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Checking references for intended status: Informational ---------------------------------------------------------------------------- No issues found here. Summary: 0 errors (**), 0 flaws (~~), 1 warning (==), 1 comment (--). Run idnits with the --verbose option for more detailed information about the items above. -------------------------------------------------------------------------------- 2 INTERNET-DRAFT M. Kuehne 3 RIPE NCC 4 N. Elkins 5 Intended Status: Informational Inside Products 6 Expires: December 13, 2015 June 11, 2015 8 EDU and Mentoring Program Merger and Expansion 9 draft-kuehne-gen-edu-mentor-00 11 Table of Contents 13 1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 14 2 EDU Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 15 2.1 EDU Team History . . . . . . . . . . . . . . . . . . . . . . 3 16 2.2 EDU Mission, Scope, Current Activities . . . . . . . . . . . 4 17 3 Mentoring Program . . . . . . . . . . . . . . . . . . . . . . . 4 18 3.1 Mentoring Program History . . . . . . . . . . . . . . . . . 4 19 3.2 Mentoring Program Mission, Scope, Current Activities . . . . 4 20 4 Plans and Ideas for the Future . . . . . . . . . . . . . . . . . 5 21 4.1 Merge Mentoring and EDU Teams . . . . . . . . . . . . . . . 5 22 4.2 Videos / Webinars . . . . . . . . . . . . . . . . . . . . . 5 23 4.3 Topic Videos . . . . . . . . . . . . . . . . . . . . . . . . 6 24 4.4 Remote Participation . . . . . . . . . . . . . . . . . . . . 6 25 4.5 Topic Focused Mentoring . . . . . . . . . . . . . . . . . . 6 26 4.6 Future of Sunday tutorials . . . . . . . . . . . . . . . . . 6 27 5 Organizational Structure . . . . . . . . . . . . . . . . . . . . 7 28 6 IANA Considerations . . . . . . . . . . . . . . . . . . . . . . 7 29 7 Security Considerations . . . . . . . . . . . . . . . . . . . . 7 30 8 References . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 31 8.1 Informative References . . . . . . . . . . . . . . . . . . . 7 32 9 Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . 7 33 Authors' Addresses . . . . . . . . . . . . . . . . . . . . . . . . 7 35 Abstract 37 Education and newcomer orientation activities have existed in the 38 IETF in various forms from the early 1990s (if not earlier). As the 39 IETF and the world around us evolves, we are now rethinking what 40 types of activities are best suited for the future. A mentoring 41 program also exists at IETF that matches newcomers with experienced 42 IETF participants. Mentoring is confined to on-site attendees. This 43 draft proposes a merger of the mentoring and EDU functions as well as 44 potential new activities such as videos, webcasts, and remote 45 participation. 47 Status of this Memo 49 This Internet-Draft is submitted to IETF in full conformance with the 50 provisions of BCP 78 and BCP 79. 52 Internet-Drafts are working documents of the Internet Engineering 53 Task Force (IETF), its areas, and its working groups. Note that 54 other groups may also distribute working documents as 55 Internet-Drafts. 57 Internet-Drafts are draft documents valid for a maximum of six months 58 and may be updated, replaced, or obsoleted by other documents at any 59 time. It is inappropriate to use Internet-Drafts as reference 60 material or to cite them other than as "work in progress." 62 The list of current Internet-Drafts can be accessed at 63 http://www.ietf.org/1id-abstracts.html 65 The list of Internet-Draft Shadow Directories can be accessed at 66 http://www.ietf.org/shadow.html 68 Copyright and License Notice 70 Copyright (c) 2015 IETF Trust and the persons identified as the 71 document authors. All rights reserved. 73 IETF Trust Legal Provisions of 28-dec-2009, Section 6.b(i), paragraph 74 3: This document is subject to BCP 78 and the IETF Trust's Legal 75 Provisions Relating to IETF Documents 76 (http://trustee.ietf.org/license-info) in effect on the date of 77 publication of this document. Please review these documents 78 carefully, as they describe your rights and restrictions with respect 79 to this document. Code Components extracted from this document must 80 include Simplified BSD License text as described in Section 4.e of 81 the Trust Legal Provisions and are provided without warranty as 82 described in the Simplified BSD License. 