WEBVTT

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Good morning and welcome to the 2024

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Learning Professionals consortia

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presented today by the Air Education

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and Training . My name is Joe Dias and

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I'll be your moderator for this event .

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The event of these sessions is to

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provide information for you to take

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away and use within your learning

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organization . You can find the agenda

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for today's event on our website . The

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link is posted over the chat .

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Additionally , if you would like more

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information on each of our presenters ,

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please take a look at their bios at the

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link posted in the chat because this

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event is live . We ask that you please

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keep your cameras off and microphones .

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Muted members of our team are

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monitoring the chat . So please share

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your questions there and we will answer

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them during the Q and A segment for

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each session . Depend upon the time

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copies of our presentation slides could

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be requested through each individual

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presenter . After the event recordings

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of each session will be available on

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our Learning Professionals website at

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the Learning Professionals Consortium

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page . Again , the link has been

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provided in the chat for you . Also in

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the chat is some guidance for folks

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having technical difficulties . If you

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require technical assistance at any

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time today , please chat directly or

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direct message with a person showing

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technical support in their screen name .

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At this point , I'd like to introduce

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Doctor Woody Walsh to open our event .

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Doctor Walsh is the chief running

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officer at the Air Education and

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Training Command Joint base , San

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Antonio Randolph , Texas . She is

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responsible for providing leadership

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support and technical direction to

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enable an air force culture of learning .

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Doctor Walsh connects learning

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professionals to collectively build

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share and sustain an accessible ,

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meaningful continuous learning for

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airmen . She has worked with academics ,

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government agencies , private industry

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and communities to create culturally

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relevant effective educational

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experiences that are responsive to

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organizational needs and beyond all of

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that , she is a tireless and

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enthusiastic supporter of all things

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learning and relentless in her drive to

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build the connections necessary to

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support changes in learning operations .

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The morning , Doctor Walsh , the floor

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is yours . Good morning . Uh Joe , this

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is great . I'm so happy to be here .

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I'm hoping that my slides are being

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shared . Um I just sent a quick note to

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Alan in case . Uh so I'm here at the

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Air Education Training Command . At

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least for now . I'm hoping that you've

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heard that uh from Secretary Kendall

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that we have a re optimization of the

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entire Air Force and our command is

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undergoing a transformation and but

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with the , in a year or so , we will be

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known as the airman development command

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and I'm gonna talk a little bit about

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that . I'm so grateful to be with all

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of you , Joe is gonna help me with the

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chat and I'm hoping that we'll have a

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very engaging and interactive session

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here today um by you utilizing the chat

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asking questions uh providing your

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reflections . So the title of my talk

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is Engineering , a Learning Evolution .

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And I think the engineering came from

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one of the things I'm gonna share with

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you , which is uh learning engineering .

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So if you are already familiar or

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implementing learning engineering , uh

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please drop a little note in the chat

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that says , hey , I what what you're

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doing kind of share that a little bit .

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This something we're gonna be learning

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from each other . And so uh the

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Learning Engineering body of sc the

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scholarship is just about a decade old .

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So it's fairly new and so we'll be

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learning together . So let me test

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these slides to see that , that they're

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working . I think Alan's right here

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ready to help me share . And

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all right , green light . Let me know

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that you can see that we're sharing .

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Yes , ma'am . Everything . All right ,

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great . So I , I went to the second

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slide . Some of you may be familiar

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with this already gracious space . I

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think this is really at least the way I

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like to start all of my presentations

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is by setting a gracious learning space .

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I didn't create this , this was

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developed by the Center for Ethical

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Leadership there in upstate uh

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Washington . If you Google Gracious

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space or the Center for Ethical

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Leadership , you will be uh taken to a

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web page that provides a whole bunch of

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tools on how you can dig a little

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deeper into these four areas . But I'm

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just going to review them kind of at a

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high level and ask that in our

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environments , whether you are engaged

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at your home , at your desk with a

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community of people that you think

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about these and keep these in mind . I

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think we're gonna be sharing slides .

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So I hope that this res with you , you

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might just uh print out the slide and

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keep it in your office . I definitely

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have one in my office . I actually even

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made stickers of this . So let's start

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with present . So here we are , it's

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804 . It's early for some of us and for

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some of us , anyone on the west coast

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or any of uh any people visiting or

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participating internationally , it

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might be even earlier or later . Uh But

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really thinking about your presence ,

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really being here fully when we have

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these virtual engagement , sometimes

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there's , there's kind of a draw to

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keep open your email or think about

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other things that you could be doing to

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be distracted . But I ask that if you

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look at that agenda , the agenda that's

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been created for us today , it's

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extraordinary , not just today . But

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today and tomorrow so really take time

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to be fully present if you need to ,

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you know , shut off the email . Uh

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close the door , really focus on being

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present here . Presence is all about us

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being here , but there's also a

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feedback loop in presence and that

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we're present with each other as well .

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And so noticing when your own presence ,

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your own critique your own uh banter

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and the chat going back and forth might

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not be giving space for someone else's

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presence . And so this idea of presence

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thinking about , am I fully present ?

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Am I sharing all of my gifts and what I

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know and am I providing space for

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others ? So that's the presence . The

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next is the setting and I kind of

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talked about this already when you're

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in your office or we're in a virtual

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setting . Uh Sometimes we have uh

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family , we have pets , we have other

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people who might be needing our

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assistance as well , be mindful of your

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setting . And when you really want to

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engage , talk with your family , talk

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with your coworkers , put your do not

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disturb , sign out , really create a

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setting that helps you to focus and to

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learn and uh we'll try to use that chat

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and really stay together and make sure

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that we're leveraging this setting ,

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even though it's virtual to get the

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most out of being here together . The

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last two of gracious space are kind of

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my hardest ones . I'm always practicing

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these . So welcome . And this really

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means welcoming the stranger . Welcome

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means something that's different . Um I

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kind of have a cue in my own mind when

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I notice I need to exercise or practice

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this because someone might share

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something , put something in a chat and

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I'm thinking , whoa , I don't know

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about that . They might need to read

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this book or I wanna tell them about

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this theory or something like that .

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You know , I'm pushing them away . I'm

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not welcoming a different way of seeing

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things . So when I get that kind of cue

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in my brain , I try to slow down , stop

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and go . OK , what is the perspective

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that this person is bringing to me that

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I could learn from and well , the

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diversity of perspectives , we really

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open ourselves up to realizing and

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seeing more possibilities . And so I

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really encourage you and I'm working

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myself to welcome uh the stranger ,

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welcome things that are different . It

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may not be for you and you don't have

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to agree with it , but just give space

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for it and give space for people to

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learn from where they are . The last

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one is learning , learning in public .

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And I'm always pushing myself to the

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edges of learning , sharing ideas and

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topics that maybe I have a little bit

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of knowledge about . Maybe I have a lot

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but always giving myself room to learn .

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And so again , I'm gonna ask you really

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put things into the chat . I'm glad

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everybody's welcoming each other on the

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chat here too . Uh So we're already

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starting creating the , the gracious

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space in the chat um and giving

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ourselves our ourselves space to learn .

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So if you know something that may be

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contrary to what I'm presenting or you

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have a question , um please do not

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hesitate . We're here to learn together .

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So , so that's gracious space . So keep

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this in mind the presence , the setting ,

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welcoming what's different and giving

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yourself space to learn today . So

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here's my agenda for the day . I want

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to introduce you to that concept of

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learning engineering that I mentioned

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in the introduction slide . Well , on

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the title slide and then I was thinking

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about what's the best way to kind of

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share learning engineering . So I'm

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gonna share definition . I'm gonna

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share of the three pillars of learning

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engineering . But these three sub

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bullets underneath here , collaborative

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capacity , imagination and knowledge

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management . I think these are things

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that I really want to learn more about

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that I believe are enabling structures

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to us implementing learning engineering .

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So if you look at these three sub

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bullets , imagination , collaborative

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capacity , knowledge management , and

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you think , oh , that's my jam . I

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really wanna learn from you . So really

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be liberal and posting resources ,

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posting what you're thinking about

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those ideas . I'm just gonna hit the

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wave tops and I'm just the beginning of

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this two day engagement . So we'll be

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building and kind of pulling out from

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the presentations we hear throughout

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the two days , we're together here of

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how is this aligned with learning

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engineering ? How might this help us

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implement learning engineering ? I'm

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gonna share with you a learning

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strategy . I have an idea of a nine

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years to create a body of knowledge of

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our learning to build on . And then I

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mentioned that a DC airman development

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command and an element of that command

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will be the Enterprise Learning

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Engineering Center of Excellence . I

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know I put in probably at least two

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acronyms you may not have heard of

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before the airman Development Command

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and the Enterprise Learning Engineering

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Center of Excellence . But I want you

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to start thinking about those and

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imagining those and how we can create

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those together and then I'll leave us

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with some final thoughts . All right ,

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I'm checking the chat . Yes , alphabet

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soup for sure . And I'm sure those

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ad CS and ele stand for like a million

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other different uh acronyms . So

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learning engineering defined . So this

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is a , a definition that I created um

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based on of course the literature , but

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also on how our leaders in the Air

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Force were utilizing learning

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engineering as we were going through

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these 90 day sprints to really look all

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of our leadership coming together

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pulling throughout the network . How

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can we re optimize the Air Force to be

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poised to be ready for global power

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competition and potential conflict ,

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learning engineering and force

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development was a key aspect . You

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always hear . Well , I always hear and

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I hope you hear as well . Learn airmen

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are our competitive advantage . So

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building up the force developing

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ourselves and each other are really the

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key to us achieving the mission . So

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I'm gonna read this uh this definition

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to you learning engineering as a sense

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making framework . And I really wanna

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point out as a sense making framework .

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So you might , I , I don't know if

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Lindsay Fridman , but I did see FSO is

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with us , they have a whole cadre of

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learning engineers , people who have

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identified their jobs as engineers ,

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learning engineers . This definition is

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really about the sense making framework

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um that the U United States Air Force

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is utilizing to kind of move forward in

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force development . It's a systematic

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application , one of the key pillars ,

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it's evidence based , we're looking at

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the principles , the scientific methods ,

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the practices and we're pulling from

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across the interdisciplinary . So the

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Learning sciences , education research

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systems thinking and that's not limited .

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So I just put those three in , but we

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might need to extend the definition ,

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we need to bring in all those

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perspectives so we can produce

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effective learning outcomes . So this

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is a Human Centered or Airmen Centered

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designed approach . And it's enabled by

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collaborating the collaborative

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capacity , interdisciplinary mission

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threads . And that mission threads , I

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really wanna kind of define how I see

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mission threads . It is through that

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inner disciplinary . We all have

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different rules in different missions

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uh or rules to achieve the

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overarching Air Force or Department of

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the Air Force mission . And so if we

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can weave those together and see how we

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can help each other by pooling together ,

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rather than having those separate kind

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of cylinders of excellence . Learning

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engineering is looking to bring us

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together and that it's measured by

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competency acquisition and actualizing

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our mission readiness . So hopefully ,

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that definition makes some sense to you .

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But if you have , if we , we have the

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opportunity to iterate on it , we have

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the opportunity to really consider it

13:28.758 --> 13:31.010
to pull pieces apart to really dive

13:31.020 --> 13:32.964
deep into that . And I think if we

13:32.964 --> 13:35.820
wanna understand what is our collective

13:35.840 --> 13:37.896
definition of learning engineering ,

13:37.896 --> 13:40.173
this is an exercise that we need to do .

13:40.173 --> 13:42.396
So I think it's a good starting point ,

13:42.396 --> 13:44.284
but I want you to look at it as a

13:44.284 --> 13:46.507
starting point and I know that might be

13:46.507 --> 13:48.840
like , can't you give me some certainty ?

13:48.840 --> 13:50.618
And I think that's part of this

13:50.618 --> 13:52.895
learning journey is that we are going

13:52.905 --> 13:55.594
to evolve , we're going to evolve in

13:55.604 --> 13:57.715
this learning . So there will be some

13:57.715 --> 14:01.289
uncertainty as we move forward . So

14:01.299 --> 14:03.659
here are the three basic pillars of

14:03.669 --> 14:05.891
learning engineering and this is pulled

14:05.891 --> 14:08.309
from a few text . Uh uh Jim Goodall

14:08.320 --> 14:10.209
edited a text called the Learning

14:10.209 --> 14:12.209
Engineering tool kit . Um There are

14:12.209 --> 14:14.431
others that are specifically looking at

14:14.431 --> 14:17.270
distance learning if you're interested

14:17.299 --> 14:19.549
in a AAA list of literature I can

14:19.559 --> 14:22.049
develop that . Uh And maybe we can post

14:22.059 --> 14:24.115
it tomorrow if that's something that

14:24.115 --> 14:26.170
you're interested in . Um But it's a

14:26.170 --> 14:28.281
process and a practice . So the first

14:28.281 --> 14:30.994
pillar is human centered . And I think

14:31.005 --> 14:33.354
as teachers , as learners , we

14:33.364 --> 14:36.065
understand the benefit of human

14:36.075 --> 14:38.315
centeredness of really having things

14:38.325 --> 14:40.492
customized to us . I think it's one of

14:40.492 --> 14:42.658
the basic principles of adult learning

14:42.658 --> 14:44.603
is that we're building on existing

14:44.603 --> 14:46.715
cognitive structures . So if we can

14:46.724 --> 14:49.234
connect to those cognitive structures

14:49.244 --> 14:51.205
of each individual based on their

14:51.224 --> 14:54.219
experiences , their uh their they're

14:54.229 --> 14:56.007
learning that they already have

14:56.007 --> 14:58.229
underneath their belt that will be able

14:58.229 --> 15:00.173
to um have more effective learning

15:00.173 --> 15:02.349
occur to do this . We have to create a

15:02.359 --> 15:05.520
culture of trust and connection and we

15:05.530 --> 15:07.808
have to look at how do we measure that ?

15:07.808 --> 15:09.974
I might say I'm developing this . It's

15:09.974 --> 15:12.086
Human Centered and perhaps it's Human

15:12.086 --> 15:13.919
centered for me connecting to my

15:13.919 --> 15:15.974
cognitive structure . But is it also

15:15.974 --> 15:18.197
connected to the cognitive structure to

15:18.197 --> 15:20.450
the learning pre preferences of my

15:20.460 --> 15:23.809
students ? Um As I mentioned earlier ,

15:23.820 --> 15:27.289
this human centeredness like um when we

15:27.299 --> 15:29.299
talked about the gracious space and

15:29.299 --> 15:31.466
being present , it's a feedback loop .

