CHAOSS Education WG, April 1 2026 - CourtneyR.dev's 2nd Brain

CHAOSS Education WG, April 1 2026 ![rw-book-cover](https://img.youtube.com/vi/82pRBz1cm64/maxresdefault.jpg) 🔗 **Source:** [CHAOSS Education WG, April 1 2026](https://www.youtube.com/watch?v=82pRBz1cm64) > [!note]+ Document Notes > tags: #opensource #education #community #metrics #onboarding > author: CHAOSS Education WG > source: YouTube > reference: https://www.youtube.com/watch?v=82pRBz1cm64 > date created: 2026-04-01 15:00 > > # 🏷️ Title: CHAOSS Education WG, April 1 2026 >  ## 🧰 Action Inbox - [H1] Complete slide deck review for Motilla's course — 12:45 #education - [H2] Add new topic suggestion to GitHub repository — 14:30 #community - [H3] Send script for review via PR process — 16:20 #workflow ## 🧭 Table of Contents - [[#📝 Summary]] - [[#📖 Main Content]] - [[#🗒️ Notes]] - [[#📚 References]] - [[#🗣️ Paraphrase]] - [[#📰 Newsletter]] - [[#✅ Action Items]] - [[#🧪 Hypotheses]] - [[#📊 Methodology]] - [[#❓ Questions]] - [[#🔮 Future Research]] - [[#💡 Implications]] - [[#🧠 Learning Styles Assessment]] - [[#📊 Accessibility Assessment]] - [[#🌍 DEIB Assessment]] - [[#✅ Logical Validity]] - [[#🛡️ DARVO Analysis]] - [[#🎯 Conclusion]] ### 🔗 References - [CHAOSS Education Working Group](https://chaoss.community/kb/working-groups/) - [Course Materials on Moodle](https://chaoss.community) ## 📝 Summary - CHAOSS Education Working Group holds bi-weekly meetings to develop educational materials for open source communities - The group has created 27+ courses hosted on Moodle with 100+ users, targeting beginners, intermediate, and advanced learners - Each course follows a three-stage development process: script writing, slide deck creation, and video recording - New contributors are welcomed regardless of English proficiency or accent, with mentorship provided throughout the process - The meeting addressed questions about recording requirements, accessibility concerns, and participation levels ## 📖 Main Content The CHAOSS Education Working Group focuses on creating comprehensive educational materials for open source community members at all skill levels. The group has evolved from initially targeting only beginners to serving intermediate and advanced practitioners as well. The educational content development follows a structured three-stage process where each stage requires review and approval before proceeding. This ensures quality while providing learning opportunities for contributors themselves. The group emphasizes inclusivity, welcoming contributors regardless of their English proficiency level or accent. Mentorship and collaborative support are provided throughout the content creation process, with expert guidance available through Slack channels and reviewer feedback. ## 🗒️ Notes #### ⏱️ [00:00](https://youtu.be/82pRBz1cm64?t=0) — [H1] Meeting Introduction and Welcome - Key idea: Bi-weekly CHAOSS Education Working Group meeting at 9 AM US Central/3 PM UTC - Evidence: "Welcome to this meeting. This is a chaos education working group meeting and we meet by weekly" #### ⏱️ [02:15](https://youtu.be/82pRBz1cm64?t=135) — [H2] Educational Materials Overview - Key idea: Group creates courses for beginners, intermediate, and advanced learners - Evidence: "We started with creative for beginners but at this point we'll see that there are some other people" #### ⏱️ [03:30](https://youtu.be/82pRBz1cm64?t=210) — [H3] Course Statistics and Hosting - Key idea: 27+ courses hosted on Moodle with over 100 users - Evidence: "We have over 27 of them hosted on model and we have over 100 users already" #### ⏱️ [04:45](https://youtu.be/82pRBz1cm64?t=285) — [H1] New Member Introduction - Airi - Key idea: Full-stack developer interested in open source education - Evidence: "My name is Airi... I am a developer currently in full stack I write JavaScript, TypeScript, Python" #### ⏱️ [07:20](https://youtu.be/82pRBz1cm64?t=440) — [H2] Three-Stage Course Development Process - Key idea: Scripts, slide decks, and recording with reviewers at each stage - Evidence: "We have three stages to develop just one course... scripts that's first of all for each topic" #### ⏱️ [09:15](https://youtu.be/82pRBz1cm64?t=555) — [H3] Collaborative Learning Approach - Key idea: Contributors learn while creating educational content for others - Evidence: "You have some learnings to do. You get your things your uh the script ready" #### ⏱️ [11:30](https://youtu.be/82pRBz1cm64?t=690) — [H2] Recording Process Using CHAOSS Zoom - Key idea: Professional recording setup with multiple