►
From YouTube: e-NABLE SPC Meeting, July 24, 2020
Description
This is a recording of the e-NABLE Strategic Planning Committee meeting for Friday, July 24, 2020.
The notes/agenda document can be found here: https://bit.ly/3g1D7YI
B
C
Okay,
so
so
what
you're
looking
at
here
is
a
product
of
my
review
of
the
united
nations
standards
and
initiatives.
I
came
across
an
article
which
is
linked
at
the
bottom
of
this.
It's
the
united
nations,
five
global
issues
to
watch
from
from
that.
I
created
four
units
of
study
pertaining
to
global
issues,
climate
action,
racial
inequality,
refugee
crises
and
the
pandemic,
now
ben
and
I
so
this
is
a
skeletal
outline
of
a
really
really
big
idea
and
hopeful
movement.
C
So
these
this
is
a
skeletal
outline
of
lindsay
on
the
fly's
ideas
right.
So
this
is
hopefully
going
to
be
up
for
review,
because
this
doesn't
belong
to
me.
This
belongs
to
hopefully
public
educators
globally,
who
will
be
able
to
review
analyze
and
incorporate
different
types
of
feedback
and
take
these
ideas
and
run
with
them.
So
what
you're
looking
at
here
are
those
four
units
of
study.
Each
of
those
units
of
study
have
different
layers
so
based
on
different
educational
research.
C
Empathy,
you
know,
tends
to
drive
design
thinking.
That
is
really
in
a
lot
of
today's
topics,
so
the
first
layer,
the
blue
layer,
the
top
layer
of
each
unit
of
study,
begins
with
empathy,
so
allowing
students
to
you
know
an
avenue
into
putting
some
emotional
investment
as
well
as
having
emotional
release.
C
You
know,
throughout
these
units
of
study.
Now
we
have,
I
actually
have
spent
an
extensive
amount
of
time,
janet
faufeng,
dean,
rock
and
louisa
aruta
mendez
gave
me
you
know
an
hour
of
their
time
each
this
week,
so
that
I
can
extensively
go
over
each
and
every
activity
and
idea
within
this
framework-
and
I
got
home.
D
C
D
D
C
So
I
I
received
a
lot
of
feedback
that
I've
taken
into
consideration,
but
I'm
just
going
to
put
forward
the
initial
ideas.
I
took
extensive
notes
on
the
reviews
so
springing
from
that
there's,
there's
different
views
of
you
know
pedagogical
approaches
you
know
such
as
starting
with
empathy
or
ending
with
empathy,
so
there's
two
different
ideas
of
starting
with
the
concrete
and
then
working
back
to
the
empathy
or
beginning
with
the
empathy
and
then
ending
with
the
concrete
design
product.
C
So
that
is
in
consideration
right
now
and
ways
to
actually
explore.
Empathy
are
in
heavy
review
right
now,
so
this
these
are
just
bulleted
outline
approaches.
So
the
first
layer
is
empathy.
The
second
layer
allows
students
to
explore
mathematical
and
scientific
data.
Then
the
gray
layer
is
the
actual
design
process.
So
it's
taking
that
emotional
component,
the
science
and
math
component
and
then
actually
putting
it
into
action
and
creating
some
sort
of
a
design
product.
C
So
I'm
gonna
give
you
an
example
of
one
of
these
subjects
and
the
rollout
of
it
so
climate
action.
I'm
gonna
give
you
an
example
of
so
for
climate
action.
C
C
For
example,
students
might
discover
that
you
know
a
mother
bear
has
similar
instincts
to
a
human
mother,
or
you
know
they
might
discover
that
while
you
take
a
walk
in
the
woods,
you
might
not
see
a
lot
of
evidence
of
animal
homes,
but
you
can
see
a
lot
of
evidence
of
human
homes.
So
those
are
just
you
know
some
some
sort
of
comparisons
that
they
could
make.
C
The
scientific
layer
component
begins
with
greta
thunder's
speech
and
presentation
to
the
un,
which
uncovers
a
lot
of
different
issues
that
are
being
heavily
discussed
right
now
and
then
allowing
students
to
actually
analyze
charts
from
primary
resources,
data
statistics
and
then
also
analyzing
different
viewpoints.
