NC campus and Eindhoven Technical University (Holland). He has taught at Technical Schools and Universities and at SimpliLearn and B2B. He is an experienced direct and distance learning teacher with Moodle and Blackboard. These classes include Agile, TQM, APQP, Risk management and PMP and CTFL certification classes. He has more than 26K contacts on LinkedIn.Jon has authored more than 15 product development and project management books. The books he writes are used in bachelor and master-level classes at universities across the globe, including the Eindhoven Technical University, Manchester Metropolitan University, San Beda College Manila in the Philippines, and Tecnológico de Monterrey.In addition to more than 70 different magazines, e-zines, and other outlets. He writes three recurring columns:1. PMTips Quigley and Lauck's Expert Column2. Assembly Magazine, P's and Q's on project management and quality,3. Automotive Industries, Quigley's Corner on automotive product development4. Microsoft Project User GroupJon has given numerous presentations at technical conferences on a variety of domains of product development, including product testing, learning, agile, and project management. He has also frequently been interviewed by numerous business and project magazines, podcasts, and webinars.Jon is the co-author or contributed to over 20 books on project management. --- Send in a voice message: https://podcasters.spotify.com/pod/show/sundaylunchpm/message

The 16:9 PODCAST IS SPONSORED BY SCREENFEED – DIGITAL SIGNAGE CONTENT A LOT of digital signage software companies have identified education as a key vertical market, but very few have the history, experience and platform for education like Carousel Digital Signage, which got into the business in 1997 because of an ask from a public school system. I had a really good chat, one that flew by, with Eric Henry, the president of Carousel, which is the digital signage side of a larger Minneapolis company called Tightrope Media Systems. The Tightrope side of the business focuses on broadcast. In our chat, Eric and I get into the opportunities and challenges of working with K-12 schools, what typically goes in, and the types of content that help create a sense of community. He has some interesting thoughts about taking marketer's approach to messaging in schools, and getting beyond the predictable. We also touch towards the end on the higher ed market, which has some core similarities in terms of need, but is also quite different. Subscribe from wherever you pick up new podcasts. TRANSCRIPT Eric, thank you for joining me. Happy New Year. Eric Henry: Happy New Year.  I've done a podcast in the past with your colleague, JJ, but it's been a few years. For those who don't know much about Carousel, can you give me the background? I know that you grew out of tightrope media systems. Some people will know that, but others won't. You've been around since 1997, maybe not you personally but the company.  Eric Henry: Yeah, correct. Personally, I haven't been at the company since 97, but I've certainly been around since 1997. But yeah, Carousel started out as Tightrope Media Systems, actually still a division of Tightrope Media Systems.  So there are two divisions of the company, Carousel, which is the digital signage group and then Cablecast, which is actually our community television broadcast, part of the company and so I actually run the Carousel business. We did start in 97. 1996-97, It's debatable in terms of paperwork and those types of things, but after a long time, it actually came out of the education space. So, our first customer was Wayzata Public Schools in Minnesota for Carousel some 26 years ago, and we've been in that space for quite a long time. Obviously signage lends to many other vertical markets, so we are certainly in other verticals but our founder story is rooted in the education space  And going way back to the late nineties, what was a school district looking for at that point? And is it pretty much what they're looking for today? Eric Henry: Quite a bit different today. So back in the late nineties, there were certainly much more tube televisions and we could update lunch menus and those types of things and that was really very early days of putting content on screens that wasn't broadcast.  So that was really the early days where schools were looking for a solution that wasn't really hard because there were only a couple of things that could actually put content on screens but they were fairly prohibitive because a lot of them were designed for much more retail, graphic intensive folks and not necessarily teachers. Right. Yeah. I remember back to the mid to late nineties, there were early-stage quasi digital out of home companies that were in the business of going to school districts and schools in general and saying, Hey, we'll put a TV in the classrooms of your school and you can run school messaging on there. But by the way, there's going to be advertising there too, to pay for the technology. That's a model that didn't work.  Eric Henry: No, it did not. And I think we've really been trying to find our way as an industry, for quite a long time. If you look at the early days, I remember being at a trade show and there were two higher eds from the same state. And I asked them why they wanted to do a digital signage project and the answer was basically because the other one was going to do it. So, that's not a very compelling reason, nor is that really a sustainable industry. If we don't really understand what the value is that we're going to bring, why are we doing this thing? And I think that has really been a long journey for us and we've been searching and wrestling with that question. We did a signage project because it was cool and because nobody else was doing it or because we wanted to put something on these new flat panel displays we wanted to buy but it's very different now in terms of what's important and what schools are thinking about when they're putting content on screens. And what a K-12 environment does versus what a higher ed environment does can be very different, correct?  Eric Henry: They can be the ultimate goal. The ultimate goal is the same. How you reach that goal may look a bit different, right? In a K-12 versus a higher ed. I would say one of the major things, so the thing that is the same, what we see and this is true for any organization, our corporate customers as well in the retail space. This idea that people feel connected to their community, like the heart of us, is what we can do to give an organization tools to keep their people connected. Ironically, we're suggesting more use of technology but using technology to actually bring people together in a relationship face to face. So the more that people are aware of what's happening within their school and things they can participate in. So extracurricular clubs or the sports scores from last night from the football team or the auditions for the play coming up. Those types of things or recognizing people within their community is really creating more sense of community through visual communication is really at the core of what K-12s do and higher eds do. Now it varies a little bit. Higher ed, for example, the big challenge is getting students on campus and getting students registered for classes and those types of things. So the campus visits weekends and promotes what that university has to offer. So it is a bit more of a marketing tool for prospective students and those types of things, when you're trying to attract them to campus. And then the signage becomes a tool that says, Hey, you're in the residence hall, just so you know, seven o'clock on Thursday, this math club is meeting or you can go into the writing lab and get a review of your paper. So, that is how across education it is creating community and creating awareness of all the services and things that we're providing to help you be successful. So, let's talk first about K-12. What does that environment or what does the build typically look like for a school within a larger school district? And I guess I'm also asking, do you sell to a school district or is it school by school? Eric Henry: We certainly have had both approaches. So in the K-12 space, what is interesting is it really depends on the district. And now there are districts that have standardized on the Google ecosystem. There are school districts that have standardized on the Apple ecosystem and there are school districts that actually split between Google ecosystem and primary grades and Apple for higher secondary schools. So, in terms of environments that we see, we see typically a Google or an Apple environment or a mixed environment between those two, sometimes Microsoft.  So does that matter to you?  Eric Henry: It matters a little bit in terms of how we're thinking about a deployment, not a ton to us directly at the Carousel. We obviously have to be mindful of customers' choices, right? So, there are certainly relationships that we have that are more ingrained or stronger or support devices that we have. We do have opinions around what devices we feel work best but if you've already made device choices, as Carousel, we need to work to support those devices. So with that said… In a Chrome OS environment.  Eric Henry: Yes. But the qualifier on that environment, is it to the same level of support and performance as the Apple ecosystem or the BrightSign ecosystem? No. They run on Chrome but we don't invest top tier resources in terms of making sure that's the prime environment. And honestly, because we don't have a lot of customers running on Chrome. That's what it comes down to for us. So as far as a K-12, what we see most often is common area signage and so not necessarily in the classroom. So when you ask a school, Hey, are you doing digital signage? They would say, yes, we have five devices in common areas. So in each of the main hallways or however they break out their building. Sometimes they've had it at a district but many times it started at one school because there was a champion within a school. Sometimes we have a district that has three or four different solutions. Some every once in a while, we have district-wide initiatives and we prefer that because whether you're going with us or a competitor, we think it makes more sense to think about your communication strategy more holistically. So it's a little bit challenging if you have three or four different solutions. And I would say we see more individual schools choosing than we see full districts choosing. We've seen mostly common areas and sometimes, Hey, can we do something in the lunchroom? And what we've really tried to encourage schools to be thinking about is how can we get into the classroom? beyond the common areas because the reality is when I observed my kids in school they're cruising through the hallway as quickly as they can to get to class. So, there wasn't a lot of dwell time in common areas unless you're at lunch. So how can we get into the classroom in a way that's affordable?  And that's been a big challenge over the years with the devices that we have and especially the mix. As I mentioned, there's Google and there's Apple. There's also Lots of other devices that we see in the classroom. We have Immersive, we have Screenbeam, all these other multi-purpose devices that we see in classrooms, we've really tried to think about how we can lean in and support that. And I've wondered about the other devices like Immersive and Screenbeam and Zoom rooms and so on. There seems to be a marketing effort for the schools to have this in their classrooms because you can not only use it for collaboration and teaching and so on but in downtimes, it can be used as digital signage messaging, a kind of screensaver-ish mode. But I've wondered, does that actually happen?  Eric Henry: No. The short answer is no. The reality is it's cost-prohibitive. So if we wanna get into a little bit of where we're going as a Carousel. When you look at school districts, a K-12 or a higher ed, they have to be very mindful of their budgets and how we as digital signage manufacturers, CMS providers have priced our products historically. You have a dedicated media player and we price per media player. So anytime we go to a classroom environment, you start talking about a 100 or 200 or 500 per school, which pretty quickly gets the school district out of the budget. So this is where as Carousel, we've backed it up. And so talking about what is a K-12 or a higher ed trying to accomplish. I did have an opportunity to go and meet with a bunch of higher ed leaders and really hear from them what their struggle is and what they're trying to do and overwhelmingly the theme was, Hey, kids don't read emails, kids aren't engaged. They don't really know what's going on. How can we reach these kids? That's the question they had for us and how can you be part of helping us with that? And the interesting thing is there's already like 15 ways we can communicate with people, right? We have Slack teams, all the different higher ed little solutions for back and forth communications with students like Patio and all these other ones and we have digital signage and we have Moodle and Blackboard and all these others learning management systems.  So thinking about all of those things, I backed up and none of those higher ed leaders were saying, boy, the thing that I really need is digital signage. It's going to solve all of my problems and so that was very clear to us. So when we started asking the question, what does my overall communication strategy look like as a higher ed leader? What do I think about my communications as campaigns? Like retailers think about marketing campaigns. Here's all the places I'm going to place this campaign. Here's when I'm going to place it. Here's who needs to see it. Here's the call to action. When we start thinking about communication for a higher ed or a K-12 in that way, we understand that signage is one part of that much bigger communication. And it moved us to this idea of let's think more about the audience that we're communicating with than the number of devices they're necessarily on. So, as far as where we're going in the future, we're going to a K-12 or in a higher ed and saying, you need to communicate within your classrooms to all of your students. And you identify your student body as one audience. You should have an audience feed for students and if you need to communicate with parents, that should be a different audience that you're thinking about and even switching the value proposition of carousel and how we price based on that concept of saying, how many audiences, unique messages do you need to create to meet with your people? And don't worry so much about whether that's a 1000 people or 5,000 people thinking about what audience you have because the interesting thing about signage and the way that it's always been is the more successful you as an organization are, the more expensive it is for you, right? And when we want to switch that, we want to say, look, we want the Carousel to be really helpful in actually accomplishing the thing that you're trying to do, right?  