►
Description
For over a decade Emma Jane Hogbin Westby has been teaching people how to use version control systems. Most people she's encountered still find Git hard to learn on their own. In this session you will learn why most approaches to teaching Git fail to appropriately address the adult learner, and what you can do to make the on-boarding experience easier for others. She will touch on adult education best practices, and also share the secrets that make it easier for very large (and corporate) teams to transition to Git.
Emma Jane Hogbin Westby is a member of the field information services development team at United Nations Office for the Coordination of Humanitarian Affairs (UN-OCHA) and the author of the O'Reilly titles Git for Teams and Collaborating with Git.
A
Hello,
everyone
so
and
there's
two
things
that
are
difficult
in
computer
science,
cash
and
naming
things,
and
it
turns
out
that
naming
things
is
quite
difficult.
I
arrived
this
morning,
Emma
Watson,
are
you
actually
in
the
crowd?
I
believe
there
may
know
I
like
seriously
wheat,
there
is,
is
Emma,
okay,
I'm,
it
didn't
make
it
back
after
lunch,
I
I
do
work
for
the
UN.
A
Think
the
first
time
that
I
taught
version
control
was
in
2003
or
2004
and
I
decided
that
my
the
college
program
I
was
teaching
and
they
were
liberal
arts
grads
who
decided
to
learn
more
about
technology
and
take
this
program
and
I
in
my
infinite
wisdom,
thought
that
it
would
be
fantastic
if
they
had
all
their
assignments
submitted
through
version
control
and
at
the
time
I
new
CBS
more
than
I
knew
subversion.
So
we
had
the
students
who'd,
never
really
done
technology
before
contributing
their
assignments
in
CVS,
I'm,
just
gonna.
A
Let
you
think
about
how
that
may
have
gone
for
a
second
I've
learned,
a
lot
since
then
about
how
to
teach
version,
control
and-
and
it
remains.
It
remains
a
really
interesting
topic
for
me,
because
the
experience
of
the
students
who
come
to
me
are
there.
They
are
defeated.
They
are
completely
demoralized.
A
They
are
frustrated
and
in
in
Paris,
I
had
a
fantastic
picture
of
Gollum
on
stage
who
just
was
screaming
about
their
his
precious
precious
code
had
gone
away,
and
that's
you
know,
that's
how
I
that's
what
students
come
to
me
so
they're
a
little
bit
frustrated
and
they're
ready
to
learn
this
wonderful
world
of
get,
but
mostly
they
just
want
to
not
be
frustrated
and
angry
anymore,
and
it's
hard
to
learn.
It's
like.
As
an
adult
learner.
A
You
probably
have
a
home
that
you
go
home
to
at
night,
which
has
distractions,
including
for
many
of
you,
lack
of
sleep
due
to
young
ones
or
folks
who
are
have
young
ones
above
or
below
you
in
terms
of
your
apartment
building,
and
you
probably
have
the
the
pressures
of
having
co-workers,
who
maybe
are
not
quite
in
sync
with
how
you
want
to
think
about
things.
You've
got
time,
pressures
in
terms
of
projects
that
are
due
and
get
isn't
really
your
main
job,
at
least
for
many
of
you.
It's
probably
not
your
main
job.
A
It's
just
how
you
store
the
artifacts
of
your
main
job.
So
the
only
time
that
you
need
to
use
git
is
in
really
high
pressure
situations
when
you
don't
want
to
lose
your
work,
and
that
makes
the
experience
even
more
anxiety,
driven
for
a
lot
of
people
and
the
way
that
we
tend
to
teach
get
workshops
is
sort
of
this.
It's
super
simple,
there's
just
a
couple
of
commands
that
you
need
to
run
and
you'll
initialize
the
get
directory
you'll
throw
a
couple
of
files
in
there.
A
You'll
do
your
first
commit
today,
you're
using
it,
that's
not
really
how
we
use
get
in
the
real
world,
but
it
tends
to
be
how
we
teach
people
to
use
git
and
it's
not
if
there's
a
big
disconnect
between
the
two.