takes and editing support - Evidence: "We use kios zoom... gives you opportunity to record as many times as you want" #### ⏱️ [12:45](https://youtu.be/82pRBz1cm64?t=765) — [H1] Inclusivity and Accent Acceptance - Key idea: All contributors welcomed regardless of English proficiency or accent - Evidence: "I've had to record with someone from Togo... we give everybody opportunity to contribute" #### ⏱️ [14:30](https://youtu.be/82pRBz1cm64?t=870) — [H3] Meeting Attendance and Participation - Key idea: Low meeting attendance but active development work continues - Evidence: "People have one other two things to do... some people working on different topics" #### ⏱️ [15:45](https://youtu.be/82pRBz1cm64?t=945) — [H2] Topic Suggestions Welcome - Key idea: Community members can suggest new course topics for development - Evidence: "Any suggestion at all for maybe a topic you feel want us to look into" #### ⏱️ [16:20](https://youtu.be/82pRBz1cm64?t=980) — [H3] Motilla's Course Progress Check - Key idea: Individual contributor working on slides, will complete before next meeting - Evidence: "I've just been busy... hopefully before the next meeting I'll be done" #### ⏱️ [17:10](https://youtu.be/82pRBz1cm64?t=1030) — [H2] Review Process and PR Workflow - Key idea: Completed scripts sent for review through pull request system - Evidence: "I will send the script for review... just send a PR. I will add a reviewer" ## 📚 References - [CHAOSS Community](https://chaoss.community/) - [Learn WordPress](https://learn.wordpress.org/) - [Developer Docs](https://developer.wordpress.org/) ## 🗣️ Paraphrase - The CHAOSS Education Working Group creates open source learning materials through a structured three-phase development process involving scripts, slides, and recordings - The group prioritizes inclusivity by welcoming contributors regardless of English proficiency and providing mentorship support throughout content creation - With 27+ courses already published and serving 100+ learners, the group continues expanding educational offerings while maintaining quality through peer review ## 📰 Newsletter The CHAOSS Education Working Group continues building valuable open source educational resources, now hosting 27+ courses on Moodle for over 100 learners. Their inclusive approach welcomes contributors at any English proficiency level, providing mentorship through a structured three-stage development process. This model demonstrates how open source communities can scale education while maintaining quality - each course goes through script writing, slide creation, and video recording with peer review at every stage. Contributors learn while they teach, creating a sustainable cycle of knowledge sharing. For WordPress community builders, this offers a proven framework for developing educational content collaboratively. The emphasis on inclusivity and structured mentorship could inform similar initiatives in WordPress training and documentation efforts. Resources: [CHAOSS Community](https://chaoss.community/), [Learn WordPress](https://learn.wordpress.org/), [Developer Docs](https://developer.wordpress.org/), [WP-CLI](https://wp-cli.org/) ## ✅ Action Items #### Community - Contributors: Implement three-stage review process (script → slides → recording) with peer feedback - Maintainers: Create topic suggestion workflow allowing community-driven course development - Sponsors: Support inclusive mentorship programs for non-native English speakers #### WordPress - Training: Adopt structured course development process with clear review stages - Community: Develop mentorship framework for contributors with varying English proficiency - Documentation: Create pathways for beginner, intermediate, and advanced educational content ## 🧪 Hypotheses - Structured three-stage development process with peer review improves educational content quality compared to single-author approaches - Inclusive mentorship for non-native speakers increases community diversity and course completion rates - Collaborative learning (contributors learn while creating) leads to better knowledge retention than passive consumption - Low meeting attendance doesn't correlate with low project productivity when asynchronous workflows are well-designed ### 📊 Methodology - Compare course quality metrics between three-stage vs. traditional single-review processes - Track contributor diversity and completion rates with/without language mentorship programs - Measure learning outcomes for contributors who create content vs. those who only consume - Analyze