1 00:00:00,120 --> 00:00:02,760 Speaker 1: In our past episodes, we've looked at tech design for 2 00:00:02,840 --> 00:00:06,840 Speaker 1: disaster mitigation, localizing COVID nineteen data so you know what's 3 00:00:06,840 --> 00:00:10,600 Speaker 1: happening in your region, and using supercomputers to research COVID 4 00:00:10,680 --> 00:00:14,080 Speaker 1: nineteen in an effort to develop effective treatments. If you 5 00:00:14,120 --> 00:00:16,600 Speaker 1: haven't heard those episodes, I urge you to go back 6 00:00:16,680 --> 00:00:19,480 Speaker 1: and check them out. Just check further back in our 7 00:00:19,520 --> 00:00:22,799 Speaker 1: subscription feed, you're going to see all those episodes laid out. 8 00:00:23,360 --> 00:00:28,120 Speaker 1: It's really inspiring stuff. And speaking of inspiring, I'm sure 9 00:00:28,360 --> 00:00:30,560 Speaker 1: many of you out there have had to deal with 10 00:00:30,760 --> 00:00:35,080 Speaker 1: massive shifts in your routines as the COVID nineteen crisis continues. 11 00:00:35,720 --> 00:00:37,519 Speaker 1: Those of you with kids who would normally be in 12 00:00:37,560 --> 00:00:42,400 Speaker 1: school are definitely seeing a huge change, whether you're working 13 00:00:42,400 --> 00:00:45,519 Speaker 1: from home or goodness, having to still go out and 14 00:00:45,560 --> 00:00:48,200 Speaker 1: work for an essential job while your children stay home. 15 00:00:48,320 --> 00:00:51,800 Speaker 1: It's an added challenge on top of an already challenging time. 16 00:00:52,440 --> 00:00:55,400 Speaker 1: And I'm sure, as we've all learned over the last 17 00:00:55,480 --> 00:00:58,560 Speaker 1: few weeks, there's no shortage of online tools that can 18 00:00:58,600 --> 00:01:01,880 Speaker 1: help us deal with this. But in many cases those 19 00:01:01,880 --> 00:01:06,039 Speaker 1: tools were built for general remote working, learning or communication, 20 00:01:06,360 --> 00:01:08,760 Speaker 1: and they weren't necessarily designed to meet the needs of 21 00:01:08,760 --> 00:01:13,319 Speaker 1: a much larger population searching for solutions. In some cases, 22 00:01:13,520 --> 00:01:16,400 Speaker 1: the tools might have a steep learning curve, or they 23 00:01:16,480 --> 00:01:21,120 Speaker 1: might not be packaged together, leaving educators, guardians and parents 24 00:01:21,160 --> 00:01:23,800 Speaker 1: to Jerry Reggae set of assets to try and meet 25 00:01:23,840 --> 00:01:27,639 Speaker 1: the educational needs of students. In today's episode, I speak 26 00:01:27,720 --> 00:01:31,040 Speaker 1: with Kristen wiznow Ski, Vice President of Design and the 27 00:01:31,040 --> 00:01:33,480 Speaker 1: c I O S Office at IBM, and Grace Sue, 28 00:01:33,720 --> 00:01:37,200 Speaker 1: Vice President of Education at IBM, to talk about efforts 29 00:01:37,240 --> 00:01:41,400 Speaker 1: to make powerful educational tools available and accessible, which are 30 00:01:41,400 --> 00:01:45,320 Speaker 1: two related but distinct things. You can find the resources 31 00:01:45,360 --> 00:01:49,320 Speaker 1: we talk about at IBM dot com slash Remote Learning, 32 00:01:49,640 --> 00:01:53,200 Speaker 1: and there you'll see tools like video broadcasting services which 33 00:01:53,240 --> 00:01:57,320 Speaker 1: provide a one way communication tool useful for lectures or announcements, 34 00:01:57,880 --> 00:02:02,400 Speaker 1: video conferencing for classroom discussions or parent teacher conferences, curated 35 00:02:02,560 --> 00:02:06,559 Speaker 1: educational programs including practical workshops that help students train real 36 00:02:06,600 --> 00:02:09,639 Speaker 1: world skills that companies of the future will need. And 37 00:02:09,680 --> 00:02:13,760 Speaker 1: a digital education platform called open p tech for students 38 00:02:13,800 --> 00:02:17,200 Speaker 1: aged fourteen to twenty that really dives into topics that 39 00:02:17,240 --> 00:02:19,960 Speaker 1: will help students interested in tech careers to build the 40 00:02:20,040 --> 00:02:23,480 Speaker 1: skills and knowledge they'll need for the workplace. We'll start 41 00:02:23,560 --> 00:02:27,080 Speaker 1: with Kristen Wiznowski, VP of Design in the c I 42 00:02:27,160 --> 00:02:29,799 Speaker 1: O S Office, to talk about the challenges her team 43 00:02:29,800 --> 00:02:33,240 Speaker 1: faced when they received the task to package together remote 44 00:02:33,320 --> 00:02:37,639 Speaker 1: learning assets, because, as it turns out, making these powerful 45 00:02:37,639 --> 00:02:41,720 Speaker 1: technologies easy for the average person to access comes with 46 00:02:41,800 --> 00:02:46,160 Speaker 1: its own challenges. Kristen, I want to thank you for 47 00:02:46,280 --> 00:02:50,760 Speaker 1: being part of this podcast. And before we dive into 48 00:02:51,000 --> 00:02:55,240 Speaker 1: the design ops section, which I'm really fascinated about, I 49 00:02:55,280 --> 00:02:56,960 Speaker 1: was wondering if I could just sort of get from 50 00:02:56,960 --> 00:03:00,440 Speaker 1: you your own personal perspective of what it means for 51 00:03:00,600 --> 00:03:03,040 Speaker 1: us all to be adapting to what a lot of 52 00:03:03,040 --> 00:03:06,680 Speaker 1: people are calling the new normal here while we're going 53 00:03:06,720 --> 00:03:08,880 Speaker 1: through these efforts to flatten the curve of the COVID 54 00:03:08,960 --> 00:03:12,760 Speaker 1: nineteen crisis, What does that actually mean for a lot 55 00:03:12,800 --> 00:03:14,400 Speaker 1: of people? Because I think a lot of people out 56 00:03:14,440 --> 00:03:18,520 Speaker 1: there might feel in this this world of isolation, like 57 00:03:18,560 --> 00:03:21,119 Speaker 1: they are alone in their experience, and I don't really 58 00:03:21,120 --> 00:03:26,160 Speaker 1: think that's the case, right, Yeah, exactly, Jonathan. So for 59 00:03:26,240 --> 00:03:29,320 Speaker 1: me personally, I now am working out of my home 60 00:03:29,320 --> 00:03:32,440 Speaker 1: in Long Island. I had a three hour commute to 61 00:03:32,480 --> 00:03:34,840 Speaker 1: my New York City office for a bunch of years, 62 00:03:34,840 --> 00:03:37,640 Speaker 1: where we've built out a designer hub. I have two 63 00:03:37,680 --> 00:03:42,119 Speaker 1: sisters who have two kids, and they are parents now 64 00:03:43,000 --> 