So
it
is
difficult
to
go
from
those
beginner
workshops
back
to
work
and
figure
out
how
to
apply
those
commands
that
you
learned
in
that
workshop
into
the
experience
of
your
job.
A
You
don't
have
the
bridges
that
are
necessary
if
we
think
about
learning
theory
and
Piaget,
papaya
or
Montessori
I'll
talked
about
how
children
as
they
grow
up,
need
to
build
on
previous
knowledge.
They
need
to
have
something
that
they
learn
and
then
they
add
a
little
bit
to
it
a
little
bit
to
it
a
little
bit
to
it
a
little
bit
to
it
and
the
way
that
we
as
idle
educators
or
as
the
educators
of
adults.
Think
about
this
and
1970s.
A
We
had
this
guy
called
bloom
and
he
helped
us
to
take
the
different
types
of
learning
and
put
it
into
a
taxonomy
system
and
at
the
bottom.
In
terms
of
those
you
know,
when
you're
working
with
the
infants,
they
don't
have
vocabulary
to
start
so
the
first
things
we
need
to
do.
We
need
to
teach
those
children
basic
language
skills.
We
need
to
teach
them
how
to
walk.
We
need
to
teach
them
these
memorization
pieces
and
ultimately,
we
sort
of
gradually
build
the
infant's
skills
up
to
the
point
where
they're
working
in
knowledge
work.
A
So
we've
got
the
foundation
skills
and
then
the
knowledge
work
and
that
that
division
tends
to
be
something
that,
as
get
educators,
those
workshops
where
you
throw
a
bunch
of
commands
of
people
and
they
have
to
memorize
them,
they're
all
they're,
all
in
the
foundation
space,
but
they
get
back
to
work
and
there's
not
really
a
way
to
to
understand
how
to
apply
that
information
when
all
of
a
sudden,
you've
gotta
merge
conflict,
and
maybe
you
studied
that
in
class,
but
you're,
not
really
sure
all
you
were
doing
was
pulling
something
down.
Why?
A
Why
do
you
suddenly
have
a
conflict
that
doesn't
make
sense?
So
now
we
need
to
start
looking
at
what
are
the
ways
that
we
can
actually
take
this
information
in
these
workshops
and
make
it
applicable?
Well,
we
need
to
work
from
an
adult
education
point
of
view,
and
adults
are
quite
selfish
as
learners.
They
want
information
that
is
immediately
relevant
to
them.
A
They
want
to
understand
why
they
want
the
rationale
for
why
they're
going
to
learn
something
and
they
tend
to
be
quite
successful
when
they
are
presented
with
problems
to
solve
so
going
to
a
workshop.
Where
I
memorize,
a
bunch
of
commands,
is
a
very
different
experience
too,
and
here's
something
that's
broken
and
we're
going
to
sit
down
together
and
help
you
to
figure
out
how
to
unbreak
this
thing.
In
this
workshop
together,
you're
going
to
learn
how
to
learn
that
the
term
for
and
teaching
children
is
pedagogy
and
the
term
for
teaching
adults
is
andragogy.
A
A
Now
Bloom's
has
been
updated
a
little
bit,
so
we
now
kind
of
move
away
from
the
pyramid
and
we've
we've
started
to
recognize
that
it's
not
a
pure
hierarchy.
Sometimes
you
need
to
memorize
those
commands
in
order
to
have
the
basic
vocabulary
to
be
able
to
apply
the
information.
So
if
you
do
some
searches
for
Bloom's,
taxonomy
you'll
see
that
there's
different
ways
to
present
this
information,
this
one's
one
of
my
favorites,
because
it
implies
no
hierarchy
at
all-
that
you
can
approach
the
information
from
any
one
of
many
different
slices
in
this
pie.
A
At
this
point,
many
of
you
are
probably
thinking
I
thought.
I
was
here
to
learn
about
get,
and
this
is
kind
of
the
experience
that
we
give
people
when
we
teach
get
because
you're
going
along
and
you're
giving
them
a
whole
bunch
of
information
and
people
think
well.