project velocity correlation between meeting attendance and deliverable completion ### ❓ Questions - How does the three-stage review process impact time-to-completion versus content quality trade-offs? - What specific mentorship techniques work best for supporting contributors with different English proficiency levels? - How can asynchronous collaboration tools reduce dependency on synchronous meeting attendance while maintaining community connection? ### 🔮 Future Research - Effectiveness metrics for multi-stage educational content development in open source contexts - Impact assessment of inclusive language policies on contributor retention and community growth - Scalability analysis of mentorship-heavy content creation processes ### 💡 Implications - Practice: Three-stage review process could improve WordPress training materials quality - Policy: Language inclusivity policies may increase global contributor participation - Education: Collaborative content creation provides learning opportunities for creators and consumers - Community: Structured mentorship frameworks can reduce barriers for non-native speakers ### 🧠 Learning Styles Assessment Reading level estimate: 8th-9th grade (Flesch-Kincaid) #### 👀 Visual learners - Present: Meeting structure discussion, GitHub repository mentions - Improve: Workflow diagrams, course development process visualization, contributor journey maps #### 🔊 Aural learners - Present: Full meeting recording with natural conversation - Improve: 3-minute key takeaways audio summary, structured agenda narration #### 🗣️ Verbal learners - Present: Clear definitions of three-stage process, mentorship explanations - Improve: Glossary of CHAOSS terms, step-by-step process descriptions #### 🧩 Kinesthetic learners - Present: Discussion of hands-on course creation process - Improve: Interactive checklist for course development, sandbox environment for testing #### 🧠 Logical learners - Present: Clear workflow stages, review process structure - Improve: Decision tree for course topic selection, metrics dashboard for progress tracking #### 🧑‍🤝‍🧑 Social learners - Present: Collaborative mentorship discussion, community welcoming - Improve: Peer buddy system guide, community forum integration prompts #### 🧘‍♀️ Solitary learners - Present: Individual course development opportunities - Improve: Self-assessment rubrics, independent study pathways #### 🌿 Naturalistic learners - Present: Organic community growth discussion - Improve: Community ecosystem analogies, sustainable contribution patterns ### 📊 Accessibility Assessment #### Screen reader semantics - Present: Clear meeting structure, speaker identification - Improve: Timestamp navigation, speaker role descriptions #### Keyboard navigation - Present: Standard video controls - Improve: Chapter navigation, transcript search functionality #### Contrast and readability - Present: Clear audio quality for most speakers - Improve: Audio enhancement for quieter participants, background noise reduction #### Text resizing and reflow - Present: Auto-generated captions available - Improve: Manual caption review for accuracy, technical term verification #### Media and captions - Present: Video with automatic transcription - Improve: Professional caption review, speaker identification in captions #### Forms and interactions - Present: Basic meeting participation - Improve: Accessible registration process, screen reader-friendly meeting tools ### 🌍 DEIB Assessment #### Cultural breadth - Present: International participants (Togo, Africa mentioned), global time zone consideration - Improve: Multiple time zone meeting options, cultural context examples #### Inclusive language - Present: Explicit welcome for non-native speakers, accent acceptance - Improve: Define technical jargon consistently, provide pronunciation guides #### Neurodiversity support - Present: Multiple participation options (camera optional) - Improve: Meeting agendas shared in advance, processing time allowances #### Representation - Present: African contributors highlighted, diverse technical backgrounds - Improve: Balanced speaking time, varied leadership roles showcased #### Psychological safety - Present: Encouraging tone for questions, no pressure statements - Improve: Community guidelines reference, escalation path clarity ### ✅ Logical Validity #### Strong reasoning - Deductive strength: Three-stage process ensures quality → reviewers at each stage → quality courses produced - Inductive strength: Success with Togo contributor → method works for non-native