84 1 Background 86 Many individuals have graciously contributed their time to talk about 87 the IETF generally, about the tools that we use in our work, trained 88 working group chairs, and introduced various technical topics. A key 89 activity has the Sunday orientation sessions before our meetings 90 begin, but there's also a wealth of material at the team's web site. 91 Many presentations have been held in different languages, and 92 information about the IETF (such as the Tao) also exist in many 93 languages. In the last couple of years, we have also launched the 94 mentoring program, pairing new participants with more experienced 95 ones. There are also related activities, such as the ISOC Fellow and 96 Policy programs, drawing in additional people to IETF meetings. All 97 this has made a big impact, but of course we must also continuously 98 evaluate what methods work best. At the same time we are looking for 99 new blood for the team. 101 Our crystal ball for the future says that we will see more and more: 103 - mixing of product prototyping, open source, and standards efforts 104 - collaboration and information being over the Internet 105 - participants that employ remote participation 106 - working methods that follow general Internet usage 108 A newcomer's orientation at the meeting is still very useful; we 109 often get several hundred new participants in our meetings. However, 110 perhaps the focus of our efforts should be elsewhere. How do we cater 111 for the open source developer who has not been to the IETF before, 112 but wants to publish a YANG data model as an RFC. She is on a mission 113 to implement a feature, and waiting for the next meeting may be a 114 burden. Can we do something to enable people to join IETF efforts 115 with a lower level of effort, or with more targeted help for their 116 specific circumstances? And can we provide our educational efforts in 117 a modern Internet fashion? And can we employ economies of scale, so 118 that we would only have to do things once and then they can be 119 replicated many times? 121 2 EDU Team 123 2.1 EDU Team History 125 The IETF Education (EDU) Team, a project organized within the General 126 Area, manages the internal education efforts of the IETF. Its efforts 127 are focused primarily on education for IETF participants and leaders. 128 Historically, each Sunday before the week of IETF meetings, an 129 introductory class for newcomers would be held. In 2004, a decision 130 was made to widen the curriculum offered by the EDU team, and today 131 typically four different tutorials are held. The EDU team also holds 132 a lunchtime session for current Working Group chairs on selected 133 topics. 135 2.2 EDU Mission, Scope, Current Activities 137 The mission of the IETF education activities are defined as follows: 139 The EDU team manages the internal educational activities of the IETF 140 with the goal of improving the effectiveness of IETF operations. We 141 strive to improve the effectiveness of IETF leaders and participants 142 by offering training sessions and educational materials that clarify 143 their roles and responsibilities and prepare them to be more 144 effective in their roles. 146 Following this mission, two types of tutorials are offered: 148 - Process-oriented tutorials, like the newcomers tutorial or 149 tutorials on how to use the IETF tools or how to write an RFC.- 150 Technical tutorials that cover certain technical topics widely 151 relevant for IETF participants such as privacy, security, routing and 152 wireless. In particular, the EDU Team aims for topics where 153 specialist knowledge might affect the work of multiple different 154 working groups. 156 Some time ago, the EDU Team started a series of high-level overviews 157 of the IETF areas. Tutorials can be suggested by anyone. 159 A list of all tutorials, including slides and meetecho recordings, 160 can be found on the EDU Team's web site: http://www.ietf.org/edu/. 161 The EDU Team also maintains a wiki: 162 http://wiki.tools.ietf.org/group/edu/wiki 164 3 Mentoring Program 166 3.1 Mentoring Program History 168 The mentoring program was started by Alissa Cooper and Brian Haberman 169 in 2013. 171 3.2 Mentoring Program Mission, Scope, Current Activities 173 The goal of the IETF Mentoring Program is to match experienced IETF 174 participants with newcomers in order to aid their integration into 175 the IETF community through advice, help, and collected wisdom. The 176 guidance provided by the mentors should speed up the time it takes 177 for newcomers to become active, contributing members of the IETF. 179 Currently, the mentoring program operates only at IETF meetings. 181 If a mentee signs up with enough advance notice (3 weeks or so before 182 the conference), then the IETF Secretariat will arrange for a web- 183 based conference call between the mentor and mentee. 185 Currently, the matching of mentor and mentees is done by volunteer 186 coordinators assisted by the IETF Secretariat. The tracking and 187 assignments are based on a relatively crude system (i.e. XCel 188 spreadsheet). Work is being done to create a set of web pages to 189 assist in this area. 191 4 Plans and Ideas for the Future 193 4.1 Merge Mentoring and EDU Teams 195 Since both activities have a similar mission and are meant to prepare 196 attendees for an effective participation in the IETF processes, we 197 consider to merge the EDU Team and the Mentoring Programme and to 198 organize the Mentoring Programme as an activity of the EDU team. 200 4.2 Videos / Webinars 202 We propose to organize online webinars and/or short videos as an 203 introduction to an area, Internet draft or a working group (WG). 