This
is
interesting,
but
why,
like
that's
nice
but
I'm
here
and
I've,
had
a
delightful
lunch
and,
quite
frankly,
this
is
going
to
put
me
to
sleep.
A
If
you
don't
start
talking
about
things
that
are
relevant
to
my
life
at
some
point
in
the
near
future,
and
so
you've
got
all
this
great
information
and
you're
going
to
go
back
to
work
and
say
well,
there
was
something
about
some
dude
named
flower
I.
Don't
really
remember
what
she
was
talking
about,
so
we
need
to
figure
out
as
educators
as
co-workers
as
as
friendly
friends
who
will
pick
up
the
phone
at
ridiculous
hours
of
the
day
to
help
with
get
problems.
A
We
need
to
figure
out
how
to
make
it
less
about
us
and
less
about
the
software
and
more
about
the
people
who
are
needing
to
learn
this
information.
So
we
need
to
convert
this
hello
world
experience
into
something.
That's
more
problem-based
and
ultimately,
I've
never
had
someone
other
than
a
get
instructor
say.
Please
memorize
all
of
the
git
commands
and
use
only
well
I'd,
never
say
this
last
part,
but
use
use
only
rebasing
when
merging
your
work.
A
A
A
Just
given
a
presentation
at
Drupal,
Khan
called
get
makes
me
angry
inside
and
I
have
to
say
it
was
incredibly
well
attended
and
we
had
a
lot
of
fun
and
I
got
to
talk
about
some
of
the
things
that
made
me
incredibly
frustrated
as
a
person
who's
sitting
down
to
use
git
and
Carl,
who
just
spent
probably
in
the
range
of
months
digging
through
how
our
theme
system
in
Drupal
had
been
built.
He'd
learned
all
kinds
of
incredible
ways
to
extract
information
from
drupal's
code
base
from
the
history
of
Drupal's
code
base.
A
Using
get
so,
we
sat
down
together
in
a
bar
off
the
side
of
a
graveyard
in
Prague
and
Carl
taught
me
what
he
knows
about
good
and
it
really
changed
my
approach
to
using
it
as
a
tool
because
he
made
it
fun
now,
unfortunately,
I'm
Carl
doesn't
scale.
He
is
kind
of
expensive
to
fly
around
it's
kind
of
expensive
to
go
to
Prague
and
the
bar
is
really
small,
so
you're
not
guaranteed
to
get
a
seat.
So
you
can't
really
replicate
this
experience
exactly.
A
A
It
always
for
me,
been
this
place
where
I
kind
of
shoved
information,
if
I
needed
to
be
able
to
retrieve
it
later.
So
the
other
thing
that
Carl
didn't
do
was
he
didn't
give
me
any
any
hard-and-fast
rules,
because
we
were
exploring
under
a
very
specific
context,
how
to
use
the
tool
he
didn't
ever
say.
Well,
you
should
use
rebasing.
You
should
never
use
rebasing,
it
was
all
very
contact,
specific
would
say
when
I'm
looking
for
information
in
this
way.
These
are
the
tools
that
I
use.
A
It
is
appropriate
for
me
in
this
context,
to
use
the
tool
in
this
way,
and
that,
for
me,
was
a
again
a
big
mind
shift
because
it
wasn't.
I
wasn't
left
with
this
feeling
of
well
why?
Why
would
you
do
it
that
way?
I
don't
like
I'm
better
than
that
or
I'm
worse
than
that,
I
couldn't
possibly
do
it
that
way.
So
he
made
this
really
human
experience.
A
For
me
and
the
other
thing
again,
we've
got
the
counter-argument
coming
up
next,
but
the
other
thing
that
he
wasn't
using
was
he
wasn't
using
a
graphical
interface
and
I.
Yes,
the
command
line
interface
is
a
graphical
interface
to
some
extent,
but
what
it
allowed
me
to
do
was
to
actually
capture
in
terms
of
those
text
commands
something
that
I
was
able
to
replicate
and
type
along.
At
the
same
time,
I
didn't
need
to
have
the
same
software
as
him
installed,
although
we
did
play
around
a
little
bit
with
kaleidoscope.
A
App
at
that
time
is
one
of
the
best
merge
tools
available.