00:03:46,280 Speaker 1: at home, part time educators. They're keeping up households, they're 65 00:03:46,280 --> 00:03:48,720 Speaker 1: working full time. And I think, you know, I'm seeing 66 00:03:48,880 --> 00:03:51,240 Speaker 1: the gravity of what people are dealing with as I 67 00:03:51,360 --> 00:03:53,960 Speaker 1: hear about these stories and look in the community and 68 00:03:54,040 --> 00:03:57,119 Speaker 1: my neighbors and my friends who are teachers, and UM, 69 00:03:57,160 --> 00:04:00,760 Speaker 1: I'm hearing the heartbreaking stories, and I'm also hearing the 70 00:04:00,840 --> 00:04:05,960 Speaker 1: heartwarming stories that just really uplift you and and remind 71 00:04:06,000 --> 00:04:10,760 Speaker 1: you of the resiliency of the human spirit. And I think, um, 72 00:04:10,800 --> 00:04:13,680 Speaker 1: you know, for me professionally, having worked at IBM for 73 00:04:13,800 --> 00:04:17,880 Speaker 1: nearly twenty years, UM, it's been an odd transition. I 74 00:04:17,960 --> 00:04:21,359 Speaker 1: first transitioned from the office from home to the office 75 00:04:21,480 --> 00:04:25,159 Speaker 1: after nearly a decade. Now I'm transitioning back. And UM, 76 00:04:25,200 --> 00:04:29,880 Speaker 1: while it was new and unforeseen, it was fairly straightforward, 77 00:04:29,920 --> 00:04:32,080 Speaker 1: which I think is a testament to the tools that 78 00:04:32,160 --> 00:04:35,440 Speaker 1: we have available in the approaches that we've learned, and 79 00:04:35,440 --> 00:04:38,720 Speaker 1: the investments we've made in our ways of working, and 80 00:04:38,760 --> 00:04:41,080 Speaker 1: the fact that we can leverage and lean on and 81 00:04:41,120 --> 00:04:44,200 Speaker 1: rely on the human connections that we've spent time forming, 82 00:04:45,279 --> 00:04:48,880 Speaker 1: and that's really critical I think during this time of 83 00:04:48,920 --> 00:04:51,760 Speaker 1: need and adaptation, and it was a big driving force 84 00:04:51,920 --> 00:04:57,359 Speaker 1: behind the project and the contribution that um we felt 85 00:04:57,400 --> 00:04:59,600 Speaker 1: we could provide to the world, which what we'll talk 86 00:04:59,600 --> 00:05:03,000 Speaker 1: about or today. But I think it's just an uncertain 87 00:05:03,040 --> 00:05:05,640 Speaker 1: time for a lot of people, and to know that 88 00:05:05,640 --> 00:05:08,279 Speaker 1: we're all in it together and we're all collectively finding 89 00:05:08,279 --> 00:05:10,240 Speaker 1: ways to adapt, I think is one of the most 90 00:05:10,279 --> 00:05:13,039 Speaker 1: comforting thoughts I can give myself another's at this time. 91 00:05:13,360 --> 00:05:15,960 Speaker 1: How is the team that you work on been affected 92 00:05:16,120 --> 00:05:19,080 Speaker 1: by this? As I'm sure a lot of people were 93 00:05:19,080 --> 00:05:24,120 Speaker 1: working in more of a close, uh, you know, cooperative environment. 94 00:05:24,240 --> 00:05:26,320 Speaker 1: Now we're talking about a lot of people in different 95 00:05:26,320 --> 00:05:32,799 Speaker 1: remote locations collaborating. Have you have you seen any changes 96 00:05:33,160 --> 00:05:37,360 Speaker 1: in that regard or has it been a pretty easy 97 00:05:37,520 --> 00:05:43,760 Speaker 1: transition adaptation into that that work life kind of experience. Yeah. 98 00:05:43,920 --> 00:05:48,120 Speaker 1: I think as IBM or as we've been accustomed to 99 00:05:48,200 --> 00:05:51,120 Speaker 1: working in distributed ways, we've learned a lot in the 100 00:05:51,440 --> 00:05:53,840 Speaker 1: terms of the ways of working, in terms of etiquette, 101 00:05:53,880 --> 00:05:56,359 Speaker 1: in terms of how to connect with one another and 102 00:05:56,400 --> 00:05:59,480 Speaker 1: how to effectively leverage whether you know when there's even 103 00:05:59,520 --> 00:06:01,960 Speaker 1: just one some remote on a squad and the others 104 00:06:01,960 --> 00:06:04,279 Speaker 1: are are together. There there's a whole different way of 105 00:06:04,279 --> 00:06:07,240 Speaker 1: interacting rather, you know, than if the whole team we're 106 00:06:07,240 --> 00:06:10,039 Speaker 1: sitting in one room together. You know, design has the 107 00:06:10,200 --> 00:06:12,680 Speaker 1: ability to impact the human experience in really big and 108 00:06:12,800 --> 00:06:17,160 Speaker 1: bold and meaningful ways. And so we've looked internally at 109 00:06:17,200 --> 00:06:19,559 Speaker 1: what we're doing and thought about how we can share 110 00:06:19,600 --> 00:06:22,159 Speaker 1: that with others, and and to your point, we've had 111 00:06:22,200 --> 00:06:26,760 Speaker 1: also to to make adjustments. It was certainly not seamless. Um, 112 00:06:27,720 --> 00:06:30,080 Speaker 1: we've had some some trial in our ways to go 113 00:06:30,120 --> 00:06:34,080 Speaker 1: about things, and we've introduced new remote forms of staying 114 00:06:34,160 --> 00:06:37,680 Speaker 1: engaged and connected. But for the most part, I think 115 00:06:37,720 --> 00:06:40,520 Speaker 1: the majority of the ways of interacting or leveraged by 116 00:06:40,560 --> 00:06:42,839 Speaker 1: the tool kit and the tool stack that we have 117 00:06:42,920 --> 00:06:45,520 Speaker 1: at IBM, which we've made available. But I do think 118 00:06:45,520 --> 00:06:48,960 Speaker 1: that relying on the softer side of things is so 119 00:06:49,040 --> 00:06:52,320 Speaker 1: critical at this point. When we talked before we had 120 00:06:52,360 --> 00:06:57,400 Speaker 1: this this recording session, you had mentioned this whole philosophy 121 00:06:57,400 --> 00:07:00,000 Speaker 1: of design OPS. I was hoping you could talk more 122 00:07:00,000 --> 00:07:03,719 Speaker 1: about what that is des OPS and UH and kind 123 00:07:03,760 --> 00:07:08,400 Speaker 1: of give us an overview of the philosophy behind that absolutely, 124 00:07:08,800 --> 00:07:12,560 Speaker 1: so design ops. So we have a shop, the Design Shop, 125 00:07:12,640 --> 00:07:16,040 Speaker 1: that is about one and forty people at IBM. It's 126 00:07:16,040 --> 00:07:18,880 Speaker 1: it's a it's a large shop, and it has different 127 00:07:18,920 --> 00:07:22,880 Speaker 1: subdisciplines that contribute to the broader sense of what we 128 00:07:22,960 --> 00:07:28,480 Speaker 1: call design. It's user experience