You want students on campus, you want them to feel connected, you want them to be successful. So the more people that know what's going on and the more people that see that information, the more successful you're going to be. And I don't want you worrying about what that costs you. I want you to go, okay. I know that I want to target my freshmen, my sophomores, my juniors and my seniors with unique messages. So Carousel, we need four feeds. Cool. How many people are actually consuming that feed? Hopefully a bunch, because you'll feel like you got a lot of value out of those feeds. And so that's how we're looking at solving that classroom problem and it sets us up for some other things that we're thinking about going beyond the screens on walls. It's still necessary. I think seeing that message and a dedicated screen on a wall is absolutely important. Seeing it in the classroom is important. Seeing it on other devices and web pages and screensavers is also really important. So we're trying to think much more holistically about how we are thinking about our communication campaign and all the places that should show up So, if capital budgets and operating budgets are an issue, as they certainly would be in most school districts and the schools aren't really multipurpose these other devices like the Immersive and so on for digital signage, how do you make all this happen?  Eric Henry: Well many times. We rarely see a net new from zero signage project, right? They're making a big capital outlay for screens and for devices and so oftentimes it is, how can we take the investment you've already made? and enhance it and leverage it for new purposes. So for us, very often, we are going into a school district or we're coming alongside an LG or a Screenbeam or BrightSign or whoever that already have these deployments and saying, how can we make this deployment better? Because you're already using this device for something else. So, that's where we as Carousel come in and say, this is how we're going to price this thing. Sometimes these multipurpose devices are just playing a URL. And so if the classroom signage communication is simple. It's very easy to do if it's a little lighter weight and as Carousel, it's more about providing the thought leadership and helping them strategize what they're trying to do in their organization and think about the inventory of all the devices that you have and what are the things which we can support, what an additional investment might you need to have as well to make this happen in a big way. Then by the way, we have to make sure that it's simple enough for you to administer so that you're not hiring staff because nobody has the ability to hire staff just to manage signage networks. So that's how we think about it. Okay,  So you got to educate the educators. One thing that I've seen come out in press releases here and there, I'm thinking in particular of Rise Vision that focuses a lot on K-12 is the use of students to do the content creation and actually in some cases, manage the screen networks within schools. And when you start thinking in terms of a marketer and taking a marketer's approach to communication which makes perfect sense to me, that's not necessarily a mindset or a skill set that a 16 year old kid who knows their way around motion graphics has much experience in. Eric Henry: Yeah, I think I love that direction because it's not just for the content creator kids, it's also for the tech kids who can manage the network. And so for us, we're working on some things that will come out later this year to really encourage, close to my heart is, diversity in tech. One of the challenges with diversity in tech is that we don't have a diverse population of people to even hire to come to our company and so what I would love to do is move into the middle school, high school age of kids and encourage them to experience tech, event management of devices and configuration and those types of things. On the back end, especially in areas that are much more diverse than we are here in Minnesota and so we're looking at things that we can do as a carousel to incite much more of that activity. I applaud what Rise Vision is doing because I think it's the same heart that we have, which is how we can get these kids engaged and getting their hands on things and thinking about things early. Now, are they always going to know what to do and how to get it right? Not necessarily and so we have all the tools within the Carousel to do that in a pretty safe way where there's content approval workflows, there people don't get to post things directly to the signage network and so you'd have a teacher or an administrator checking their work and making sure they're not doing crazy stuff but I think that's absolutely important, like hands-on learning is valuable and getting kids a taste of, am I interested in communications? Do I want to create the video that goes on the signage? That's pretty cool. So, I absolutely love that direction.  Yeah. Giving logins to a group of 16 year old boys terrifies me.  Eric Henry: Yeah. You definitely have to make sure that your system is locked down and that your users are set up correctly, for sure. So when you're taking this marketing centric approach and getting material up in common areas and ideally in the classroom as well. What are those messages that really seem to work well? Beyond the obvious things like, congratulations to the team for winning the local football championship or its hamburger Friday. .  Eric Henry: Yeah, those are certainly the core things. I would say that student wellness has been a pretty significant area of focus.  What do you mean by that?  Eric Henry: What I mean by that is, around student wellness in the U. S. there's some discussion around social emotional learning is another term that they would use. So, student wellness being, are you experiencing anxiety? Here's how to prepare for tests here. Hey, the emergency drill is coming up in two weeks. Preparing students, especially, coming back from the pandemic and kids not being in that routine. Trying to help with all of the things that students are wrestling with, Hey, here are the support services we have as a school available to you as a student, here's how to prepare for a test. A lot of those. So when we talk about student wellness, their mental and their physical health, like really thinking about those types of things providing content. We actually interviewed some different teachers and administrators and found that they were spending a pretty significant amount of time trying to go and find that content online to put on their signage networks. And so we actually hired some people to help develop that content professionals in that space to provide to schools, whether they were a Carousel customer or not. Just say, Hey, if this is helpful to you, here's anti bullying campaigns, here are things around deep breathing or other things and this is not my area of expertise but just giving you a flavor of the types of things that what we're hearing from schools are a lot of kids were anxious, a lot of kids were struggling, a lot of kids were acting out when they came back from the pandemic. So how can we be helpful in even the messaging that they're seeing on screens? And so a lot of soft messaging I would say around, what do we want to recognize as a community? A lot of recognition stuff around, in primary grades especially. At our schools, they call them the wow awards. What are you exhibiting the values of the school? And we're going to celebrate Caleb, the first grader who showed kindness, those types of things. Reinforcing what we want our community to be about. And does an individual school have to have a champion, they have to assign whether it's a teacher or somebody in the front office staff or whoever who's going to manage this thing?  Eric Henry: Typically that works best. And this is true in education, in corporate, in retail, in healthcare, in every vertical, when we start talking about a signage network, the first assumption is we're going to have one person do all of this stuff, right? Or two people and it's going to be highly centralized and that reasonably quickly becomes not sustainable. So back to the Genesis of Carousel and understanding who we were building the product for in the late nineties has always been part of, we have to make sure of the complex as this becomes and at enterprise scale that individual people can still manage their little world. So fundamental to Carousel is how can we keep the user experience simple? If I'm a district and if I log in, I can't see other schools because I already don't know where I'm supposed to go. Architecting your signage system in a way that I log in and I only see the two or three things that are relevant to me is very important. You may have a champion at a school but you may have really targeted things like, Here's the PTA groups log in, here community educations log in for after school and they can only do certain things in certain zones and here's the administration from the principal's office and they're responsible for school wide messaging. So we encourage the school or the district to really, let's start with your initial scope and think about who's going to own it and where are you going to get the content from? And then let's go from there but understand that all the tools exist for you to really break it down. So even as we were talking about students earlier, this is how you would use the carousel in a safe way for students. And sometimes the safe way has to be for teachers too. Not because they're trying to do something malicious but because they might not know how to use a signage network. So for us, always the goal is how can we make this as simple and dynamic as possible? Some schools, the Carousel is the collector of all of the other information systems. Here's an RSS feed of the sports scores. Here's what we're getting for the lunch menus from another system and just consuming stuff from other places and putting it together in a way that is useful and is highlighting the most important things that's really valuable because now I don't have somebody constantly trying to feel like they have to maintain yet another system  In the same way that in the business world for workplace communications and so on, the last four or five years have seen an explosion in the ability to use API's to tap into real time data and general data from business systems. Does that work within school districts? Are there data sources available to you? And are they useful?  Eric Henry: Certainly. The thing that's a little bit challenging in the education space is probably the most valuable information system to tap into is the student information system. At the same time, you have to be very careful about that. It's like in healthcare, like patient information. There are pretty natural things that you would connect to in a school. The things that are interesting I think are more on the content creation side, let's take Google Slides or Canva or those types of tools that schools are already using. I think those are probably more pertinent in the education space, certainly than they are in the commercial space. They are fairly common, Hey, let's go grab the sports scores or grab a thing off our website or those types of integrations that are pretty lightweight but more than anything is probably like, can I grab my Google slides content that I made as a teacher and put it over here? So that's a little bit different. Corporate is much more, give me Power BI dashboards and hard data and those types of things.  The difficulty in schools is there's not like a Power BI and everybody uses it type thing in education and so we have to be a little more flexible in terms of, Hey, can you get it in RSS and consume it? It's hard to build APIs for everything that's out there.  Time is flying here but I wanted to quickly cover off as well the distinction between K-12 and higher ed because K-12 the students have to go and they go in their neighborhood or in their general area. But with higher ed, a lot of what's going on is about recruitment, right? Whether it's for athletes or non-athletes students. Eric Henry: Certainly. So in the higher ed space, I think one of our customers that uses Carousel pretty significantly is the University of Minnesota right here in our backyard and they have the 3M innovation lab and they're highlighting all of the innovation and the things that they're doing throughout the world. They're highlighting things like green buildings that are carbon neutral and all the stats of the building. So you'll see much more in higher ed space, I would say, much more around thought leadership and why you should come to this university, how well you're going to be supported here in certain areas. And the beautiful thing about signage is it's flexible, so you can schedule everything. So, the higher ed will schedule things that if you have a campus visit weekend or you know that you're having incoming students, prospective students coming to campus, you can really target your messaging to all of that type of stuff. Think about the possibilities of why we're an awesome university and all the resources available to you. Then when you get to regular campus life as people are coming back from break now, for example, now we can start talking about and here's all the things that we're doing right now. Hey, remember students, this is the thing that's going on Thursday night. So you see things in residence halls that are reinforcing things that are happening on campus because students usually remember the thing that's right in front of them because they have so many things going on. So, that's what it looks like in higher ed versus…  I think the wellness thing would be even more important or maybe not more important but as important as K-12 in higher ed because you've got particular first year students who maybe moved away from home and this is the first time on their own and they may be extroverts who are just right in there for party central but there'd be all kinds of young students who are a little a bit terrified and very lonely. Eric Henry: Certainly. And it's interesting because the services available in a higher ed are a little bit different than in K-12, right? So the messaging around wellness and availability of those services looks a little different in higher ed but you're certainly right on point. Again, reminding the students that there is actually a wellness center. There actually are places to go to work out. There are places to go to get counseling services within higher levels that you can sign up for. The university my kids attend, that's actually a free service on campus for them and they didn't know about it until they saw it. They were reminded of it and they didn't read the newsletter that the university sends out but they saw it seven times on the signage and then they actually went. So that's the idea. It worked. All things are possible. Eric, thank you very much. That was great. We could have easily chatted for another 90 minutes, but try to cap these things at about half an hour and it's been terrific.  Eric Henry: Yeah. I appreciate the opportunity. It was great chatting with you.