I
still
use
it
to
this
day,
really
cool,
as
you
do
image
and
image
dips,
which
I
think
is
neat,
although
other
people
may
do
it
now,
but
it
was.
It
was
about
the
teamwork.
It
was
about
us
sitting
down
together
to
explore
the
experience
through
the
use
of
get.
We
started
with
a
problem
and
we
went
about
solving
it.
A
So
this
is
how
I
teach
my
workshops
generally
speaking,
and
it
is
how
I
was
teaching
the
get
makes
me
in
angry
inside
workshop
and
has
developed
into
the
book
I
get
for
teams.
So
here's
our
sample
lesson
I'll
run
through
really
quickly
with
you
first
thing
you
do,
is
you
have
the
students
write
down?
Who
is
on
their
code
team?
So
anyone
who's
going
to
be
involved,
including
developers,
designers,
project
managers,
clients,
depending
on
how
your
and
team
is
set
up?
A
You
may
have
tech
writers,
you
may
have
QA,
you
may
have
and
they
write
down
all
of
those
names,
and
then
they
write
down
all
the
tasks
that
that
person
is
responsible
for
and
I
give
them
a
few
minutes
to
do
this,
and
when
I
get
blank,
stares
I
look
at
them
and
say,
but
it's
your
job.
You
should
be
able
to
tell
me
what
it
is
that
you
work
on
in
any
given
and
they're
like
yeah,
but
I'm
here
to
learn,
get
I
know.
A
Up
and
I
have
them
sketch
out
their
workflow
and
I,
give
them
a
few
sample
diagrams
they're
generally
pretty
awful,
because
people
are
their
conscious
of
their
drawing
skills,
and
so,
if
I
give
them
something
horrible,
then
they
realize
they
can
do
at
least
that
bad
and
they
they
start
to
draw
things
out
and
I'll
give
them
a
few
different
ways
of
thinking
about
the
information,
and
we
talk
a
little
bit
about
decision
trees
as
well
and
making
big
flow
charts.
We
talked
a
little
bit
about.
A
Branching
strategies
began
its
it's
about
expressing
the
information
taking
it
from
a
linear
checklist
into
some
kind
of
visual
representation,
and
it's
my
next
slide
can
I
yes
and
then
what
I
have
them
do
is
something
that
I'm
going
to
force
you
to
do
now
is
I.
Have
them
turn
to
their
neighbor
and
I?
A
Have
them
describe
the
process
using
this
diagram
that
they've
created
about
how
they
actually
work
when
they
do
their
work,
and
I
found
that
something
you
can
store
in
your
head
is
one
thing,
but
until
you
can
say
it
out
loud
and
until
you
can
describe
it
to
someone
sitting
next
to
you,
you
don't
necessarily
have
an
appreciation
for
the
complexity
that
you're
dealing
with.
Now,
I'm
not
going
to
make
you
do
the
entire
exercise,
but
I'm
going
to
make
you
turn
to
the
person
to
your
left
right
front
or
back
should
be
someone.
A
You
don't
know,
at
least
in
one
of
those
directions,
and
I
would
like
you
to
introduce
yourself-
and
I
would
like
you
to
say
to
that
other
person
Oh
something
interesting
I
would
like
you
to
say
whether
or
not
you
like
you're
branching
strategy,
I'm
going
to
give
you
about
35
seconds
45
seconds
to
do
this,
and
some
of
your
like
I
I,
don't
even
know
what
our
branching
strategy
is.
So
now
you
have
of
now.
A
You
have
something
to
talk
about
right,
so
now,
you're
actually
going
to
have
to
admit
to
someone
that
you're
here
to
get
conference
and
awkwardly
you're,
not
really
sure
what
you're
branching
you're
not
actually
sure
what
a
branching
strategy
is,
but
you
think
you
may
have
one
so
go
ahead
and
have
that
little
conversation
I'll
be
here.
It's
okay.