design, it's visual designers, user researchers, 129 00:07:28,960 --> 00:07:34,120 Speaker 1: multimedia designers, content and communications. We also include design and 130 00:07:34,160 --> 00:07:38,880 Speaker 1: business strategy, the engagement function agile. So there's there's a 131 00:07:38,920 --> 00:07:42,760 Speaker 1: lot going on, and the way to orchestrate all of 132 00:07:42,800 --> 00:07:46,920 Speaker 1: this in a in a highly functional fashion is to 133 00:07:47,120 --> 00:07:50,880 Speaker 1: implement a design ops function within your team. So I 134 00:07:50,920 --> 00:07:54,400 Speaker 1: think the design ops, the way that we run our 135 00:07:54,480 --> 00:07:57,320 Speaker 1: team and the focus on design ops has enabled us 136 00:07:57,320 --> 00:08:00,960 Speaker 1: to quickly line up and to have a number of 137 00:08:01,000 --> 00:08:03,840 Speaker 1: people from each of those sub functions and to bring 138 00:08:03,840 --> 00:08:06,960 Speaker 1: them together in a as seamless away as possible to 139 00:08:07,240 --> 00:08:12,080 Speaker 1: attack this really big challenge and opportunity to try to 140 00:08:12,080 --> 00:08:13,760 Speaker 1: to leverage what we know and what we can do, 141 00:08:14,000 --> 00:08:17,520 Speaker 1: and to you know, to bring it forward forward to 142 00:08:17,760 --> 00:08:20,960 Speaker 1: fruition in a way that's really meaningful two people. And 143 00:08:21,000 --> 00:08:24,520 Speaker 1: I think people can tell when you care and when 144 00:08:24,560 --> 00:08:27,040 Speaker 1: you put care and thought into a product or an 145 00:08:27,080 --> 00:08:31,040 Speaker 1: experience that you're creating. So design ups enables us to 146 00:08:31,080 --> 00:08:35,640 Speaker 1: come together and really try to solve big problems in 147 00:08:35,679 --> 00:08:39,360 Speaker 1: meaningful ways, and it requires a lot of empathy more 148 00:08:39,400 --> 00:08:45,400 Speaker 1: than anything else. You alluded to a really quick time turnaround, 149 00:08:45,480 --> 00:08:49,720 Speaker 1: a four day turnaround for a project. I thought maybe 150 00:08:49,760 --> 00:08:53,320 Speaker 1: it'd be interesting to learn more about the specifics of 151 00:08:53,360 --> 00:08:57,040 Speaker 1: that project. What was the goal that you were aiming for, 152 00:08:57,360 --> 00:09:00,560 Speaker 1: and what was the process like in that incredibly quick 153 00:09:00,600 --> 00:09:03,280 Speaker 1: turnaround to go from here's what we need to do 154 00:09:03,440 --> 00:09:09,480 Speaker 1: to actually having something to show. So I had I 155 00:09:09,480 --> 00:09:12,520 Speaker 1: had a phone call on Monday night a few weeks ago, 156 00:09:13,040 --> 00:09:17,240 Speaker 1: and it was um an idea, which is basically, kids 157 00:09:17,240 --> 00:09:20,440 Speaker 1: are being thrown into this this new digital world. It's 158 00:09:20,880 --> 00:09:24,200 Speaker 1: they're learning an entirely new culture that's seen to shape 159 00:09:24,480 --> 00:09:27,719 Speaker 1: them and potentially their future careers. How they're interacting. It's 160 00:09:27,760 --> 00:09:31,920 Speaker 1: it's such a huge change from what people know, and 161 00:09:32,000 --> 00:09:35,920 Speaker 1: they don't have more than you know. They don't have 162 00:09:36,000 --> 00:09:38,840 Speaker 1: weeks for years to adapt like I have. In some 163 00:09:38,960 --> 00:09:41,640 Speaker 1: of my colleagues that I be am, they had to 164 00:09:41,679 --> 00:09:44,320 Speaker 1: adopt in in hours or if not you know, days, 165 00:09:44,360 --> 00:09:49,360 Speaker 1: if not hours, And so that became the challenge and 166 00:09:49,520 --> 00:09:53,400 Speaker 1: so many of us are are connected with teachers in 167 00:09:53,400 --> 00:09:57,000 Speaker 1: our in our real lives. We're watching the struggle firsthand, 168 00:09:57,120 --> 00:10:00,800 Speaker 1: and we're parents or our sister as our parents and 169 00:10:00,840 --> 00:10:03,640 Speaker 1: our friends, our teachers and all that. So it felt 170 00:10:03,800 --> 00:10:07,920 Speaker 1: very real and we jumped right into action deciding that 171 00:10:07,960 --> 00:10:10,520 Speaker 1: we're going to make a site that offers resources to 172 00:10:11,440 --> 00:10:14,040 Speaker 1: primarily to teachers in this time of need, in this 173 00:10:14,080 --> 00:10:16,600 Speaker 1: new world that we find ourselves in. We could have 174 00:10:16,679 --> 00:10:20,120 Speaker 1: just probably put up a technology table, you know, just 175 00:10:20,160 --> 00:10:23,720 Speaker 1: staying here's what IBM does. Instead, a big focus of 176 00:10:23,760 --> 00:10:27,199 Speaker 1: ours from the design perspective became what's the mental model 177 00:10:27,280 --> 00:10:31,000 Speaker 1: of our users? Let's not leave with the technology. That's 178 00:10:31,040 --> 00:10:35,920 Speaker 1: probably not how they think. Teachers and educators and maybe 179 00:10:35,920 --> 00:10:40,040 Speaker 1: administrators and parents and guardians are probably thinking, well, I'm 180 00:10:40,080 --> 00:10:42,480 Speaker 1: hoping to do X. You know, how might I do that? 181 00:10:42,520 --> 00:10:44,360 Speaker 1: What are my options? I think, at the end of 182 00:10:44,400 --> 00:10:47,440 Speaker 1: the day, just take a little It's a daunting thing 183 00:10:47,559 --> 00:10:50,520 Speaker 1: for people to try to transition and recreate the social 184 00:10:50,520 --> 00:10:53,200 Speaker 1: interactions they have physically in a classroom. To do that 185 00:10:53,280 --> 00:10:56,000 Speaker 1: virtually and with all different age groups, I think it's 186 00:10:56,000 --> 00:10:59,440 Speaker 1: it's just such a it's a daunting, overwhelming task and 187 00:10:59,440 --> 00:11:02,040 Speaker 1: Our whole impetus was, let's try to take some of 188 00:11:02,040 --> 00:11:04,760 Speaker 1: that away, even from the imagery we use and the 189 00:11:04,800 --> 00:11:09,120 Speaker 1: way the words we choose. Everything was very thoughtfully applied 190 00:11:09,880 --> 00:11:13,440 Speaker 1: with this thought in mind. Do you have any observations 191 00:11:13,480 --> 00:11:17,360 Speaker 1: about the shift of etiquette from the real world space 192 00:11:17,440 --> 00:11:20,960 Speaker 1: to the virtual space, or anything that you've particularly learned 193 00:11:21,679 --> 00:11:26,080 Speaker 1: in this rather accelerated development phase. So we put these 194 00:11:26,120 --> 00:11:31,760 Speaker 1: sections of the site together that provide tips for most 195 00:11:31,800 --> 00:11:36,160 Speaker 1: effectively leveraging technology while you're trying to do this, and 196 00:11:36,200 --> 00:11:39,600 Speaker 1: it's things like join a couple of minutes early, learn 197 00:11:39,640 --> 00:11:42,440 Speaker 1: where your mute feature is, use it when you're not talking, 198 00:11:42,920 --> 00:11:46,320 Speaker 1: avoid access noise, try to look at the best position 199 00:11:46,360 --> 00:11:50,840 Speaker 1: for your camera, avoid backlighting, and if your videos choppy, 200 00:11:50,840 --> 00:11:53,800 Speaker 1: you might turn it off. Look at the various layouts 201 00:11:53,840 --> 00:11:55,840 Speaker 1: that the tool you're using provides so that you can 202 00:11:55,880 --> 00:11:58,240 Speaker 1: get the most out of it or it can best 203 00:11:58,240 --> 00:12:02,079 Speaker 1: suit your preferences. Read facial cues, use your hands when 204 00:12:02,080 --> 00:12:05,000 Speaker 1: you're you know, there's things that we've learned that make 205 00:12:05,080 --> 00:12:09,280 Speaker 1: you feel more connected, and so they're provided um in 206 00:12:09,400 --> 00:12:13,160 Speaker 1: various parts of the site, and and in a it's 207 00:12:13,160 --> 00:12:15,760 Speaker 1: sort of like, no matter what you're doing, and using 208 00:12:15,880 --> 00:12:18,280 Speaker 1: We hope you can find some value here because we're 209 00:12:18,320 --> 00:12:23,439 Speaker 1: sharing some ways of working that are pretty ubiquitous or 210 00:12:23,480 --> 00:12:27,440 Speaker 1: core can be and hopefully can be valuable. At this time, 211 00:12:27,800 --> 00:12:30,280 Speaker 1: we thought about different ways for the six through twelve 212 00:12:30,480 --> 00:12:33,880 Speaker 1: age group to do. Maybe it's students are the teachers 213 00:12:34,000 --> 00:12:37,080 Speaker 1: for the day. Maybe it's you know, there's a morning 214 00:12:37,120 --> 00:12:41,440 Speaker 1: announcement and it gets rotated. There's book clubs or podcast clubs, 215 00:12:41,600 --> 00:12:44,720 Speaker 1: and so we tried to consider what would be fun, 216 00:12:44,800 --> 00:12:48,240 Speaker 1: Like we play lunch roulette now that with my team, 217 00:12:48,280 --> 00:12:51,280 Speaker 1: now that we're remote, we do that just so that 218 00:12:51,600 --> 00:12:53,880 Speaker 1: randomly you compare up with someone and have lunch and 219 00:12:53,960 --> 00:12:56,200 Speaker 1: see how it's going for them. And why couldn't that 220 00:12:56,280 --> 00:13:00,520 Speaker 1: apply also in an education setting? It definitely could. So 221 00:13:00,679 --> 00:13:02,920 Speaker 1: you know, have have guest speaker, have somebody come on 222 00:13:03,320 --> 00:13:05,800 Speaker 1: do show and tell grab an item that's meaningful to 223 00:13:05,840 --> 00:13:08,360 Speaker 1: you from the room you're sitting in. And we played 224 00:13:08,480 --> 00:13:12,559 Speaker 1: um literally at my job, my bus hosted a guess 225 00:13:12,559 --> 00:13:15,720 Speaker 1: who's office this is and we had to send in 226 00:13:15,720 --> 00:13:18,040 Speaker 1: a picture beforehand, and we had a lot of fun 227 00:13:18,080 --> 00:13:21,920 Speaker 1: with guessing whose office that might be. Considering like the 228 00:13:21,920 --> 00:13:24,560 Speaker 1: broader surrounding that you can't really see on video, and 229 00:13:24,600 --> 00:13:26,760 Speaker 1: so I think there's there's lots of ways that we 230 00:13:26,760 --> 00:13:31,360 Speaker 1: can stay connected. And then there's reminders to to educators 231 00:13:31,400 --> 00:13:34,640 Speaker 1: to get your keep your like, take breaks, let people 232 00:13:34,640 --> 00:13:38,320 Speaker 1: get up and move, uh, let them have a sense 233 00:13:38,360 --> 00:13:42,760 Speaker 1: of control, you know, pass the mic around, UM, ask questions, 234 00:13:42,840 --> 00:13:45,920 Speaker 1: let people submit, and then we try to think of 235 00:13:46,880 --> 00:13:50,640 Speaker 1: various ways that others can just even suggest different contents 236 00:13:50,640 --> 00:13:52,600 Speaker 1: that we We definitely did didn't not think of an 237 00:13:52,600 --> 00:13:55,319 Speaker 1: exhaustive list, but I think that there's a good starting 238 00:13:55,360 --> 00:13:59,320 Speaker 1: point and that hopefully it will create or the creative 239 00:13:59,360 --> 00:14:01,520 Speaker 1: juices will flow from having read that, and then we 240 00:14:01,559 --> 00:14:04,880 Speaker 1: hope in time will have some sort of whether it's 241 00:14:05,280 --> 00:14:08,760 Speaker 1: synchronous or asynchronous, some sort of feedback mechanism where people 242 00:14:08,800 --> 00:14:11,280 Speaker 1: can interact and say like, here's my hack, here's what 243 00:14:11,400 --> 00:14:14,320 Speaker 1: I did that really worked. You touched on a lot 244 00:14:14,360 --> 00:14:18,600 Speaker 1: of things that that really resonate with me. Kristen can 245 00:14:18,640 --> 00:14:20,800 Speaker 1: tell you because she can see my video as I 246 00:14:20,840 --> 00:14:22,520 Speaker 1: record this right now, that I do talk on my 247 00:14:22,560 --> 00:14:25,560 Speaker 1: hands quite a lot, and uh, and that sort of 248 00:14:25,640 --> 00:14:28,240 Speaker 1: level of expression, that level of body language is something 249 00:14:28,280 --> 00:14:33,560 Speaker 1: that is incredibly valuable. Those social cues are incredibly informative. 250 00:14:33,640 --> 00:14:37,000 Speaker 1: And anyone who has had an experience of misinterpreting a 251 00:14:37,080 --> 00:14:42,120 Speaker 1: message sent via text or email because it lacked that 252 00:14:42,120 --> 00:14:45,480 Speaker 1: that part of human communication can tell you it's very 253 00:14:45,520 --> 00:14:49,440 Speaker 1: easy to have a misunderstanding when you don't have that 254 00:14:49,680 --> 00:14:52,600 Speaker 1: that element in your communication. So having the tools there 255 00:14:52,960 --> 00:14:55,960 Speaker 1: to be able to enable that communication, I think is 256 00:14:56,280 --> 00:14:58,640 Speaker 1: is incredibly useful. I mean, I'm I'm old enough to 257 00:14:59,640 --> 00:15:02,960 Speaker 1: reach point where I did not realize that sometimes using 258 00:15:03,000 --> 00:15:07,520 Speaker 1: punctuation in text messages could be interpreted as being very uh, 259 00:15:07,560 --> 00:15:13,160 Speaker 1: stern or directive. I used it because I was trained 260 00:15:13,200 --> 00:15:16,040 Speaker 1: as a writer and punctuation is how you in sentences 261 00:15:16,600 --> 00:15:20,280 Speaker 1: and uh. But then younger friends of mine would say, oh, no, 262 00:15:20,600 --> 00:15:25,560 Speaker 1: like in our culture, this text based culture, where we 263 00:15:26,040 --> 00:15:29,560 Speaker 1: use that as a way of communicating, we interpret that 264 00:15:29,680 --> 00:15:34,160 Speaker 1: as a way of being much more stern with one another. 