Shawn and Troy talk about Moodle, Christmas Break, Public Domain, and more. Dave continues with the best books about Science.    

Shawn and Troy talk about student research in Moodle, some inquiry cubes, and more. Dave hears an Acoustician.    

In today's episode, we dive into the world of digital evangelism with Mark Appleton, where he shares invaluable insights into how evangelism evolved in the digital age.  Additionally, we explore the challenges and opportunities faced, along with the power of storytelling in sharing faith, and gain a glimpse into the future of digital evangelism. Mark also shares effective strategies for reaching a diverse audience.  Join us for a captivating exploration of how technology is transforming the spread of the Gospel and how we can make faith accessible to people worldwide.    Show Notes: Billy Graham Evangelical Association (BGEA)  “Moodle” is a Learning Management System (LMS) used to manage, deliver and measure training and learning online “Internet evangelism is also one of the core ministries of the past 10 years or so here. And it's taking that same idea. But leverage digital tools and technology to proclaim the gospel.” (Mark Appleton, 2023)  Connect with Mark Appleton and the BGEA Community:  Mark Appleton LinkedIn  BGEA Facebook  BGEA Twitter BGEA Instagram  BGEA LinkedIn BGEA Website Connect with Nils Smith: Nils Smith Website Nils Smith Facebook Nils Smith Twitter Nils Smith Instagram Nils Smith LinkedIn Social Media Church Discord This episode is sponsored by Churchpress.co, the leading website platform trusted by churches and religious organizations worldwide. Also brought to you by Amplify Social Media, your trusted partner in navigating the ever-evolving landscape of social media marketing.

Hello everyone! My name is Ladek and my guest for this episode is Gavin Henrick, CEO and Co-Founder at Brickfield Education Labs.Gavin is a deeply experienced education technology executive who leverages his broad product and market knowledge to tackle learning and development challenges. He co-founded Brickfield in 2019 to focus on improving accessibility, quality of content and assessments in Learning Management Systems like Moodle and Open LMS.In this very ‘accessible' conversation, Gavin and I talk about00:00 › Start8:05 › What Is Accessibility in Learning Design—especially when talking about learning challenges not related to a permanent disability.11:18 › How Gavin Works with clients to assuage fears around creating accessibility as part of an inclusive culture in an organization and what are the top challenges these clients identify?24:52 › VIP SOPs—Gavin discusses his process for helping teams form the habit of creating things that are accessible like manuals, SOPs and checklists.28:02  › Established Accessibility Goal Structures—Whether they exist, and how they might vary across organizations by size or focus38:18 › AI Efficiencies—Gavin discusses how AI plays into creating efficiencies around accessibility and how Brickfiled Labs is incorporating this into their toolsetListen to AI experts cut through the noise in the AI in Learning Summit.Hundreds of hours of top-notch content: Check out eLearnMagazine.com/ai-in-learning-summit to get your free ticket

Shawn and Troy discuss back to school, AI in schools, Moodle and more. Dave names the Dinos.               

Shawn and Troy talk about ISTE standards, Moodle data reports, and more. Dave reflects on NGSS.         

This week, Brenna is reminding you about the Moodle upgrade tomorrow (Tuesday) and talking student success with a bright light on campus.

Shawn and Troy talk about Moodle, Presentations, and more. Dave reviews the Pandemic Impact on Students.       

Summary: Cyndi Bishop is an experienced client support specialist with a demonstrated history of working in the eLearning industry. Skilled and knowledgeable in K-8 Education, eLearning, Moodle, Training and Customer Service. She is a professional who's passionate about building client relationships and serving them with her all. Cyndi has a Master's degree focused in Educational Leadership and Policy Studies from The University of Texas at Arlington. In our conversation we talk about how Cyndi used to connect to her students as a teacher, how she like to think about creating human connection in every client interaction, and how she in't afraid to share her Christian faith with her clients on Zoom calls in a way that doesn't alienate folks. She's a Texas girl with a big smile and an even bigger heart. Key Moments: 05:35 - "Communicate the essence of You" 07:27 - Why Teachers Make Great Salespeople 19:25 - Tips on building rapport in the beginning of calls 28:38 - Strengthening the bonds with your clients Connect with Cyndi https://www.linkedin.com/in/matttenney/ (LinkedIN) Connect with Us! https://www.linkedin.com/company/53108426/admin/ (LinkedIN: ) https://stories-of-selling-human.captivate.fm/ (Website: )

It is bittersweet that we announce Making Cents of Money's Jacob Hamilton is departing IDFPR! Join us as we say good-bye to Jake, he shares what's next for him professionally, and what we have in store for the podcast in the future! Mentioned in this episode: If you're listening to this episode and thinking about career transitions that you'll be going through, here are some resources that may help: - SMMC's Earn Badge (self paced course in Moodle): https://www.studentmoney.uillinois.edu/badges/earn - Recorded Webinars o What's Your Job Worth?: https://www.youtube.com/watch?v=kjxKgtjWBJE o Budget Hacks: https://www.youtube.com/watch?v=cQA18aa6kwg o Financial Tools for Uncertain Times: https://www.youtube.com/watch?v=phufYc2knEw - Don't forget about career centers, community employment nonprofits, and alumni associations for colleges you've attended Jake's favorite podcasts Inflation: https://open.spotify.com/episode/16LkFBzHwYYTPo8b5U0f9y GDP: https://open.spotify.com/episode/0yM2JLGHp4XGwiFVPKogX6 Gross National Happiness: https://open.spotify.com/episode/5CQa193MeGteuwc5IbZhtF Employment: https://open.spotify.com/episode/5bls1TAwnwFldgZ6CGcXIo Cyptocurrency: https://open.spotify.com/episode/3a4a338aGfA8oufjvpY3DI

Shawn and Troy talk about Moodle 4, moving resources to digital, and more. Dave has an Ocean full of good stuff. 

Our FIRST OFFICIAL edition of The Canvascasters Podcast where the Canvascasters board the boat to Iceland and catch up with our CCE/Twitter friends Helena Sigurdardottir and Valla Ósk. Both educators have given so much to their schools and universities and recently led a deliberate Canvas LMS rollout. Helena has a Masters degree in Educational Science and Information Technology and is finishing a MicroMasters in Instructional Design and Technology from the University of Maryland Global Campus. She has been a classroom teacher for 20 years, and has been effectively using ICT skills to help students with learning disabilities in the classroom. She has led implementation of smart devices in elementary and high schools in Iceland for eight years, and now as a part of international projects at the University of Akureyri. Helena's work consists of advising teachers about pedagogy and technology within their courses. All courses are online in using Canvas. She, along with a few others, are in charge of Canvas LMS and have just finished their deliberate implementation process. She finished the Canvas Certified Educator program in August 2021 Valla has a Bachelor's degree in Danish and has lived in Denmark for some years, both for work and study. She has a teaching degree as well, and is a Danish teacher (in Iceland Danish is taught as a foreign language). She's even taught IT, Introduction to Social Science, and Innovation. Valla has been a part of establishing two upper secondary schools, in 2004 and in 2010. Although Valla has experience using both Angel and Moodle she started using Canvas while working at the University of Akureyri in 2019. Since September 2019, Valla's work has included instructional design at the Center of Teaching and Learning at the University of Akureyri, where she continues to support teachers in using Canvas and other programs, such as Panopto, Zoom, and Microsoft Teams. Valla also had the chance to participate in the CCE program! -------------------------------------------------------- Want to learn about how you can win a CCE Scholarship... Pay close attention to the break in this episode to snag your chance! -------------------------------------------------------- MUSIC PROVIDED BY: Finding Happiness by Dj Quads http://soundcloud.com/aka-dj-quads Music provided by Free Music for Vlogs https://youtu.be/Yh9fk9iLR4s --- Send in a voice message: https://anchor.fm/canvascasters/message

Join Kamaar as he talks to the wonderful Dr. Antoinette Davis about the untold truths of higher education. Included are some tips on how to grow as a person."As a Faculty Member/Freelance Instructional Designer/Learning Developer, I seek to help companies/universities create on-demand learning technologies with adult learning theory and instructional design models that will enhance the design, development, and implementation of all aspects of training and learning materials.My portfolio can be found at: https://www.epiclearningteam.com/antoinette-marie-davisCore competencies include:• Experience developing face-to-face & web-based online lessons, formative and summative assessments, demos and interactive software simulations with Articulate Storyline 360, Rise, Quizmoto, Audacity, Camtasia, Plotagon, Adobe products, and Padlet.• Experience creating & developing WBT, ILT & vILT training programs for employees and administrators (procedural training, employee orientation, soft-skills training, etc.)• Experience building courses and managing teams in Learning Management Systems (BlackBoard, Canvas, Brightspace, Sakai, Moodle, Angel, eCollege, Thinkific, Workday, etc.) and team sites (SharePoint, JIRA, etc.)• Experience with designing learning and training based on instructional design models (ADDIE, SAM, etc.)• Experience in designing and delivering instruction in face-to-face, blended, and online environments through needs analysis, communication, collaboration with SMEs and stakeholders• Skilled in microlearning and creating learning in small chunks for enhanced understanding"https://www.linkedin.com/in/amdavis9https://www.drantoinettemarie.com/

Join Kamaar as he talks to the wonderful Dr. Antoinette Davis about the untold truths of higher education. Included are some tips on how to grow as a person."As a Faculty Member/Freelance Instructional Designer/Learning Developer, I seek to help companies/universities create on-demand learning technologies with adult learning theory and instructional design models that will enhance the design, development, and implementation of all aspects of training and learning materials.My portfolio can be found at: https://www.epiclearningteam.com/antoinette-marie-davisCore competencies include:• Experience developing face-to-face & web-based online lessons, formative and summative assessments, demos and interactive software simulations with Articulate Storyline 360, Rise, Quizmoto, Audacity, Camtasia, Plotagon, Adobe products, and Padlet.• Experience creating & developing WBT, ILT & vILT training programs for employees and administrators (procedural training, employee orientation, soft-skills training, etc.)• Experience building courses and managing teams in Learning Management Systems (BlackBoard, Canvas, Brightspace, Sakai, Moodle, Angel, eCollege, Thinkific, Workday, etc.) and team sites (SharePoint, JIRA, etc.)• Experience with designing learning and training based on instructional design models (ADDIE, SAM, etc.)• Experience in designing and delivering instruction in face-to-face, blended, and online environments through needs analysis, communication, collaboration with SMEs and stakeholders• Skilled in microlearning and creating learning in small chunks for enhanced understanding"https://www.linkedin.com/in/amdavis9https://www.drantoinettemarie.com/

In this episode, I interviewed teen entrepreneur and aspiring business woman Maggie Guan to dive into what it was like start her own squishy company, Moodle. She shares what she has learned about business as well as what she learned about herself. As a YouTuber (maggienoodle) she has also been trying to produce content to help inspire viewers to live life to the fullest and find happiness.To learn more about Moodle and order a squishy of your own, check out her website www.moodlesquishy.com!And check out her YouTube channel "maggienoodle" to watch all of her latest videos.