A
Alright,
I
gonna
pull
you
back,
I'm
gonna
pull
you
back,
I
know
I
should've
had
a
say
for
it
to
pull
you
back
all
right
here
we
go
all
right,
so
you've
just
learned
step
number
two
in
how
to
be
an
effective
mentor
which
is
talking
to
people,
and
we
do
often
find
and
I
don't
know.
If
said
we'll
talk
about
this
in
his
presentation,
but
it
is
a
way
that
you
can
sort
of
sneak
into
what
people
are
doing
and
see.
Are
they
stuck
do
they
know
what
they're
supposed
to
be
working
on?
A
Next,
if
you're
not
seeing
the
comments
showing
up,
then
perhaps
they're
stuck
in
some
way,
and
perhaps
you
can
reach
out
proactively
to
ask
them
if
they
need
any
assistance,
but
I
think
that's
a
big
part
of
learning,
get
it's
not
sitting
someone
by
themselves
in
front
of
a
terminal
or
in
front
of
a
piece
of
software
and
asking
them
to
type
out
things
or
figure
things
out
on
their
own.
It's
sitting
down
with
your
team
and
working
as
a
team.
A
So
if
you
would
like
to
read
a
little
bit
more
about
why
I
come
to
it
in
this
way,
Paulo
for
our
petricka,
pedagogy
of
the
oppressed,
it's
kind
of
an
interesting
read
and
perhaps
a
bit
dated
is
the
right
words
1960s
1970s.
But
it
does
have
an
interesting
way
of
flipping
that
thinking
around
to
what
is
it
that
the
learner
needs
to
know
in
order
to
move
forward
with
their
experience,
and
it
takes
it
away
from
it
being
an
instructor-led
at
teaching
of
get
so.
A
Finally,
we're
going
to
go
into
the
last
part
of
this
presentation,
which
is
to
value
the
difficulty
of
trivial
change,
an
ailing
suggesting
control
right.
Super
simple,
no
problem,
but
it's
not
really
super
simple
to
just
swap
out
at
your
version
control
system,
especially
when
you're
working
with
extremely
large
teams,
who
don't
necessarily
have
that
one-on-one
connection
with
other
people
in
that
very
large
team
turns
out
red
Hook's
a
thing
as
a
Canadian.
A
I
wasn't
entirely
aware
of
it,
although
as
a
Brit
I
should
have
been
more
aware
of
it,
and
this
is
a
bumper
sticker
that
we
saw
out
near
I've
near
the
place
with
the
key
lime
pie
and
if
any
of
your
locals,
you
know
exactly
what
I'm
referring
to
in
Brooklyn
with
it,
and
you
see
the
Statue
of
Liberty
and
it's
yeah.
So
there's
this
truck
that
says
now
get
and
that's
kind
of
cool
right.
We're
all
here
to
get
well
they're,
referring
to
a
different
kind
of
get
turns
out
so
think
about.
A
When
you
sip
eat
someone
down
and
say
our
company
is
changing
to
get
it's
going
to
be
fun,
it's
going
to
be
easy.
Are
they
hearing
the
now
get
in
a
positive
way
or
are
they
hearing
the
now
get
in
terms
of
get
out
so
change
management
is
a
thing
turns
out
business
writers
have
been
talking
about
it
for
a
while
and
there's
lots
of
models
that
we
can
refer
to.
So
the
the
big
one
I
think
I
skipped
then
I
skip
I
did
skip
all
right.
We're
ready
to
go,
though
so
the
big
one.
A
For
me,
is
this:
the
cutter
eight
steps
to
change
and
this
process
is
a
well
defined
well
well
referenced.
It's
got
its
own
Wikipedia
page,
so
you
know
it's
for
real
process
that
basically
says
across
the
top
row.
Change
is
going
to
be
more
effective
in
a
very,
very
large
organization.
If
you
have
management
buy-in,
that's
what
that
top
row
effectively
says
and
it's
saying,
create
a
sense
of
urgency
gather
a
core
team
which
is
going
to
be
responsible
for
implementing
the
change
and
create
a
vision
for
why
you
are
making
this
change
happen.
A
Why
are
you
are
imposing
the
change
on
to
your
company?
Then
we
come
down
to
the
next
level
and
as
a
as
a
project
manager.