15:31.466 --> 15:33.521
So it's not just about the learner ,

15:33.521 --> 15:35.521
it's also about the learner and the

15:35.521 --> 15:37.669
instructor and the system . So it's

15:37.679 --> 15:39.659
really about this human machine

15:39.669 --> 15:41.502
interface when we're utilizing a

15:41.502 --> 15:43.502
learning management system . How is

15:43.502 --> 15:45.669
that Human Centered ? And there's been

15:45.669 --> 15:47.780
a fair amount of work done looking at

15:47.780 --> 15:49.836
the usability of our systems . And I

15:49.836 --> 15:51.947
think there's some places where we're

15:51.947 --> 15:54.113
really knocking it out of the park and

15:54.113 --> 15:56.336
other places where we have some more uh

15:56.336 --> 15:58.447
opportunity to grow and improve . But

15:58.447 --> 16:00.391
just keeping an eye on that really

16:00.391 --> 16:02.989
creating that multidimensional learning

16:03.000 --> 16:05.750
ecosystem that includes the teacher ,

16:05.859 --> 16:09.280
the learner and the actual software and

16:09.289 --> 16:11.609
other mechanisms that were utilizing

16:11.619 --> 16:14.250
the experience that tactile for

16:14.260 --> 16:17.109
actually learning . So that's the first

16:17.119 --> 16:19.341
pillar , the human centeredness of it .

16:19.341 --> 16:21.809
The second pillar is interdisciplinary

16:21.820 --> 16:24.429
that we're looking to create a shared

16:24.440 --> 16:26.719
understanding . Doesn't mean that we

16:26.729 --> 16:28.673
all have the same gifts that we're

16:28.673 --> 16:30.896
bringing to the table . We all have the

16:30.896 --> 16:33.007
same roles that we're bringing to the

16:33.007 --> 16:35.229
table . It's definitely diversity . But

16:35.229 --> 16:37.118
how can we create some collective

16:37.118 --> 16:39.270
standards ? So we have a shared

16:39.280 --> 16:41.229
understanding , but we're also

16:41.239 --> 16:43.929
communicating the needed flexibilities

16:43.940 --> 16:46.210
to maybe work in pilot training or to

16:46.219 --> 16:49.090
work in tech training or to work in

16:49.099 --> 16:51.570
academia in our education settings .

16:51.690 --> 16:54.489
How and where do the standards need to

16:54.500 --> 16:56.909
deviate ? Where can they stay the same

16:56.919 --> 16:59.070
but have flexibilities ? How can we

16:59.080 --> 17:01.900
honor the diversity ? Uh This is gonna

17:01.909 --> 17:04.339
take a lot of empathy , really taking

17:04.349 --> 17:06.293
the time to walk in someone else's

17:06.293 --> 17:08.650
shoes , understanding how the student ,

17:08.660 --> 17:11.219
how the teacher , how the attorney ,

17:11.229 --> 17:13.599
how the acquisition professional might

17:13.609 --> 17:16.030
be looking at how they support forced

17:16.040 --> 17:18.151
development . So there's a variety of

17:18.151 --> 17:20.262
roles that are interacting and how do

17:20.262 --> 17:22.800
we create space for that interaction to

17:22.810 --> 17:25.260
happen so that we can achieve mission

17:25.270 --> 17:27.750
success together . The last but not

17:27.760 --> 17:30.560
least , least element of learning

17:30.569 --> 17:32.736
engineering is evidence and competency

17:32.736 --> 17:34.847
based . It's really about telling our

17:34.847 --> 17:38.510
story in a very uh targeted way

17:38.680 --> 17:40.847
that we're doing it with evidence that

17:40.847 --> 17:42.902
we're really trying to have rigor in

17:42.902 --> 17:45.709
our thinking and applying scientific

17:45.719 --> 17:48.380
method . So this is all about asking

17:48.390 --> 17:50.501
good questions when we're setting out

17:50.501 --> 17:53.109
to develop or a curricula or measure

17:53.119 --> 17:55.175
the learning that's happening in our

17:55.175 --> 17:57.619
curricula ? How can we measure that for

17:57.630 --> 17:59.352
each individual ? What are the

17:59.352 --> 18:01.463
standards ? What are the rubrics that

18:01.463 --> 18:03.463
we can apply ? And how can we align

18:03.463 --> 18:05.709
that to both the foundational , the 24

18:05.719 --> 18:09.400
foundational competencies as well as

18:09.410 --> 18:11.869
the uh occupational competencies ? So

18:11.880 --> 18:14.290
really looking at how can we let a

18:14.300 --> 18:16.133
learner know , hey , when you go

18:16.133 --> 18:18.022
through this class , you might be

18:18.022 --> 18:20.078
learning these occupational skills ,

18:20.078 --> 18:21.800
but you're also learning these

18:21.800 --> 18:21.579
foundational skills , you're kind of

18:21.589 --> 18:24.410
sharpening your saw in communication in

18:24.420 --> 18:28.010
teamwork in other um maybe self control .

18:28.020 --> 18:30.131
And so really kind of getting our own

18:30.131 --> 18:31.969
thinking around . What are the

18:31.979 --> 18:34.201
questions that we're asking ? How do we

18:34.201 --> 18:36.368
build these competencies ? What is the

18:36.368 --> 18:38.439
data through the assignments through

18:38.449 --> 18:41.119
the exercises through the experiences

18:41.130 --> 18:44.329
that provide input that I'm achieving

18:44.339 --> 18:46.670
that competency ? How can I interrogate

18:46.680 --> 18:48.513
that ? What are the best ways to

18:48.513 --> 18:50.829
measure that quantitative qualitative

18:50.839 --> 18:52.950
mixed methods ? And then what are the

18:52.950 --> 18:55.172
findings ? Are there things that I go ?

18:55.172 --> 18:57.339
Hm . That didn't really work for me to

18:57.339 --> 18:59.561
grow my competency or perhaps it worked

18:59.561 --> 19:01.839
really well and maybe I wanna scale it ,

19:01.839 --> 19:04.006
share it in other ways . Um So kind of

19:04.006 --> 19:06.172
that scientific method . So then we're

19:06.172 --> 19:08.045
incorporating all the that we're

19:08.055 --> 19:10.734
learning through the application back

19:10.744 --> 19:12.633
into our curriculum back into our

19:12.633 --> 19:14.954
design . And so it's again employing

19:14.964 --> 19:17.255
and scaling scientific method as the

19:17.265 --> 19:19.775
norm . Any questions about this ?

19:21.750 --> 19:23.917
Yeah , I'm trying to look at your chat

19:23.917 --> 19:26.719
over there . OK , I got no questions .

19:26.729 --> 19:29.550
Move forward . Excellent .

19:30.729 --> 19:32.673
So as I mentioned , there are some

19:32.673 --> 19:36.160
variables um when we look at uh and I

19:36.170 --> 19:38.170
have this uh yeah , have some maybe

19:38.170 --> 19:40.281
enabling structures . So one of those

19:40.281 --> 19:42.448
enabling structures I thought was this

19:42.448 --> 19:44.670
collaborative capacity . So in a former

19:44.670 --> 19:46.781
life , I had the opportunity to do do

19:46.781 --> 19:49.079
longitudinal research . So over eight

19:49.089 --> 19:52.030
years , I visited a multitude of

19:52.040 --> 19:54.699
maritime ports and airports and I was

19:54.709 --> 19:57.704
specifically looking uh how are the

19:57.714 --> 19:59.770
relationships between government and

19:59.770 --> 20:02.604
industry and how could we improve those ?

20:02.614 --> 20:04.854
And so a lot of collaboration variables

20:04.864 --> 20:07.854
started to emerge from that . And so I ,

20:07.864 --> 20:09.753
I kind of listed those in the sub

20:09.753 --> 20:11.975
bullets under motivations of why people

20:11.975 --> 20:14.505
work together , why people are driven

20:14.515 --> 20:17.560
to share information ? Um Oh I put on a

20:17.569 --> 20:20.219
slide remember uh ST uh uh self

20:20.229 --> 20:22.400
determination theory and I don't know

20:22.410 --> 20:24.579
if you uh how many of you are with us

20:24.589 --> 20:26.700
last year ? And I talked about DC and

20:26.709 --> 20:28.876
Ryan self determination theory , which

20:28.876 --> 20:31.040
is a different motivational framework

20:31.050 --> 20:33.383
where we're looking at the competencies ,

20:33.383 --> 20:35.606
does somebody have the competency to do

20:35.606 --> 20:37.772
the job ? Do they have the autonomy to

20:37.772 --> 20:39.883
actually practice doing the job ? And

20:39.883 --> 20:41.969
then what do they have the sense of

20:41.979 --> 20:44.719
belonging to kind of support record ?

20:44.729 --> 20:47.030
Uh continue to build up competency ,

20:47.040 --> 20:49.390
provide the autonomy and the like the

20:49.400 --> 20:52.199
system . And so uh DC and Ryan look at

20:52.209 --> 20:54.265
motivation through this lens through

20:54.265 --> 20:56.380
that lens and this lens is another

20:56.390 --> 20:58.279
framework looking at through five

20:58.279 --> 21:00.057
different sort of categories of

21:00.057 --> 21:02.640
motivation , the ideological , you know ,

21:02.650 --> 21:04.989
why are we all here working for the Air

21:05.000 --> 21:07.222
Force , the Department of the Air Force

21:07.222 --> 21:09.000
or I know we have other federal

21:09.000 --> 21:11.167
agencies with us here today . But what

21:11.167 --> 21:13.500
is it that actually has brought us here ?

21:13.500 --> 21:15.722
Is it pride in the work ? Is it concern

21:15.722 --> 21:18.260
for our community for the country ? Are

21:18.270 --> 21:20.650
there other ideological uh like a

21:20.660 --> 21:23.219
service leadership mentality that is

21:23.229 --> 21:25.285
bringing you here really thinking of

21:25.285 --> 21:28.810
your own ideological uh reasons and

21:28.819 --> 21:30.875
understanding that that might not be

21:30.875 --> 21:33.069
the same as others . The next category

21:33.079 --> 21:35.609
is strategic looking at that . How are

21:35.619 --> 21:37.563
we setting the goals ? What are we

21:37.563 --> 21:39.730
trying ? What's the end state and what

21:39.730 --> 21:41.786
are the processes that we're kind of

21:41.786 --> 21:43.897
building on and through our different

21:43.897 --> 21:46.175
roles ? How are we growing in that way ?

21:46.175 --> 21:47.841
So that's more of a strategic

21:47.841 --> 21:50.189
motivation , can't deny the financial

21:50.199 --> 21:52.310
motivation . And there are people who

21:52.310 --> 21:54.290
are really looking not only for uh

21:54.300 --> 21:56.300
their own salary . But how they can

21:56.300 --> 21:59.030
really maximize the resources that they

21:59.040 --> 22:01.262
have to achieve their role . So how can

22:01.262 --> 22:03.380
we do that efficiently and how can we

22:03.390 --> 22:05.880
really focus on sustaining or creating

22:05.890 --> 22:08.670
resilience in the , in the fiduciary or

22:08.680 --> 22:10.680
how we're resourcing ? What kind of

22:10.680 --> 22:12.680
compliance do we need and then that

22:12.680 --> 22:14.989
market advantage um to assess

22:15.000 --> 22:17.390
protection . This one's a really

22:17.400 --> 22:19.567
interesting one because some of our uh

22:19.567 --> 22:22.020
financial systems seem to be up to

22:22.030 --> 22:25.479
concrete hard as we're trying to uh

22:25.489 --> 22:29.219
manage out five years from now . Um And

22:29.229 --> 22:31.396
I heard General Moore talk about while

22:31.396 --> 22:33.618
efficiency has really been the focus of

22:33.618 --> 22:35.673
the Department of the Air Force that

22:35.673 --> 22:37.229
there is a pivot in this re

22:37.229 --> 22:39.285
optimization to make sure that we're

22:39.285 --> 22:41.062
giving the same amount of atten

22:41.062 --> 22:43.807
attention to effectiveness . Um And so

22:43.817 --> 22:45.428
that rolls us right into the

22:45.428 --> 22:47.761
operational , looking at the throughput ,

22:47.761 --> 22:50.166
um looking at how we optimize those

22:50.177 --> 22:52.066
resources , what kind of decision

22:52.066 --> 22:54.066
support . And I would say of course

22:54.066 --> 22:55.788
scientific method and learning

22:55.788 --> 22:58.010
engineering can help us . And I'm gonna

22:58.010 --> 23:00.010
again share with you um the pop doc

23:00.010 --> 23:02.487
framework in a in a in a future slide ,

23:02.597 --> 23:05.254
how can we reduce the barriers and have

23:05.264 --> 23:07.953
consistent and predictable requirements

23:07.963 --> 23:09.963
and improved safety ? Those are all

23:09.963 --> 23:12.124
sort of operational motivations . And

23:12.134 --> 23:14.614
the last uh but definitely not least is

23:14.624 --> 23:16.963
the social motivation , the trusted

23:16.973 --> 23:19.195
relationships . And as I looked through

23:19.195 --> 23:21.417
our agenda , I thought there's a lot of

23:21.417 --> 23:23.933
uh underlining nexus to that social

23:23.943 --> 23:26.054
relationships , to the trust , to the

23:26.054 --> 23:28.833
social connections , the team cohesion ,

23:29.120 --> 23:31.541
there's a lot of reference to culture

23:31.551 --> 23:33.607
uh in the topics that we're gonna be

23:33.607 --> 23:35.940
talking about over the next couple days .

23:35.940 --> 23:38.107
So really thinking about these through

23:38.107 --> 23:40.107
the lens of these are collaboration

23:40.107 --> 23:43.620
variables that might help us either to

23:43.630 --> 23:45.741
achieve kind of that shared vision or

23:45.741 --> 23:48.140
might be a challenge for us to really

23:48.151 --> 23:50.681
think about , to slow down and , and

23:50.691 --> 23:52.580
really understand and create that

23:52.580 --> 23:55.380
empathy . The next collaboration

23:55.390 --> 23:56.946
variable I wanna mention is

23:56.946 --> 23:59.057
communication . You know , how can we

23:59.057 --> 24:01.300
create that shared understanding ? Uh

24:01.310 --> 24:03.819
that accountability and trust totally

24:03.829 --> 24:06.619
connected to that social motivation ,

24:06.630 --> 24:10.400
but also enabling all of the five areas

24:10.410 --> 24:13.130
is that when we are communicating and

24:13.140 --> 24:15.260
able to really understand how we can

24:15.270 --> 24:17.103
communicate with each other , to

24:17.103 --> 24:19.420
understand at a deeper level , those

24:19.430 --> 24:22.060
motivations will be able to optimize

24:22.069 --> 24:24.849
our ability to work together . Another

24:24.859 --> 24:27.670
notion is uh psychological safety . Um

24:27.680 --> 24:29.402
I see this brought up a lot in

24:29.402 --> 24:31.236
conversations around diversity ,

24:31.236 --> 24:33.236
emotional intelligence , the growth

24:33.236 --> 24:35.402
mindset . And I know um the Department

24:35.402 --> 24:38.089
of the Air Force has a uh a whole page

24:38.099 --> 24:40.790
on mill suite on that growth mindset

24:41.150 --> 24:43.317
when we're sitting in rooms and really

24:43.317 --> 24:45.483
looking at how we've designed things .