Hey, welcome. We are live. This is episode three 57 of the it, and the D show. We are broadcasting live from our homes. This is Bob, the sales guy that is Dave. The geek Randy. I do the Twitters is doing the Twitter is finding us online@itinthed.com and do us a favor, give us a like on the socials and subscribe to us everywhere. Fine podcasts are sold. Yeah. And so, uh, I mean, yet again, this is where we usually talk about events and we ain’t doing them right now. Uh, so we are hopeful that we’ll be, uh, doing those again in August. Uh, we’re going to see how all this shakes out, you know what I mean? You guys know as well as we do. Nobody knows what the hell is going on. Um, you know, our, our bars and restaurants going to stay open, our school’s going to open, who knows? We’re going to see what happens.     Is anything going to open? Yeah, no kidding. No, I mean, right now, tentative, I think we’re either going to do Nancy whiskeys on the patio. Um, and I wouldn’t be opposed to DSC and other, they have that back door or the back alley, a beach party thing going on. That wouldn’t be a bad Either. So yeah. And I mean, it’s, it’s decent. I mean, even the indoor courtyard, um, is, is really wide open. I mean, there’s, you know, I mean, that’s that whole space to, um, I mean, that’s, you know, the issue with, you know, booking something outdoors is your weather dependent, you know, I mean, you know, DSE wound up closing all their restaurants and stuff on Sunday because of all the rain did they really well, it’s a thing. If you have no indoor seating, what are you going to do, Dave? You know how bored we all are? How bored are we? We are so bored that Netflix has put on supermarket sweep from the eighties that I’m watching. Aye. Okay. It’s it’s bad enough that it’s on. It’s worse that you’re watching. Do you remember? Oh yes, no, I do. Are you, are you about to say, do you remember the time? Nope. No. So I was going September. Actually. You were going to Michael Jackson, but that’s okay. Here’s how bad this show is. Like the guy that’s really the guy, the host is dead inside. Like you’re watching all, you can tell he’s reading cue cards. And he had such High hopes of being gene, Rayburn of being, you know, the guy from Joker’s wild of being Pat say Jack, but no, he’s the supermarket sweeps guy. That’s that’s the gig. He landed. If you can hear it in his inflection, how daddy is. Oh yeah. Oh, he’s, he’s not, he’s not, well, someone should check on him and see if he’s doing okay. Who’s dressing these people. These people were wearing different colored sweatshirts, like a purple and a pink and orange. One with white polos underneath with the collar flipped out. Like, I mean, like which of these three items, Bob? Bob, it was, it was the eighties. People wore that. I didn’t say you did. I didn’t, but people who were that, it was a thing. No, Mark did the best line. And he goes out and white is all the women on the show look like Marcy Darcy. Oh, they absolutely do. They. Yeah, no, I’ve, I’ve clicked through a couple episodes. It’s they? They absolutely do Part of like, you have to load up your shopping cart and get the most expensive crap. So like everyone, all they have is these cards full of hams and diapers. They run to the meat aisle and load up on all of the, like the roasts and the ribs and the, and the hams and the Turkey. They just it’s. It’s ridiculous. It’s yeah. If you’ve never seen it and you want to see the kind of shit that we were stuck with in the eighties could go check out supermarket sweeps and, and, and then, and then feel bad for us. And they’re getting I’m like, why don’t they go after the scallops instead of the hams, then they’re in the diaper. I’m like, why don’t they go after the Similac and not the diapers they got in the shopping cart, they got to fail. You know what I mean? Anyway, I can’t believe that that’s on Netflix. Who knows? I would love to know what they paid for the rights to it. Like, I don’t know what six bucks, six bucks I, who, who even knows, uh, what, uh, God, there was something else that was on here. Oh, I, uh, and speaking of eighties and, and I’m, I’m kinda mad about this, um, uh, Fletch, reboot, dude, uh, Fletch, reboot, starring, starring captain madman. Yeah. John ham. Not, uh, not, not, not, not feeling this, not, not feeling this at all. Can’t they just make a movie, John ham. That’s kind of like, but isn’t like a spirit, a reboot. Here’s the thing. Or if it’s his nephew, like, remember like my Ghostbusters with the women. Yeah. I would have loved it if it would have just been like, Hey, The kids or the, yeah, yeah. The nephew did this thing and then we’re going to do it too. Like if it’s just a rip off With the newest one, which is it’s the grandkid and his friends, I think it’s, Egan’s grandkid. Oh, the ghost busters. Yeah. After everyone screams at them, I don’t know why we didn’t do that. We were stupid dirt, Peter. Yeah. PR was a long time dream of mine to produce this film with John, give me a break. Like honest to God. It couldn’t have been one. And reading that whole story about how they had a Kevin Smith attached to it. And he really wanted Jason Lee in the role, which honestly I could see like that, that makes more sense. That makes a shit ton more sense to me than John ham. Uh, you know, and then a good old Harvey Weinstein, uh, put the kibosh on that, uh, and demanded that Ben Affleck take the role. Uh, and which again, I, I can’t see Ben Affleck, like I said, you can’t have like a stereotypical, but I mean, Affleck’s always been kind of a pretty boy. You can’t have a pretty boy in that role. That’s not what that is, but yeah. To Chevy chase Chevy chase is not a pretty boy. Ain’t nobody on this planet. Call it Chevy. Chase are pretty. Yeah. Good looking for a dad. Yeah. I mean, yeah. He’s you need like kind of the dad. Yeah. I just, whatever I was was not a fan. I’m not going to be a fan. I’m not going to go see it. You know, I wish we would take the Chevy chase kind of like roll, cut. Who’s the guy that plays Barry, um, named just farted on me. I can’t think Barry. And what HBO? The show Barry he’s. He was on SNL. He always does bill. Like I always wished he would get more bigger roles cause I always liked him. Um, but do you want to feel, you want to feel really old by the way? No, I really don’t. Can we stop it? Cause I keep like, all these memes are popping up where Oh yeah. The breakfast club was 37 years ago today. Oh this and that was it. It was 40 years ago today. And to me, mine was 39 years ago today. But go ahead. I know where you’re going and screw you, Jake Ryan, J Ryan, he’s turning 60, not 16, six, zero 60. I feel like they should do one of those. Like, you know, those reunions that are going around, like on all the online reunion and they should do 60 candles and they should, and it should be him and like Molly Ringwald and get them all back together. Uh, you know, Getty, Watson hobby, you know, what’s he doing these days anyway, get him, uh, and, and, and just had to have a little reunion, you know, Anthony might, you know, Anthony Michael Hall will be down to do it. Um, yeah. Yeah. I think 60 candles should happen. And if anybody does that I’m I want it’s mine. I’m just saying that I called it takes her on a date to sign a beef. Carver. They go play bingo. They go to like red naps at three o’clock in the afternoon, or, you know, whatever, like a Denny’s, you know, whatever, you know, he still got the Porsche nine 44, you know, Anthony, Michael Hall walks out with the underwear that are this wide or, you know, or it’s a pair of depends, you know, whatever. I’m just saying, you can do Aliyah. You don’t. Why don’t you write it? You’re bored. I got nothing going on. Yeah, no kidding. You Dawn’s. Um, so I didn’t realize I downloaded tick tock just because it was a thing and I put it on my phone and I, um, I got rid of it and it’s so addicting. It, I didn’t, I thought it was stupid. Like just like the stupid date. Did you need to do dances? And I’m like, half of them were J-Lo in a rod doing stupid stuff and I was like, whatever I’m done. Um, But man, this company that, you know, like they’re seriously under huge scrutiny, did we? Uh, Well, so in the last and I actually had this on there, one of the reasons why I wanted to make sure we through it, we got to this one is because the last week we had said that Amazon banded their employees and forced them to remove it from their phones. Um, they backed up Yeah. Five hours later. Yeah. Um, well, no, because everyone probably a mute need. Cause here’s the thing. People don’t care. Like they really don’t know. I don’t understand people who use work devices for personal things. I just don’t see why that would ever be. I don’t even know that it was necessarily on their work devices. I mean, I think they were telling them they had to have it off their own personal devices. And like basically they didn’t want video taking place in their, in their locations, which on some level I can understand. I mean, back in the day the state department had to ban Furbies, you know, because while they hear things and they remember things and they repeat things and you don’t really want things happening at the state department to get repeated, uh, you know, so you’ve got, you know, a corporate espionage standpoint to it. I can kind of understand it, you know? Oh no, I’m not videotaping this. I’m just making a stupid tick-tock Randy. I own teams for a 6,000 person company be shocked. How many people were like, no, I don’t like my marketing photo. That’s in my active directory. And in my email, I’m going to make it a dog or I’m going to make it my Instagram sexy spec, photo, Olan, mills, looking at me, you know what I mean? And then you tell them, don’t do that and they do it again. Then they, you know, it just, I think it’s just nature. Like you want to make your work PC yours. You know what I mean? Otherwise it’s just kind of like a, you know, but then that’s why you have your own PC, then you don’t need to do all that crap on it. Work on anyway. Exactly. Honestly, one of the coolest stories that came out, not too long after we did our last episode was there’s a jeweler in Michigan that has decided with the whole COVID thing that he’s not going to reopen his store. He’s not going to go through all this nonsense. And so does he clear all of his crap out all the jewelry and then rare coins and all that stuff out through a wholesale or like lot deal? No, he’s gone out with his wife and buried a million dollars, roughly a worth of basically packages. And this is, you know, the one, the first one that’s coming up as $4,000 in value. Um, so he’s buried all these packages with GPS, locators, um, all around the state of Michigan, you know, Metro Detroit, all the way up to the UPP, all that kind of stuff. Um, and he’s running a contest and it’s, uh, Johnny’s treasure quest.com, uh, and he’s selling tickets. And so like, and it’s, you know, kind of in G like, can you do the math and, and he’s gonna make more money than the million dollars worth of stuff just by selling all the tickets for this thing, more power to them. And it kind of gives people, Yeah. Dave, I know you’ve never done it. Randy, have you ever geo cashed? I Feel like I went out a few times with a friend who was into it, but not really my thing. I was always surprised that it didn’t catch on more, cause it always looked intriguing. Yeah. It looked interesting, but the payoff wasn’t enough. Like, Oh, I went 10 miles, you know, through thick forest to find a half to GI Joe action figure. And I want to find a us to find a USB drive that I’m never plugging into my computer ever. You need it. So the tickets are 20 bucks, a piece 40, 40 bucks. Oh, I’m sorry. I’m reading. Um, yeah, the price is $4,000 and then, okay. Yeah. So mean like just a simple, basic math. I mean, you figure, I mean, even if he stuck with $4,000 prizes out of a million dollars, that’s 250 prizes. He sells, you know, 40 tickets, Pete, you know, 40 bucks a piece. I mean he sells 50 tickets to each one of these things and he’s clearing over one and a quarter million at one and a half million dollars. Crap is