This
is
typically
where
I
live
and
we
need
to
at
this
point
again.
This
is
more
effective
for
makes
more
sense
for
very
large
teams,
you're
going
to
find
a
few
teams
who
are
willing
to
volunteer
and
test
out
the
new
process.
So
your
volunteers,
you're,
going
to
enable
action,
generate
small,
wins
and
sustained
at
the
acceleration
as
a
project
manager.
You
can
think
of
that
line
in
terms
of
Sprint's.
A
You
can
think
of
it
in
terms
of
and
pilot
projects.
You
can
think
of
it
in
terms
of
learning
the
lessons
that
you
can
then
take
two
other
teams
and
then
finally
done
at
the
very
bottom.
We've
got
the
codifying
or
the
they're
putting
into
corporate
culture
this
change
and
making
sure
it
up
and
sticks
that
people
don't
sort
of
start
reverting
back
to
their
old
ways
of
doing
things,
because
it's
scary
and
hard.
A
A
Too
often,
I
talk
to
technology
teams
where
they've
been
tasked
with
sending
get
out
to
all
the
various
teams,
and
they
have
no
idea
that
there's
this
whole
field
of
research
that
they
can
come
back
to
and
rely
on
to
give
them
the
framework
on
how
to
do
that
rollout.
Now.
The
next
one
is
kind
of
a
little
bit
more
controversial.
A
If
I
can
have
it,
it
doesn't
even
want
to
change
to
it,
and
these
are
the
five
stages
of
grief
and
I,
encourage
you
to
not
think
of
this
as
being
simply
a
technical
problem,
and
people
need
to
deal
with
it
but
think
about
the
grieving
process,
as
people
are
being
forced
to
learn
a
new
technology,
and
so
Elizabeth
kubler-ross
is
five
stages
of
grief,
you're
going
to
go
through
denial,
anger,
bargaining,
depression
and
finally
acceptance
as
a
former
bizarre
user.
So
you
probably
maybe
actually
never
heard
of
it
a
long
time
ago.
A
Bizarre
was
the
sort
of
competing
distributed
version.
Control
system
along
with
mercurial
and
tooth
and
nail
did
I
fight
the
invasion
of
get
and
tooth
and
nail
did
I
lose
the
invasion
of
get
so
so
as
and
it's
it's
for
me,
it
was
actually
this
process
of
am
I,
going
to
continue
fighting
with
this
piece
of
software
or
am
I
going
to
start
thinking
about.
Why
does
it
make
me
angry
inside?
What
is
it
about
the
experience
of
using
this
software
that
I
find
so
frustrating
and
so
alienating?
A
Why
do
I
always
feel
so
stupid
whenever
I
sit
down
to
use
the
software?
One
of
the
big
pieces
for
me
was
the
help
file
when
I
type
get
help
it
used
to
be,
but
it
gave
me
a
list
of
alphabetical
commands
turns
out.
I
don't
use
the
alphabet
like
that
when
I'm
working
with
get
so
last
year
at
the
conference,
I
am
sort
of
politely
suggested
that
perhaps
someone
could
help
me
to
figure
out
how
to
contribute
to
get
and
make
it
a
friendlier
starting
experience
and
within
six
months
that
change
has
been
made.
A
So
now,
when
you
run
get
help
on
an
updated
version
of
get,
the
commands
are
actually
grouped
into
a
workflow
esque
grouping
and
there's
instructions
on
how
to
find
more
information
on
some
of
the
more
popular
workflows.
And
for
me
this
was
a
mind-blowing
experience
to
go
from
fighting
with
a
piece
of
software
to
actually
working
with
a
community
of
developers
like
there's.
There
are
people
who
build
this
software
and
I
can
talk
to
them
and
they'll
make
changes
with
me
the
session
that
we
had
right
before
lunch.
A
In
terms
of
improving
that
onboarding
experience
is
just
software,
you
can
rewrite
it.