265 00:15:34,200 --> 00:15:36,600 Speaker 1: So it's like you're yelling at someone or you're you're 266 00:15:36,680 --> 00:15:40,240 Speaker 1: chiding them, and uh. So that was a learning experience 267 00:15:40,280 --> 00:15:43,160 Speaker 1: for me. I've been smiling listening to you because it's 268 00:15:43,160 --> 00:15:45,520 Speaker 1: all too real, and we've been on the other end 269 00:15:45,520 --> 00:15:47,960 Speaker 1: of those texts, and we've sent those texts and received 270 00:15:47,960 --> 00:15:50,640 Speaker 1: the funds and we know how this goes. So I 271 00:15:50,680 --> 00:15:55,880 Speaker 1: think we have almost no choice but to become better 272 00:15:56,000 --> 00:16:02,360 Speaker 1: at interacting right and and being expressive and communicating with 273 00:16:02,360 --> 00:16:05,160 Speaker 1: one another in new and different and varied ways that 274 00:16:05,240 --> 00:16:08,040 Speaker 1: I think will serve us well longer term. And I 275 00:16:08,120 --> 00:16:13,120 Speaker 1: think the underlying point is that we need each other people. 276 00:16:13,680 --> 00:16:17,320 Speaker 1: We are a community of people, no matter how you 277 00:16:17,640 --> 00:16:20,200 Speaker 1: slice and dice it, you know, and we're human beings 278 00:16:20,720 --> 00:16:23,880 Speaker 1: and we need to be connected, and we need to 279 00:16:24,560 --> 00:16:29,280 Speaker 1: remember that people want to help. Tools and people and 280 00:16:29,320 --> 00:16:32,120 Speaker 1: services and offerings and are out there too, and almost 281 00:16:32,160 --> 00:16:36,600 Speaker 1: overwhelming degree right now, but we're all nobody is alone 282 00:16:36,640 --> 00:16:38,680 Speaker 1: in this, and I think that there's such comfort in 283 00:16:38,720 --> 00:16:43,000 Speaker 1: that thought, and so we're here to all work together 284 00:16:43,240 --> 00:16:46,680 Speaker 1: through this. Christian's team worked on the design side of 285 00:16:46,720 --> 00:16:50,760 Speaker 1: these remote learning tools. My next guest, Grace Sue, is 286 00:16:50,800 --> 00:16:53,560 Speaker 1: the vice president of Education at IBM, and she and 287 00:16:53,560 --> 00:16:57,080 Speaker 1: I talked more about IBM S programs that provide resources 288 00:16:57,080 --> 00:17:00,800 Speaker 1: to students and educators, including programs that extend yawned the 289 00:17:00,880 --> 00:17:06,080 Speaker 1: online world. Grace, before we talk about IBM S initiatives 290 00:17:06,320 --> 00:17:11,399 Speaker 1: in education, what sort of broad trends are we seeing 291 00:17:11,560 --> 00:17:15,880 Speaker 1: right now in the wake of the COVID nineteen crisis 292 00:17:15,960 --> 00:17:19,200 Speaker 1: is people try to attempt to adapt to a new 293 00:17:19,240 --> 00:17:23,880 Speaker 1: type of life in this era of physical distancing. Obviously, 294 00:17:23,920 --> 00:17:25,840 Speaker 1: let's create a lot of disruption. So what are some 295 00:17:25,920 --> 00:17:30,160 Speaker 1: of the trends we're seeing, Well, what comes to schools. 296 00:17:30,640 --> 00:17:33,919 Speaker 1: What we're seeing is that educators are really trying to 297 00:17:34,000 --> 00:17:38,160 Speaker 1: pivot quickly. And I've talked to a number of education 298 00:17:38,280 --> 00:17:43,720 Speaker 1: leaders and they are working seven tiresly UM finding alternatives 299 00:17:43,760 --> 00:17:47,560 Speaker 1: for academic learning, but not just learning. Schools are such 300 00:17:47,600 --> 00:17:51,080 Speaker 1: the center pieces of our communities. They provide so much 301 00:17:51,160 --> 00:17:54,399 Speaker 1: so for for many schools, they're also looking for ways 302 00:17:54,440 --> 00:17:57,639 Speaker 1: to provide food UM for young people who rely on 303 00:17:57,680 --> 00:18:01,160 Speaker 1: their schools for food UM. They're also thinking about other 304 00:18:01,240 --> 00:18:05,440 Speaker 1: social services as well, So they're really running the gamut 305 00:18:05,760 --> 00:18:10,120 Speaker 1: of UM many many different kinds of services that they've 306 00:18:10,119 --> 00:18:13,520 Speaker 1: got to figure out for children. Can you talk a 307 00:18:13,560 --> 00:18:19,560 Speaker 1: bit about some of the the services and applications that 308 00:18:20,040 --> 00:18:25,080 Speaker 1: IBM has been involved with as far as education. Yeah, 309 00:18:25,119 --> 00:18:29,000 Speaker 1: in terms of what we're providing for students around the 310 00:18:29,040 --> 00:18:34,080 Speaker 1: world with distance learning, we actually and the and the 311 00:18:34,200 --> 00:18:39,359 Speaker 1: timing has been really spot on. Unfortunately, there is a pandemic, 312 00:18:39,480 --> 00:18:42,600 Speaker 1: but we have just launched something that we call open 313 00:18:42,720 --> 00:18:47,240 Speaker 1: p tech, and open p tech builds off of a 314 00:18:47,240 --> 00:18:50,840 Speaker 1: program that we have of Brick and Mortar High school UM. 315 00:18:50,960 --> 00:18:54,400 Speaker 1: And within these brick and mortar high schools, the idea 316 00:18:54,600 --> 00:18:58,200 Speaker 1: is that students are learning the skills that they need 317 00:18:58,240 --> 00:19:01,399 Speaker 1: for the future of work, so really a focus on 318 00:19:01,480 --> 00:19:07,200 Speaker 1: guest the academic competencies, but also technical competencies as well 319 00:19:07,240 --> 00:19:11,800 Speaker 1: as professional competencies, professional ones being what some people refer 320 00:19:11,920 --> 00:19:15,800 Speaker 1: to as soft skills like problem solving, critical thinking, and 321 00:19:15,840 --> 00:19:20,320 Speaker 1: we took the those kinds of learning that it is 322 00:19:20,680 --> 00:19:25,080 Speaker 1: happening within P tech schools and we've put them online. 