Bookmarked Atlassian’s guide to agile ways of working with ITIL 4 (Atlassian)

ITIL 4 is here—and it’s more agile than ever. Learn tips to bring agility and collaboration into ITSM with Atlassian.

In this guide, Atlassian and AXELOS have partnered to help jumpstart your agile journey. You’ll learn eight practices typically used by high-velocity IT teams, and tips from the Atlassian Team Playbook to bring more agility and collaboration into ITSM:

Source: ITIL 4 is here—and it’s more agile than ever. by Atlassian

Akshay Anand, Paul Buffington, Ian Buchanan and Teresa Fok from Atlassian and Axelos come together to provide a practical guide for working with ITIL 4 and Atlassian. The whitepaper begins by addressing the guiding principles to ITIL:

  • Focus on value
  • Start where you are
  • Progress iteratively with feedback
  • Collaborate and promote visibility
  • Think and work holistically
  • Keep it simple and practical
  • Optimize and automate

It then explores the practices that the ‘best performing IT teams typically use’:

  • Continual improvement with retrospectives – This can involve two continual improvement practices: the Improvement Kata and retrospectives.
  • Agile project management to speed up project delivery
  • Knowledge management to empower team culture – This can involve aggregating your team’s knowledge in a single repository.
  • Customer-centered service desk and request management – This often involves a focus on developing resources and processes to support self-service and sharing documentation with lower levels.
  • Adaptive incident management – This involves planning, responding, and learning from every incident.
  • Streamlined change control through automation and collaboration
  • Continuous delivery for deployment management
  • Integrated software development and operations teams – This can include shifting your mindset towards better collaboration, tighter integration, and shared risks and responsibility.

I found this paper interesting reflection upon my practices, as I feel that I am already doing many of the things intuitively, but that ITIL framework provides clarity on how to talk about this. For example, a few years ago I developed public facing catalogues associated with reports and guides which can be understood as a “Shift left” approach to setting up self-service strategies. While when implementing the eLearn solution, I created a process to support learning from incidents through the creation of a knowledge base organised into different modules. This was then used to develop proactive actions to prevent such incidents occuring again. I also introduced introduced Trello and Kanban to my team as a means of managing projects collaboratively.

Liked (

The Agile Manifesto is an immune response on the part of programmers to bad management. The document is an expression of trauma, and its intellectual descendants continue to carry this baggage. While the Agile era has brought about remarkable advancements in project management techniques and development tools, it remains a tactical, technical, and ultimately reactionary movement. As long as Agile remains in this position it will be liable to backfire, vulnerable to the very depredations of bad management it had initially evolved to counter.

Bookmarked Research Hub (

Use these research resources to search for and evaluate evidence-informed teaching and learning approaches to guide your Teaching Sprints.

A range of educational research collated by the Teaching Sprints team focusing on retrieval practices, formative assessment, learning intentions, effective instruction, cognitive load theory, meta-cognition, engagement, and social and emotional learning.
Bookmarked Scrum Project Management | Inquiry Hub for Educators (

Scrum is one of several forms of agile project management. One of the key designers of Scrum is Jeff Sutherland. There are many online videos describing the process, roles, and terminology. Here is one video summarizing the book and outlining the process:

A breakdown the scrum process as outlined in The Art of Doing Twice the Work in Half the Time by Jeff Sutherland

“Dᴀᴠɪᴅ Tʀᴜss @datruss” in Dᴀᴠɪᴅ Tʀᴜss ∞β on Twitter: “Resources for the presentation shared here:” / Twitter ()

Listened Innovation in Learning Design from Happy Steve

I recently had the pleasure of being invited onto the Atomi Brainwaves podcast on the topic of Innovation in Learning Design.

The timing is excellent because after 4 years of working with commercial organisations, I’m delighted to be bringing some of my focus back to schools and learning. The episode was recorded about 6 days into the COVID lockdown.

Steve Collis spoke on the Atomi Brainwaves podcast about her journey in regards to learning and innovation. Reflecting on his experiences, Collis talks about the importance of creating the culture of change at the top. For him, this came through messages, such as ‘do then think’ and ‘ready fire aim’. This was about doing small changes which could then be incorporated into the daily practice along the way. This is in contrast to spending months preparing change for the following year. (An example of such learning experiences was the decision one year to have the first two days to be without teachers.)

For Collis, the big challenge he faced was reimagining the human journey. A key to this was breaking the traditional approaches to education and differentiation – what John Goh calls our ‘default’ – where each lesson involves three different groups/levels that often succeed as teachers work so hard to make it work. The problem with this is that it treats learning as a linear process that runs to strict time and place.

To help make better sense of this change, Collis spoke about the Touchline Model to capture the current state of play and how we might change it. This involves unpacking three structures: physical structure, information structure and our shared social structure. Here is a summary from the Amicus website:

When working with Amicus’s People and Culture consultants the first thing that is achieved is a direction-setting module which covers our report and design-briefing document, we take into consideration all three touchlines in an integrated fashion. This means in practice that we unpack your aspirations for the move into practical implications for not just the physical space, but also the information space (e.g. your technology toolkit) and organisation space (e.g. routines, meetings, spatial protocols). The goal for any new workspace should be a capitalisation on what you can truly achieve. The office lease or motivation to move only rolls around every 5 years or so, so ensure your organisation makes the most of it.

He also talks about the model in his presentation at DEX 2019 conference.

Another important ingredient to change is the design for emergence. This is where teachers design deliberate constaints. Often the argument is made against ‘direct instruction’ and specific information, however the issue is not the instruction, but the fact that such instruction is not at the point of need. Collis spoke about the use of flipped instruction and providing students more choice and autonomy as to when they accessed this information. Therefore, such shared learning narratives often involved a number of choices or spaces. This often included a help desk which was run by both teachers and peers. Where such spaces differ to the open planned movements of the past is the place of technology to make such learning more doable. This includes both Google Docs and writable surfaces. With all of this, the question is always about finding the right balance. He discusses this further in his TED Talk.

Associated with leadership, Collis touched on the fact that it is easier to drive change when there is nothing to lose. For example, this is at the heart of Templestowe College’s success. It is also interesting to think about this in regards to Simon Breakspeare’s work with Agile Schools. However, Collis also touched on the risk of trauma about changing too much too fast. For me, the danger of coming up too fast is that we risk getting the bends. In this respect I guess leadership is also knowing when to pull the break. See for example Richard Wells decision to press pause on the move to reimagine learning in the school he is in.

Liked School Reborn 2020: part 11 – keeping open & agile! (EDUWELLS)

For the last 5 months, we have had 16 teams of 6 teachers working on interdisciplinary units that combine 3 of our traditional subjects. This was on the basis that each unit was 9 weeks long and most teams by now were pleased with the planning so far. But … and it’s a big but … it became obvious to all that 9 weeks was just too little time to do anything significant. Our middle leaders proposed us cutting the number of annual units to 8 and dividing the 16 units already planned over two years. This just made too much sense to nearly everyone and we quickly moved on it.

Liked How Do We Build 21st Century Business Skills? by Tim Kastelle (

So this year we launched a new MBA Industry Project program at UQ.

The way we pitch it to businesses is: do you have a problem that you know is strategically important, but you don’t currently have the bandwidth within your organisation to find the best solution? If so, we will put a team of MBA on that problem for one semester to help you find the best way forward.

(And if so, and if you’re in Australia, and you’re interested, please get in touch!)

The way we pitch it to students is: if you look at that list of 21st Century capabilities, and agree that they are important, this is the best way to build them.