24:45.483 --> 24:47.483
And this was one of the things that

24:47.483 --> 24:47.449
stood out to me when I first started

24:47.459 --> 24:49.403
with the Air Force that you have a

24:49.403 --> 24:51.459
leader at the front of the table and

24:51.459 --> 24:53.459
then you'll have on the rows of the

24:53.459 --> 24:55.459
table , people who are at a certain

24:55.459 --> 24:57.459
rank and then on the outside of the

24:57.459 --> 24:59.459
table , you'll have people that are

24:59.459 --> 25:01.626
maybe of AAA lower rank and then there

25:01.626 --> 25:03.626
are people that are not even in the

25:03.626 --> 25:05.681
room . So when we think about that ,

25:05.681 --> 25:07.515
how much psychological safety or

25:07.515 --> 25:09.459
autonomy does somebody have on the

25:09.459 --> 25:11.459
outside of the room ? Even when the

25:11.459 --> 25:13.681
leader at the front of the table says ,

25:13.681 --> 25:15.848
hey , I wanna know who are the experts

25:15.848 --> 25:18.015
who are actually doing this ? We wanna

25:18.015 --> 25:20.126
give them a voice . Do our structures

25:20.126 --> 25:21.903
get in the way of creating that

25:21.903 --> 25:24.070
psychological safety for that voice to

25:24.070 --> 25:26.292
happen ? I think meetings may have been

25:26.292 --> 25:28.560
designed like this for a certain amount

25:28.569 --> 25:30.791
of efficiency . We wanna make sure that

25:30.791 --> 25:33.099
the leaders times are not wasted . And

25:33.109 --> 25:35.276
so we've really thought through all of

25:35.276 --> 25:37.220
these different uh ways that we're

25:37.220 --> 25:39.442
communicating and making sure that they

25:39.442 --> 25:41.665
understand the most important wave tops

25:41.665 --> 25:43.776
to make the decisions that need to be

25:43.776 --> 25:45.887
made . But are we missing some of the

25:45.887 --> 25:47.998
critical data , the leader might need

25:47.998 --> 25:50.025
to make decisions or influence that

25:50.035 --> 25:52.146
decision ? And so when we think about

25:52.146 --> 25:54.313
the structures of how we're setting up

25:54.313 --> 25:55.979
our systems keeping in mind ,

25:55.979 --> 25:57.702
psychological safety is really

25:57.702 --> 25:59.813
important and also thinking about the

25:59.813 --> 26:02.035
systems that we already have in place .

26:02.035 --> 26:03.704
How are they supporting the

26:03.714 --> 26:05.344
psychological safety , the

26:05.354 --> 26:08.415
participation , the connection and how

26:08.425 --> 26:10.670
might they be deterring them some of

26:10.680 --> 26:12.791
these systems we can change . Some of

26:12.791 --> 26:15.013
these might be harder to change . But I

26:15.013 --> 26:16.958
think the first aspect is actually

26:16.958 --> 26:20.150
noticing them . I see uh there's a

26:20.160 --> 26:22.849
question in the chat from Mel , I don't

26:22.859 --> 26:24.915
know Joe if you want to jump on with

26:24.915 --> 26:27.680
that or yes , ma'am , it's uh from Dr

26:27.829 --> 26:31.069
Lazarus is using learning engineering

26:31.079 --> 26:33.469
is an incredibly exciting modernization

26:33.479 --> 26:35.709
for the Air Force . However , learning

26:35.719 --> 26:37.830
engineering is often a resource heavy

26:37.839 --> 26:40.339
methodology that requires significant

26:40.349 --> 26:43.040
coordinations for success in our

26:43.050 --> 26:45.272
environment , which is typically highly

26:45.272 --> 26:47.810
siloed struggles with communication and

26:47.819 --> 26:50.041
is chronically undermanned . How do you

26:50.041 --> 26:51.819
plan to implement your learning

26:51.819 --> 26:53.819
engineering vision ? Yeah , thank .

26:53.829 --> 26:55.885
Thank you , Doctor Lazarus . I think

26:55.885 --> 26:57.885
you're absolutely right . This is a

26:57.885 --> 27:00.550
giant challenge and I the vision is to

27:00.560 --> 27:02.782
create a welcoming space so that we can

27:02.782 --> 27:05.540
do it together , we cannot do it alone .

27:05.750 --> 27:07.739
And while each one of us can

27:07.750 --> 27:11.619
individually reach out across our silos ,

27:11.630 --> 27:13.939
it's gonna take all of us reaching out .

27:13.979 --> 27:15.819
And so I think a part of that is

27:16.109 --> 27:18.780
hosting kind of conversations like this

27:18.790 --> 27:20.739
so that we can create that shared

27:20.750 --> 27:23.390
understanding um where we have

27:23.400 --> 27:25.560
resources that we need . I think you

27:25.569 --> 27:27.839
had mentioned require significant

27:27.849 --> 27:31.540
coordinations for success . And it's

27:31.550 --> 27:33.839
hard for , I had the the chat so far

27:33.849 --> 27:35.571
away from me , but I think the

27:35.571 --> 27:37.293
resourcing is where do we have

27:37.293 --> 27:39.127
collective opportunities to work

27:39.127 --> 27:41.619
together on that resourcing ? Are there

27:41.630 --> 27:43.859
ways that we can share what we're

27:43.869 --> 27:46.119
learning about measuring learning and

27:46.130 --> 27:48.640
simulation . Are there ways that we can

27:48.650 --> 27:51.140
share um just all kinds of different

27:51.150 --> 27:53.630
resources I know in our first symposium ,

27:53.640 --> 27:55.751
I want to talk a little bit about our

27:55.751 --> 27:57.862
symposiums later in the brief . Um we

27:57.862 --> 27:59.973
had somebody from the 7/11 who wasn't

27:59.973 --> 28:01.918
aware of a data set that was being

28:01.918 --> 28:04.910
collected by our A nine and by , by

28:04.920 --> 28:08.000
getting access just to that data set

28:08.020 --> 28:10.359
made an exponential difference in their

28:10.369 --> 28:12.060
ability to really implement

28:12.069 --> 28:14.300
effectiveness in their learning . So I

28:14.310 --> 28:16.540
think that we have a lot of cylinders

28:16.550 --> 28:18.819
of excellence in which people are not

28:18.829 --> 28:21.130
sharing . Another example is some of

28:21.140 --> 28:23.362
our contracting . I know that we've had

28:23.362 --> 28:25.307
individual contracting for certain

28:25.307 --> 28:27.362
capabilities . Um for analytics like

28:27.362 --> 28:29.979
qual tracks and all of these individual

28:29.989 --> 28:32.390
contracts can end up costing us more

28:32.400 --> 28:34.622
money and people really learning how to

28:34.622 --> 28:36.739
use them separately and having a

28:36.750 --> 28:38.880
collective space . And Qual Trek is

28:38.890 --> 28:41.239
working with us now to host collective

28:41.250 --> 28:43.417
workshops across the Department of the

28:43.417 --> 28:45.719
Air Force Enterprise so that we can

28:45.729 --> 28:47.719
foster that learning and utilizing

28:47.729 --> 28:49.618
their tool set together . I think

28:49.618 --> 28:51.729
there's gonna be a lot more of that ,

28:51.729 --> 28:53.785
that we need to do . We need to look

28:53.785 --> 28:55.896
for the opportunities and to continue

28:55.896 --> 28:57.951
to work through it together . Um But

28:57.951 --> 29:00.173
having these spaces that we can do that

29:00.173 --> 29:02.880
is really important . Um Is there

29:02.890 --> 29:04.989
another , is it just a comment there

29:05.000 --> 29:06.869
from Laurie or is there another

29:06.880 --> 29:10.170
question ? Yes , that is a , a

29:10.180 --> 29:12.770
comment Uh Laurie says I really

29:12.780 --> 29:14.558
appreciate the collaboration of

29:14.558 --> 29:16.780
variables , reasonable and achievable .

29:16.780 --> 29:18.724
I see a great tie here to coaching

29:18.724 --> 29:20.391
methodologies . Thank you for

29:20.391 --> 29:22.558
highlighting this information , Doctor

29:22.558 --> 29:24.669
Walsh , excellent Laurie . And if you

29:24.669 --> 29:26.613
guys don't know , Miss Sojourner ,

29:26.613 --> 29:28.447
Laurie Sojourner , she is a huge

29:28.447 --> 29:30.669
champion and has done an incredible job

29:30.669 --> 29:32.669
of implementing coaching across the

29:32.669 --> 29:34.780
Department of the Air Force , working

29:34.780 --> 29:36.836
with a lot of other amazing people .

29:36.836 --> 29:39.002
But if you're interested in that topic

29:39.002 --> 29:41.058
of coaching , as well as mentoring ,

29:41.058 --> 29:43.169
these are two mechanisms that we have

29:43.169 --> 29:45.224
invested uh pretty significantly and

29:45.224 --> 29:47.430
that I think really help to develop uh

29:47.439 --> 29:50.750
learning across the enterprise . So I'm

29:50.760 --> 29:52.930
gonna move into the last uh the last

29:52.939 --> 29:55.161
bullet I have . And then the second one

29:55.161 --> 29:57.106
was really to ask you what else in

29:57.106 --> 29:59.272
terms of collaboration variables . But

29:59.272 --> 30:01.161
I wanted to talk about technology

30:01.161 --> 30:03.260
enhancements and deterrent . Um So I

30:03.270 --> 30:05.381
mentioned already , I guess I kind of

30:05.381 --> 30:07.548
gave a a good example um with the qual

30:07.548 --> 30:09.770
Treks as a technology enhancement of us

30:09.770 --> 30:13.089
being able to utilize um that software

30:13.099 --> 30:15.589
to better understand the impacts of our

30:15.599 --> 30:17.609
learning , to better analyze the

30:17.619 --> 30:19.689
impacts of our operations and then

30:19.699 --> 30:22.550
bring those into our learning . Um But

30:22.560 --> 30:24.420
there can also be deterrent for

30:24.430 --> 30:27.939
technology um where we have , we don't

30:27.949 --> 30:30.227
have the interoperability that we need .

30:30.227 --> 30:32.338
So again , a big part of the learning

30:32.338 --> 30:34.869
engineering is looking for standards .

30:34.880 --> 30:38.339
So there is a , a dod instruction that

30:38.349 --> 30:40.530
taught , it's from a AD L that is

30:40.540 --> 30:43.260
looking at having a common standard or

30:43.270 --> 30:46.420
sense making framework for our learning

30:46.430 --> 30:50.010
data using X API . And so really

30:50.020 --> 30:53.410
looking at , can we uh ensure that the

30:53.420 --> 30:55.087
requirements for our learning

30:55.087 --> 30:58.349
management systems can uh ensure that

30:58.359 --> 31:01.890
our data is in X API statements or is

31:01.900 --> 31:04.260
that a heavy lift for us to do ? Can we

31:04.270 --> 31:06.599
utilize large language models and A I

31:06.609 --> 31:09.099
to support doing that ? I think this is

31:09.109 --> 31:11.619
another area in which we need to work

31:11.630 --> 31:14.280
collectively and try a few different

31:14.290 --> 31:16.439
things and then see what works and ,

31:16.479 --> 31:18.590
and give space for understanding what

31:18.590 --> 31:21.310
doesn't work as well . So what else we

31:21.319 --> 31:24.949
have ? Um TJ in there a plug for

31:24.959 --> 31:27.349
civilian leadership development school .

31:27.449 --> 31:29.819
We also have a question from Penny

31:31.640 --> 31:33.696
and the question is if things get in

31:33.696 --> 31:35.918
place with the command and that command

31:35.918 --> 31:38.029
leave and the new command come in , I

31:38.029 --> 31:39.973
would have to start all over . How

31:39.973 --> 31:42.084
would I be able to get things to stay

31:42.084 --> 31:44.307
in place with from change of commands ?

31:44.307 --> 31:46.473
That is a great question . And I think

31:46.473 --> 31:48.584
a lot of that really falls on us that

31:48.584 --> 31:51.089
are in the civilian ranks where uh we

31:51.099 --> 31:53.500
do not move . We , I know people don't

31:53.510 --> 31:55.843
like the word that we're the continuity ,

31:55.843 --> 31:58.800
but we really are the continuity , we

31:58.810 --> 32:01.540
can help to inform the systems . So I

32:01.550 --> 32:03.910
think part of that is really investing

32:03.920 --> 32:06.439
in developing systems and when new

32:06.449 --> 32:09.560
leadership comes on giving immersion

32:09.725 --> 32:11.892
briefs that really orientate people to

32:11.892 --> 32:14.456
the systems that enable them to

32:14.465 --> 32:17.066
exercise their leadership . Um So

32:17.076 --> 32:19.298
saying this is what we have in place in

32:19.298 --> 32:21.465
terms of le learning engineering . The

32:21.465 --> 32:23.546
this is how we're collecting data to

32:23.556 --> 32:26.385
inform your decision making . To really

32:26.395 --> 32:28.117
uh try to convey where are the

32:28.117 --> 32:30.576
flexibilities where we want that leader

32:30.586 --> 32:32.865
to bring in their new ideas . We want

32:32.875 --> 32:34.875
to have space for that new energy ,

32:34.875 --> 32:37.732
those new ideas . And at the same time ,

32:37.741 --> 32:39.852
we want to ensure that we have a body

32:39.852 --> 32:41.685
of knowledge that's building and

32:41.685 --> 32:43.908
growing . So I think communicating that

32:43.908 --> 32:46.592
body of knowledge to the new leadership

32:46.602 --> 32:49.131
is critically important and I think it

32:49.141 --> 32:51.308
might be difficult . Um And that's why

32:51.308 --> 32:53.363
I'm talking a little bit later about

32:53.363 --> 32:55.030
the learning or the knowledge

32:55.030 --> 32:57.141
management because I think there is a

32:57.141 --> 32:58.974
lot of tacit , not just explicit

32:58.974 --> 33:00.974
knowledge , there's ways that we've

33:00.974 --> 33:03.578
done things that kind of are our status

33:03.588 --> 33:06.157
quo . And when we push ourselves to try

33:06.167 --> 33:08.000
to do things differently , there

33:08.000 --> 33:10.598
definitely is a tug of how we've always

33:10.608 --> 33:13.118
done things . We have policies that

33:13.128 --> 33:15.838
reinforce how we've always done things .

33:15.848 --> 33:18.015
So if we're doing things differently ,

33:18.015 --> 33:20.237
we need to also align those policies to

33:20.237 --> 33:22.348
support us doing things differently .