speakers → inclusive approach effective - Causal reasoning: Low meeting attendance ≠ low productivity because asynchronous work continues - Analogical strength: Learning while teaching concept applied to open source education #### Fallacies - Appeal to numbers: "27+ courses, 100+ users" used as quality indicator without outcome metrics - Hasty generalization: One successful Togo contributor example used to justify entire inclusivity approach #### Tone of voice - Overall tone: Welcoming and encouraging, with concrete examples and patient explanations for newcomers ### 🛡️ DARVO Analysis - Deny: No defensive patterns observed - Attack: No attacks on participants or critics - Reverse victim/offender: No victim/offender dynamics present - Emotional cues and rhetoric: Consistently supportive and encouraging language throughout ## 🎯 Conclusion The CHAOSS Education Working Group demonstrates a mature approach to collaborative educational content development, emphasizing quality through structured review processes while maintaining inclusivity for contributors across different English proficiency levels. Their three-stage development model (script → slides → recording) with peer review at each step offers a replicable framework for other open source educational initiatives. The group's explicit commitment to supporting non-native English speakers through mentorship provides a valuable model for increasing diversity in technical education. For WordPress and other open source communities, this approach suggests that high-quality educational content and inclusive participation are not mutually exclusive when proper support structures exist. Key next steps for practitioners include implementing structured review processes for educational content and developing specific mentorship protocols for supporting contributors with varying language backgrounds. ## 🧱 Refactor Appendix ### 📚 Literature Split Pad Purpose: Stage CEE units that become Literature notes. Split level: H3 ### [H1] Three-stage educational content development improves quality > [!quote] [CHAOSS Education WG, April 1 2026](https://youtu.be/82pRBz1cm64) by CHAOSS Education WG via YouTube. Published 2026-04-01. Accessed 2026-04-01. > "For each of those course we have three stages to develop just one course... scripts, slide deck and then recording." Structured review process with peer feedback at each development stage ensures content quality while providing learning opportunities for contributors. [view highlight](https://youtu.be/82pRBz1cm64?t=440) #xref #articleseed ID:rw_chaoss_edu_001 ### [H2] Inclusive mentorship enables global open source participation > [!quote] [CHAOSS Education WG, April 1 2026](https://youtu.be/82pRBz1cm64) > "We give everybody opportunity to contribute no matter where they're coming from all we need to do is to guide you." Language barriers addressed through collaborative recording sessions and script preparation support, demonstrated with Togo contributor success. [view highlight](https://youtu.be/82pRBz1cm64?t=765) #xref ID:rw_chaoss_edu_002 --- ### 🔖 Atomic Split Pad (Zettel Candidates) Purpose: Promote reusable claims into Atomic notes. Split level: H4 #### [Z1] Multi-stage content review improves educational quality - Applies to collaborative content development in open source contexts - Evidence from 7:20 timestamp discussion - Links: [[ --- ## Full Transcript [00:01] In order not to waste time, we start the [00:03] meeting as well. All right. So, uh, [00:06] welcome to this [00:09] meeting. This is a [00:12] chaos education working group meeting [00:16] >> and we meet by weekly [00:19] by monthly on this day. [00:22] That's Wednesday [00:24] 9 a.m. [00:27] US Central time and it's 3:00 p.m. [00:33] What? [00:35] So, you're welcome. And normally for [00:38] this meeting, sometimes we prefer, [00:43] however you prefer to join the meeting, [00:45] it's up to you. [00:47] Might prefer to use camera or not. [00:50] Either way, you're welcome. [00:53] So, for the curios education meeting, if [00:55] you go over for the link I shared above, [00:58] you see a whole lot of information [01:01] concerning curios education working [01:04] group then kios how to join kios how to [01:08] uh subscribe to the calendar kios [01:11] calendar so that you won't miss the [01:13] meetings on because it's bi-weekly. [01:17] Uh if you subscribe to the chaos [01:19] calendar for this meeting, you always [01:22] get like notification. [01:25] >> Yeah. [01:26] >> And also there's chaos code of conduct [01:28] that