323 00:19:25,720 --> 00:19:27,800 Speaker 1: And so if you go to open p tech, which 324 00:19:27,880 --> 00:19:31,520 Speaker 1: is off of PTech dot org, you have the opportunity 325 00:19:31,760 --> 00:19:35,840 Speaker 1: to for free and anyone can access it, go in 326 00:19:36,000 --> 00:19:39,800 Speaker 1: and participate in digital learning UM, so you can learn 327 00:19:39,800 --> 00:19:45,399 Speaker 1: about cyber security and blockchain UM and data science. You 328 00:19:45,440 --> 00:19:50,160 Speaker 1: can participate in free webinars around a number of different subjects, 329 00:19:50,600 --> 00:19:53,000 Speaker 1: and you can earn digital badges, which is such a 330 00:19:53,040 --> 00:19:56,879 Speaker 1: great inspiration and motivation for students. And these are the 331 00:19:56,960 --> 00:20:00,080 Speaker 1: same badges that ibm R s earn. So we oh 332 00:20:00,280 --> 00:20:03,760 Speaker 1: that they have cashet in the labor market, so students 333 00:20:03,840 --> 00:20:07,840 Speaker 1: can put them onto their linked in profiles or other 334 00:20:07,960 --> 00:20:12,240 Speaker 1: kind of digital wallet, and it signifies that they have 335 00:20:12,920 --> 00:20:17,199 Speaker 1: mastered a very specific skill. So we're making that available 336 00:20:17,840 --> 00:20:21,080 Speaker 1: UM worldwide. We know that it's in a number of 337 00:20:21,119 --> 00:20:25,840 Speaker 1: different languages UM and we also have developed a skill 338 00:20:26,000 --> 00:20:30,639 Speaker 1: site UM where learners can get a huge number of 339 00:20:30,640 --> 00:20:34,000 Speaker 1: other kinds of skills off of IBM dot com slash 340 00:20:34,040 --> 00:20:38,000 Speaker 1: skills as well. UM. And we know that not everybody 341 00:20:38,040 --> 00:20:41,399 Speaker 1: can it's going to be able to access these things, 342 00:20:41,400 --> 00:20:45,440 Speaker 1: but for those students that can, this is an opportunity 343 00:20:45,480 --> 00:20:48,960 Speaker 1: for them to be able to augment learning that's happening 344 00:20:48,960 --> 00:20:55,000 Speaker 1: within their schools and build upon their UM, their expertise 345 00:20:55,000 --> 00:20:59,679 Speaker 1: and really key areas that employers are looking for, so 346 00:20:59,800 --> 00:21:04,040 Speaker 1: really getting prepared for college and career. And also it's 347 00:21:04,119 --> 00:21:07,240 Speaker 1: something that can UH see to a need that I 348 00:21:07,240 --> 00:21:10,640 Speaker 1: think a lot of school systems are probably under equipped 349 00:21:10,720 --> 00:21:13,120 Speaker 1: to do. Uh, not saying that all of them are, 350 00:21:13,160 --> 00:21:16,200 Speaker 1: but I think a lot of schools are are very 351 00:21:16,280 --> 00:21:21,440 Speaker 1: much focused on traditional curricula and so something like this 352 00:21:21,600 --> 00:21:27,680 Speaker 1: that is incredibly UM applicable today would possibly be something 353 00:21:27,720 --> 00:21:30,720 Speaker 1: that people wouldn't even encounter unless they were doing special 354 00:21:30,720 --> 00:21:34,520 Speaker 1: after school programs, or perhaps a college prep course, or 355 00:21:34,600 --> 00:21:37,040 Speaker 1: maybe not even until they got into college, if they 356 00:21:37,040 --> 00:21:40,159 Speaker 1: started to be interested in something like computer science. I 357 00:21:40,200 --> 00:21:44,199 Speaker 1: think that this speaks to the larger fact that we 358 00:21:44,240 --> 00:21:47,119 Speaker 1: know schools can't do the hard work of educating children 359 00:21:47,160 --> 00:21:52,359 Speaker 1: on their own, and businesses need talent, and it's really 360 00:21:52,400 --> 00:21:57,840 Speaker 1: incumbent upon businesses to help develop and nurture that talent 361 00:21:58,520 --> 00:22:01,879 Speaker 1: working with educators on the ground. So if we are 362 00:22:02,160 --> 00:22:07,280 Speaker 1: very deliberate about articulating the skills that we need so 363 00:22:07,359 --> 00:22:11,440 Speaker 1: that students build the skills that they need to engage 364 00:22:11,480 --> 00:22:15,080 Speaker 1: in the economy and in future jobs, then it's really 365 00:22:15,119 --> 00:22:18,359 Speaker 1: a win win for everybody. And the other thing that 366 00:22:18,400 --> 00:22:22,040 Speaker 1: we're very attuned to in our work and in our 367 00:22:22,119 --> 00:22:26,200 Speaker 1: work UM through the p Tech brick and mortar schools, 368 00:22:26,480 --> 00:22:30,320 Speaker 1: is really a focus on access and equity. So through 369 00:22:30,560 --> 00:22:34,400 Speaker 1: our p TEX actual schools, of which there are two 370 00:22:34,480 --> 00:22:37,800 Speaker 1: hundred and twenty across twenty five countries around the world, 371 00:22:38,560 --> 00:22:43,000 Speaker 1: we are serving students from underserved backgrounds and working to 372 00:22:43,160 --> 00:22:46,399 Speaker 1: give them the skills to participate in the future of 373 00:22:46,480 --> 00:22:53,000 Speaker 1: work UM and also experiences that their families may not 374 00:22:53,440 --> 00:22:57,760 Speaker 1: have access to because they don't have the financial capability 375 00:22:57,880 --> 00:23:01,280 Speaker 1: or the social networks to engage. So we provide our 376 00:23:01,359 --> 00:23:06,480 Speaker 1: students with opportunities to have mentoring, paid internships UM, and 377 00:23:07,440 --> 00:23:12,200 Speaker 1: opportunities to be first in line for job interviews. So ultimately, 378 00:23:12,200 --> 00:23:14,960 Speaker 1: our students and our p tech schools are earning a 379 00:23:15,040 --> 00:23:18,879 Speaker 1: high school diploma in a two year associates degree, and 380 00:23:18,960 --> 00:23:22,880 Speaker 1: we're trying to take some of those opportunities and now 381 00:23:23,359 --> 00:23:29,200 Speaker 1: put them online to reach even more children. That's that's great, 382 00:23:29,320 --> 00:23:32,439 Speaker 1: and I'm glad you brought up the uh, the issue 383 00:23:32,560 --> 00:23:37,040 Speaker 1: of underserved populations. That's something I definitely want to speak 384 00:23:37,480 --> 00:23:42,520 Speaker 1: more about because while a lot of us, like