if it doesn’t create exactly, He, you know, he says right. A pregnant, you know, I’ve got GPS tags and everything. So I know if any of them get moved. Um, you know, so I mean, it’s, I, I think it’s a brilliant way. I mean, it’s unfortunate he’s going out of business cause he’s getting a shit ton of marketing and play out of it. So why not? If you have Daisy, I mean, here’s the thing he does this, he still goes out of business. He said they want it. They want it, you know, cause they’re closing the store or they’re getting rid of the space and they want to just basically just go drive around the country. Yeah. It’s actually not a bad life, 128 prizes for the Oakland County event on, uh, August 15th and that’s already sold out. So he’s got a Mackinac County one now for $65 a ticket. Yeah. So I mean, it’s, it’s, it’s going to be not, it’s good for him. Although I will say this the geniuses of the week and I love, love, love this story because we all did dumb shit when we were kids trying to get our hands on booze. Uh, the kids that are out there that are geniuses taking advantage of the mask regulations, um, and basically throwing a little gray paint in their hair or putting out a full fledged mask, uh, over their faces to make them look older and then slapping a mask over that. Um, and walking into liquor stores and not getting carted. Cause you see a little old grandma walk in who was going to ask her for an ID. Um, yeah. Genius. Yeah. The problem is 80 year old. Grandma’s not buying hypnotic and vodka. She might be, you don’t know, You don’t know what Graham is into. Don’t shout it If it’s cheap whiskey or they’re going to, they’re going to think. So Seagram seven and a bottle of seven up. Yeah. So, you know, back in the day you used to, there was just always that one, like McComb meet. So it was always at one place where you can get a 24 pack of bud light and a two liter of sun country for 20 bucks. It was whatever you could get, whatever you could carry out with 20 bucks. I don’t think those places don’t exist anymore. You know? So yeah. Good, good for them for being uh, uh, you know, Being creative. We’ll give it that. Yes. They’re being creative. My kid ever told me like, yeah, I dressed up like OMA to go to buy booze. I’d be like, you know what? I’m not even mad about it. Good thing. She’s not home. I was going to say, yeah, she’s just going to listen to tonight’s episode and figure it out. That’ll be genius. Uh, where do you want to go now? Uh, anybody interested in a zoom appliance? No, Especially in that for $600. Yeah. Uh, zoom has released this $600 device. It’s got a big screen and three cameras and a microphone. And all it does is connect to zoom. If you’re doing a zoom meeting, don’t you already have a computer or a phone to do it from wouldn’t you rather just have like a $250 Chromebook, You can connect to zoom through and be done with it. Well, and you know, and I feel like, you know, they’re trying to compete with, and, and, and I don’t, I mean, and this really doesn’t, you know, like the, the Facebook appliances or the FaceTime appliances, you know, they’re, I mean, everybody has a little appliance out there, but they’re all like a hundred bucks max that, you know, to help grandma and grandpa stay in touch with the family and that kind of stuff. Yeah. The Google home I bought for my dad, it was like one night. I mean, I just, I don’t get it. I guess maybe like enterprise, you got a CEO who doesn’t know how to check his email and you just send them a thing to plug in and he’s good to go. You know what I bet at all, you know what I bet it is. It’s refurbished, Cisco DX, eighties that they sent the entire company whenever used alas on it entirely possible. Cisco. Yeah. You know, they re cause those things were like three grand at the time. So they’re probably trying to recoup some costs. Um, speaking to that, by the way, um, it wasn’t a news article, but I found out through, uh, some friends of mine that Cisco who’s what, 60, 70,000 employees worldwide killing their offices. None, zero everyone. Like literally don’t blame them. They’re bringing, they’re putting up like four hubs, like Chicago, New York, um, Silicon Valley and like Dallas or Atlanta. So then everybody else is just virtual And that’s it. Well, we all worked from home anyway. Yeah. Um, when we were there and the, the, the office was a ghost town, there was nobody ever in there. Well, and I mean, and that’s the thing. I mean, I think, you know, realistically, you’re gonna see that more and more if, you know, you’ve, you’ve got all these stories coming out about, you know, people letting their employees continue to work from home and it’s going to be our policy from now that that’s the way it’s going to be at least through the end of the year, probably in the next year. Um, or, you know, we’re just saying now it’s going to be forever. That kind of stuff. I mean, and that’s the thing, you know, you, I think we have give it probably not as soon as three months, but like six months, you’re going to start seeing a huge fallout in the commercial real estate market. Um, because you’re going to have a lot of space open up as, I mean, I know two different people that own coworking spaces that have had to completely shift gears, um, on their businesses because nobody’s coworking, nobody’s looking for office space. Nobody’s looking for that stuff right now. Do what I say Space today. Dave, I didn’t look at the space at a online 800 square feet in a coworking space or shared kitchen shared conference room shared, you know, Basically our small studio in Royal Oak. Yeah. A $3,800 a month. Good luck with that. Ooh. You know, you could rent a house for cheaper than that. You can buy half a million dollar house for cheaper than that. Yeah. Yeah. That’s crazy. So the one thing that blew my mind last week and I still don’t, I can’t figure it out and someone needs to figure it out. You guys are smarter than me. I’m like, I thought of something and that’s what that smell is. Yeah. I know. And an ad popped on Facebook and I never looked at it before, Googled it or search for it or anything. That’s just pure coincidence, Bob. That’s good. I’ve never seen this thing before. So I’m going to, I’m going to tell this story. I met my buddies, his new office, and he’s talking about there being a reception area in the front and I’m like, I didn’t say a word. I didn’t. All I was thinking about was, well, instead of hiring a receptionist, I wonder if someone may has like a, um, like an iPad that you can do a check in and they would ring your phone. Like, you know what I mean? Kind of more intuitive than Oh yeah, yeah, yeah. And then sure as shit, the first ad that pops up on Facebook when I get in the car, it’s the receptionist and it’s a visitor, check-in thinking about a visitor check-in system reorganization. Well, I mean, so you did have someone in the room that’s that said something about a reception area and a receptionist and that kind of stuff. So, I mean, it’s, it’s not like it was, I mean like that, that context alone would drive that ad. It’s gone that far where it’s somebody, that’s 20 feet away from me, says the word receptionist and that ad pop Listening. Oh great. Now I’m going to get good luck with those ads. Yeah. You get preparation age ads for the next 12 years. Um, and Speaking of who’s not helping. Did you see, did you listen to the burger King ad? I watched it. You shot at it. I watched it. I, uh, I’m. I’m sure Randy can shoot the link out. It’s basically a, uh, a dude in a cowboy suit. Um, it’s a kid it’s like a nine year old singing a song about cows, farting it’s and, and how burger King is helping by, by trying to reduce those, those emissions it’s. Yeah. Like I, I desperately, I desperately want it. It’s a catchy little song. I’m not gonna lie. Um, but I’m dying to know how much money they paid to make that happen. The first three words are when cows fart and burp and splat or Yeah. That’s something that really matters. Yeah. It’s So now he answered me this, as you’re taking a bite of your beef burger, are you just thinking like, is it really well, are you Ralph wiggling right now? Going, getting rid of It’s it’s not ever at the, at the top of my mind and, and, and the other people that are not helping our people stop calling the police department about people not wearing masks, just stop. We’re all HOA presidents. Now. It’s not your, the cops don’t care if you call. It’s not that kind of situation. If the business calls, because the person refuses to wear a mask and then refuses to leave their building, they care. Um, but yeah, but you random person calling the police department about somebody wearing a mask, all you’re doing is bogging down their phone lines, stop it, Come on, Dave. I want to be an HOA president for Well, and then let, and then let’s not forget the, the, the well, and it, and it’s hard to call her the queen of the Karens, cause there’s a new queen, Karen, every freaking week. Um, but the, uh, the lady in San Diego that, uh, took a photo of the barista at Starbucks and said, Oh, you know, this idiot won’t serve me. Cause I’m not wearing my mask and gave the kid a really hard time. And then a GoFund me got set up and the kid wound up getting like a hundred thousand dollars to, you know, donated to him. Uh, yeah. She’s, she’s filing a lawsuit that she wants half of that. Good luck with that. Karen, your name is have money for me causing Yeah, I, yeah, Let me, can you help me out here again? I’m not sure. Smartest guy in the room, you know, that’s obvious. Um, if I see someone that’s not wearing a mask, Um, my first instinct is just to avoid them, to avoid them. Yeah. And like, I don’t understand, like I know everyone’s losing their minds and shit right now, but like, again, I think we talked about it last week, like when you’re in the restaurant and you’re like, thankful that someone’s waiting on you like or giving you your anything. I’m so appreciative of any, anyone that’s giving me my anything right now. Like I can’t imagine following them. I can’t believe I’m about to say this, but it’s because you’re a decent human being, Bob. Like our people is our people, this starved for getting clicks. Cause they want, is it become this? Like they see one go viral. So they’re like, I want to get one. I’ve gotten that bad. I think some of it is that. And I honestly, I just think some of it is the I’m helping mentality. Um, and, and then I would think some of it is, you know, people just wanting to be the white Knight, be the savior that’s, you know, saving the establishment and everyone around them by being the one to speak up. Well, the problem is you got 16 year old kids. Like my someone came in to where my daughter works, where she’s waitressing and like, didn’t have a mask. And she did, you know, We went over to the manager and said, Hey, so, you know, And then the managers you can’t expect, like the problem is I hear a lot of these stories are like, the kids are like, Yeah, I’m not confronting a 40 year old dude. Who’s not wearing a mask. Like that’s, that’s not in their job description. Well, people, I mean, like, I’m kind of like, um, literally this, she brings out pancakes was a woman, forget her, forgot her butter. And instead of just going and be like, Oh, that’s okay, sweetie. Like, you know, bring it back. She like calls her retarded and like, like literally like, Oh, she went like until like a third day on the floor. So like she went and told her boss and they’re like banned for life. Like a better lady that comes in here. But I’m like, what would possess you to tell a 16 year old girl that just got her braces removed? I mean, you know what I mean? It’s like, are people losing their mind and she’s waiting on you and least should be thankful you can eat in a restaurant. You know, Dude, I don’t, I have no clue about understanding people at all right now ever. Yeah, No, I thought I knew people and then this forget it. Um, by the way, I know we talked about this a long time ago and we talked about it a couple of times, but, um, Apple and no one cares cause your guys you’re still gonna buy your iPhone. Right. I was like, I’m not They’re