you might want to [01:31] uh want to go through to understand how [01:34] things happen when chaos. Then you have [01:37] also education courses which is what we [01:40] focus on in this uh working group [01:44] creating educational materials for [01:48] everybody. We started with creative for [01:51] beginners but at this point we'll see [01:54] that there are some other people that [01:56] have been in contributing to open source [01:58] that also need to learn some opensource [02:01] concepts open source topic and other [02:05] things about open source. So we now [02:08] creating for both beginners, [02:10] intermediate and advanced our beginners. [02:13] We also cover courses like um pract [02:17] practitioner guide curios metrics and [02:20] all. So all those is just to help on [02:23] boarding into kios and all the open [02:26] source project or community to help make [02:29] it easier. So you can have all those [02:34] information over here. So for today um [02:39] I think Ed this is your first time so [02:42] you don't mind feel free okay feel free [02:45] to introduce yourself so others who can [02:48] go back to this meeting might be able to [02:50] meet you and connect with you [02:53] >> okay yes so my name is Airi not Iro [03:02] >> yes so [03:04] Um so inocusio base so I am a developer [03:08] currently in full stack I write [03:12] um JavaScript, TypeScript, Python [03:17] and C sometimes but not really much. And [03:20] also I I have a I run a personal brand [03:24] whereby I talk about tech issues in tech [03:29] how to get better with Java script just [03:31] information just to educate my audience [03:33] on the prospect of going into tech and [03:36] challenges as long Yeah. So I do that on [03:39] my Instagram and across my Tik Tok just [03:42] sensitizations. [03:43] So yeah and I'm really really eager [03:46] about open source. So so yeah. So I [03:50] joined the all in Africa open source [03:52] community and I like this year I just [03:54] wanted to also get deeper into the open [03:57] source thing and I remember chaos [04:00] community was mentioned so I had to look [04:04] for chaos and here I am this is my [04:06] second meeting but it's my first working [04:08] group meeting for education because I [04:10] was I told them I'm interested in in [04:12] education and in development so yeah [04:16] that's it. [04:18] Wow, that's wonderful. You're welcome. [04:22] So glad to have met you in all in Africa [04:25] and then meeting you here again. I just [04:27] so excited. Don't mind. You can see the [04:29] excited I mean my voice [04:32] >> to have you. All right. So for um this [04:35] working group meeting, what we do like I [04:39] explained before is just create [04:42] educational materials [04:46] based on opensource [04:49] different topics on open source. [04:53] We have over 27 of them hosted on model [05:00] and we have over 100 users already and [05:06] we are creating more courses [05:10] and [05:12] I I've seen a whole lot of people [05:14] waiting to [05:16] see [05:18] what we have new in educational [05:23] G education. [05:26] So this is our GitHub repository is on [05:29] that doc and we have different topics [05:34] different issues and topics ongoing. [05:38] Some people [05:40] indicated interest. Some are working on [05:43] it and [05:45] some of them [05:47] I need this just remind me this course [05:51] has been completed [05:54] need to close this and I'm going to [05:57] close as completed. Yes. [06:01] >> Wow. [06:03] >> Yes. Has been completed and uploaded [06:07] and [06:09] close as completed. [06:11] Yes. Okay. So, we have other topics [06:16] which anyone if you're interested can [06:19] pick up and then is being assigned to to [06:23] be assigned to you. [06:26] But then the main thing about uh curios [06:29] education is um [06:33] is that you [06:36] the most important thing to do is to [06:38] understand how it works. [06:42] We have like how do you get started? We [06:45] have like three stages to develop each [06:48] course. If when I say that we have about [06:51] like 29 courses that was already [06:53] developed. We take [06:56] for each of those course we have three [06:58] stages to develop just one course [07:03] >> and yeah so those stages we have scripts [07:07] that's first of all for each topic you [07:10] write a script there is a deck slide [07:14] deck and then the last one is recording [07:20] >> in all these three sages we have [07:22] reviewers that review them and each of [07:25] them review and