So
I
plugged
in
an
article
that
you
know
outlines
you
know
the
idea
of
global
warming
being
a
conspiracy.
C
So
it's
not
the
educator's
job
to
tell
students
what
to
think,
but
rather
allow
them
to
explore
everything
and
then
you
know
and
then
form
their
own
beliefs.
However,
the
engineering
component
of
this
piece
and
the
design
process
is
actually
demonstrating
and
showing
evidence
whether
it
being
you
know,
climates,
rising
or
decreasing,
or
staying
seen
by
using
noaa
to
create
a
topographical
map.
So
these
are
all
hyperlinked
out
to
resources.
D
And
maybe
after
lindsay
goes
through
this,
this
activity,
I
can
zoom
out
a
little
bit
and
and
talk
about
sort
of
the
model
of
you
know
how
we
can
use
the
enable
community
educators
as
a
a
wonderful
way
to.
D
Collect
and
review
content.
C
Yes-
and
we
will
absolutely
that
community
is
essential
to
the
movement
of
this,
because
you
know
I
myself
exist
in
my
own
limitations-
I've
only
ever
taught
in
the
us
and
that's
why
I
tend
to
like
to
reach
out
to
other
educators
with
other
experiences,
because
this
you
know
lesson
in
particular,
is
based
off
of
my
own
knowledge
and
my
own
resources,
which
aligns
basically
to
us.
C
So
how
might
we
develop
a
visual
of
climate
data?
So
if
students
are
on
the
on
the
fence
about
their
opinion
of
climate
data
or
or
are
not
sure,
this
allows
them
to
really
delve
into
the
you
know
the
scientific
and
mathematical
components
of
analysis.
C
So
this
is
a
step-by-step
guide,
walking
students
through
how
to
get
the
you
know
the
research
and
then
finding
the
mean
of
the
departure
from
normal
for
each
for
each
capital
of
each
state
and
then
taking
that
and
moving
into
tinkercad
and
then
creating
a
topographical
grid.
You
know
this
is,
is
one
that
I'm
familiar
with
it's
of
the
us
and
again
this
speaks
to
my
limitations,
which
is
why
we
really
need
other
educators
involved
here.
So
they
click
start
they
copy
and
tinker
it
opens
up.
C
You
know
the
map
for
them
and
then
they
use
all
of
that
data
that
they
collected
based
on
each
capital
of
each
state
to
either
increase
or
decrease
the
states,
and
then
they
can
actually
get
a
visual
of
climate
change
and
then
use
that
to
then
create
a
presentation
to
the
united
nations.
C
So
so
it's
you
know,
it's
bringing
you
know
the
analysis.
It's
in
the
analysis
is
the
focus,
but
it's
also
the
social
and
the
emotional
connection,
and
so
you
know
I
got
a
lot
of
really
fantastic
feedback
from
from
gene
dana,
janet
and
louisa.
C
They
offered
up
some
different
resources
to
me
and
different
points
of
view
and
advice
as
well,
so
this
is
basically
the
the
roll
out
to
each
of
the
thematic
units.
However,
you
know
I
did
want
to
share
that
wellness
in
especially
emotional
wellness,
for
students
is
heavily
in
focus
here.
So
you
know
ben-
and
I
have
been
talking
about
renaming
the
units
of
study
and
not
having
the
heavy
name
but
renaming
it
so
that
it's
it's
a
process
of
discovery.
C
So
this
is
an
interactive
notebook
that
I
created
for
students.
It's
a
place
for
their
data,
their
ideas,
perhaps
frustrations
emotional
feelings
to
be
compiled
into
this
notebook.
You
know
it
allows
them
to.
C
C
C
So
with
all
that
being
said,
ben
I'm
gonna
give
you
the
floor
here
or
you
know.
If
there's
any
other
thing
that
you
think
that
I
should
bring
up.
D
Maybe
maybe
I
can
zoom
out
a
little
bit,
so
you
guys
get
a
sense
of
the
activity
process
that
lindsay's
been
working
with,
which
is
you
know,
really
wonderfully
detailed
she's
going
from
the
idea
of
sort
of
these
larger
projects
into
activities,
but
zooming
way
out.