they just they’re finally paying up the $500 million settlement after admitting they throttled there On batteries, which, uh, let, let, let’s be clear of which you could be eligible for an entire whole $25. Woo. Um, so basically it’s an iPhone six, six plus Um, yeah. Within specific dates. Yeah. Yeah. It ran iOS Ten.two.one. Um, or later before December 20 verse 17. So like who remembers that shit? What phone you had in 17? Yeah. Yeah. This was from a while ago and you know, they did, it was in the release notes for like the minor point update, but they didn’t really publicize it. And it was designed to keep your phone from crashing because when your batteries diminished, they would rather keep your phone going than draw enough power to, uh, you know, overloaded and cause your phone to crash. So they had a reason to it, but they didn’t really communicate it well to people. And the best part is the URL to submit your claim is smartphone performance, settlement.com. Good luck typing that out with any mistakes. Oh, Hey. Before I forget, I meant to mention this when we were talking about events, um, our buddies, Jamie and Matt that do the man-cave happy hour and our Northville studios and stuff, um, are doing an online event tomorrow, uh, with man-cave happy hour. Uh, they’ve got, uh, like a liquor rep and a few other people in, so you hit the podcast Detroit page. It’s one of the events there. You can check it out, go have fun. Yay. They’re good guys. Exactly. What did you think about the uh, the Bitcoin hackers in what accounts? So I honestly, I, so reading the secondary story that Randy shot across, I mean, it, it, it, they weren’t so much hacked as, as they got a Twitter employee basically to do everything for them. Um, and so, you know, kind of like we talked about, you know, the Snapchat Pat, excuse me, the Snapchat hack, the Instagram hack and all that stuff. They’re not really hacks as much as it is an employee with access to insight, you know, inside use only tools that kind of opens things up and, and gives access to P you know, people access to things. They shouldn’t have access The definition of hacking though, social engineering. I mean, it’s part of, There’s a difference between social engineering and like paying somebody to do something for you. That’s I mean that that’s not hacking that’s that’s, I mean, Even more recent now, I believe they had several insight employees instead of, Yeah. And so, but I mean, like I said, I mean, genius move. I mean, basically what they did is they took over what was it, a couple dozen accounts of like very high profile, like Obama Biden, um, you know, yeah. And a bunch of like really high profile accounts. And all they did was they sent out a tweet that said, Hey, you know, for every 2000, you know, for every thousand dollars donated to this account, um, we’ll go ahead and give away $2,000. And so from what I th they netted $114,000 before this got shut down. So in a process Only like 130 total accounts are compromised. Not all of them manage to tweet out that stuff, but yeah. Well, compared to all the stupid re posts that we see about bill Gates, we’ll give you 30 bucks. If you’re right. I’m surprised it wasn’t more money. You know what I mean? Hey, it was a thing. Mmm. Oh. So you shot this across. It didn’t really, you didn’t have any more info about it. Um, what is this thing about Panera and a $9 a month coffee service? Oh yeah. I just, I saw it on a billboard and I’m like, wow, I’m in the middle of making fun of everything. That’s got asked at the end of it as a service everything’s jeans, as a service, whatever butthole as a service Glitter as a service, we talked about back in the day I was trying. Yeah. So like on the billboard this morning is coffee. Panera’s introducing coffee as a service. It’s basically it’s nine bucks, eight 99 a month subscription. And it’s unlimited coffee. Okay. Coffee. Sure. I mean, no, I started doing the math. Like if you got to go twice a week and get their shitty coffee, cause their coffee sucks anyway. Um, so if you go twice a week, a cup of coffee is like a buck 10. So if you don’t go twice a week. So I think they’re hoping it’s like a gym membership. Yeah. Sign up for it. Then never go. Yeah. We go five days a week. It’s the best deal in town. Yeah. But then you’re drinking Panera coffee five days a week. So I mean, it’s a thing. And so coffee, it’s not even tea watch out for any meeting invites or things. Hey, let’s meet at Panera now. You know why? Yeah. That’s why they’re trying to get you there. Cause they, they fell for this. Why? Because they’re the people signed up for the $9 a month. Coffee service. They get their coffee free. Yeah. It’s the old, it’s the old Mark game. It’s the, uh, Hey, I got buy one, get one free coupon. You buy it. I get it free. That’s not how this is supposed to work. Um, I know we talked last week about the whole like swatting might be a thing and I know this isn’t really considered swatting, but like the fake calls have begun and this one, uh, this one, this kid’s going to be in deep shit. Oh yeah. So, and we did it. We talked about, you know, the, you know, restaurant, it was a couple of weeks ago now I think, you know, restaurants getting phone calls that say, Hey, I was in there. Um, and I’ve popped positive knowing that it’s, you know, they, they essentially have to shut down. Yeah. So this isn’t Luddington, it’s up North and basically a bus boy just simply wanted a day off. Yep. So On their second busiest weekend of the year, traditionally. Yeah. Yeah. A place called timber seafood and steakhouse looks like a nice little place. Um, so basically they shut it down. Do they had a wedding rehearsal? Yeah. Cancel a wedding dinner. They had to. Yeah. Yeah. And it’s like, it’s peak time for them. Yeah. Second busiest weekend. Um, then he confess to it. Um, but it’s now a police matter. That was the end of the story. You’re like, yeah, you’re in, you said deep dude. Yeah. That’s that’s not going to go well for him at all. Um, and, and I mean, for what it’s worth, I mean, I, I mean who’s who is buying a $60 ticket to Orlando at this point, really? Like who, So I just for shits and giggles, I was like, I wonder what plane tickets are. Right. Cause I was, I just looked at Vegas and Orlando and I’m like, sweet, you know, cause Bo’s got a couple of days off at the end of August or whatever. So we’re like, you know, we haven’t taken the kids anywhere. We probably aren’t going to do some looking at cabins up North or whatever at this point. And I’m like, would you believe how much a round trip flight is? And I’m like, it’s 58 bucks to Orlando. She has so many people traveling right now. I’m like, what are you doing stop that? Why would you get in a giant metal tube full of recycled air with strangers right now, especially since they’ve all announced, they’re not doing their social distancing thing anymore. And so they’re packing people in as much as they can probably stop the middle seat thing. Yeah. And Oh, and so the other thing is, did you, did you see what people did with the Disney opening video that they’ve now pulled? Um, they pulled, they pulled that welcome back to Disney video. I’ll shoot you the links. Um, someone said it to, uh, the creepy ass music from the shining. Um, and it was amazing. Uh, somebody else said it too. Uh, don’t fear the Reaper. It was even more amazing. And, and Disney has since taken the video. Am I the only one that’s mad that Rocky Dennis hasn’t made a strong comeback For mask. Nice. That’s nice. Nice. The nineties cartoon mask eighties. Wasn’t It was it got a dot horrible theme song. Yeah. Atrocious. Yeah. No. So yeah, so Disney has now pulled their official video, but the, uh, the, the spoofs and addition and the, the people laying music into it is just absolutely amazing. Um, one of the good stories this week is, uh, you know, Google, sometimes they do great things. Sometimes they do bad things, but this is, I consider this a great thing. Um, basically they announced a 100,000 scholarships for online certificates in data analytics, project management and UX. Apparently there’s a, I don’t know why they pick those three, if there’s a big gap in those big, probably a big demand for them, but it’s a, you know, it’s a, it’s created, they’re created and taught by Google employees, uh, that could be completed in three to six months and they’re offered through Coursera. Um, and basically Google says it will consider all of its certificates as equivalent of a four year college degree for related roles at the company. Like that’s, you know, granted, I went through the whole, uh, trying to get hired at Google. Yeah. The five month process. Yeah, I was three, but yeah, it felt like 30. Um, but you know, to do a hundred, to get a hundred thousand scholarships and just to kind of be in the, in the mix for committing three months, what you gotta do right now, let’s, you know, we were talking about that, like, um, you know, Hey, what the hell are you doing right now? Like what what’d you do during the downtime? Yeah. Took a Coursera course learning data analytics. Yep. Cool. Front of the line. You know what I mean? So the other, uh, the other part of that Disney story, and I thought this was interesting is so they’ve had to basically close a loophole while they’re open. Cause they said, you know, you have to wear a mask unless you’re eating or drinking. So people were buying a pretzel or buying a drink and then just walking around the park without a mascot. Is there a word for this? What I’m doing right now? That’s why, why are you selling this stuff? If you can’t like, take two steps and that’s bad. Like I like, I like, how did you put a meme up? Like a cup of beer, bad cup of beer was pretzel suicide. Right here. You have beer, you’ll get COVID beer with a side of fries. You’re you’re fine. You’re absolutely safely. Yeah. Good. Take two steps dad. Well, I mean the whole point is, is they don’t want people walking around the park without a mask on. I mean, I get it, you know, but then yeah, the worst, the saddest thing about this is this is the sell the, you know, that one picture in front of wall with this, with the castle in the background with the mascot, there’s nothing like, there’s nothing worse than that. Like when I go back and look at my family photos in 10 years, like if I ever saw that, I kinda like, why did, why did we go then? Like, what’s wrong with it? Yeah, exactly. What, like seriously it’s like, do you just want to say that you were there? Cause like there’s part of me that’s tempted. Just like just to the selfie. Well, just to go there and go to star Wars for a weekend with nobody there, like part of me is like, Ooh. Yeah. But then I’m like, no, if I ever then I can post about it on Facebook. And that’s the whole point is to say I’m there. Exactly. Yeah. Cause then you’ll get lit up. Yeah. And then I’m going to be like a leper is stuck in, no one will come near me for six months. What’s the deal with that couple in Louisville. Did you hear about this? So they’ve been charged with, uh, basically felony brandishing, uh, as well as another Louis. Oh, I’m sorry. Well, Moodle that they put, um, ankle, uh, I didn’t send the article out, but they put ankle, um, The hell, do you call them the tethers? That’s heavy. Yeah. They put ankle tethers on it because they wouldn’t submit to a quarantine. Cause they were apparently they tested positive and they were supposed to be on house arrest, but they declined to sign the paperwork. So then they, I did see that story. And, and so, I mean, and dude, that’s, that’s a real thing. I mean, you know, you look at New Jersey, New York, I mean a lot of the new England States have there’s a two week quarantine. Like if you come in, especially if you come in via air, um, like they’re stopping everybody at the airport and having you show your driver’s license where you’re from, what are you coming in for? Um, okay, great. Hope. You’re prepared for court to quarantine for two weeks. Uh, you know, people are doing whatever they can to try to stop the spread of this nonsense and yeah, those two folks like, yeah, they popped positive and just wanted