33:22.348 --> 33:24.828
We need to build on a foundation . I'm

33:24.838 --> 33:26.838
sure that isn't a really satisfying

33:26.838 --> 33:28.949
answer . But I think the answer I , I

33:28.949 --> 33:31.171
want to give you that the best answer I

33:31.171 --> 33:33.338
have right now is that it's gonna take

33:33.338 --> 33:35.449
us being mindful and working together

33:35.449 --> 33:37.505
and knowing that we are supporting a

33:37.505 --> 33:39.693
leader . When I first got here 2.5

33:39.703 --> 33:42.014
years ago , I remember that we were

33:42.024 --> 33:44.024
just getting ready for a leadership

33:44.024 --> 33:46.744
change from uh General Webb to General

33:46.754 --> 33:49.744
Robinson . And I asked people , how are

33:49.754 --> 33:52.014
we putting together what we're gonna be

33:52.024 --> 33:55.430
doing to let the leadership know and uh

33:55.439 --> 33:57.760
some of the answers that I got . Well ,

33:57.770 --> 34:00.250
our enlisted uh officers do that

34:00.260 --> 34:02.670
immersion brief that isn't or I do it

34:02.680 --> 34:04.949
within my own directorate . There

34:04.959 --> 34:07.609
wasn't a collective sort of uh effort

34:07.619 --> 34:10.689
to do it together . Um And so I went

34:10.699 --> 34:12.866
with that because I felt like that was

34:12.866 --> 34:15.088
the way to go . I think that if we , as

34:15.088 --> 34:17.032
we move into , when there is a new

34:17.032 --> 34:19.032
leadership change , I don't foresee

34:19.032 --> 34:21.143
that in the near future . But if that

34:21.143 --> 34:23.255
happens again , I would like to bring

34:23.255 --> 34:25.770
together this , all of us to think

34:25.780 --> 34:28.050
about how do we want to communicate ,

34:28.120 --> 34:30.231
what are we doing in terms of the Air

34:30.231 --> 34:32.342
and Development Command ? And I think

34:32.342 --> 34:34.398
this Enterprise Learning Engineering

34:34.398 --> 34:36.564
Center is really gonna help us to have

34:36.564 --> 34:38.287
that collective voice and help

34:38.287 --> 34:40.398
leadership know how are we doing this

34:40.398 --> 34:42.590
competency based learning ? How can we

34:42.600 --> 34:44.933
tell our story in a more collective way ?

34:45.090 --> 34:47.312
I hope that is somewhat of a satisfying

34:47.312 --> 34:49.570
answer . Joe , is there any feedback on

34:49.580 --> 34:52.820
that ? I don't see any additional

34:52.830 --> 34:54.663
feedback , but I do have another

34:54.663 --> 34:57.060
question . OK . Go . All right , this

34:57.070 --> 34:59.070
comes from Matthew Barzi . How does

34:59.070 --> 35:02.239
learning engineering differ from ISD or

35:02.250 --> 35:04.361
does ISD support learning engineering

35:04.361 --> 35:06.939
as part of these pillars ? ISD is

35:06.949 --> 35:09.360
critical . I think when we talk about

35:09.370 --> 35:11.879
it being interdisciplinary , you know ,

35:11.889 --> 35:14.449
at the center of that is the

35:14.459 --> 35:16.669
instructional systems designers being

35:16.679 --> 35:19.510
able to really understand and the study

35:19.520 --> 35:23.229
of how learning is can be designed

35:23.239 --> 35:26.209
and delivered so that it and measured

35:26.270 --> 35:28.459
that's very much aligned with the

35:28.469 --> 35:30.580
learning engineering . I think what's

35:30.580 --> 35:33.675
more expansive . So the key role I sds

35:33.685 --> 35:36.495
have to be a key role in this . And

35:36.504 --> 35:38.925
then maybe the key difference is it's

35:38.935 --> 35:42.485
really about including the rest of the

35:42.495 --> 35:45.864
community really giving space to

35:45.875 --> 35:49.145
ask , how do pol how does policy , how

35:49.155 --> 35:52.465
do a acquisition professionals ? How do

35:52.475 --> 35:55.864
supervisors , how do the students , how

35:55.875 --> 35:59.350
do all of these people incorporate

35:59.360 --> 36:02.449
into how we design and deliver

36:02.459 --> 36:05.030
learning ? But I absolutely don't think

36:05.040 --> 36:06.929
we'll be able to be successful at

36:06.929 --> 36:08.818
implementing learning engineering

36:08.818 --> 36:11.270
without having the I sds at the helm of

36:11.280 --> 36:15.199
this effort . OK .

36:15.250 --> 36:17.472
Thank you . I'm gonna go ahead and move

36:17.472 --> 36:19.639
on . Uh I'm always running out of time

36:19.639 --> 36:21.639
because I want to share too much of

36:21.639 --> 36:24.030
this is kind of ties to the question

36:24.600 --> 36:26.979
about how do we manage when we have a

36:26.989 --> 36:29.469
change of leadership ? And I think part

36:29.479 --> 36:31.840
of that is through really pushing our

36:31.850 --> 36:34.280
imagination . So I wanted to put this

36:34.290 --> 36:36.290
slide in here . I just love this uh

36:36.290 --> 36:38.489
graphic of having this , this big sea

36:38.500 --> 36:40.709
creature , you know , kind of flying

36:40.719 --> 36:42.820
through the sky with this little uh

36:42.830 --> 36:45.659
little plane below it really exercising

36:45.669 --> 36:47.336
our imagine . And I know this

36:47.336 --> 36:49.840
imagination is pure fantasy in this

36:49.850 --> 36:51.969
image . And I want , I , I don't want

36:51.979 --> 36:54.146
to give you a mixed message . And II ,

36:54.146 --> 36:56.479
I just love the image so I went with it .

36:56.580 --> 36:58.636
But imagination is something that is

36:58.636 --> 37:01.320
incredibly practical and really

37:01.330 --> 37:03.689
necessary . One of the reasons that I

37:03.699 --> 37:06.959
came into federal service was because

37:06.969 --> 37:09.409
of the impact of 911 . And like a lot

37:09.419 --> 37:11.830
of people , I was really drawn to , I

37:11.840 --> 37:14.030
wanna serve , I wanna do something to

37:14.040 --> 37:16.399
protect national security . I wanna be

37:16.409 --> 37:18.870
a part of this , put my energy towards

37:18.879 --> 37:21.219
this . And the 911 commission report

37:21.229 --> 37:23.007
came out and one of the biggest

37:23.014 --> 37:25.895
limiting variables or limiting factors

37:25.905 --> 37:29.405
was a failure of imagination of us not

37:29.415 --> 37:32.854
being able to imagine what another

37:32.864 --> 37:34.814
person might need in terms of

37:34.824 --> 37:37.554
information sharing and being able to

37:37.564 --> 37:39.854
see how that could impact their de

37:40.104 --> 37:42.330
their decision making . So I really

37:42.340 --> 37:45.020
wanna push us to be imaginative . As

37:45.030 --> 37:47.129
we've been thinking about the airman

37:47.139 --> 37:49.250
Development Command . We've had a lot

37:49.250 --> 37:51.306
of these uh opts , these groups that

37:51.306 --> 37:53.719
are coming together to design what the

37:53.729 --> 37:55.896
new command structure will look like ,

37:55.896 --> 37:58.118
what our me mechanisms will look like .

37:58.350 --> 38:00.639
And many times we find ourselves

38:00.649 --> 38:02.969
needing to push our imagination . We're

38:02.979 --> 38:05.120
thinking about how things have always

38:05.129 --> 38:07.860
been . And I think this is incredibly

38:07.870 --> 38:09.537
important when we look at the

38:09.537 --> 38:12.520
bureaucratic structures and systems

38:12.679 --> 38:15.580
that we don't look at this as immovable ,

38:15.590 --> 38:19.429
insurmountable aspects of how our

38:19.439 --> 38:22.830
system runs . The bureaucracy is made

38:22.840 --> 38:25.469
up by people developed by people . It's

38:25.479 --> 38:28.030
driven by policy developed by people .

38:28.600 --> 38:30.889
And so , if we have policies that are

38:30.899 --> 38:32.899
or instructions that are not really

38:32.899 --> 38:35.439
meeting the needs to really advance

38:35.449 --> 38:37.449
force development , to have mission

38:37.449 --> 38:40.189
readiness , we need to rewrite those .

38:40.199 --> 38:42.320
We need to look at those . We cannot

38:42.330 --> 38:45.110
just continue to go exception to policy

38:45.120 --> 38:47.510
work around . We need to use our

38:47.520 --> 38:51.139
imagination to restructure our systems ,

38:51.149 --> 38:53.540
our bureaucracy to actually meet these

38:53.550 --> 38:55.772
needs and it's not going to be easy and

38:55.772 --> 38:58.290
it's not going to be something just one

38:58.300 --> 39:00.669
entity can do . It's something that we

39:00.679 --> 39:03.000
need to do collectively . So

39:03.010 --> 39:05.770
imagination as an enabler for learning

39:05.780 --> 39:07.969
engineering is really critical . I

39:07.979 --> 39:10.035
wanna go back to that question about

39:10.035 --> 39:13.649
the ISD , the I sds thinking , how do I

39:13.659 --> 39:15.929
fit in ? And I say it's like the wind

39:15.939 --> 39:18.161
beneath the wings or maybe it's the sea

39:18.161 --> 39:20.106
creature kind of pulling along the

39:20.106 --> 39:21.939
airplane . That is this learning

39:21.939 --> 39:23.939
engineering that really doesn't yet

39:23.939 --> 39:26.310
have its engines going . But if we work

39:26.320 --> 39:29.050
together , we can create the structures

39:29.060 --> 39:31.739
that we need in order to have a

39:31.750 --> 39:35.290
measurable , effective human centered

39:35.300 --> 39:38.250
collective learning environment . And

39:38.260 --> 39:40.929
if we are able to pull that off , and I

39:40.939 --> 39:43.445
think we can together , we will be

39:43.455 --> 39:46.324
unstoppable , we will achieve mission

39:46.334 --> 39:49.264
success . So I really want to emphasize

39:49.274 --> 39:51.354
that power of imagination . And if

39:51.364 --> 39:53.364
imagination has been something that

39:53.364 --> 39:55.364
you're interested in or you've been

39:55.364 --> 39:57.475
researching , I think now is the time

39:57.475 --> 39:59.697
to let loose and share your knowledge ,

39:59.697 --> 40:02.284
your expertise on how we can ignite

40:02.294 --> 40:05.354
imagination to really pivot and re

40:05.364 --> 40:08.385
invent the bureaucracy , really address

40:08.395 --> 40:10.885
the policies that we have at at hand .

40:14.199 --> 40:16.659
So I , are there any other questions

40:16.669 --> 40:20.310
there ? And I think Doug says we've

40:20.320 --> 40:23.929
been doing this for 50

40:23.939 --> 40:26.739
years . Hm Doug , I'd love you to write

40:26.750 --> 40:28.917
a little bit more about what have been

40:28.917 --> 40:31.083
the limiting factors for it to be more

40:31.083 --> 40:33.209
of an enterprise solution . So a

40:33.219 --> 40:35.219
question back to the question , I'm

40:35.219 --> 40:39.020
gonna go to my next slide . Um I

40:39.030 --> 40:40.752
think this is really one of my

40:40.752 --> 40:42.974
important , more important slides where

40:42.974 --> 40:45.197
I talk about imagination . And I wanted

40:45.197 --> 40:47.197
to follow that up from this idea of

40:47.197 --> 40:48.974
looking up and out from a solid

40:48.974 --> 40:51.850
foundation . And I think maybe the the

40:51.860 --> 40:54.570
discipline and practice of ISD is kind

40:54.580 --> 40:57.000
of that solid foundation , really

40:57.010 --> 41:00.020
understanding how learning happens ,

41:00.030 --> 41:02.449
really studying that , really employing

41:02.459 --> 41:04.810
the techniques and teaching and

41:04.820 --> 41:07.659
designing . This is really a foundation .

41:07.879 --> 41:10.659
So we're looking at creating that solid

41:10.669 --> 41:12.725
foundation . But if we have somebody

41:12.725 --> 41:14.836
who comes in who maybe doesn't know a

41:14.836 --> 41:17.058
lot about learning , doesn't know a lot

41:17.058 --> 41:19.520
about the techniques um what we need to

41:19.530 --> 41:22.899
do to really create uh scaffolding to

41:22.909 --> 41:26.000
create the retention to beyond just uh

41:26.010 --> 41:28.580
testing , but to really create a , a

41:28.590 --> 41:31.500
sense of knowing uh if we don't have

41:31.510 --> 41:33.699
those skills and we don't understand

41:33.709 --> 41:36.649
how to do that , then we're just kind

41:36.659 --> 41:39.909
of um it's just kind of fluff . And so

41:39.919 --> 41:42.141
we need to make sure that we're staying

41:42.141 --> 41:44.830
grounded in the theory . We have to

41:44.840 --> 41:48.469
know the practice of teaching . We also

41:48.479 --> 41:50.639
have to know the doctrine of our

41:50.649 --> 41:53.409
organization . We have to understand

41:53.419 --> 41:56.830
the policies that impact and drive the

41:56.840 --> 41:59.370
learning enterprise within the dod and

41:59.379 --> 42:01.657
within the Department of the Air Force .

42:01.657 --> 42:03.768
So if we don't know the policies , we

42:03.768 --> 42:06.270
don't understand how acquisition works

42:06.280 --> 42:08.002
or how we can buy new learning

42:08.002 --> 42:10.260
technology . If we don't understand

42:10.270 --> 42:12.909
that we need to collaborate with people

42:12.919 --> 42:16.399
who that is their jam and work together .

42:16.409 --> 42:18.520
So we need to connect that enterprise

42:18.520 --> 42:20.669
especially uh perspectives that we're

42:20.679 --> 42:22.959
least familiar with . So an ISD

42:22.969 --> 42:25.879
professional knows what they need to

42:25.889 --> 42:29.159
know for teaching for the classroom .

42:29.169 --> 42:31.550
Do they know everything about getting

42:31.560 --> 42:33.709
the technology , the software , the

42:33.719 --> 42:35.649
hardware through the acquisition

42:35.659 --> 42:37.870
process ? Some do who've been working

42:37.879 --> 42:40.229
with us for a long time . Others may

42:40.239 --> 42:42.350
not or may be working in one

42:42.360 --> 42:44.304
environment where it seems to work

42:44.304 --> 42:46.304
smooth here . And now I've moved to

42:46.304 --> 42:48.304
this other environment and it seems

42:48.304 --> 42:50.471
like there's a whole new process . And

42:50.471 --> 42:52.527
so connecting with that enterprise ,

42:52.527 --> 42:54.527
especially with the processes we're

42:54.527 --> 42:56.854
least familiar with , are going to help

42:56.864 --> 42:59.675
us be able to create a foundation that

42:59.685 --> 43:02.094
we can build from , we need to be able

43:02.104 --> 43:04.326
to share our perspectives and relatable

43:04.326 --> 43:06.715
narratives to foster connection and

43:06.725 --> 43:09.560
understanding . And I think in academia ,

43:09.570 --> 43:11.949
there is kind of a culture of expertise

43:11.959 --> 43:14.181
there . I don't think there is , I know

43:14.181 --> 43:16.348
there is , I've worked in academia for

43:16.348 --> 43:18.570
long enough to understand that there is

43:18.570 --> 43:20.879
kind of , this is what I do . I'm like

43:20.889 --> 43:23.419
the queen of this . And so I , I could

43:23.429 --> 43:25.485
tell you , but it's just too hard to

43:25.485 --> 43:27.360
explain or I could that sort of

43:27.370 --> 43:29.620
narrative , we need to stop that . We

43:29.629 --> 43:32.540
need to , to really make our knowledge

43:32.550 --> 43:36.550
accessible to other people own that we

43:36.560 --> 43:39.429
can teach it . We can share about

43:39.439 --> 43:42.189
systems thinking , we can share about

43:42.209 --> 43:45.429
how to create a rubric , we can share

43:45.439 --> 43:48.469
how to use a synthetic environment . Um

43:49.129 --> 43:51.129
So it's gonna be a balance of being

43:51.129 --> 43:53.073
able to kind of create a shared uh

43:53.073 --> 43:55.240
understanding , a shared , knowing and

43:55.240 --> 43:57.462
knowing . Hey , I can't do everything ,

43:57.462 --> 43:59.489
but I know you are really good at

43:59.500 --> 44:02.169
creating this . You've really got the

44:02.179 --> 44:04.389
Kirkpatrick down and you can integrate

44:04.399 --> 44:06.739
that into my curricula and help me to

44:06.750 --> 44:10.129
do evaluation in a much better cleaner

44:10.139 --> 44:13.179
uh evidence based way . Um you know ,

44:13.189 --> 44:15.280
or you know , you're an addie or

44:15.290 --> 44:17.234
whatever . I , I don't wanna do an

44:17.234 --> 44:20.139
either or but really look for the and

44:20.399 --> 44:23.639
uh but it does take reflection and it

44:23.649 --> 44:25.871
takes practice . There'll be times that

44:25.871 --> 44:28.750
I do catch myself and like , oh I'm not

44:28.760 --> 44:31.280
really explaining myself clearly . I'm

44:31.290 --> 44:34.169
making this knowledge obtuse . Oh And

44:34.179 --> 44:36.219
the person really wants to know or

44:36.229 --> 44:38.396
maybe I'm trying to explain and try to

44:38.396 --> 44:40.396
teach too much when the person just

44:40.396 --> 44:42.729
wants me to bring my expertise and help .