What
does
this
have
to
do
with
enable?
D
D
These
are
people
all
over
the
world,
so
what
lindsay
has
put
together
is
a
model
she's
doing
a
trial.
She
is
collecting
activities
with
a
global
focus,
not
just
in
terms
of
her
district
in
new
york
state,
but
trying
to
think
on
a
global
level
making
activities
and
then
collecting
feedback
from
our
community,
so
she
reached
out
to
dean
rock
louisa
and
janet
who
are
each.
D
You
know
coming
from
cultural
perspectives
on
three
different
continents.
Basically,
so
the
feedback
that
that
lindsay
got
was
some
of
it
was
was
supportive.
Some
of
it
was
critical,
but
it
was
really
wonderfully
eye-opening.
We
went
through
it
in
detail
yesterday
to
see
how.
D
There
are
cultural
gaps
in
terms
of
how
to
approach
this
stuff,
and
I
think
that
applies
to
you
know
not
just
to
these
lessons,
but
you
know
these
are
lindsay.
Has
I
think
she
mentioned
yesterday?
She
works
with
900
teachers
in
her
district
248.
D
Okay
948.,
so
you
know
lindsay,
is
as
a
teacher
who
works
with
almost
a
thousand
other
teachers.
So
in
talking
with
these
different
enable
educators,
there
were
really
root
issues
that
came
up
that
were
really
powerful
and
worth
recognizing.
So.
D
Big
picture,
we
don't
have
a
central
place
to
collect,
enable
relevant
educational
resources,
but
there
are
tons
of
them
and
these
are
coming
from
all
over
the
world.
And
how
can
we
get
not
a
centralized
but
a
decentralized
committee
of
educators
that
can
review
this
stuff.
D
So
one
vision
that
came
up
from
lindsay's
model,
which
you
know
I
think
has
been
really
successful,
is
if
we
could
look
at
having
some
core
criteria
of
what?
What
are
educational
activities
that
connect
to
enable
values.
D
May
be
coming
up
with
some
kind
of
a
badge,
so
educators
could
submit
their
resources
if
they
fit
the
criteria,
they
could
get
a
badge
for
participating
and
then
there
would
be
a
committee
of
international
enabled
educators
who
could
provide
feedback,
and
that
would
be
a
really
rich
resource
for
our
community
and
and
lindsay's
been
modeling
that
so
she's
going
into
details
about
the
activities
and
the
tools
but
she's
also
been
collecting
feedback.
D
The
perspectives
that
they
were
coming
from
and
and
the
resources
that
they
were
aware
of
and
the
considerations
that
they
had
so
we've
been
talking
about
looking
at
putting
a
website
together
that
could
store
some
of
these
resources
that
could
sort
them.
You
know,
so
you
could
sort
of
categorize
them
in
different
ways,
but
at
the
center
of
it
would
be
this
committee
and
if
you
imagine
all
these
perspectives
that
lindsay's
showing
dean
janet
luisa,
those
are
three
of
hundreds
of
educators
around
the
world.
D
D
So
how
can
we
get
them
to
work
together
to
share
resources
and
to
it's
basically
peer
review.
D
So
that
that's
part
of
the
the
model
that
janet
or
that
lindsay
and
I
have
been
exploring-
and
she
this
landing
page-
is
an
a
way
of
visualizing
how
we
could
begin
to
organize.
Some
of
you
know.
This
is
just
her
four
projects,
but.
C
They're
not
subjected
to
those
four
projects
and
also
that
feedback
critical
feedback.
We
need
that
critical
feedback
and
the
outlines
hopefully
will
lend
leverage
to
intensely
critical
feedback,
because
these
are
very
intense
critical
topics.
C
So
you
know
these,
so
this
page
here
is
is
was
a
result
out
of
what
ben
and
I
were
talking
about,
but
the
projects
can
be
subject
to
change.
Based
on
review
of
you
know
the
enable
committee
that
we're
hoping
to
form.
D
Yeah
and-
and
I
guess
you
know
the
the
final
reminder,
so
how
does
this
relate
to
enable
when
I
first
started
working
with
john
on
enable
projects
we
were
trying
to
think
about?