If
you
need
to,
you
can
make
that
experience
better,
and
you
can
help
people
through
these
different
phases
and
and
sort
of
catch
them
and
understand
why
it
is
that
they're
so
frustrated
and
fix
it
for
them,
because
if
you
do
want
to
work
as
an
individual
at
your
own
sort
of
work
station
and
you're,
happily
using
get
yourself.
A
Fine
you'll
work
a
lot
faster
as
an
individual,
but
if
you
want
to
be
able
to
work
far
and
if
you
want
to
have
big
impact,
I'm
working
with
the
team
that
I
do
now
we're
we're
a
fairly
small
team,
but
we're
improving
the
way
that
we
work
as
a
team
and
the
the
things
that
we
are
able
to
do
now.
We
go
much
faster
and
much
farther,
and
we
have
a
much
bigger
impact,
the
more
onboarding
that
we
do,
the
more
documentation
that
we
write.
A
The
more
support
that
we
give
to
our
field
responders,
who
are
currently
working
in
Fiji
in
Nepal,
in
Yemen,
in
Syria,
they're,
all
over
the
world
and
the
more
that
we
can
support
them
to
make
the
software
easier
to
use
the
faster
they
can
get
on
with
their
job.
Maybe
your
job
is
a
little
bit
different
to
mine,
but
but
you
probably
can
provide
that
same
experience
of
being
the
source
of
calm
and
and
happiness
and
not
sort
of
while
it's
just
a
directed
acyclic
graph.
You
just
need
to
move
for
your
reference
point.
A
Generally
speaking
for
small
teams
to
choose
get
versus
something
else,
you
know
most
version
control
software
for
a
very
tiny
team
will
do
approximately
what
you
need
it
to
do
with
a
few
plugins,
but,
as
you
start
to
scale
as
you
get
bigger,
as
you
want
to
add
automation,
there's
lots
of
other
things
in
there
that
that
are
good
reasons
and
the
more
that
you
can
say.
Well,
there's
there's
this
amazing
community
who's
actually
willing
to
change
the
help
pages
of
their
software,
because
we
found
it
hard
to
use
that
ends
up
being
I.
A
Think
another
reason
to
to
say
to
people.
You
know:
don't
give
up.
Here's
the
whys
behind
it.
There's
this
amazing
community
of
developers
who
want
to
support
you
who
want
you
to
have
an
amazing
experience
and
let's
see
if
we
can
work
together
to
figure
out
what
the
sticking
points
are
to
make
the
software
better
to
make
the
experience
better
because
you'll
be
helping
the
next
person.
So
here
we
go.
We
went
through
three
basic
topics.
Today
we
learned
how
adults
learn.
A
I
gave
you
kind
of
the
equivalent
experience
to
how
many
people
learned
it
in
terms
of
giving
you
really
interesting
but
kind
of
irrelevant
information
about
adult
learning
theory.
We
then
talked
a
little
bit
about
becoming
an
effective
mentor.
You
turned
around.
You
learned
how
to
talk
to
the
people
around
you.
You
were
actually
a
very
good
audience
for
this.
A
The
difficulty
of
trivial
change
to
be
prepared
for
some
of
the
emotions
that
you
may
have
come
back
to
you
if
you
are
asked
to
implement
a
new
piece
of
software
and
one
that
has
such
a
delightful
reputation
is
get
it's.
You
know
in
the
actual
manual
page,
it
does
refer
to
itself
as
the
stupid
content
tractor.
Perhaps
this
will
be.
Perhaps
this
will
be
this
year's
change
to
move
from
the
stupid
content
talker
to
the
simple
content
tracker.
So
there's
my
there's
my
request
for
this
year
two
weeks
ago,
brilliant
I,
love
it
see.
A
This
is
how
I
out
of
date
I
am.
But
this
is
you
know
these
are
the
kinds
of
things
this
is.
This
is
a
community
that
is
in
change.
This
is
not
something
that
is
a
static
piece
of
software
that
you
install
once
and
forget
about
this
is
it's
a
vibrant
community
and
I
was
shockingly
so
for
me,
and
so
thank
you
very
much
for
your
attention
today
and
thank
you
for
the
update,
I'm
delighted
to
know
it's
no
longer
the
stupid
content
tracker.
Thank.