44:42.729 --> 44:44.729
And so really kind of reflecting on

44:44.729 --> 44:46.951
that . I think it could take us back to

44:46.951 --> 44:49.062
the gracious space again and saying ,

44:49.062 --> 44:51.285
you know , m understanding , am I being

44:51.285 --> 44:54.022
present ? Um How can I create uh that

44:54.032 --> 44:55.976
feedback loop that understanding ,

44:55.976 --> 44:57.810
learning in public and welcoming

44:57.810 --> 44:59.865
different ideas we want to encourage

44:59.865 --> 45:01.976
and ask questions and that's what I'm

45:01.976 --> 45:04.032
trying to do in this brief as well ,

45:04.032 --> 45:03.512
even though we're in a setting that

45:03.522 --> 45:05.522
might be a little challenging , but

45:05.522 --> 45:07.593
encourage us to ask questions to

45:07.603 --> 45:10.113
provide thoughtful responses , to make

45:10.123 --> 45:12.712
space for your thinking , to expand uh

45:12.722 --> 45:15.462
to gather data , to reflect , analyze ,

45:15.472 --> 45:18.016
share and improve . So again , like at

45:18.025 --> 45:20.136
the top , what was the first question

45:20.136 --> 45:22.303
from , from Doctor Lazarus was about ,

45:22.303 --> 45:24.469
you know , how are we going to do this

45:24.469 --> 45:26.525
together ? That's a question while I

45:26.525 --> 45:28.525
gave the best answer I could in the

45:28.525 --> 45:30.247
moment here . But I'm gonna be

45:30.247 --> 45:32.136
reflecting on that . I'm gonna be

45:32.136 --> 45:34.192
reflecting on the questions of , you

45:34.192 --> 45:36.358
know , what is the role of the ISD and

45:36.358 --> 45:38.469
how do we communicate that ? What are

45:38.469 --> 45:40.692
gonna be maybe the cognitive structures

45:40.692 --> 45:42.914
that go hey , I don't know how I belong

45:42.914 --> 45:45.136
in here and how can we create more of a

45:45.136 --> 45:47.247
welcoming space for that . So I wanna

45:47.247 --> 45:49.303
talk a little bit about this pop doc

45:49.303 --> 45:51.525
and that's a , an acronym again . So if

45:51.525 --> 45:53.581
you look at P perceive o orientate P

45:53.581 --> 45:55.719
predict that's the pop and then d

45:55.729 --> 45:58.030
decide operationalize and communicate .

45:58.040 --> 46:00.262
And I think I , I did bring the books .

46:00.489 --> 46:02.656
Um Joe , I wanna check with you before

46:02.656 --> 46:04.822
I jump into this . Are there any other

46:04.822 --> 46:07.189
questions that I need to answer ? Um

46:07.199 --> 46:09.088
There is a comment from Daniel uh

46:09.088 --> 46:11.110
Ramsden about uh many course

46:11.120 --> 46:13.176
development managers lack clarity on

46:13.176 --> 46:15.009
the implementation aspect . It's

46:15.009 --> 46:17.009
essential to offer practical how to

46:17.009 --> 46:19.469
training rather than just the

46:19.479 --> 46:21.368
theoretical knowledge to expedite

46:21.368 --> 46:23.919
progress . I could not agree more .

46:23.929 --> 46:26.040
That is great . Thank you . Thank you

46:26.040 --> 46:28.096
so much . Uh Dan for saying that and

46:28.096 --> 46:30.040
I'm a huge champion of he has been

46:30.040 --> 46:32.820
doing so much work there uh at Shepherd .

46:32.830 --> 46:34.941
And so if you haven't met him yet , I

46:34.941 --> 46:36.886
highly encourage you uh uh to meet

46:36.886 --> 46:39.554
Daniel . Uh He's been thinking a lot

46:39.764 --> 46:43.524
about how we can implement uh and what

46:43.534 --> 46:45.756
are the very best ways to do that ? And

46:45.756 --> 46:47.923
I think there there is a whole science

46:47.923 --> 46:49.978
of implementation as well and I know

46:49.978 --> 46:52.145
then it takes you back to the theory ,

46:52.145 --> 46:54.256
but I think the theory to practice is

46:54.256 --> 46:56.367
really important that we have kind of

46:56.367 --> 46:58.478
that feedback loop . So again , thank

46:58.478 --> 47:00.423
you so much for bringing that up ,

47:00.423 --> 47:02.534
Daniel . That's really important this

47:02.534 --> 47:04.701
model at the bottom here , the pop doc

47:04.701 --> 47:06.812
it's from this book . You're it . And

47:06.812 --> 47:08.978
it's written by a , a group of Harvard

47:08.978 --> 47:11.260
professors that um run this program

47:11.270 --> 47:13.250
called the National Preparedness

47:13.260 --> 47:16.340
Leadership Initiative . MP L I . Um And

47:16.350 --> 47:19.229
this , well , it's hard to see although

47:19.239 --> 47:21.072
some of the words are and the uh

47:21.072 --> 47:23.239
orientate in the decide , this is an

47:23.250 --> 47:25.620
iteration of the loop . And many of us

47:25.629 --> 47:27.850
who have worked in uh in the air force

47:27.860 --> 47:30.739
or worked in defense are , are very

47:30.750 --> 47:33.689
well aware of John Boyd's loop , which

47:33.699 --> 47:37.020
the loop stands for , observe orientate ,

47:37.030 --> 47:40.429
decide and act and it's a loop . This

47:40.439 --> 47:42.760
is an iteration on that and it replaces

47:42.770 --> 47:45.030
the observe with the term perceive .

47:45.070 --> 47:47.010
And I love this because when we

47:47.020 --> 47:49.242
perceive something , we're giving space

47:49.242 --> 47:51.242
that my perception might not be the

47:51.242 --> 47:53.353
same as yours . It's kind of a richer

47:53.353 --> 47:55.576
understanding and maybe I can reflect a

47:55.576 --> 47:57.798
little bit more on what my biases might

47:57.798 --> 48:00.076
be in my perception , how I see things .

48:00.076 --> 48:02.310
And no , I don't see things the way

48:02.320 --> 48:04.542
that like for example , Daniel will see

48:04.542 --> 48:06.487
them . He is on the ground at , at

48:06.487 --> 48:08.598
Shepard , he's gonna have a different

48:08.598 --> 48:10.969
view than I would then we go into

48:10.979 --> 48:13.179
orientate . So we have these different

48:13.189 --> 48:15.860
views , some similar views , then we

48:15.870 --> 48:18.669
orientate . OK . How might that impact

48:18.679 --> 48:21.350
a decision at hand ? Uh So when we're

48:21.360 --> 48:23.979
thinking about implementing learning

48:23.989 --> 48:26.330
engineering , uh Lindsay Fridman , I

48:26.340 --> 48:28.396
mentioned her already too at F CTA .

48:28.396 --> 48:31.669
She has uh is uh leading a collect a

48:31.699 --> 48:34.219
collective of learning engineers . How

48:34.229 --> 48:36.459
might she perceive learning engineering

48:36.500 --> 48:38.667
different than I do ? And then General

48:38.667 --> 48:40.778
Robinson , let's put in the , the the

48:40.778 --> 48:42.722
highest level of leadership in our

48:42.722 --> 48:44.500
command . How might he perceive

48:44.500 --> 48:46.611
learning engineering and what's gonna

48:46.611 --> 48:48.833
come of that ? Then how do we orientate

48:48.833 --> 48:50.889
our in this collective way to really

48:50.889 --> 48:52.833
give space for all those different

48:52.833 --> 48:56.139
perceptions ? And then before we decide

48:56.149 --> 48:58.360
on a way forward to implement learning

48:58.370 --> 49:00.481
engineering , although we are looking

49:00.481 --> 49:02.648
at developing this enterprise learning

49:02.648 --> 49:04.592
engineering center of excellence ,

49:04.592 --> 49:06.759
might we take a breath and think about

49:06.759 --> 49:08.860
predict what could be the outcome of

49:08.870 --> 49:11.239
that ? If you create a learning

49:11.250 --> 49:13.472
engineering center of excellence at the

49:13.472 --> 49:15.472
headquarters , first command , what

49:15.472 --> 49:17.694
would be some of the benefits of that ?

49:17.694 --> 49:19.917
Well , we would be connected maybe more

49:19.917 --> 49:21.917
directly to the a structure and the

49:21.917 --> 49:23.861
headquarters , maybe we would have

49:23.861 --> 49:25.861
better information sharing directly

49:25.861 --> 49:27.840
from the command , maybe that this

49:27.850 --> 49:29.961
enterprise Center of Excellence would

49:29.961 --> 49:33.040
still be too far away from the field .

49:33.050 --> 49:36.719
And um how might we design the center

49:36.729 --> 49:39.409
of excellence to make sure that we

49:39.419 --> 49:41.699
don't , we mitigate that ? So kind of

49:41.709 --> 49:43.639
again , thinking through what the

49:43.649 --> 49:47.020
impact of decisions might be uh and

49:47.030 --> 49:49.340
mitigating those before we make that

49:49.350 --> 49:52.639
official decision , so decide and then

49:52.649 --> 49:54.649
so on with the pop the perceived

49:54.659 --> 49:56.548
orientate , predict those are the

49:56.548 --> 49:58.715
thinking side . And then we get to the

49:58.715 --> 50:01.979
actual doing or the implementation side ,

50:01.989 --> 50:03.989
we've made the decision and then we

50:03.989 --> 50:07.979
operationalize um boys A lo uh the

50:07.989 --> 50:10.770
A is Act . And so he would say you've

50:10.780 --> 50:12.836
made a decision now do it , which is

50:12.836 --> 50:15.989
great , but operationalized gives us a

50:16.000 --> 50:18.000
little bit more space kind of going

50:18.000 --> 50:20.000
back to that perception . We're all

50:20.000 --> 50:22.409
gonna have different ways that we can

50:22.760 --> 50:26.080
uh that we do act . And so the way I

50:26.090 --> 50:28.034
might operationalize something and

50:28.034 --> 50:30.120
creating a shared vision by giving a

50:30.129 --> 50:33.290
presentation going and visiting a base ,

50:33.300 --> 50:36.334
talking to people doing , mentoring .

50:36.504 --> 50:38.524
The way I might operationalize

50:38.534 --> 50:41.175
something in developing and writing and

50:41.185 --> 50:44.165
socializing and implementation plan may

50:44.175 --> 50:46.544
be much different than what Aceta

50:46.554 --> 50:48.975
Lindsay Friedman's team does to

50:48.985 --> 50:51.004
operationalize . They might work

50:51.014 --> 50:53.125
directly with the course developer to

50:53.125 --> 50:56.834
look at um their uh I always get the

50:56.844 --> 50:58.955
acronym wrong that alphabet soup . As

50:58.955 --> 51:01.764
someone said , the CD F CD FP , you

51:01.774 --> 51:03.885
know , your whole plan for how you're

51:03.885 --> 51:07.229
going to um educate your career field .

51:07.239 --> 51:09.183
And so they might look at that and

51:09.183 --> 51:11.510
really help somebody to align that with

51:11.520 --> 51:15.389
competencies and then look again at um

51:15.949 --> 51:18.360
how they organize their curricula to

51:18.370 --> 51:20.229
really ensure and measure those

51:20.239 --> 51:22.406
competencies they're doing at a really

51:22.406 --> 51:25.370
tactile tactical level , which I will

51:25.379 --> 51:27.590
never get to . So when I make a

51:27.600 --> 51:29.550
decision and I say we're gonna

51:29.560 --> 51:31.671
operationalize that I need to keep in

51:31.671 --> 51:33.239
mind people are gonna be

51:33.250 --> 51:36.080
operationalized this in different ways .

51:36.090 --> 51:38.312
And so that's the point that makes it a

51:38.312 --> 51:40.590
little bit richer and then communicate .