myself included, 385 00:23:42,840 --> 00:23:47,440 Speaker 1: have the luxury of being able to port my work 386 00:23:47,640 --> 00:23:52,199 Speaker 1: to a different environment to be able to continue to 387 00:23:52,320 --> 00:23:56,480 Speaker 1: contribute UM, even if I don't have access to the 388 00:23:56,560 --> 00:23:58,879 Speaker 1: office I would normally be in or the studio I 389 00:23:58,880 --> 00:24:02,680 Speaker 1: would normally be in, a lot of people don't have those, uh, 390 00:24:02,760 --> 00:24:06,639 Speaker 1: those luxuries, whether it's because of the type of work 391 00:24:06,680 --> 00:24:11,679 Speaker 1: they are in UM or because they just don't have 392 00:24:11,760 --> 00:24:15,000 Speaker 1: access to those sort of things. We unfortunately don't live 393 00:24:15,000 --> 00:24:20,120 Speaker 1: in a world where everyone has access to ubiquitous networks 394 00:24:20,280 --> 00:24:26,639 Speaker 1: and ubiquitous technologies. So since that's something that we often 395 00:24:27,359 --> 00:24:31,320 Speaker 1: kind of glance over in these conversations, you know, we 396 00:24:31,359 --> 00:24:34,439 Speaker 1: talk about the online tools and the tech tools that 397 00:24:34,640 --> 00:24:39,760 Speaker 1: enable distance learning, what about for people who are in 398 00:24:39,800 --> 00:24:43,359 Speaker 1: those positions. Are there any initiatives that are aiming to 399 00:24:43,600 --> 00:24:50,320 Speaker 1: help underserve populations that wouldn't have access to those tools traditionally. Well, 400 00:24:50,320 --> 00:24:53,160 Speaker 1: we need to do much more. We certainly know that 401 00:24:53,280 --> 00:24:56,479 Speaker 1: there are students during this pandemic who are not going 402 00:24:56,480 --> 00:24:59,520 Speaker 1: to be able to participate in distance learning because they 403 00:24:59,560 --> 00:25:05,040 Speaker 1: simply have access to technology and connectivity. And research shows 404 00:25:05,080 --> 00:25:10,359 Speaker 1: that students who miss school, um, they do not achieve 405 00:25:10,400 --> 00:25:12,920 Speaker 1: at at the highest levels. And I've talked to a 406 00:25:13,000 --> 00:25:16,480 Speaker 1: number of educators during this pandemic and they have very 407 00:25:16,520 --> 00:25:20,080 Speaker 1: deep concerns that the loss of learning over this period 408 00:25:20,119 --> 00:25:24,160 Speaker 1: of time can affect our most vulnerable children across their 409 00:25:24,280 --> 00:25:27,280 Speaker 1: entire lifetimes. So this is something that we really need 410 00:25:27,320 --> 00:25:31,800 Speaker 1: to think about seriously. We always think about education as 411 00:25:31,800 --> 00:25:34,920 Speaker 1: a civil right, um, but we have to think about 412 00:25:34,960 --> 00:25:39,800 Speaker 1: technology and and the opportunity to learn from a distance 413 00:25:40,359 --> 00:25:43,879 Speaker 1: as a civil right too. So I think that's the 414 00:25:44,560 --> 00:25:47,000 Speaker 1: next area that we need to tackle, and it's certainly 415 00:25:47,040 --> 00:25:53,000 Speaker 1: not just technology. UM, it's really also about connectivity. It's 416 00:25:53,040 --> 00:25:58,160 Speaker 1: about giving teachers the tools that will empower them to 417 00:25:58,359 --> 00:26:03,840 Speaker 1: be able to help teach their students in classrooms. So 418 00:26:03,920 --> 00:26:07,720 Speaker 1: there's a huge range of different areas that we need 419 00:26:07,760 --> 00:26:12,480 Speaker 1: to start thinking about shifting over to kind of a 420 00:26:12,680 --> 00:26:15,840 Speaker 1: tips and tricks sort of approach. I hate to even 421 00:26:15,840 --> 00:26:18,280 Speaker 1: phrase it that way, but do you have any insight 422 00:26:18,600 --> 00:26:21,879 Speaker 1: on things that you think are valuable for either the 423 00:26:21,920 --> 00:26:26,720 Speaker 1: average student or perhaps average educator or maybe parent or guardian, 424 00:26:27,119 --> 00:26:32,480 Speaker 1: what they should do to help support a remote learning experience, 425 00:26:32,600 --> 00:26:38,240 Speaker 1: things like the best practices perhaps, Yeah, I think there's 426 00:26:38,280 --> 00:26:43,399 Speaker 1: a huge range. I think for students who have connectivity 427 00:26:43,520 --> 00:26:48,760 Speaker 1: and are able to be learning from home, a lot 428 00:26:48,800 --> 00:26:51,840 Speaker 1: of the best practices mirror what happens in the workplace. 429 00:26:52,000 --> 00:26:55,720 Speaker 1: So you need a good setup, you need light, um, 430 00:26:56,359 --> 00:26:59,359 Speaker 1: and and saying for the teachers, And I think I've 431 00:26:59,359 --> 00:27:03,399 Speaker 1: seen teachers, my son's teacher in particular, UM, doing a 432 00:27:03,440 --> 00:27:08,200 Speaker 1: wonderful job helping students learn how to participate in an 433 00:27:08,200 --> 00:27:11,440 Speaker 1: online classroom. So how do you mute? How do you 434 00:27:11,560 --> 00:27:15,080 Speaker 1: raise your hand? What is the best way to participate 435 00:27:15,160 --> 00:27:20,040 Speaker 1: and ask a question? UM? So it does remind me 436 00:27:20,080 --> 00:27:23,280 Speaker 1: a lot about just work the world of work. So 437 00:27:23,359 --> 00:27:26,359 Speaker 1: they're getting a jump start on that, which is great 438 00:27:26,400 --> 00:27:32,320 Speaker 1: to see. I think for UM, for schools and educators 439 00:27:32,359 --> 00:27:37,399 Speaker 1: and leaders who are working with students from vulnerable populations. 