You
know
what
is
the
larger
umbrella
and
at
the
time
this
is
before
covet
and
ppe
and
all
that
stuff?
What
what
is
enable
really
about,
and
we
we're
looking
at
the
idea
of
sort
of
having
this
three-legged
stool
of
you
know
it's
free
and
open
source,
it's
emerging
technology
and
it's
this
adaptive
inclusion
and
I
think,
as
as
a
prototype.
D
If
we
look
at
those
three
as
being
the
criteria,
we
can
basically
open
up
a
you
know.
You
can
see
on
the
page,
there's
a
lesson
submission,
but
we
can
basically
say
enable
educators
submit
us
any
of
your
resources
that
fall
within
those
three
criteria:
things
about
emerging
technology,
things
about
free
and
open
source
resources
and
things
connecting
to.
D
The
adaptive
inclusion
and
I
think,
we've
seen
enable
grow
drastically
during
the
in
terms
of
our
scope
during
the
pandemic.
You
know
it's
not
just
3d
printing.
Now
it's
injection
molding,
it's
vacuforming,
it's
not
just
prosthetics.
It's
also
ppe.
D
It's
also
other
resources,
but
I
think
it's
clear
that
all
of
our
recent
activities
around
the
world
still
is
in
line
with
the
core
values
of
this
community.
So
that
would
be
the
goal.
What
is
you
know?
What
are
these
criteria
of
being
educational
activities
that
align
with
enables
core
values,
and
how
can
we
bring
that
together
and
have
an
open
forum
to
be
able
to
evaluate
it
from
different
perspectives
around
the
world
and
organize
it
in
a
way?
So
it's
available
for
people
free.
B
I'll
go,
I
got
a
couple
of
comments.
One
is
go,
lindsay,
go,
go
ben,
go!
I
think
this
is
wonderful
work.
I
added
a
fourth
term
to
your
three-legged
stool.
So
I
think
it's
a
four-legged
chair,
namely
volunteers,
addressing
unmet,
needs
right.
Okay,
having
said
that,
my
only
well,
I
have
a
question
and
I
have
a
comment.
B
The
comment
is
that
making
it
more
obvious,
then
you're
already
addressing
this
issue,
but
making
it
more
obvious
how
this
expanded
vision,
which
I
agree,
is
very
much
consistent
with
what
we've
been
gesturing
towards,
but
making
the
connection
to
what
enable
has
traditionally
done
and
what
still
most
of
the
people
who
signed
up
to
enable
signed
up
to
do
is
going
to
be
really
important.
B
So,
for
example,
you
know
prosthetics
is
not
here,
but
you
can
fit
it
into
many
of
these
issues
and
indeed
the
un
goals
has
got
a
whole
disabilities
section.
I
would
really
bring
that
front
and
center
so
that
people
recognize
it
as
an
expansion
of
what
we're
doing
not
a
departure
from
what
we're
doing
right.
A
And
I
just
one
related
point
going
to
what
ben
you
were
saying
in
terms
of
I.
I
do
think
it's
important
to
sort
of
redefine
what
enable
represents,
in
light
of
you,
know,
the
the
evolution
we've
been
going
through,
and
I
like
everything
you
said,
but
in
terms
of
clarity,
you
mentioned
the
kind
of
the
three-legged
stool.
Two
of
those
are
very
clear:
the
open
source
and
the
now
I'm
drawing
a
blank.
What
was
the
second
one.
A
D
Right,
that's
a
really
good
point
and
that's
something
that
john
and
I
have
talked
about
too.
I
mean
it's,
you
know
it's,
it's
not
just
accessibility
or
universal
design.
You
know
it's
in
some
ways.
It's
adaptability,
I
mean,
if
you
think
about
even
climate
change,
climate
change
is
is
about
the
whole
world
has
to
adapt.
You
know,
I
think
our
community
we've
got
some
incredible
superstars
that
have
been
you
know.
If
you
look
at
that
adaption
adaptability,
we've
got.
D
We
are
a
wonderful
collection
of
people
that
are
very
familiar
with
that.
So
it's
it's
not
just
accessibility.
It's
also,
you
know
it's
not
just
getting
access
to
something,
it's
also
being
able
to
change
and
grow.