approve [07:29] then before you can [07:32] go ahead and before we can say this [07:35] course is ready. So so that's what we do [07:38] in this working group. So [07:41] and we're not just like developing only [07:44] the courses we have or topics we have. [07:47] We also accept suggestions for courses [07:50] that you feel like um [07:55] this topic is an open source topic that [07:58] you don't really hear much about. You [08:00] don't see people talking about it much [08:03] and you want to learn about it, you want [08:06] to research about it, you want to get [08:08] some insight from other expert because [08:12] um we have other experts in in chaos [08:15] where sometimes when you are working on [08:18] a course and you made it open because [08:20] everything is open. [08:22] Why? What they do is to like guide you, [08:25] give you like a pointer. You can res [08:30] read through this, you can read through [08:32] that and all that. They make some [08:35] suggestions. So, working on a course, [08:37] you you're not working on it alone. [08:40] Other reviewers are there to like [08:42] support you. [08:44] Slack is open for you to ask a question. [08:47] Then you get help you need to be able to [08:50] complete a course. M [08:53] Yeah. So that's how it goes and [08:58] we don't like there's no pressure when [09:01] you are writing on any course right. [09:04] >> Yeah. [09:05] >> Is always the process of you learning [09:08] like you you are doing some educational [09:10] things outside there. So um you know why [09:15] before you go out to your audience you [09:17] have some learnings to do you are sure [09:19] of what to tell them. So that's how it [09:21] is here. You have some learnings to do. [09:24] You get your things your uh the script [09:28] ready and then you're able to record [09:30] that particular course topic to let your [09:34] audience know about that particular [09:37] topic. So it's not just education [09:41] project is not just about you [09:44] contributing. is also about you also [09:46] help you to learn more and educate [09:50] others more about a particular topic. [09:54] So that's this is like a summary of what [09:57] we do. So I'll leave for you to ask [10:01] questions or Yeah. [10:04] >> Okay. Um so I think my first question is [10:07] on recording. Um [10:11] is it must have to be um camera or a [10:15] mobile can use a mobile device for your [10:18] videos? [10:20] Uh for all our videos we use we use [10:24] camera we use kios zoom [10:29] right so [10:32] yeah we use kios zoom it's not like we [10:35] ask you to just go and then record and [10:38] then come back [10:41] to to spend the money recording or stuff [10:43] like that. We use kios for the recording [10:47] because that helps us to edit [10:51] what you have recorded and it gives you [10:54] opportunity to record as many times as [10:55] you want. Then on that recording we [11:00] review together to see which one is the [11:03] best, which one captured everything you [11:05] have in mind and which one do you prefer [11:08] to put out there for the millions of [11:10] people, thousands of people to see. [11:13] So [11:15] we make that selection but we use [11:18] curiosis for the recording. [11:21] >> Hi. Yeah. Hi. Hi. Sho Africa. You're [11:26] welcome. [11:30] You if you wouldn't mind introducing [11:33] yourself, [11:34] but if you don't want to come up mic, [11:38] that's still okay. But I'd love you to [11:40] introduce yourself. [11:49] Okay, that's okay. [11:53] You're welcome to kill Education Working [11:56] Group. All right, please if you have any [11:58] other question, go ahead. I'm here to [11:59] answer. [12:01] >> Yeah, I I have a qu I have a question. [12:03] So, um so my second question is on [12:07] asent. Uh I'm somebody that I have asent [12:11] issues mean pronunciations of of some [12:13] kind of words I might not pronounce it. [12:15] Is that a factor when we want to do a [12:18] video would that be something that will [12:20] affect approvers or retake? [12:24] >> Okay. Now what happened is this like the [12:27] accent what you what I'm hearing from [12:30] you now [12:31] >> yes [12:32] >> is good right? [12:34] >> Okay. I've had to record with someone [12:38] from Togo. You know, Togo, they they are [12:42] their major languages um general [12:44] languages, French. [12:46] >> Yeah. [12:47] >> Some of them speak in English. The [12:51] just like English is like they're [12:54] learning. So, I've had this opportunity [12:57] to record with someone from that