to go about their daily lives. Like nothing was wrong. That’s a problem. Right. Well, you know, again, you know, that’s why I want Fred on the show every week because I want it like misinformation. I mean, I can make that happen. Um, no, but like the thing that came out that said all the tests that were going on in Florida, all of them came back positive from like eight different centers. And it’s like, is that real? Or is that just Well, so, and that was when it was funny because I got into, I got into a deep dive conversation about that. Cause if you really read through the articles, um, where the confusion came in, as they were saying, Oh, well, all the tests are coming back. Like everything is coming back a hundred percent positive from the certain facilities. Well, some of those facilities only ran one or two tests. And so it is perfectly conceivable that those one or two tests were both positive or were positive. And so therefore it is a 100% test rate, you know, test return, um, Kind of like what it’s kind of like when they said, okay, we have a vaccine like that article came out, but then when you read it, it’s like they tested 35 people And you know, and, and like, you know, it’s like I was saying in the, in the email thread, that’s, that’s actually the, that’s the vaccine that, that Fred and I deep dove on a little bit last week, the one coming out of Oxford, um, where, you know, you know, even them, you read it and they, and they say, we’re hopeful. We have a vaccine ready, you know, by Christmas time, you know, the end of the year, 2020, but then you still have that production ramp up time. You have that distribution time, you have the manufacturer time, you have all that other stuff. So, I mean, it’s, you know, It seems crazy to me that 35 out of 35 showed final row over a four week. Yeah. Let’s go ahead and order 60 million of these things. Well, and so, and that’s only, well, and that’s also only the first round of testing because, so they know that it produces a response. What they don’t know is if that response is enough to inhibit infection. So, I mean, that’s, that’s, that’s the next thing we have to figure out is okay. So yes, you’re seeing an immuno response properly from the vaccine and that’s great, but is that immuno response enough to actually keep somebody from getting infected, you know, via if they’re actually exposed to it out in the wild. Right. You know, again, I just want, can we just have the Fred hotline, Hey, Fred, I saw this meme One 800 call Fred and that’s it. We just, yeah. You know, because that’s the thing that, like, I got half the people in my feed. They only post the shit that they, they want them to believe in. I got the other people posting the crap that they want to believe in. And here I am in the middle of just going, what is it like? Just some can someone tell me the guy will like what it is like, you know? And I know it changes all the time. That’s, you know, science one Oh one. Well, so, and that’s, that’s honestly one of the best memes that’s been floating around for the past couple of days where, you know, the sad reality is as you, you can tell how many people have never really had any exposure to science. Um, because yeah, science and I did, I, I can’t how many times, how many times have I said this on the show? Science is fluid. Like, but, but the reality is most people don’t see most science. They only see the end result. They don’t, they don’t see all this stuff playing out in real time. Like it is now where, okay. We think it’s this crap. It’s not that okay. Let’s go now we think it’s this. Okay. Now this is looking good. Okay. Now we got to figure this out. Yeah. Do you remember in April or March, maybe March or may when the, the, the, the phrase of the two weeks was the science is settled? Um, that drove me absolutely crazy. If I ever heard that I immediately blocked it out of my mind because there was no way in hell. That was fine, Dude. I think, I think we had, I don’t know if we argued about it on the show or not, but that was a, I remember that was a, that was a real thing. And that threw me off because I’m like, wait a minute. That’s not science, That’s conjecture. And I don’t know who was screaming. That’s a hypothesis. That’s not saying that that’s one part of science, the hypothesis. It’s not the whole scientific method. No. And that’s the problem with, you know, me subscribing to everyone is I get 30 different messages and I’m trying to decipher what the hell is real. Um, speaking of which I didn’t, I don’t know as much as going on as you, but this whole first it was a Hitman than it was the attorney. And then it killed. Cause it was aiming at the dead, like A federal judge, uh, in New Jersey, uh, was somebody showed up at their house, uh, yesterday dressed as a FedEx delivery man, um, rang the doorbell. Um, I believe it was the husband, uh, who answered the door. Husband was shot. Kid came, running kid was shot and killed. Um, the judge was actually down in the basement at the time. Uh, just, you know, it was, it was important. Well, so the immediate conspiracy theories that came out because of course everything has to be a giant conspiracy is the judge just a few days ago was assigned the, um, the case against Deutschebank, uh, for protecting and hiding, uh, the assets of Jeffrey Epstein. And so everybody immediately jumped to, you know, Oh, you know, this is totally tied into the Epstein thing. Oh, you know, the pedophile ring [inaudible] uh, well, as it turns out as the story well, and it didn’t help matters much when the story came out this morning, um, that the dude was dead. Uh, the gunman was found dead, um, by an, uh, by an apparent suicide, you know, parent suicide. Um, so yeah, so that, so that just fueled the stories even further, but now as the story has evolved, so the gunman was actually a lawyer, uh, out of New York, um, who has a case pending before this judge. Um, and this lawyer is, uh, is a wackadoo. Like, I don’t even know how he was still certified by the bar, um, to be an attorney, like he has like literally dates. They have like 2000 pages printed out of rants about this judge. Um, and he’s a men’s rights kind of guy. Like one of the cases that he was trying was he was trying to prove that, um, ladies nights at bars, uh, were unconstitutional dabs hand to God. That’s one of the cases that he, but that’s, so that’s the thing. Um, yeah, exactly. And so that’s, you know, so I mean, he’s, this lawyer was a total wackadoo, uh, you know, but again, you know, every nobody’s going to believe that everybody’s going to believe that it has something to do with Epstein. And so that conspiracy theory is going to rage for, you know, weeks now. I’m sure everyone wants it to be because of Epstein. Right. Cause you know, ever since GoLean Maxwell, you know, got, got, you know, taken into custody, that’s all back in the rage. And she is, uh, you know, I do love that meme that had the picture of her and Jeffrey Epstein and said, you know, true love is finishing each other’s sentences. I thought that was really cute. Gross. Um, but yeah, so I mean, we’ll, we’ll see. I mean, like I said, I mean, at least right now, you know, it, it looks like, you know, but then of course you’ll have the people that play the, Oh, well, you know, this guy was programmed to be that guy and he wasn’t activated until, you know, the Deutsche bank case came around and edited it. Uh, you know, dude in the Reddit conspiracy, you know, that exact post is happening right now. And it’s probably, there’s already probably six different variations of it. You know, that What’s the last one that, that was the thing, the Boston bombers, right? Like that was the, the last one Or yeah. Or you know, a little town or, you know, I mean, yeah. I mean it’s Iron oxide, celery root aviation. No, we’re not, we’re not doing the Manchurian candidate. Yeah. There’s no, there’s no, there’s no mandatory. Yeah, absolutely. For agents right now that was like the verbal, the verbal password to shut the podcast off The Klaatu Barada Nixon. Um, you did bring up, uh, how do you, did you watch old guard yet? I have not. Oh, so good. Yeah. It was, um, it was pretty awesome. I think I did I talk about it last year? You mentioned. Yeah. You mentioned it last week. That it was good. Um, and then Randy. Yeah, I just, I just haven’t had the time to watch it. I haven’t watched anything cause I’ve been watching supermarket sweep like mad. Um, I’m amazed at the quality for like a, you think Netflix is like made for TV movie, but this is could of been in a theater for sure. And I mean, look at that bright movie they did with will Smith. They dropped $80 million on it. Yeah. Okay. Do you know what movie was completely legit? I’m American assassin. I love that movie. Did you watch it? Yeah. I heard about it. I haven’t watched it. The problem is the kid, the kid looked like he should be on like saved by the bell and not like a nice, he was from MTVs reboot of teen Wolf. And then he was amazed runner. As the story goes, he proposes to his fiance or poses to his girlfriend in a beach in Mexico. And then a terrorist group, um, kills her, like just opened fire it on everybody and she ends up getting killed. So he goes, he spends the next like three years training, like John wick and like trying to get trained to say, I’m going against my country. I want to join your group and like blow up America for, you know, so the FBI is watching him cause he’s kinda doing it sloppily. So he’s like so good. They ended up hiring him or whatever. Hire a hacker to catch a hacker. Well, I take it back. I did. I watched the first episode of old guard. That’s the one that’s the, uh, movie. Oh then which 1:00 AM I thinking of? This one has surely stern right guard. Maybe. No, I don’t know. I’ll have to. Yeah. I don’t know. Dave was a group of people with any purse issue. I who knows something with garden. I don’t know. Random synaptic misfire carry on. So you still want to talk about supermarket sleep now, you know, so You were here when this was a thing. I was not. I mean, it’s, you can’t scroll Facebook or whatever without seeing stuff about white boy, Rick getting released. Yay. He’s out of jail in Florida now. I guess his girlfriend, wife, whatever, released it back, no back. He’s Kind of like what I would call like an Andre, the giant person. Like you never really saw them. And the story gets traveled so many through so many circles that like, by the time it comes to you, like we thought he was like this giant King pin, Randy, Troy, like, he’s like, like a Scarface, but then you, then, you know, then you watch the movie and you know, who knows how much truths in the movie, but it’s like, he was an FBI informant to protect his dad and they ended up effing him. Yeah. So like, I mean basically like the actual news stories that I read. So I guess he was an FBI informant at 14, um, and got popped his father. Cause his dad was in the shit and then got popped at 17, uh, distributing Coke. Right. And got, and apparently got put under the jail, But he was in prison longer than anyone for like a drug offense, like in history. Well then he got so, and then correct me. So then he got released here, but then immediately had to go to Florida because of some car theft ring that he was actually running while he was in jail. Again, telephone game. It’s all here at this point. I mean that’s, I mean, that’s the thing with him is completely, That’s why he just got released from Florida. Cause when they released him here, they immediately took him into custody and took him down there. Well, I mean, what are you gonna do for living? You know, what are you gonna do for a living except we’re going to do somebody to listen. Shit like your white boy, Rick, you can run my yeah. Cause you know, prisons are all about rehabilitation, Bob. They’re all about making sure you come out a better person. They’re not, they’re not sure. They’re really not, not even close. I’m sure he’s going to be an author. He’s going to, they’re going to redo his movie. He’s going to do a podcast. You know like he’s cool tales, tales from Jackson. I’m sure that already exists anyway. Oh