In
the
face
of
you
know
the
unforeseen,
the
uncontrollable
and
the
you
know
at
times,
preferably
avoidable.
D
Yeah,
maybe
that's
a
way
to
put
it,
and
I
guess
the
inclusion
part
is
you
know
with
accessibility,
it's
not
just
about
you
know
trying
to
bring
in
marginalized
people,
but
it's
also
recognizing
that
the
people
that
aren't
marginalized
need
those
members
of
the
community,
so
the
inclusion
is,
is
basically
recognizing
that
it's
not
just
good,
for
you
know,
let's
say
people
that
are
left
out:
we're
not
just
helping
those
people
over
there.
It's
helping
the
homogenous
group
that
doesn't
realize
that
they
are,
you
know
they
have
a
deficit.
Well,.
A
That's
true,
and
so
what
I
I
mean,
what
what
this
kind
of
brings
up
for
me
is,
I,
you
know
you're
making
a
lot
of
great
points
about
kind
of
what
enable
represents
and
what's
core
to
our
values,
and
you
know,
maybe
we
we
shouldn't,
or
you
know,
don't
need
to
boil
that
down
to
three
simple
points.
It
might
be
more
than
that,
because
these
are
all
important
aspects
of
telling
that
story
of
you
know
enable
as
something
more
than
3d
printed
hands
and
arms.
D
Right
but
yeah,
the
idea
of
it
being
some
sort
of
you
know.
How
do
we
take
enable
values,
define
it
in
in
some
understandable
way?
You
know
on
an
international
level,
so
we
really
want
to
be
very
clear
with
and
intentional,
with
the
words
that
we
use,
but
have
that
as
the
filter
for
trying
to
catch
some
of
these
activities.
That
are,
you
know,
populating
our
community.
E
Can
I
jump
in
really
quick
before
we
jump
on
the
next
thing?
I
believe
that
a
lot
of
these
enable
adjacent
concepts
can
be
brought
up.
Pretty
easy
climate
change
can
be
handled
through
responsible
use
of
plastics.
So
that's
a
really
great
way.
You
can
angle
that
whole
thing
in,
even
though
it's
not
arms,
it's
still
exactly
what
we
do.
E
Health
inequality
is
totally
the
name
of
the
game
for
why
people
can't
afford
prosthetics
in
the
united
states
so
and
that's
a
racial
bias,
also
there's
a
class
bias
and
that
also
the
class
and
race
go
together
here
in
this
country.
So
it's
easy
to
make
a
health
inequality
statement
that
brings
health
inequality
into
the
whole
thing.
I
I
think,
maybe
I
don't
know-
maybe
I
can
give
you
guys
an
hour
or
something
my
time.
Maybe
keith
lindsay
and
I
can
get
together
at
some
point.
E
Do
another
one
of
these
interviews.
I
can
try
and
help
you
spin
some
of
this
stuff
in
the
engineering
aspect.
C
D
That's
a
great
plan,
nate's
thinking
about
bridging,
so
you
know
john
mentioned
that
nate's
bringing
up
some
specific
examples,
but
I
think
the
more
that
we
can
kind
of
bridge
the
community
into
some
of
these
adjacent
themes
that
are,
you
know
integrated
in.
But
you
know
those
bridges
are
going
to
be
useful.
B
Yeah
I'll
get
so
I'd
be
happy
to
do
to
make
the
same
offer
nate
did,
which
is
to
to
brainstorm
without
boring
everyone
else
in
a
separate
meeting,
but
I
will
period
that's
it
great
great.
A
C
Well
so
next
steps,
you
know
ben
and
I
have
been
talking
about-
you-
know
the
development
of
the
website
with
muyon
and
and
so
basically
I
think
you
know
I'm
going
to
continue
to
you
know,
reach
out
to
others,
take
very
extensive
notes
and
try
to
you
know
continually
reformat
and
and
have
different
variations
of
this
type
of
rollout.
I
mean,
but
you
know
I
think
we
primarily
need
to
establish.