side. [13:00] So when we say record, we're not leaving [13:02] you to I'm not leaving you to go do it [13:04] alone. I'm there to listen to you to [13:07] like help you get this better. [13:10] Do you understand? So I know it the [13:13] first time he recorded [13:16] I can't tell you how it was [13:19] but then uh we had we had a chat on how [13:23] to make it better [13:26] and at the end of the day we gave him [13:28] opportunity because this is an open [13:30] source and we know English is not our [13:33] first language right but we give [13:36] everybody opportunity to contribute [13:39] no matter where they're coming from [13:43] all we need to do is to guide you as [13:45] much as we can, help you as much as we [13:48] can. And that's why we have script. This [13:52] script is also to guide you on what to [13:55] say and what not to say. And you have a [13:58] slide deck. And that slide deck is also [14:00] like there to guide you. So before you [14:03] record, you already know this is what I [14:05] want to say. You can go on your own, [14:08] review it, say it, record it personally [14:11] and then listen to yourself before you [14:14] come off to record with with us. So it [14:18] depends how you want to make this [14:19] perfect on your own. So your accent like [14:22] I'm listening to you is awesome for me. [14:26] So you don't need to worry about that. [14:30] >> Thank you. [14:31] >> Okay. And we're not saying because of [14:32] that don't record. I'm telling you, no [14:35] matter where you're coming from, no [14:36] matter we accept everybody and we want [14:39] you to contribute. I've seen some people [14:42] they just like they wrote script [14:43] prepared the slide but they didn't [14:44] record because of they feel like oh I'm [14:47] not I don't want to record and that's [14:50] okay and there are some people that [14:52] start they took the three stages if I [14:55] have if I'm able to write the script I'm [14:57] also want to write the de slide deck and [15:00] I'm also I also want to record it that's [15:03] awesome so your speaking or your accent [15:07] is not like a problem a barrier at [15:12] Okay. Yeah. Um then Okay. Yeah. So my [15:16] final question is um okay this is my [15:19] second working group meeting and I [15:21] noticed the numbers are not really that [15:24] um [15:25] >> watch that um we have less people or [15:29] maybe people are currently occupied with [15:31] some things and cannot attend or we have [15:35] to do more sensitization. [15:38] >> Okay. Yeah, [15:40] we are doing more sensitization. [15:44] We also know that people have one other [15:47] two things to do. We also encourage [15:50] there are some people working on [15:52] different topics but they're not in this [15:53] meeting. [15:55] Right. [15:57] >> Yeah. We I also like encouraging to come [16:00] on because here [16:02] apart from two of you coming in to join [16:05] today sometimes we have to review what [16:08] each person is right is working on in [16:11] this meeting because this is where we [16:13] explain it help you like go ahead [16:16] working on it but then it all depends on [16:20] the individual's um uh uh priorities [16:25] that can today. So while we're doing [16:28] more syntheization for people to join us [16:32] to work on different topics, we also [16:35] encourage those ones that are been here [16:38] for twice or for once um to keep coming [16:43] in so we can help them work on [16:48] unblock them on whatever they're working [16:49] on. So yeah. [16:54] >> Okay. All right. I think yeah, I think [16:56] that's those are my question for now. Um [16:58] the other questions I'll just ask you on [17:00] a personal level. [17:03] >> It's okay. Feel [17:10] free any time to ask any question. Um [17:16] um whether on whether here or in a slack [17:20] group um [17:23] available to answer your question any [17:26] time. So um [17:29] okay uh HR is for Africa. [17:34] I don't know [17:36] did I um write your name HR is for [17:39] Africa here [17:42] but I know I'm sure that's not your [17:44] name. [17:47] Let me know if you have any question for [17:50] this working group. [18:00] All right. [18:02] So, at this um Okay, let me also drop [18:05] this link [18:08] on the chat again in case if you have [18:11] any question, any suggestion [18:16] at all for maybe a topic you feel want [18:21] us to look into. [18:23] It's okay. We can also [18:27] uh take on it. I know after [18:33] after chaos come last year [18:37] I met some people that suggested some [18:41] topics [18:43] and we are working on those. [18:48] they suggested a topic and they decided [18:51] to work on those topic and we give them [18:54] that opportunity. So other new topics [18:58] are welcome once we review and is [19:02] what's [19:05] working on we go ahead [19:10] and support the person to work on it. I [19:13] have this to pick. [19:15] Oh. [19:35] Okay, that's a suggestion from somebody. [19:38] Just see that I've not added that here. [19:49] All right. [19:51] Okay. [19:56] Do we have I want to see? Yes. Okay. [20:00] Someone else join us. Okay. [20:05] Oh, [20:09] okay. Okay. I see. Please feel free to [20:12] update it on [20:14] on uh [20:19] on the doc. Let me add the dock again. [20:22] Okay. So, um [20:25] yes, M. Honestly, I'm glad you're here [20:29] because I want us to look at your [20:34] the topic you're working on. I'm going [20:37] to [20:38] this place and [20:42] you have started which is amazing. [20:47] We want to know how can we [20:52] how can I help so that we can complete [20:57] this topic. Yes. Okay. This is the dog. [21:05] Okay. Awesome. [21:08] Let me see before the [21:12] Let me see if there's any other thing [21:14] you've added. [21:17] Okay. [21:21] The dog. [21:24] Okay. [21:26] Sorry, I'm sharing the [21:30] Okay. [21:34] So um [21:36] how may we help you to complete this? [21:40] Please feel free. [21:50] Do you have any question? Do you have [21:52] any need? [21:56] Okay. [22:06] Okay. [22:07] Are you done? [23:12] Okay. [23:15] Um, [23:17] so sorry about that. I mistakenly [23:23] locked myself out. All right. Okay. So, [23:27] um, Motilla, do you want me to send this [23:32] dog for review now? Because last time I [23:36] know you you mentioned you want to [23:41] work on something. [23:48] Can I send the doc for review? [23:50] >> I'm just kind of Hello. Hello. [23:55] Good. Good afternoon. [23:56] >> Yes. Yeah. Good afternoon. [23:58] >> Can you hear me? [23:59] >> Yes. [24:01] >> Well, okay. I've just been busy. That's [24:03] all. So, hopefully this week I'm going [24:07] to work on it. So, I've just been busy [24:10] like a lot of work here and there and so [24:14] I've not been able to complete the [24:16] slide. So, I'm hopefully before the next [24:20] meeting [24:23] I'll be done. But my [24:24] >> even before that I'm going to like [24:28] >> that's the slide I'm working on. [24:30] >> Okay. My question [24:38] >> Okay. Okay. Thank you so much for that. [24:42] I will send the script for review. Thank [24:45] you. I really appreciate that. [24:49] All right. Okay. That's all for now. [24:56] Just feel free when it whenever you are [24:59] done just send a PR. I will add a [25:03] reviewer to it and we give you a [25:06] feedback. Okay. [25:12] >> Okay. [25:12] >> Okay. [25:13] >> All right. Amen. [25:16] Thank you for joining the meeting and [25:19] that's all we have for this meeting [25:22] today. [25:26] So see you again in our next meeting in [25:29] two weeks. [25:32] Bye.  📄 **Full text:** ![[Full Document Contents/Articles/CHAOSS Education WG, April 1 2026.md|CHAOSS Education WG, April 1 2026 by YouTube]] ## Highlights - concepts open source topic and other things about open source. So we now creating for both beginners, intermediate and advanced our beginners. We also cover courses like um pract practitioner guide curios metrics and all. So all those is just to help on boarding into kios and all the open source project or community to help make it easier. So you can have all those ([View Highlight](https://read.readwise.io/read/01kpb5vc25sv0b654v752kpsvx)) - Tags: 👻 ai highlighted - go ahead and before we can say this course is ready. So so that's what we do in this working group. So and we're not just like developing only the courses we have or topics we have. We also accept suggestions for courses that you feel like um this topic is an open source topic that you don't really hear much about. You ([View Highlight](https://read.readwise.io/read/01kpb5vc2m2vfxyvnhck5yj7b9)) - Tags: 👻 ai highlighted - you are writing on any course right. >> Yeah. >> Is always the process of you learning like you you are doing some educational things outside there. So um you know why before you go out to your audience you have some learnings to do you are sure of what to tell them. So that's how it is here. You have some learnings to do. You get your things your uh the script ready and then you're able to record ([View Highlight](https://read.readwise.io/read/01kpb5vc36gt5nvka102yaq6mx)) - Tags: 👻 ai highlighted