51:40.590 --> 51:42.757
I don't know how we did a loop without

51:42.757 --> 51:44.534
communicating . But really that

51:44.534 --> 51:47.070
information flow is so important . So

51:47.080 --> 51:48.969
they uh that the whole enterprise

51:48.969 --> 51:51.229
understands kind of the thought process

51:51.239 --> 51:54.350
behind how we made the decision . So

51:54.360 --> 51:56.510
this is the pop doc and I just wanted

51:56.520 --> 51:58.687
to introduce it to you and this book ,

51:58.687 --> 52:00.689
you're it um huge . And I've been

52:00.699 --> 52:02.866
meeting with the commanders and I give

52:02.866 --> 52:04.866
him that book as well as I , I have

52:04.866 --> 52:07.088
shared with you in a future . Our , our

52:07.088 --> 52:09.143
previous uh talk on um Peter Block's

52:09.149 --> 52:11.949
belonging uh create or community

52:11.959 --> 52:14.015
creating structures of belonging two

52:14.015 --> 52:16.090
books that I think really help us to

52:16.100 --> 52:18.739
build the community that we need in

52:18.750 --> 52:20.610
order to create this learning uh

52:20.620 --> 52:24.510
engineering enterprise . OK . Oh

52:24.520 --> 52:27.679
Somebody did that . CFETP . Thank you ,

52:27.689 --> 52:30.510
Dana . Thank you . Invite knowledge

52:30.520 --> 52:33.449
management . So , um again , just three

52:33.459 --> 52:35.770
areas of , of knowledge , management ,

52:35.780 --> 52:37.729
knowledge acquisition , really

52:37.739 --> 52:40.070
discerning what we need to know and how

52:40.080 --> 52:42.302
to get it . So we've been talking about

52:42.302 --> 52:44.330
competencies , there's a competency

52:44.340 --> 52:47.010
handbook . Um I didn't put the QR code

52:47.020 --> 52:49.370
on this slide . Um Hopefully , well ,

52:49.379 --> 52:51.490
somebody might put it in the chat but

52:51.490 --> 52:53.768
if you're not familiar with we with it ,

52:53.768 --> 52:56.969
we have a uh competency implementation

52:56.979 --> 52:59.997
handbook , um and or competency

53:00.007 --> 53:02.846
modeling handbook , it kind of maybe

53:02.856 --> 53:04.800
falls short a little bit on how we

53:04.800 --> 53:06.912
actually implement and continue , but

53:06.912 --> 53:09.497
it tells us and gives us directions on

53:09.507 --> 53:11.697
how we can develop those models and ,

53:11.707 --> 53:14.017
and some methodology to do that and

53:14.027 --> 53:16.606
then it also has uh an attachment that

53:16.616 --> 53:18.927
gives you our foundational or 24

53:18.937 --> 53:21.616
foundational competencies . So when we

53:21.626 --> 53:23.848
think about that , just knowing , where

53:23.848 --> 53:26.070
do we find out about competencies ? How

53:26.070 --> 53:28.237
do we build competencies ? What is the

53:28.237 --> 53:30.023
comp model look like ? How do I

53:30.033 --> 53:32.884
incorporate that ? How do I align my ,

53:32.894 --> 53:35.914
my learning , the development that I'm

53:36.124 --> 53:38.291
uh the learning that I'm developing in

53:38.291 --> 53:40.424
order to grow those competencies ,

53:40.434 --> 53:43.364
which ones align more perfectly . And I

53:43.374 --> 53:45.263
think that competency acquisition

53:45.263 --> 53:47.430
doesn't just happen in the classroom .

53:47.430 --> 53:50.023
It happens on the job . It happens all

53:50.033 --> 53:52.200
the time . I think that we're building

53:52.200 --> 53:54.089
competencies both within work and

53:54.089 --> 53:56.089
external work . When we're thinking

53:56.089 --> 53:58.311
about communication , some our families

53:58.311 --> 54:00.851
give us the very best practice on how

54:00.861 --> 54:02.900
we can communicate . The other is a

54:02.910 --> 54:05.091
accessibility . What's the best way to

54:05.101 --> 54:07.101
organize this ? So I mentioned that

54:07.101 --> 54:09.561
Mill Suit site on growth mindset . I

54:09.571 --> 54:12.200
imagine that there are a few of you

54:12.240 --> 54:15.361
that have never been to that Mill Suit

54:15.371 --> 54:17.470
site . Um There's also another Mill

54:17.480 --> 54:20.291
Suit site called Airman Focus training

54:20.301 --> 54:22.371
videos . There's over 200 training

54:22.381 --> 54:24.601
videos that have been developed for

54:24.611 --> 54:28.229
Airmen by airmen . Um Again , I don't

54:28.239 --> 54:30.295
think that we've done a great job of

54:30.295 --> 54:32.350
socializing them . I don't know that

54:32.350 --> 54:35.080
our organization of those videos or

54:35.090 --> 54:38.080
that content is optimized . Uh If you

54:38.090 --> 54:40.550
did a keyword search on Mills Suite ,

54:40.560 --> 54:42.782
would you actually find those ? I don't

54:42.782 --> 54:44.949
know . So thinking in about that , how

54:44.949 --> 54:47.364
can we better organize and store

54:47.375 --> 54:49.804
resources to support each other . And

54:49.814 --> 54:52.304
how do we balance the accessibility

54:52.314 --> 54:54.536
with security ? We hear a lot of people

54:54.536 --> 54:56.647
saying , oh , we need everything . Uh

54:56.647 --> 54:58.592
you know , it has to be mobile . I

54:58.592 --> 55:00.758
wanna be able to get to it on my phone

55:00.758 --> 55:03.050
and we can make some a lot of things

55:03.060 --> 55:05.227
secure on the phone and there's a cost

55:05.227 --> 55:07.510
to doing that . And so really being

55:07.520 --> 55:09.750
able to understand those cost

55:09.760 --> 55:12.530
structures and really what , what is

55:12.540 --> 55:14.679
the return on investment ? Do we

55:14.689 --> 55:17.149
actually know that ? Or are we guessing ?

55:17.209 --> 55:20.030
Are we assuming uh can we actually

55:20.040 --> 55:22.989
design uh research , small group trials ,

55:23.000 --> 55:24.778
the scholarship of teaching and

55:24.778 --> 55:26.944
learning , where we're actually asking

55:26.944 --> 55:29.167
questions of how we're teaching and how

55:29.167 --> 55:31.389
the learning happening and , and really

55:31.389 --> 55:33.556
understand a little bit more about how

55:33.556 --> 55:35.843
to make knowledge accessible . There

55:35.853 --> 55:38.075
are a lot of questions , more questions

55:38.075 --> 55:40.353
and answers , I'm afraid at this point ,

55:40.353 --> 55:42.464
but I know this group will have a lot

55:42.464 --> 55:44.409
of answers . And then last but not

55:44.409 --> 55:46.631
least is knowledge sharing , being able

55:46.631 --> 55:48.575
to socialize that and networking ,

55:48.575 --> 55:50.686
what's available and events like this

55:50.686 --> 55:52.631
are really important for knowledge

55:52.631 --> 55:54.686
sharing . I think not only with what

55:54.686 --> 55:56.853
I'm sharing , but what you'll get from

55:56.853 --> 55:58.853
across the next two days . And then

55:58.853 --> 55:58.315
what are some of the challenges we've

55:58.325 --> 56:00.269
already talked about this ? Um the

56:00.269 --> 56:02.496
technology understanding and sharing

56:02.506 --> 56:04.562
the tacit knowledge , really sharing

56:04.562 --> 56:06.395
all of it . What's the depth and

56:06.395 --> 56:08.395
breadth , what else ? What best

56:08.406 --> 56:10.350
practices do we have out there for

56:10.350 --> 56:12.628
knowledge management , for acquisition ,

56:12.628 --> 56:15.476
accessibility sharing , what are our

56:15.486 --> 56:17.597
collective challenges ? And these are

56:17.597 --> 56:19.716
just seeds I wanna leave kind of in

56:19.726 --> 56:21.893
your brains to be thinking about , but

56:21.893 --> 56:24.059
this is an area that we really need to

56:24.059 --> 56:26.170
be focused on . Now , I wanna talk to

56:26.170 --> 56:28.226
you a little bit about this learning

56:28.226 --> 56:30.310
strategies and specifically how I'm

56:30.320 --> 56:33.070
looking at from my perspective , which

56:33.080 --> 56:35.399
is more of the meta global perspective .

56:35.439 --> 56:37.620
And I know your learning strategies at

56:37.629 --> 56:39.740
your levels will be different however

56:39.740 --> 56:41.796
you are across the enterprise . So I

56:41.796 --> 56:44.018
wanna share with you my perspective and

56:44.018 --> 56:46.185
then see how the pieces fit together .

56:46.185 --> 56:48.804
What I might need to adapt in my path

56:48.814 --> 56:51.415
forward to have better and stronger

56:51.425 --> 56:54.014
ties with your , what you're doing is

56:54.024 --> 56:56.246
really critical for us to be successful

56:56.246 --> 56:58.659
together . So the purpose and vision ,

56:58.669 --> 57:00.669
sorry for all the slides , I try to

57:00.669 --> 57:03.002
actually consolidate a couple of slides ,

57:03.002 --> 57:05.113
but all I'm saying in this and you'll

57:05.113 --> 57:07.169
get copies of the slides so that you

57:07.169 --> 57:09.391
can kind of see . But all I'm saying is

57:09.391 --> 57:11.502
that I wanna give us a space where we

57:11.502 --> 57:13.613
can look at these three elements . So

57:13.613 --> 57:15.613
the three elements in bold , can we

57:15.613 --> 57:17.836
really understand the Department of the

57:17.836 --> 57:20.330
Air Force Learning Ecosystem ? Can we

57:20.340 --> 57:22.919
really create effective ways to enable

57:22.929 --> 57:24.985
the depth and breadth of information

57:24.985 --> 57:27.770
flow ? How we tell our learning story ?

57:27.889 --> 57:31.250
And third , can we collectively share

57:31.260 --> 57:33.610
effective ways to teach , measure ,

57:33.620 --> 57:35.290
build and sustain the needed

57:35.375 --> 57:38.175
competencies for mission success . And

57:38.185 --> 57:40.534
so I have a plan over nine years of

57:40.544 --> 57:42.794
bringing people together annually to

57:42.804 --> 57:44.905
discuss these topics and then have a

57:44.915 --> 57:48.104
mindset for looking how these topics

57:48.114 --> 57:51.830
are growing over the nine years . So

57:51.840 --> 57:54.199
our annual symposium , it's a three day

57:54.209 --> 57:56.649
event . It's hosted by the office , the

57:56.659 --> 57:58.770
Chief learning office and here at the

57:58.770 --> 58:00.881
Air Education Training Command , soon

58:00.881 --> 58:03.048
to be the Airman Development Command .

58:03.048 --> 58:05.219
And we're coming together to really

58:05.229 --> 58:08.540
design and review and grow the

58:08.550 --> 58:10.772
Department of the Air Force Learning as

58:10.772 --> 58:12.550
an ecosystem to strengthen that

58:12.550 --> 58:14.439
information flow , to explore the

58:14.439 --> 58:16.106
narratives that advance force

58:16.106 --> 58:18.328
development and refine competency based

58:18.328 --> 58:20.494
learning . So you'll kind of see those

58:20.494 --> 58:22.106
are the elements of learning

58:22.106 --> 58:24.161
engineering . So the first symposium

58:24.161 --> 58:26.328
and , and please take a picture if you

58:26.328 --> 58:28.439
like of that video , um You can watch

58:28.439 --> 58:30.272
it later . Uh This was our first

58:30.272 --> 58:32.328
symposium we hosted in 2022 . And it

58:32.328 --> 58:34.494
was really about who's in the learning

58:34.494 --> 58:36.709
ecosystem , where are the strong ties

58:36.719 --> 58:38.663
and the weak ties . As I mentioned

58:38.669 --> 58:40.836
earlier , we had someone from the 7/11

58:40.836 --> 58:42.760
who had gotten from another uh

58:42.770 --> 58:45.739
participant , a access to a data set

58:45.750 --> 58:47.750
that really open up the aperture of

58:47.750 --> 58:50.006
them , being able to better um measure

58:50.016 --> 58:51.960
the learning that was happening in

58:51.960 --> 58:54.183
their own course . And so I think there

58:54.183 --> 58:56.238
are a lot of these like cylinders of

58:56.238 --> 58:58.349
excellence . But if we could map this

58:58.349 --> 59:00.349
ecosystem , understand who's really

59:00.349 --> 59:02.572
interested in gaming for learning . How

59:02.572 --> 59:04.849
are they measuring gaming for learning ,

59:04.849 --> 59:06.849
who's using large language models ,

59:06.849 --> 59:08.627
artificial intelligence , who's

59:08.627 --> 59:10.794
actually feel like they understand the

59:10.794 --> 59:13.632
a to part process and how to uh build

59:13.642 --> 59:15.642
new software that we can utilize in

59:15.642 --> 59:17.364
learning that has the security

59:17.364 --> 59:19.475
protections that we need . So we have

59:19.475 --> 59:21.698
the authority to operate . So those are

59:21.698 --> 59:23.642
some of the questions that we were

59:23.642 --> 59:25.475
asking really , we were bringing

59:25.475 --> 59:27.586
together the community post COVID and

59:27.586 --> 59:29.531
trying to get a sense . So we just

59:29.531 --> 59:31.753
started the foundation of building this

59:31.753 --> 59:33.761
network of a learning ecosystem and

59:33.771 --> 59:36.709
we'll continue to build on that last

59:36.719 --> 59:38.909
year . We met at Air University . Uh

59:38.919 --> 59:41.280
and we were focused on the learning

59:41.290 --> 59:44.689
story that informations flow and we

59:44.699 --> 59:46.870
were focused on how we shared

59:46.879 --> 59:49.046
information or told the learning story

59:49.046 --> 59:51.149
in the past . How are we telling it

59:51.159 --> 59:54.149
today and how could we tell it in the

59:54.159 --> 59:56.500
future ? And that telling is just one

59:56.510 --> 59:58.590
aspect of it . So not only are we

59:58.600 --> 01:00:00.780
telling it in the past , how is it

01:00:00.860 --> 01:00:03.020
heard in the past ? And how is it

01:00:03.030 --> 01:00:05.229
documented in the past ? And we're so

01:00:05.379 --> 01:00:08.040
we're so lucky that we have historians

01:00:08.050 --> 01:00:10.719
that can help us understand the past to

01:00:10.729 --> 01:00:13.320
inform the present , to inform the

01:00:13.330 --> 01:00:15.552
future . But really thinking about that

01:00:15.552 --> 01:00:18.360
nuance of the dynamic of when the

01:00:18.370 --> 01:00:20.709
narrative is told by the leadership ,

01:00:20.719 --> 01:00:22.608
when the narrative is told by the

01:00:22.608 --> 01:00:24.830
student , when the narrative is told by

01:00:24.830 --> 01:00:27.719
the teacher . How is it heard ? How is

01:00:27.729 --> 01:00:30.739
it told , how is it documented ? And

01:00:30.750 --> 01:00:33.010
are we doing a good job of capturing

01:00:33.020 --> 01:00:36.129
that so that we can inform a future

01:00:36.139 --> 01:00:38.361
that is gonna help us progress to where

01:00:38.361 --> 01:00:40.583
we need to be for mission readiness and

01:00:40.583 --> 01:00:43.320
for mission success . I'm gonna share

01:00:43.330 --> 01:00:45.441
the video with you at the end of , of

01:00:45.441 --> 01:00:47.497
this presentation , but I just , you

01:00:47.497 --> 01:00:49.441
can have that link too so that you

01:00:49.441 --> 01:00:51.497
could watch it later if you like , I

01:00:51.497 --> 01:00:53.949
really , as I mentioned that foundation .

01:00:54.199 --> 01:00:56.689
So if you're just imagining things ,

01:00:56.699 --> 01:00:58.643
but you don't have a foundation of

01:00:58.643 --> 01:01:01.350
understanding um of kind of the

01:01:01.360 --> 01:01:03.860
doctrine of understanding the lines of

01:01:03.870 --> 01:01:06.092
effort . So you'll see in the bottom of

01:01:06.092 --> 01:01:08.037
this graphic . Those are the A ATC

01:01:08.037 --> 01:01:09.981
operational approach , we have six

01:01:09.981 --> 01:01:12.148
lines of effort . And if you're within

01:01:12.148 --> 01:01:14.259
the A TC enterprise , I'm sure you're

01:01:14.259 --> 01:01:16.314
aware of these lines of effort . And

01:01:16.314 --> 01:01:18.314
then on the right side of that , we

01:01:18.314 --> 01:01:20.259
have our desired outcomes that are

01:01:20.259 --> 01:01:22.370
stated , which is really um important

01:01:22.370 --> 01:01:24.592
that we have our eye on the thinking of

01:01:24.592 --> 01:01:26.537
that triangle in the middle , that

01:01:26.537 --> 01:01:29.165
triangle is really how we get after it .