C
You
know
some
sort
of
a
committee,
an
education
committee
of
people
who
just
would
like
to
take
this
and
just
rip
it
apart
and
just
offer
different
ideas,
and
perhaps
even
you
know,
introduce
completely
new
ideas
and
really
really
heavily
analyze
it
because
before
we
even
put
it
out
there,
I
think
that
it
really
needs
to
be
heavily
analyzed.
D
So,
just
I
think
it's
it's
worth
also
mentioning
so
lindsay
made
this
model.
You
know
as
these
lesson
activities
as
sort
of
this
trial
and
she
she
brought
it
to
these
three
different
people
and
what
came
out
of
it
was
they
had
some
incredible
ideas
and
different
directions,
and
you
know
in
some
ways
one
of
the
things
she
shared
with
me,
which
I
thought
was
really
insightful.
Was
you
know
there
is
the
outcome
of
this
activity
being
edited
and
refined,
but
then
there's
also
the
outcome
of
now.
D
She
knows
so
much
more
about
what
janet's
doing
where
luisa
is
inclined
and
how
do
we
leverage
those
people
to
follow
their
path?
So
you
know
she
was
looking
at.
You
know
janet's
working
on
her
phd
and
she
had
these
really
incredible
resources
and
it's
on
the
same.
It's
under
that
same
umbrella
that
we
talked
about
these
enable
education.
D
Values,
so
I
think
this
community,
this
committee
will
be
able
to
empower
each
other
to
follow
their
paths,
and
you
know
we'll
be
able
to
leverage
that
a
little
bit
easier.
A
D
Well,
it's
starting
with
lindsay
so
lindsay
reached
out
to
dean,
janet
and
luisa,
and
I
think
the
three
of
them
are
a
really
wonderful
example
of
you
know
that
the
diversity
of
the
community
I
pulled
together
the
enabled
chapters
that
are
integrated
into
a
university
or
a
high
school
or
some
kind
of
educational
organization.
D
That
could
be
a
step
to
reach
out
to
some
of
them
to
chapter
leaders
and
say:
hey.
We've
got
this
interesting
project
that
we're.
A
D
Right-
and
I
think
that's
that's
just
a
that's
a
great
point-
jeremy,
we
can
basically
start
to
say
okay,
who
now
fits
into
this
group,
and
you
know
maybe
lindsay
you
can
touch
on.
You
know
your
process
a
bit,
but
you
know
I
think,
reaching
out.
I
posted
something
on
the
hub
and
I've
gotten
three
likes,
but
what
does
that
mean?
Nothing
so
lindsay
approached
these
people
directly.
D
These
are
people
that
she's
asked
for
their
advice
in
the
past.
I
think
we're
going
to
probably
want
to
follow
her
lead
or
her
model
and
reach
out
to
people
that
we
have
had
interactions
with
directly
to
start.
C
Yeah
I've
been
actually
to
go
off.
Of
that
too.
I
think
another
good
avenue
might
be.
You
know,
hey
here's,
a
bunch
of
free
resources,
you
know,
do
you,
you
know,
maybe
if
you
don't,
you
know
if
you
completely
see
a
different
vision
of
this.
These
are
resources
for
you
to
completely
edit.
So
even
you
know
just
allowing
that
leverage
of
here's
all
of
this.
D
B
You
know
one
of
the
exciting
things
about
this
is,
of
course,
it's
potentially
an
international
community
of
educators
by
the
way,
at
a
time
when
teachers
and
students
are
doing
a
lot
more
with
video
than
they
used
to
do
before
and
and
they're
not
getting
out
of
the
house
so
giving
them
giving
classrooms
an
opportunity
and
by
the
way,
I'll
put
you
in
touch
with
nisha
rahim,
who
has
been
involved
in
a
venture
of
this
sort.
B
A
D
You
know,
maybe
the
the
very
the
most
pertinent
next
step.
I
think
that
we
can
do
right
now
is
we
can
invite
michelle
if
you're
still
with
us
to
be
a
part
of
this?
It
sounds
like
you're
working
on
some
wonderful
projects
involving
education,
so
we'd
love
to
to
have
you
be
a
part
of
this.
E
D
D
A
And
yeah,
I
think
I
I
think
there
very
likely
will
be
one
or
more
people
from
the
bitspace
organization
that
would
want
to
be
involved.