my God. Speaking of which I’m so angry, I texted the whole will Smith, Jada Pinkett Smith thing. So like the memes have been hilarious by the way. There’s a song. I think I forget who I sent the song to, but it’s when I had my entanglements with August and I’m like, so I text August and I’m like, how is that? Not the name of your podcast entanglements with August. And he’s like, I don’t even know what you’re talking about. I’m like, God, will you please keep up? I’m sure. He actually knew he was just being a jerk. Yeah. Cause he doesn’t want to be so entanglements with. Right. Although, although speaking of which, uh, apparently happy 20th birthday whiskey in the jar, uh, they are they’re 20 years old Today. Yeah. That was, uh, that was back around when there was a motor was still a thing. When, um, was it lush? Uh, right off Joseph compo. Like that’s what like all the underground technical places that uh, yeah. Cause Polish, Kevin worked the door there for like 10 years. I think it was lush. Um, yeah, I know it’s, it’s his name? Polish. Kevin. And I got to tell you like it’s, It’s crazy again. Uh, so you know, we’ve got the, the Detroit studios back open, um, and you know, going down there with shows, uh, and like Cass corridor is back kinda like Cass corridor was 10 years ago. Um, like there’s, there’s nobody there, like there, there was like, there’s nobody really walking around. There’s like, it’s, it’s, it’s weird. It’s just like I got used to cause I mean, I, I mean, I used to go down there back in the day too, but I’ve kinda gotten used to it over the past couple of years where, you know, there’s always people out walking around. There’s always, you know, the little electric scooter things flipping around. Um, yeah. It’s it’s I feel for the places that are open. Cause, cause God damn. Yeah. They just rolling in the burbs. Cause I mean the parks and everything are, I don’t want to say they’re packed with like, you know, and that’s the thing, like we’ve been hanging out in the neighborhood pool cause of the kid and I’m like, it’s got capacity was 82. It got dropped to 41 And no diarrhea. So you can’t go in. So yeah, I can’t go in and it’s always, everyone want to make a six show, laugh, just say, Andy, you can’t go in the pool. You got diarrhea. Nice. No, but like, you know, 25 people there and it looks packed cause they took out half the chairs. You know what I mean? But like paint Creek trail is packed the Clinton river trail. Like there’s I see people like, you know, I don’t know. I don’t know if it’s just a burbs thing or everybody’s riding a bike instead of going out Instead of heading, I mean it’s possible. I mean it, you know, I, I was watching, you know, Eric Thomas was, was posting last night and he just said, you know, why is it impossible to find like anything like grub hub door, dash? He’s like nothing in this city delivers after nine o’clock no kidding and well, but it wasn’t like that for a while. Their place I’m surprised. Yeah. So I mean, it’s, you know, no nobody’s open, nobody’s delivering every place is shutting down at nine. I mean, even at DSC when they’re open, you know, when they’re trying to stay open, I think on the weekends, they’re starting to stay up until midnight. The kitten, the kitchen shut down at 10 Dude. You remember when we would go down there for events that wasn’t non baseball game and like shit was closed at 10. Yeah. We walked, well, God, at the time we walked out of the state for Kevin Smith’s thing and the bar next door was closed. We had to walk three blocks to find an open bar. Oh yeah. And we passed like six closed ones. That’s that’s the, that’s my adult life in Detroit. If there wasn’t a base, It was getting better, but it was getting better. I mean, that was a few years ago. Like it had, it had been getting better and I do, I just, I, you know, I, you know, heaven forbid, you know, we wind up taking a step back on the whole opening thing. Um, you know, and, and places get shut down again. Cause I, I don’t think they’re, they’re gonna even the ones that have somehow found a way to make it this far are going to make it. Dave, I have breaking news while I love, love the fact that MLS is on TV again, you know, like, boom, this league has already done galleon leagues on like soccer’s on right now. And on the big scoreboard, I just happened to glance over. I wasn’t even looking for this on the big scoreboard. There’s eight like zoom shots of fans cheering. So they’ve like zeroed in the cameras on the eight people in the stands. Yeah. It’s like our podcast right now on the big screen going like this. Yay. That’s amazing. I don’t, yeah. I mean, you know, thankful that they, you know yeah. They’re entertaining us again, but like, you know, that’s the thing, are they, um, I wonder if they’re pumping in CrowdRise, I’m not going to turn it on. Well, and I do like, and just speak to that. Like I’m still trying to figure out like, cause I, you know, just taking a drive, um, and running errands and stuff, like how in the hell are like high school teams are already out on fields and shit and scrimmage, can they do it? I don’t know. But at Howard, like if the pros can even figure this shit out, you know, how, how, why, why do you have high school kids out there? Maggie practices every day, but they can’t scrimmage, which is kind of weird, but they’re like, you know how 13 year old girls are, they’re all like hugging, you know what I mean? But like they can’t scrimmage. So like they’re just doing drills. Um, so I don’t know. The funny thing is like two of them, I was talking to Tulio on Saturday. He’s so starved for sports. He was watching Korean baseball. It’s gotten to that point with a lot of sports. Like the, the they’re betting on stupid Shit. Well, and I actually, well, yeah, I mean, so, but actually speaking of Korea and this ties into the whole school thing, it’s something that just came out kinda late, um, see to part of the whole, like school’s reopening thing everybody’s and we talked about this with Fred, you know, who has been like, Oh, you know, kids don’t get it. And then I’m like, well, you really don’t know that because we locked down. We like the schools down really quick and took all the kids out of it. So you don’t really know that, um, there’s a study coming out of that came out of South Korea, um, where, so yep. They know for sure that at least kids age 10 or older, um, are just as susceptible to catching, passing it along and everything else. Uh, because that’s the age range they’ve allowed to go back so far. Um, and, and, and they have seen a surge in, in that age bracket. So I mean, it’s, That’s the thing that drives me nuts is they’re like, Oh yeah, kids under five, don’t need to have masks. I’m like Bullshit C and C. And to me, I think, I think that’s a pro that’s like, that’s a cover your ass thing because you know, there’s no way in hell a five-year-old is going to sit there with a mask. Like you just know that’s not going to be a thing. It, when she goes into fight like bone or went to five below, um, Well, okay. But for how long and, and is that, and that’s not sitting still, She thinks it’s wearing like goggles in her nose, plug the pool, like to her, it’s just like I’m wearing it to go into five below. And then she buys a Barbie with crutches on it and mocks me with it. Like my thing is, So we’ve got a, we’ve got a comment in the chat. This is no, not only are they scrimmaging, she’s got friends that are packing that are packing their kids up and going to road games. So there are not only scrimmage is going on. There are games going on already Gross. I think it was people are, people are ignoring the fact that kids aren’t the only people at schools like there’s teachers, staff, everyone that’s a school. One of the things that Fred was talking about is, you know, your average teacher is 50 plus, you know, so in a higher risk group, um, you know, and you look at, you know, all the stuff that’s coming out, you know, even in our school district, you know, the, there was a meeting going on earlier that I, I couldn’t pay attention to cause I had shows going on. Um, but like they’re, they’re going, um, basically all out hybrid for middle school and up, um, where it’s, you know, mostly virtual, you know, pop in for tests, that kind of stuff. But for elementary school there it’s either you are all in and our classrooms are full, um, or you are out and you are virtual. Um, and you know, it’s not going to be the same teachers. It’s not going to be the same classrooms and they’ve, you know, divided it up into, I think it’s trimesters if I recall correctly. Uh, and you know, basically said, Oh well, you know, and if things do, and you do have the option to go into the classroom, assuming there’s a spot open for you, but if you want to, like, so like my, you know, our, the kid, the school for my kid is at the end of our street, but if that’s full, he’d wind up having to go, God knows where, you know. And so what’s that gonna do to busing routes? What’s, it’s going to anything else. And like, th like the one thing that I’m surprised nobody has released, tried to push hard now is the concept of year round school. Um, you know, and just doing that four weeks farming anymore. Oh, well, yeah. Well, you know, you’re right there with daylight savings time. See ya. Um, but you know, just the whole concept of that four weeks on two weeks off, which to me makes sense. Cause you know, worst case scenario, if somebody pops somewhere in that four weeks, you’ve got a 14 day quarantine isolation period built in at the end of that to help it go away and die down. Um, and I, yeah, I mean, I think that industry is going to get legs by the way the, uh, the teacher that quits her profession and then takes on the 10 kids to teach. Uh, yeah. Oh, I absolutely, I absolutely think it will. I know people that are doing it. Um, you know, especially when you look at, you know, I think the, I think we might’ve talked about this last week. Like the average retirement rate at this time of year is like 1.8, 1.9%. And it is currently nine to 10% This year or any, uh, is there any regulations they have to abide by? Can they legally do that? If they are ready? No one knows what I’m talking about. It’s um, post date posted something a while ago, like saying, Hey, why doesn’t a teacher just quit take on 10 students, charge them two 50 a week. Um, they’re not going to work. They’re not going to work year round. And so it’ll be like 40 weeks, but it’ll still, it’s still a hundred thousand dollars a year and it’s more than they’re making. Um, you know, and it’s probably a lot less stress on the teacher and it’s a lot less Well, and I’m sure you well, yeah, I don’t, I don’t believe schools have a noncompete. I don’t know. Well, I just didn’t know if like, cause I know you could do the there’s curriculum through K-12 I have friends that are homeschooling now. Yep. Well, and, and so to me that’s like, that’s almost the, it almost seems half-assed to me, like why do, why do you as a school district other than the political and finding no, he was a school district other than the political and financial ramifications where, you know, you want to, you know, you want to inflate your numbers, um, why even try to offer online schooling. Why just so, Hey, look, we’re a school. If you’re not coming to the school, go to K-12 go to where, or if you’re not adopting our virtual model and you want something else, then go someplace else. It just, it’s just, it’s it’s such a weird time for me, you know, for this shit right now. I just Manipulating monopoly anyway. They don’t want school of choice. Charter schools are the devil. So I mean, you know what I mean? It’s just a weird political, the whole thing, you know what I mean? They, if you live in this area, you have to go to that school like that, you know, what are those days numbered? You know what I mean? Like, You know, I, I don’t know. And well, and, and God, God knows, I sure as hell, you know, but, and that’s like, to me, like that’s what I’m kind of looking for from them is like, there should be certain things that you as a school district already know, like you’