440 00:27:37,920 --> 00:27:41,480 Speaker 1: I know that, UM, you know, the challenges are just 441 00:27:41,600 --> 00:27:43,600 Speaker 1: greater and different. How do you get kids to come 442 00:27:43,640 --> 00:27:48,919 Speaker 1: to the table, um and participate in online education? A 443 00:27:48,960 --> 00:27:52,320 Speaker 1: lot of that has to do with making sure I know, 444 00:27:52,560 --> 00:27:55,520 Speaker 1: I've heard a lot of school leaders who are calling 445 00:27:55,600 --> 00:27:58,360 Speaker 1: families twice a week just to check in. I think 446 00:27:58,400 --> 00:28:04,200 Speaker 1: the emotional part of school and how amazing teachers are 447 00:28:04,200 --> 00:28:08,200 Speaker 1: with our young people. UM, we can't forget that piece too. 448 00:28:08,520 --> 00:28:13,159 Speaker 1: So finding ways to make sure that we're creating these 449 00:28:13,200 --> 00:28:18,280 Speaker 1: inclusive classrooms where students feel heard, where they continue to 450 00:28:18,320 --> 00:28:22,040 Speaker 1: feel nurtured. UM. You know, I think that that we've 451 00:28:22,080 --> 00:28:25,800 Speaker 1: got to experiment with ways to do that. I think, UM, 452 00:28:25,840 --> 00:28:31,200 Speaker 1: I know, some teachers are experimenting with smaller classroom opportunities, 453 00:28:31,320 --> 00:28:34,720 Speaker 1: or they might be having their own kinds of office hours, 454 00:28:34,760 --> 00:28:37,119 Speaker 1: just like you would do in a university setting to 455 00:28:37,200 --> 00:28:41,720 Speaker 1: help students who are falling behind. So there's a huge 456 00:28:41,880 --> 00:28:46,960 Speaker 1: range of different kinds of ways that educators are trying 457 00:28:47,000 --> 00:28:48,960 Speaker 1: to help, and I think it mirrors many of the 458 00:28:49,000 --> 00:28:52,520 Speaker 1: best practices that we're seeing in the workplace. I think 459 00:28:52,520 --> 00:28:55,600 Speaker 1: for us at IBM, what the pandemic has done is 460 00:28:56,160 --> 00:29:00,400 Speaker 1: put a greater sense of urgency around our work. We 461 00:29:00,480 --> 00:29:04,960 Speaker 1: know that innovation happens through diversity. We know that there's 462 00:29:05,000 --> 00:29:08,920 Speaker 1: so much untapped talent around the world, and we're really 463 00:29:08,960 --> 00:29:12,760 Speaker 1: committed to bringing the very best experts and skills to 464 00:29:12,840 --> 00:29:17,760 Speaker 1: the table to drive our business forward and to enable 465 00:29:17,840 --> 00:29:21,200 Speaker 1: us to help our clients UM and to solve some 466 00:29:21,240 --> 00:29:24,600 Speaker 1: of the world's greatest challenges. So, you know, our goal 467 00:29:24,840 --> 00:29:28,160 Speaker 1: is to be able to nurture talent wherever it exists, 468 00:29:28,640 --> 00:29:31,440 Speaker 1: give them the tools and the skills that they need 469 00:29:31,600 --> 00:29:35,600 Speaker 1: by working with the public sector, with educators and government 470 00:29:35,640 --> 00:29:41,200 Speaker 1: officials and nonprofits to be able to UM, to be 471 00:29:41,240 --> 00:29:46,520 Speaker 1: able to build the next generation of leaders and workers 472 00:29:46,600 --> 00:29:51,080 Speaker 1: and IBM ors. So it's UM. It's great to be 473 00:29:51,200 --> 00:29:53,959 Speaker 1: part of all of this kind of work. Thank you 474 00:29:54,040 --> 00:29:56,320 Speaker 1: to Kristen and Grace for coming on the show to 475 00:29:56,360 --> 00:29:59,440 Speaker 1: talk about ibm S work and creating and making accessible 476 00:29:59,520 --> 00:30:02,960 Speaker 1: these tools for students, parents and educators. To learn more 477 00:30:03,000 --> 00:30:06,720 Speaker 1: about what is available, go to IBM dot com. Slash 478 00:30:06,840 --> 00:30:10,600 Speaker 1: Remote Learning, you'll see links to lots of resources that 479 00:30:10,640 --> 00:30:13,920 Speaker 1: can be a huge help. Before I sign off, I 480 00:30:13,960 --> 00:30:17,080 Speaker 1: also want to remind everyone of the Call for Code initiative. 481 00:30:17,560 --> 00:30:20,360 Speaker 1: This is a sort of hackathon in which IBM invites 482 00:30:20,440 --> 00:30:24,160 Speaker 1: app developers and others to form teams and pitch absolutions 483 00:30:24,320 --> 00:30:28,360 Speaker 1: to really big challenges. This year, there are two tracks 484 00:30:28,440 --> 00:30:33,280 Speaker 1: of challenges. First is response to COVID nineteen. IBM is 485 00:30:33,320 --> 00:30:37,320 Speaker 1: already evaluating the initial batch of submissions to put three 486 00:30:37,360 --> 00:30:41,840 Speaker 1: proposed solutions into implementation by the middle of this month. However, 487 00:30:42,240 --> 00:30:44,680 Speaker 1: if you have an idea for an app to help 488 00:30:44,800 --> 00:30:47,760 Speaker 1: in the fight against COVID nineteen, you're still welcome to 489 00:30:47,800 --> 00:30:52,040 Speaker 1: submit that idea until July three. That date is also 490 00:30:52,080 --> 00:30:54,760 Speaker 1: when the final submissions are due for the other track 491 00:30:55,040 --> 00:30:57,720 Speaker 1: of Call for Code, which aims at the broad issue 492 00:30:57,800 --> 00:31:00,680 Speaker 1: of climate change. So if you have an idea for 493 00:31:00,760 --> 00:31:03,160 Speaker 1: an app, or you want to see what ideas are 494 00:31:03,160 --> 00:31:05,880 Speaker 1: already out there and how you might also get involved, 495 00:31:06,200 --> 00:31:08,600 Speaker 1: there's still time and you don't have to be a developer. 496 00:31:08,840 --> 00:31:11,880 Speaker 1: You might be someone with deep knowledge on the subject matter, 497 00:31:11,880 --> 00:31:15,000 Speaker 1: in which case you can add your expertise to people 498 00:31:15,000 --> 00:31:18,520 Speaker 1: who are developing apps. To learn more, visit developer dot 499 00:31:18,520 --> 00:31:22,640 Speaker 1: IBM dot com slash call for code. The next Smart 500 00:31:22,680 --> 00:31:26,000 Speaker 1: Talks episode will publish on Stuff to Blow Your Mind, 501 00:31:26,440 --> 00:31:29,480 Speaker 1: so make sure you check that out and be sure 502 00:31:29,520 --> 00:31:31,880 Speaker 1: to subscribe to the show because if you like science, 503 00:31:32,120 --> 00:31:36,000 Speaker 1: you're going to love that podcast. Join Robert and Joe 504 00:31:36,120 --> 00:31:39,920 Speaker 1: as they speak with IBMS Global Managing Director for Consumer 505 00:31:39,960 --> 00:31:44,400 Speaker 1: Industries Luke Nazi as they unpack how the pandemic has 506 00:31:44,440 --> 00:31:48,480 Speaker 1: forced rapid adaptation in the ways we shop and manage 507 00:31:48,520 --> 00:31:51,720 Speaker 1: supply chains. You'll find that episode over at Stuff to 508 00:31:51,760 --> 00:31:54,600 Speaker 1: Blow Your Mind. And as always, I hope you are 509 00:31:54,680 --> 00:32:00,120 Speaker 1: well and I'll talk to you again really soon. M 510 00:32:02,560 --> 00:32:05,600 Speaker 1: Text Stuff is an I Heart Radio production. For more 511 00:32:05,680 --> 00:32:09,080 Speaker 1: podcasts from I Heart Radio, visit the i Heart Radio app, 512 00:32:09,200 --> 00:32:12,360 Speaker 1: Apple Podcasts, or wherever you listen to your favorite shows.