Nisha
rahim,
who
john
mentioned,
is
the
ceo
of
bitspace,
but
there
are
others
that
are
also
actively
involved
with
their
educational.
D
And
it
doesn't
necessarily
have
to
be
people
that
are
I'm
teaching
at
a
school
either.
I
know
ahmad
is
working
really
closely
with
schools,
so
it
could
be
chapters
that
are
you
know,
working
with
communities
as
well?
You
know
it
doesn't
necessarily
need
to
just
be
educators.
It
could
also
be
students.
We
talked
about
the
idea,
you
know
if
there's
a
student
that
works
on
a
project
potentially
they
could
submit
it
and
get
feedback
from.
You
know
enable
educators
and
community
members
from
all
over
the
world.
B
You
know
another
opportunity
to
consider
we're
just
now:
brainstorming
and
throwing
stuff
into
the
pool,
but
you
have
any
number
of
people
like
ahmad
and
jeremy
and
moi
who
are
experienced
speakers.
They
know
a
lot
about
enable
they've
got
lots
of
good
stories
to
tell
and
they
like
addressing
groups
of
kids,
but
haven't
had
that
many
opportunities
to
do
it.
So
if.
F
B
Know
video
events
become
a
part
of
this.
You
can
tap
into
the
whole,
enable
community
and,
by
the
way,
give
recognition,
exposure
and
feedback
opportunities
to
all
sorts
of
chapters
all
over
the
world.
F
Yeah,
the
the
the
I
mentioned,
the
3d
crowd
talks.
We
we
had
a
series
of
talks
that
were
held
at
the
end
of
that
and
it
was.
It
was
great
to
be
able
to,
because
people
are
much
more
used
to
doing
video
conferencing.
You
could
tap
into
that
expertise
wherever
anyone
was
in
the
country
and
it's
it's
a
lot
more
democratic.
F
In
that
you
know
you
don't
have
to
be
based
near
the
school
or
whatever
it
is,
and
and
and
you
can
have
more
people
involved
as
well,
because
you
can
have
lots
of
speakers,
you
don't
have
to
invite
one
speaker
and
it'd
be
kind
of
a
big
thing,
so
yeah.
I
think
it's
exciting
in
that
regard.
D
One
of
the
things
that
this
process
this
model
that
lindsay's
been
exploring
has
highlighted-
which
I
think
is
really
valuable,
is
we
started
looking
at
the
sustainable
development
goals?
That's
the
the
un
educational
sort
of
criteria,
so,
instead
of
it
being
sort
of
a
national
or
even
a
district
level,
you
know
what
are
the
needs
for
our
educational
programs.
We
were
looking
at
the
u.n
thinking.
D
This
is
international,
but
that's
limited
that
even
that
is
coming
from
a
certain
perspective
and
janet
identified
that
I
think
that
was
her
first
response
to
saying
that
this
is
targeted
for
relief
workers.
D
All
of
your
curriculum
topics
are,
you
know,
basically
being
packaged
not
for
students
but
for
relief
workers,
and
I
think
the
the
value
of
this
kind
of
a
community
and
committee
is
that
we
could
have
the
the
un
criteria
on
the
same
level
as
janet's
feedback.
I
mean
it
could
be
the
same.
D
B
B
B
It
enables
potentially
a
new
model,
but
this
is
potentially
a
way
of
taking
a
cohort
of
kids
who
suddenly
are
not
under
the
under
the
boot
of
the
traditional
educational
system
and
helping
them
understand
that
the
only
glimmers
of
hope
in
this
remarkable
period
are
for
sort
of
a
participatory
of
normality
to
be
so.
That
was
a
lot
of
big
words.
The
point
is,
we
are
potentially
creating
a
generation
of
change
makers.
C
Just
have
one
more
one
more
little
introduction
john,
but
I
don't
want
to
interrupt
you.
C
Not
only
did
I
did,
I
work
with
948
teachers
this
school
year,
but
I
helped
948
teachers
transition
into
online
learning
and
it
was
really
really
difficult
because
you
have
a
variation
of
teachers
who
have
different
types
of
comforts
right.
So
not
only
are
teachers
under
the
pressure
of
you
know,
doing
distance
learning
and
making
concrete.