01:01:29.175 --> 01:01:32.475
This is how we implement airman centric

01:01:32.485 --> 01:01:35.675
mission focused competency based . And

01:01:35.685 --> 01:01:38.104
I added out kind of these tiers on that .

01:01:38.114 --> 01:01:40.604
So you can see the connection to both

01:01:40.614 --> 01:01:44.044
the symposia meetings as well as

01:01:44.054 --> 01:01:46.524
learning engineering airman centric .

01:01:47.030 --> 01:01:49.449
It is human centered , one of the key

01:01:49.459 --> 01:01:51.626
pillars of learning engineering . It's

01:01:51.626 --> 01:01:54.270
really an ecosystem of all airmen , the

01:01:54.280 --> 01:01:56.370
big a airmen that includes those in

01:01:56.379 --> 01:01:58.979
uniform , those that are in civilian

01:01:58.989 --> 01:02:01.110
clothes , those contract support ,

01:02:01.120 --> 01:02:03.399
everyone who's a part of that learning

01:02:03.409 --> 01:02:06.219
happening sub mission focused were

01:02:06.229 --> 01:02:09.719
interdisciplinary . So it's not just I

01:02:09.729 --> 01:02:12.300
sds talking to I sds and then making

01:02:12.310 --> 01:02:14.739
their case . It's about I sds working

01:02:14.750 --> 01:02:16.583
with acquisition professionals ,

01:02:16.583 --> 01:02:19.939
working with um our analysts , working

01:02:19.949 --> 01:02:22.840
with um our attorneys , working with

01:02:22.850 --> 01:02:26.020
our contractors and with um small

01:02:26.030 --> 01:02:28.197
businesses and really kind of bringing

01:02:28.197 --> 01:02:30.860
together that whole view to weave

01:02:30.870 --> 01:02:33.092
together our mission threads . And then

01:02:33.092 --> 01:02:35.500
last but not least the foundation , the

01:02:35.510 --> 01:02:37.649
evidence based scientific approach

01:02:37.659 --> 01:02:40.110
that's competency based . So I'm hoping

01:02:40.120 --> 01:02:42.290
this graphic kind of shows you we are

01:02:42.300 --> 01:02:44.520
tied to the doctrine , we are the

01:02:44.530 --> 01:02:46.760
implementation triangle and that it

01:02:46.770 --> 01:02:48.919
gives us that space for learning

01:02:48.929 --> 01:02:51.040
engineering . These are ways that I'm

01:02:51.040 --> 01:02:53.262
trying to communicate and make sense of

01:02:53.262 --> 01:02:55.373
the framework . So people can kind of

01:02:55.373 --> 01:02:57.373
see this isn't something separate .

01:02:57.373 --> 01:02:59.596
It's not something that we haven't been

01:02:59.596 --> 01:03:01.596
doing . It's something that we have

01:03:01.596 --> 01:03:03.651
been doing and what I'm trying to do

01:03:03.651 --> 01:03:05.707
and share with you with the learning

01:03:05.707 --> 01:03:08.000
engineering is how these pieces bring

01:03:08.010 --> 01:03:11.719
us together in a strength that again is

01:03:11.729 --> 01:03:14.050
undefeatable , but it's not gonna be

01:03:14.060 --> 01:03:16.360
easy because it is sometimes very hard

01:03:16.370 --> 01:03:19.419
to understand and to prioritize there

01:03:19.429 --> 01:03:22.439
are many ways that our doctrine , our

01:03:22.449 --> 01:03:25.379
systems put us in competition with each

01:03:25.389 --> 01:03:27.689
other . So this framework is really

01:03:27.699 --> 01:03:30.820
looking to bring us in collaboration

01:03:30.830 --> 01:03:32.941
with each other . There may be a time

01:03:32.941 --> 01:03:35.020
where you say we're going to take a

01:03:35.030 --> 01:03:37.750
less than what would be ideal here

01:03:37.760 --> 01:03:40.250
because we can see the connection to

01:03:40.260 --> 01:03:42.149
the other part of learning in the

01:03:42.149 --> 01:03:44.371
system here by giving a little bit more

01:03:44.371 --> 01:03:46.909
resources in this other area . So when

01:03:46.919 --> 01:03:49.030
we can have that sense of how we're a

01:03:49.030 --> 01:03:52.350
part of the whole , it will be easier

01:03:52.360 --> 01:03:54.919
for us to understand when things get

01:03:54.929 --> 01:03:57.096
lean in certain areas that we won't be

01:03:57.096 --> 01:03:59.830
forgotten . So here's the nine year

01:03:59.840 --> 01:04:02.173
strategy . We've already done . The two ,

01:04:02.173 --> 01:04:04.396
I already showed you that um this April

01:04:04.396 --> 01:04:06.340
and the next slide will give you a

01:04:06.340 --> 01:04:08.451
little bit more details on looking at

01:04:08.451 --> 01:04:10.618
the competency modeling and competency

01:04:10.618 --> 01:04:12.784
implementation . Then 2025 we're going

01:04:12.784 --> 01:04:14.618
back to the ecosystem . What has

01:04:14.618 --> 01:04:16.784
happened since 22 in those three years

01:04:16.790 --> 01:04:19.123
that have brought us together that have ,

01:04:19.123 --> 01:04:21.290
you know , really stretched us or made

01:04:21.290 --> 01:04:23.719
it hard for us to remain connected and

01:04:23.729 --> 01:04:27.459
supported . Then 2026 how are we

01:04:27.469 --> 01:04:29.739
telling the story as we have this new

01:04:29.750 --> 01:04:31.917
airman development command ? And we've

01:04:31.917 --> 01:04:34.850
moved out to optimize ? Is it working ?

01:04:34.860 --> 01:04:37.370
Are people being heard ? Are we really

01:04:37.379 --> 01:04:39.546
achieving the goals that we're setting

01:04:39.546 --> 01:04:42.810
out to optimize mission success ? Then

01:04:42.820 --> 01:04:45.080
back to the competency building . Are

01:04:45.090 --> 01:04:47.312
we keeping our competencies fresh ? Are

01:04:47.312 --> 01:04:49.646
we looking for new measurable behaviors ?

01:04:49.646 --> 01:04:51.520
Has the war fighting environment

01:04:51.530 --> 01:04:54.330
changed in any way that we need to look

01:04:54.340 --> 01:04:56.229
differently ? At the competency ,

01:04:56.229 --> 01:04:58.510
acquisition and prioritization and then

01:04:58.520 --> 01:05:00.669
back to the ecosystem , the learning

01:05:00.679 --> 01:05:03.270
story and the competencies . The the

01:05:03.280 --> 01:05:05.629
idea is that we're building a strong

01:05:05.639 --> 01:05:07.979
foundation , a body of knowledge . So

01:05:07.989 --> 01:05:09.989
back to that question again , where

01:05:09.989 --> 01:05:11.989
someone asked , well , what happens

01:05:11.989 --> 01:05:14.100
when the new leader comes in and they

01:05:14.100 --> 01:05:16.100
want to wipe the slate clean ? This

01:05:16.100 --> 01:05:18.340
strategy is creating a body of

01:05:18.350 --> 01:05:21.040
knowledge that is strong and firm for

01:05:21.050 --> 01:05:23.429
any leader to come in and bring their

01:05:23.439 --> 01:05:26.350
gifts and to actualize these ideas . So

01:05:26.360 --> 01:05:29.370
that's the , the notion of it . I wanna

01:05:29.379 --> 01:05:32.290
say this isn't just about symposium to

01:05:32.300 --> 01:05:35.219
really execute our vision . Uh Earlier

01:05:35.229 --> 01:05:37.810
in February , we , earlier this year ,

01:05:37.820 --> 01:05:39.820
we hosted Game Appaloosa with North

01:05:39.820 --> 01:05:41.709
Carolina State and we asked these

01:05:41.709 --> 01:05:43.870
questions about how we might better

01:05:43.879 --> 01:05:46.101
integrate gaming into force development

01:05:46.101 --> 01:05:48.101
learning efforts . Airmen , we have

01:05:48.101 --> 01:05:50.212
airmen who are developing games . How

01:05:50.212 --> 01:05:52.157
can we better align our competency

01:05:52.157 --> 01:05:54.379
attainment through gaming ? So when you

01:05:54.379 --> 01:05:56.810
are playing a game that is exercising

01:05:56.913 --> 01:05:59.603
your teaming , your problem solving

01:05:59.613 --> 01:06:01.780
when you get to a certain level within

01:06:01.780 --> 01:06:04.002
that game , can we measure that back to

01:06:04.002 --> 01:06:06.403
a foundational uh competency of , of

01:06:06.413 --> 01:06:09.502
persistence or teaming or communication ?

01:06:09.623 --> 01:06:11.679
And how might we do that ? We have a

01:06:11.679 --> 01:06:13.845
really beautiful community of e-sports

01:06:13.845 --> 01:06:16.012
across the Department of the Air Force

01:06:16.012 --> 01:06:18.012
and how might we better collaborate

01:06:18.012 --> 01:06:20.234
with them ? They have all the computers

01:06:20.234 --> 01:06:22.943
and the gaming uh capabilities to do

01:06:22.952 --> 01:06:25.008
these competitions when we thought .

01:06:25.008 --> 01:06:26.952
But when we think about it and how

01:06:26.952 --> 01:06:29.635
we're growing our airmen throughout our

01:06:29.645 --> 01:06:31.595
bases . Are there ways that we can

01:06:31.605 --> 01:06:34.176
bring e-sports in for competitions to

01:06:34.186 --> 01:06:36.019
help do that ? We already have a

01:06:36.019 --> 01:06:38.075
resource and , and are we leveraging

01:06:38.075 --> 01:06:40.186
that resource ? How can we coordinate

01:06:40.186 --> 01:06:42.686
our war gaming efforts across the d dod

01:06:42.696 --> 01:06:44.585
and allies again ? So they're not

01:06:44.585 --> 01:06:47.375
separate competitive efforts , but

01:06:47.385 --> 01:06:49.605
they're coming together and , and

01:06:49.615 --> 01:06:51.671
building on each other's efforts and

01:06:51.671 --> 01:06:54.280
we're communicating that . So again , I

01:06:54.290 --> 01:06:56.068
guess we could put the Learning

01:06:56.068 --> 01:06:58.068
Professionals Consortium as another

01:06:58.068 --> 01:07:00.310
piece of this , all these gatherings

01:07:00.320 --> 01:07:02.659
that we're having , having our building

01:07:02.669 --> 01:07:05.580
into this shared understanding , this

01:07:05.590 --> 01:07:07.909
body of knowledge . So it's very

01:07:07.919 --> 01:07:10.141
important that we pull out , what do we

01:07:10.141 --> 01:07:12.197
get from these two days that we have

01:07:12.197 --> 01:07:13.975
together ? How is that going to

01:07:13.975 --> 01:07:15.975
influence standing up the center of

01:07:15.975 --> 01:07:18.375
excellence , how we're doing , learning ,

01:07:18.385 --> 01:07:20.656
how we're measuring learning . So this

01:07:20.666 --> 01:07:22.986
is the , the the theme of our next one ,

01:07:22.996 --> 01:07:24.663
the competency , modeling and

01:07:24.663 --> 01:07:26.885
implementation . You have Dana , that's

01:07:26.885 --> 01:07:29.052
actually with us today . Um If you are

01:07:29.052 --> 01:07:30.940
interested and you haven't got an

01:07:30.940 --> 01:07:33.052
invite . It is a small gathering . Um

01:07:33.052 --> 01:07:35.075
And we're limiting to about between

01:07:35.085 --> 01:07:38.426
7090 people . Um We do want to have a

01:07:38.436 --> 01:07:40.771
diversity . So we've really reached out

01:07:40.781 --> 01:07:43.011
to ensure that we have both a diversity

01:07:43.021 --> 01:07:45.652
of perspective from the tactical to the

01:07:45.662 --> 01:07:48.412
strategic , but also that we have

01:07:48.422 --> 01:07:50.691
across different career fields and that

01:07:50.701 --> 01:07:52.941
we have talent management from all of

01:07:52.951 --> 01:07:55.062
our different a structures . So we're

01:07:55.062 --> 01:07:57.862
really able to see a real wide

01:07:57.872 --> 01:08:01.372
perception of implementation and how we

01:08:01.382 --> 01:08:04.949
might do that here . I don't wanna , I

01:08:04.959 --> 01:08:07.126
have like three slides left . And so I

01:08:07.126 --> 01:08:09.379
wanna make sure I I cover this Airman

01:08:09.389 --> 01:08:11.611
development command . Now , what I have

01:08:11.611 --> 01:08:14.040
here is what we know today and this is

01:08:14.050 --> 01:08:17.350
a moving and evolving effort . So this

01:08:17.359 --> 01:08:20.669
may change . But the overall notion of

01:08:20.680 --> 01:08:22.569
a enterprise learning engineering

01:08:22.569 --> 01:08:24.791
center of excellence , it would be like

01:08:24.791 --> 01:08:27.124
a 311 for airman learning . So you know ,

01:08:27.124 --> 01:08:29.236
when you call 311 , hey , what day is

01:08:29.236 --> 01:08:31.959
recycling day or where do I find uh

01:08:31.970 --> 01:08:34.805
info about how to train my dog or how

01:08:34.814 --> 01:08:37.274
do I who's doing this or that it within

01:08:37.285 --> 01:08:39.341
communities ? This would be the same

01:08:39.341 --> 01:08:41.396
for air and learning kind of a place

01:08:41.396 --> 01:08:43.654
where we can connect those pieces of

01:08:43.665 --> 01:08:45.975
knowledge management to actualize

01:08:45.984 --> 01:08:48.395
implementation . So it's to connect

01:08:48.404 --> 01:08:50.460
that learning network . Remember the

01:08:50.460 --> 01:08:53.214
ecosystem being able to tell the story

01:08:53.225 --> 01:08:57.115
or hear the story across the enterprise .

01:08:57.125 --> 01:08:59.125
It's intended to be a very lean

01:08:59.134 --> 01:09:01.665
organization that will have a structure

01:09:01.950 --> 01:09:04.790
that reaches out to the network . So I

01:09:04.799 --> 01:09:06.910
imagine that there'll be , this group

01:09:06.910 --> 01:09:09.419
will be out and about learning from you ,

01:09:09.430 --> 01:09:11.600
bringing that back and being able to

01:09:11.609 --> 01:09:14.459
connect your efforts across the network .