204 These sessions would provide an overview of the topic, position the 205 area or the WG in the overall context of the IETF and highlight any 206 specific hot topics or drafts currently being worked on. 208 Once recorded in high quality fashion, anything that we do will build 209 up a library of material that can be used over and over again. And 210 viewed by anyone, including those busy people who may not have time 211 to attend a session on Sundays. Delivered on a modern Internet 212 platform, these videos can be easily distributed, shared and pointed 213 to, without much effort from the IETF's side. Having more (easily 214 digestible) information available online and providing more context, 215 would help new participants to get familiar with the IETF. It would 216 make it easier to find their way into the IETF workings and identify 217 the areas and WGs they are interested in. These videos or webinars 218 could be used as a stepping stone from which people can then dive 219 deeper into certain drafts and documents. It could also spark 220 interest in other communities that are not necessarily involved in 221 the IETF at the moment, for instance the open source community or the 222 network operators operator's community. 224 Videos can also be beneficial to more experienced IETF participants. 226 The webinars could act as preparation for face-to-face meetings. It 227 could help meeting participants to be more prepared and active at the 228 meetings themselves. 230 This, in turn, could be useful for WG chairs as well if those 231 attending the meetings (or being active on the mailing list) have 232 specific a certain background knowledge. It could potentially 233 increase the quality of WG meetings and drafts and provide more 234 fruitful discussions. It could also help to attract more participants 235 and encourage them to get involved. Having videos that explain "how 236 we got here" for a particular group or draft will be very helpful to 237 encourage participation in a WG by people who may not know all the 238 history. So hopefully, this will particularly help younger people, 239 women, and the non-western world. 241 4.3 Topic Videos 243 The second idea is focused on more targeted topics. Previously, we've 244 used most of our resources on fairly generic, broad topics. Such as 245 the overall IETF orientation. Could we have 5-10 minute videos on how 246 to submit a data model to the IETF, TCP buffer bloat or what the UTA 247 working group is doing? 249 4.4 Remote Participation 251 Many groups have a regional presence. It may be possible to have 252 locations (perhaps at Universities) at various places in the world 253 where people could go physically and participate in IETF meetings 254 remotely -- but together. It is not as good as being at IETF itself 255 but there is still face-to-face contact. In fact, maybe the regional 256 group might decide to focus on one WG or set of drafts and all watch 257 the appropriate videos together the day before and then think about 258 how to comment. 260 4.5 Topic Focused Mentoring 262 Mentors who could guide use of the videos to help someone learn a 263 topic. 265 4.6 Future of Sunday tutorials 267 In this context we would also like to discuss the future of the 268 Sunday tutorials. Do we want to keep them as they are? Do we only 269 want to keep the Newcomers tutorial? Some people suggested that this 270 is actually not the best time for newcomers to learn about the IETF 271 structure (it's either too late or too early). 273 Do we want to keep the face-to-face tutorials or maybe use the time 274 for some sort of advice and consultation sessions? Or maybe do some 275 sort of webinars with people in the room? 277 5 Organizational Structure 279 With all these additional activities, the EDU team needs to be broken 280 into four functions: 282 1. Current EDU activities 283 2. Current Mentoring Activities 284 3. Video Team 285 4. Remote Participation 287 Each will need to have the functions defined and people to staff it. 289 6 IANA Considerations 291 There are no IANA considerations. 293 7 Security Considerations 295 There are no security considerations. 297 8 References 299 8.1 Informative References 301 http://www.internetsociety.org/articles/news-ietf-edu-team 303 http://www.ietf.org/edu/ 305 http://www.internetsociety.org/publications/ietf-journal-july- 306 2014/getting-educated-meet-the-ietf-edu-team 308 9 Acknowledgments 310 The authors would like to thank Jari Arkko and Brian Carpenter for 311 their comments and assistance. 313 Authors' Addresses 315 Mirjam Kuehne 316 RIPE NCC 317 Singel 258 318 1016 AB Amsterdam 319 The Netherlands 320 Email: mir@ripe.net 321 http://www.ripe.net 322 Nalini Elkins 323 Inside Products, Inc. 324 36A Upper Circle 325 Carmel Valley, CA 93924 326 United States 327 Phone: +1 831 659 8360 328 Email: nalini.elkins@insidethestack.com 329 http://www.insidethestack.com