C
You
know
meaningful
connections
now
at
a
distance
which
is
completely
unfamiliar
for
a
lot
of
different
teachers,
but
we
are
operating
under
a
lot
of
different
types
of
societal
pressures
and
I've
seen
a
lot
of
cases
where
you
know
some
teachers
are
just
ready
to
just
leave
and
give
up,
and
that
is
very
disheartening
to
me,
because
you
know
going
back
every
day
and
seeing
these
little
faces
that
are
looking
at
you
and
and
are
hearing
all
of
these
bits
and
pieces
of
you
know
these
larger
ideas
going
on.
C
That's
the
last
thing
that
you
know
that
we
need
right
now
so
acting
now
in
this
critical
time
and
having
this
open
sources
and
these
resources
and
ways
for
teachers
to
address
these.
You
know
these
critical
moments
and
issues
could
be
potentially
really
really
huge
and
wonderful.
So.
E
C
Yes-
and
I
can
tell
you
right
now-
nate
it's
it's
hard
to
venture
into
those
topics.
It
is
extremely
difficult
and-
and
knowing
too
from
you
know,
just
your
own
perspective
and
your
own
resources,
it's
tough,
sometimes
for
teachers
to
put
themselves
out
there
to
have
so
to
have
a
type
of
foundation
like
this,
where
we
have
a
wider
lens
and
a
wider
view,
and
a
multitude
of
ways
of
approaching
these,
I
think,
is
huge.
D
Maybe
at
the
tail
end
to
tie
this
back
to
you
know,
support
for
these
teachers.
One
idea
that
lindsay-
and
I
were
talking
about
was
we
could
potentially
set
it
up
in
a
way
on
the
website
where
people
could
be.
D
D
When
you
download
her
activity,
it
could
say,
donate
to
you
know,
janet's
enable
chapter
or
her
school
or
you
know
we
can.
We
can
set
it
up
in
a
way
if
we
wanted
to
where
the
contributions
that
different
educators
are
making
could
open
up
an
opportunity
for
them
to
get
support.
B
To
think
about
in
that
vein,
I
just
want
to
make
sure
that
that
lindsey
and
keith-
and
you
are
tracking
this
rapidly
emerging
movement
right
now
by
all
the
parents
who
are
not
willing
to
send
their
kids
to
schools,
they're
scrambling
to
try
to
organize
homeschooling
collectives
or
something
else.
I'm
not
sure.
We
know
the
phrase
for
that,
but
odds
and
for.
B
For
some
of
them,
it's
a
it's,
it's
a
significant
financial
proposition,
but
that
also
suggests
that
anything
we
can
do
to
make
it
easy,
for
them
is
a
way
of
adding
value
and
then
potentially
underwriting
and
supporting
teachers
who
themselves
may
refuse
to
go
back
into
the
classroom,
but
are
still
born
educators
who
want
the
opportunity.
A
Yeah
and
as
as
somebody
who
has
homeschooled
a
child
for
16
years
now,
I'll
say
that
having
good
content
available
that
can
be
sort
of
self
sort
of
self-directed,
where
the
student
has
has
good
engaging
material
that
they
can
go
through.
That's
really
important.
A
B
My
closing
comments
is
that
for
the
last
few
meetings,
I've
been
chattering
about
how
lindsay
I
want
you
to
take
the
lead
and
go
this
meeting
I
didn't
shatter
lizzie
took
lindsay,
took
the
lead
and
went
with
ben's
support
and
you
presented
something
quite
radical
and
expansive,
and
I
just
want
you
to
notice
that
you've
got
our
support.
Let.
A
All
right
folks,
gotta
wrap.
I
will
try
to
get
a
follow-up
email
out
with
our
action
items.
I
know
I
haven't
been
too
regular
with
those
lately,
but
I'll
try
to
get
those
out
and
we'll
meet
next
friday
talk
to
y'all,
then
now
I
john,
before
we
wrap
and
let's
see,
I
think
we
lost
bob
already.
I
put
the
link
in
the
chat
there
if
you,
if
you
care
to
join
our
next
discussion,
that
includes
some
talk
about
corporate
sponsorship,
ban
anyone
else
well
ben
you're,
already
in
it.