01:09:14.479 --> 01:09:16.500
Um really expanding that . So we're

01:09:16.509 --> 01:09:18.700
looking to harness expertise and

01:09:18.709 --> 01:09:20.820
thought leadership . So Dana give her

01:09:20.820 --> 01:09:23.042
credit when we were , she's part of the

01:09:23.042 --> 01:09:25.153
opt and when people are saying , what

01:09:25.153 --> 01:09:27.376
is this learning center of excellence ?

01:09:27.376 --> 01:09:29.153
And she's like , well center of

01:09:29.153 --> 01:09:30.598
excellence are these five

01:09:30.598 --> 01:09:32.320
characteristics ? So , sharing

01:09:32.320 --> 01:09:34.487
successful practices , really creating

01:09:34.487 --> 01:09:36.153
that community of practice or

01:09:36.153 --> 01:09:38.464
landscapes of many communities of

01:09:38.475 --> 01:09:40.531
practice coming together , there's a

01:09:40.531 --> 01:09:42.697
body of literature on that um from Ain

01:09:42.935 --> 01:09:45.125
Wagner , if you're interested , um and

01:09:45.134 --> 01:09:46.967
then supporting this co coaching

01:09:46.967 --> 01:09:49.078
culture and we have Laurie and others

01:09:49.078 --> 01:09:51.115
who are our coaches uh to optimize

01:09:51.125 --> 01:09:53.236
teaching and learning . So how can we

01:09:53.236 --> 01:09:55.236
really connect that ? Recently ? We

01:09:55.236 --> 01:09:56.958
hosted a conversation with the

01:09:56.958 --> 01:09:59.014
Department of Homeland Security as a

01:09:59.014 --> 01:10:01.125
Procurement Innovation Lab . And when

01:10:01.125 --> 01:10:04.109
they uh procure a new learning software ,

01:10:04.120 --> 01:10:06.319
they have a period of experimentation

01:10:06.330 --> 01:10:09.040
before they actually buy it . So we

01:10:09.049 --> 01:10:11.216
were looking at , oh , how might we do

01:10:11.216 --> 01:10:14.399
this ? They also have a , a program for

01:10:14.410 --> 01:10:17.910
coaching coaches on how to navigate the

01:10:17.919 --> 01:10:19.790
acquisition process might be

01:10:19.799 --> 01:10:22.089
interesting for uh interest of interest

01:10:22.100 --> 01:10:23.933
to somebody who's an ISD or in a

01:10:23.933 --> 01:10:25.989
different role . Hey , I wanna learn

01:10:25.989 --> 01:10:27.989
more about how I might do that . So

01:10:27.989 --> 01:10:30.544
really optimizing our by feeding our

01:10:30.555 --> 01:10:32.754
own competencies and capabilities ,

01:10:32.765 --> 01:10:34.543
creating a space for collective

01:10:34.543 --> 01:10:36.209
learning and then teaches and

01:10:36.209 --> 01:10:38.154
celebrates the techniques of human

01:10:38.154 --> 01:10:40.154
centered teaching and learning that

01:10:40.154 --> 01:10:42.265
interdisciplinary collaboration and

01:10:42.274 --> 01:10:44.330
then competency based learning . And

01:10:44.330 --> 01:10:46.496
again , you'll see those three pillars

01:10:46.496 --> 01:10:48.552
of learning engineering . It's right

01:10:48.552 --> 01:10:50.441
now meeting and again , that lean

01:10:50.441 --> 01:10:52.274
structure and they're working on

01:10:52.274 --> 01:10:54.441
developing a con op . This is taking a

01:10:54.441 --> 01:10:56.607
lot of imagination too because I think

01:10:56.607 --> 01:10:58.640
we think about this is a con op and

01:10:58.649 --> 01:11:01.000
what does a con op look like that is

01:11:01.009 --> 01:11:04.479
more using our imagination ,

01:11:04.490 --> 01:11:07.720
connecting the links , instead of us

01:11:07.729 --> 01:11:10.330
developing a strategy , looking at the

01:11:10.339 --> 01:11:12.839
strategies and aggregating those ,

01:11:12.850 --> 01:11:15.669
instead of us drafting policy , looking

01:11:15.680 --> 01:11:18.080
at the current policy and discerning

01:11:18.089 --> 01:11:20.439
what do we need to change and how might

01:11:20.450 --> 01:11:22.609
leadership support that ? So again ,

01:11:22.620 --> 01:11:24.620
it's really about being an enabling

01:11:24.620 --> 01:11:26.676
structure and I've talked to General

01:11:26.676 --> 01:11:29.089
Robinson about this thinking that if

01:11:29.100 --> 01:11:31.729
this center of excellence is truly

01:11:31.740 --> 01:11:33.851
successful and able to do this , this

01:11:33.851 --> 01:11:36.184
isn't going to be a permanent structure .

01:11:36.184 --> 01:11:38.407
This will be a structure that creates a

01:11:38.407 --> 01:11:41.500
culture and then it is not the systems

01:11:41.509 --> 01:11:43.770
will be in place , the culture will be

01:11:43.779 --> 01:11:46.589
in place and it will become obsolete .

01:11:46.600 --> 01:11:49.470
Its ultimate success will actually be

01:11:49.479 --> 01:11:51.959
its sunsetting . Uh And so we kind of

01:11:51.970 --> 01:11:54.810
have that as an idea , Joe , are there

01:11:54.819 --> 01:11:56.763
any questions ? I know I have four

01:11:56.763 --> 01:11:58.930
minutes . I have two slides and one is

01:11:58.930 --> 01:12:01.310
the , the video , no , ma'am

01:12:03.149 --> 01:12:05.260
there . I do not see any questions in

01:12:05.260 --> 01:12:07.482
the chat . All right , great . Then I'm

01:12:07.482 --> 01:12:09.593
gonna go on and I wanna just give you

01:12:09.593 --> 01:12:12.660
this imagine a future that we want .

01:12:12.870 --> 01:12:15.040
And I think in my 30 years of working

01:12:15.049 --> 01:12:17.540
in government , I've heard a lot of

01:12:17.549 --> 01:12:20.609
imagination used to futures we don't

01:12:20.620 --> 01:12:23.209
want . And I don't think that's a bad

01:12:23.220 --> 01:12:25.729
exercise to really have foresight and

01:12:25.740 --> 01:12:28.669
be able to mitigate potential threats .

01:12:28.990 --> 01:12:31.101
But I would like to at least have the

01:12:31.109 --> 01:12:34.430
same amount of energy towards the

01:12:34.439 --> 01:12:37.419
imagination of the futures we do want .

01:12:37.560 --> 01:12:39.393
And I don't think that we have a

01:12:39.393 --> 01:12:42.589
balance of that yet . And so many times

01:12:42.680 --> 01:12:44.890
we don't know what we want , but we

01:12:44.899 --> 01:12:47.129
just know what we don't want . So I

01:12:47.140 --> 01:12:49.029
want you and encourage to kind of

01:12:49.029 --> 01:12:51.930
noodle around with that idea of what

01:12:51.939 --> 01:12:55.839
would this ideal future of learning

01:12:55.850 --> 01:12:58.700
engineering that's supporting you in

01:12:58.709 --> 01:13:01.140
your role within learning in the

01:13:01.149 --> 01:13:03.371
Department of the Air Force or whatever

01:13:03.371 --> 01:13:05.740
your organization is ? What would that

01:13:05.750 --> 01:13:08.339
look like ? And what would it take for

01:13:08.350 --> 01:13:11.490
it to happen ? And what can we do ?

01:13:11.500 --> 01:13:15.310
What will we do to make it happen ? So

01:13:15.319 --> 01:13:17.541
we really want you to think about those

01:13:17.541 --> 01:13:19.763
questions . I'd love it . If you took a

01:13:19.763 --> 01:13:21.819
picture of the slide , I know you're

01:13:21.819 --> 01:13:23.986
gonna get the slides too . But I think

01:13:23.986 --> 01:13:26.208
this is really important that we really

01:13:26.208 --> 01:13:28.375
imagine a future we want , think about

01:13:28.375 --> 01:13:30.541
what it's gonna take and then what are

01:13:30.541 --> 01:13:33.049
we gonna do to make it happen ? We can

01:13:33.060 --> 01:13:35.549
do a lot to make this happen . Now , I

01:13:35.560 --> 01:13:37.616
wanna share with you the , the video

01:13:37.616 --> 01:13:40.770
from our last um learning or , or

01:13:40.779 --> 01:13:43.001
learning symposium . And then I have my

01:13:43.001 --> 01:13:44.723
last slide just has my contact

01:13:44.723 --> 01:13:46.779
information and it's really gonna be

01:13:46.779 --> 01:13:49.001
important that we do stay in . Don't be

01:13:49.001 --> 01:13:51.595
a stranger . Um The bandwidth can be

01:13:51.604 --> 01:13:53.548
stretched in , but I'm gonna , I'm

01:13:53.548 --> 01:13:55.771
gonna try uh to make sure that I create

01:13:55.771 --> 01:13:58.044
space and that we really do hear the

01:13:58.055 --> 01:14:00.435
voice of this community before I play

01:14:00.444 --> 01:14:02.666
the video . Is there any more questions

01:14:02.666 --> 01:14:06.439
Joe ? There is one question and

01:14:06.450 --> 01:14:09.299
we were about to , to end on time . So

01:14:09.310 --> 01:14:11.366
the question is gonna be is how does

01:14:11.366 --> 01:14:13.032
learning engineering tie into

01:14:13.032 --> 01:14:15.319
standardization is the idea to have

01:14:15.330 --> 01:14:17.330
more generalized learning standards

01:14:17.330 --> 01:14:19.441
versus specific learning standards to

01:14:19.441 --> 01:14:21.552
allow for flexibility during change .

01:14:21.552 --> 01:14:23.497
You're that is the best question ,

01:14:23.497 --> 01:14:25.608
James . And I think that it what it's

01:14:25.608 --> 01:14:27.663
gonna be a balance and it's gonna be

01:14:27.663 --> 01:14:29.774
something that we need to continue to

01:14:29.774 --> 01:14:31.886
ask ourselves that question . We need

01:14:31.886 --> 01:14:34.180
standards that helps us to create a

01:14:34.189 --> 01:14:36.509
shared vision . We're a giant

01:14:36.529 --> 01:14:38.990
enterprise . And so we have to have

01:14:39.000 --> 01:14:41.569
some sort of sense making . We also

01:14:41.580 --> 01:14:44.020
need flexibilities . And so I think

01:14:44.029 --> 01:14:46.620
we're gonna need to learn how to

01:14:46.629 --> 01:14:49.990
rewrite , reimagine , how we see these

01:14:50.000 --> 01:14:52.490
standards so that they can be held by

01:14:52.500 --> 01:14:54.722
people . I think that you hit it . This

01:14:54.722 --> 01:14:57.229
is gonna be probably the biggest thing

01:14:57.250 --> 01:14:59.839
of balancing out the standards and the

01:14:59.850 --> 01:15:02.072
flexibilities . And we're gonna have to

01:15:02.072 --> 01:15:04.310
continue to look at that . And now I'm

01:15:04.319 --> 01:15:06.375
going to play the video for the next

01:15:06.375 --> 01:15:08.375
few minutes . You will witness some

01:15:08.375 --> 01:15:10.152
highlights of a spectacular and

01:15:10.152 --> 01:15:11.319
decisive operation .

01:15:24.240 --> 01:15:26.129
We really wanted to facilitate an

01:15:26.129 --> 01:15:28.459
environment where the story could be

01:15:28.470 --> 01:15:31.040
told . We have to do things differently .

01:15:31.049 --> 01:15:33.105
We have to imagine new possibilities

01:15:33.680 --> 01:15:36.379
and our community is how we can do that .

01:15:37.689 --> 01:15:39.856
We've identified where we're at in the

01:15:39.856 --> 01:15:42.022
present and we want to create this new

01:15:42.022 --> 01:15:44.640
future . But in order to do that in a

01:15:44.649 --> 01:15:46.760
meaningful , impactful and compelling

01:15:46.760 --> 01:15:50.750
way , we have to work together

01:15:50.890 --> 01:15:52.834
as we're grounded in the present ,

01:15:52.834 --> 01:15:55.000
fully present in the present . We're

01:15:55.009 --> 01:15:57.240
thinking about what the future might

01:15:57.250 --> 01:16:01.129
look like . How might we imagine the

01:16:01.140 --> 01:16:03.450
future ? The stories are being pulled

01:16:03.459 --> 01:16:05.681
together , the beginning , the middle ,

01:16:05.681 --> 01:16:08.015
the end , looking at all the characters ,

01:16:08.015 --> 01:16:10.620
all the interactions we're looking at

01:16:10.629 --> 01:16:13.089
that , we're filming it , we're

01:16:13.100 --> 01:16:15.020
collecting the images , the

01:16:15.029 --> 01:16:17.500
illustrations going to tell those

01:16:17.509 --> 01:16:18.410
stories .

01:16:23.279 --> 01:16:26.379
My hope , my desired outcome is that we

01:16:26.390 --> 01:16:29.450
are planting seeds here and these seeds

01:16:29.459 --> 01:16:31.700
then will be shared across the

01:16:31.709 --> 01:16:34.629
community from person to person from

01:16:34.640 --> 01:16:36.696
the artifacts that are collected and

01:16:36.696 --> 01:16:39.870
created here in terms of video and

01:16:39.879 --> 01:16:42.029
reports that we will be sharing those

01:16:42.040 --> 01:16:44.439
across and fostering a greater dialogue ,

01:16:44.450 --> 01:16:47.169
inspiring people to do more of what

01:16:47.180 --> 01:16:49.069
they've already been doing that's

01:16:49.069 --> 01:16:51.220
succeeding and to try new and

01:16:51.229 --> 01:16:53.419
innovative approaches to learning and

01:16:53.430 --> 01:16:55.263
discovering how we can build our

01:16:55.263 --> 01:16:57.319
knowledge , skills and abilities and

01:16:57.319 --> 01:16:58.319
competencies .

01:17:07.169 --> 01:17:09.280
And so that was it . I just wanted to

01:17:09.280 --> 01:17:11.280
share that because I feel like that

01:17:11.280 --> 01:17:13.502
really captured and it was a guard , an

01:17:13.502 --> 01:17:15.669
airman who developed that video for us

01:17:15.669 --> 01:17:17.939
in the National Guard . Um So we have

01:17:17.950 --> 01:17:20.006
amazing people within our enterprise

01:17:20.006 --> 01:17:23.410
and I need help . We all need to work

01:17:23.419 --> 01:17:25.290
together on this . So I really

01:17:25.299 --> 01:17:27.410
encourage you to stay engaged . Bring

01:17:27.410 --> 01:17:29.632
me your questions , your ideas and your

01:17:29.632 --> 01:17:31.577
comments and don't be a stranger .

01:17:31.577 --> 01:17:33.799
Thank you so much for your time and for

01:17:33.799 --> 01:17:36.850
this opportunity . Thank you , Doctor

01:17:36.859 --> 01:17:39.026
Walsh for being with us today and your

01:17:39.026 --> 01:17:40.748
support of everything learning

01:17:40.748 --> 01:17:40.879
professionals .