 OK everybody, I'd like to get your attention please. Thank you. I'd like to introduce Paul Astoz and Hayley Johns on the Oaken University, and this is the session on does anyone know what sustainability means? I'll actually take the session for quite excited too. So yeah, I will hand over to you. Thank you very much. Hello ready, welcome to our session as was introduced. Does anybody know what sustainability means? felly we're going to be talking about developing practical approaches to supporting non-tokenistic actions to promote sustainability in a distance learning curriculum. So, I'm Paul, a learning designer in the STEM faculty at the Open University. I'll be taking on a work plan, also the learning plan at the Open University, but I'm in the Welsh faculty. So, a different collection of subjects to work with. Just to, for more people, there is a bit of awkward participation, we're going to ask you to do a bit of work on the tablet and do an eyespray for it because hopefully that's not going to be too terrible. I hope you're quite enjoyable, but yeah, just so for me, if you've got smartphones with you, you can scan QR codes throughout as well to access the resources that we've designed and what to share with you. And just to nod to those online, if you're watching the live stream, you can engage with the QR codes as well, but we won't be able to kind of interact as such as well as we can with the people in the room. So, if you would like to have a copy of the slides, you're more than welcome to. You can scan the QR codes. We are going to just run quickly through what we're going to talk through. So we're going to very quickly explain why we're here today. We're going to look at where are you, as in you, the people that are in this talk. We're going to introduce the team that works on this strand of work, it's not just Haley and I. We've got a small group activity that follows some information about sustainability in module design and then we're hopefully going to share some key takeaways that you've taken from our workshop fingers crossed. Thank you. So, yeah, just a little bit run through why we're here today. Our purpose is to support you to reflect on better practice approaches for non-topic mystics. I really mean for actions of students in terms of inventing sustainability in their modules. And our aims are to show you how learning sign can connect sustainability to kind of form that shared understanding of what practice you can take and consider what that might look like in your own context. Obviously, that's going to look slightly different for everyone. For us, the OU, we work in it in a certain way. It's a different university, so have a look at what we've done and think back. What's really important is that context matters, right? So as we are going through this, it's really important that you think about how you can apply what we're doing at the OU into your context and through the different activities that we're running in this workshop today, you'll get the opportunity to do that as part of the session. So really think about how you can take what you're hearing and kind of considering in this session into your own context and also tell us about it as well. So at the end, we've got some information about how you can get in contact with us afterwards as well. So, we're going to start off with where are you at and where are you? And this is our first panel, so I'm going to, like, get on up and stand to our table. I'm going to give you two a look at what's happening, and you'll see the first few columns are fed up with our ice break activities. So if I take you over there now, you can see question number one. So have you thought about how you might, and that's the same ability in modern times, if you have, tell us what that looks like and what that might look like. And question number two, do you need, I think that should say do you need help articulating and how to embed the same ability in modern design and tell us, let us know your thoughts. Yes. Thank you. Has everyone been able to scan the QR code okay. I can come to you with a QR code on the page if needed. It is exciting. Yeah. I'll show you. Here you go. No worries. So we'll be using this padlet throughout different activities so you can kind of keep it open in the background. Here it's really interesting. So in terms of doing a development field, I think we've done that as well, but it's something that's, there's a lot of momentum in fact with it. A lot of people can watch the same abilities, how it looks to be created from institutions. Yeah. So we can, we can probably spend another 30 seconds or so on this. I reckon we're just doing the ice breaker task. Just scan the QR code if you want to get involved as well. Cool. Perfect. Just whilst we're having some microphone help, obviously you can carry on with the task. Did you add some other thoughts to the both questions if you've added one already. That's totally encouraged. Yes. Thank you for your contributions there, everybody. So the, and as I said, we'll be going back to that padlet throughout. So just keep it open in the background and we can, we'll be using it again. So the, that's all right. So I get to introduce us as a team, and just to acknowledge really that it's not just myself and Hailey that have been part of this work stream. We've been working on various ways to support sustainability in module design at the EU and myself, Hailey, Kathleen, Katrina and James are all part of that group. So just just want to kind of acknowledge their work and input into everything that we're talking about here today as well. Sources from other institutions having looked at this step was to show you those. So we wanted to share that information all the way. Then we started to look out around the EU and find out what other people do and what sustainability looked like in their context around the university. And started to connect, start to make those working relationships with them and thinking about how we would spend the quality of what we would do and how that would translate across to the department to different factors. And then on to that, we gathered lots of feedback. So from learning and thinking about outside of the learning society, both from people around the EU, we've both worked directly with us. So we gathered feedback from them, but we also spoke at links with our own teams learning science in Canada, as well. They wanted from sustainable resources up there. So then we were able to define the end graphics that we made. Step number seven, we considered where we wanted to disseminate content. I'll work up to this problem so that, including looking at this conference and other conferences in our country, and also internally. So through our social media networks and through Yana, things like that, and within the energy. Leading up to planning for policies like this and bringing our work forward to the green gown rules. So those awards at the end of November. If we win in November, yeah. So these are the final four steps of our journey so far. So this year, I and James, my colleague delivered three talks at the Eden conference on our work with sustainability up to that point. And that was kind of built on in the stuff that we're presenting here. So we shared the infographic that we mentioned and we shared how we were starting to use them basically. We then were considering next steps in developing support for colleagues to champion sustainability in this design process. And this led to creating some crib sheets, which you can have by that qr code. They're also already on the padlet. So in the resources column in the padlet, you'll find them there as well. Okay. Those crib sheets are designed to prompt and support people to consider how to use the resources that we've created to have conversations with people and to talk about embedding them. The resources to help the design process. So how you might embed sustainability in different contexts using our resources. Okay. And that's the purpose of the crib sheets. So step 11 then was engaging with students as co creators. This is a real kind of core part of the work that we are doing and bringing student voice into the creation of some of the resources that you'll see on the crib sheet for which is the skills cards. And you'll see the skills cards in the task a bit later. And so these skills cards are were created through students telling us what they wanted to see as kind of skills within the context of sustainability from their point of view. So we gave them some information about the exists from UNESCO around kind of different skills that that are out there that that we are connecting with. And we wanted to get the idea of how the students felt about them and the language that was used in them and how we could make them more student centered basically. So the skills cards that you'll see in our resources are a direct collaboration with the curriculum design student panel at the Open University, which is a group of about 3000 ish student volunteers that kind of come together to provide feedback on various tasks and things that we that we can send to them. So student voice is a real key part of our, our mission, if you will, and it's a really important part of promoting sustainability within your institutions because students are the most important people in that institution in many ways because they are not only there to kind of, you know, bring their experience and their lived experience if you tap into that but they can also think in much broader ways than we can as staff so that there's there's a lot of opportunity there for engaging with students and that's another part of the task that will come up a bit later about how you can do that in your context. And so the final step was planning for this the old conference 2023 so this workshop specifically and then we're hoping that from the ashes of this workshop will we will create a workshop that we can use kind of within the EU and external like from the EU as well so we'll be able to kind of offer that as an external workshop hopefully for the various work that we do with non au people as well. So this I think is on to you. Yeah, so this is back over to me again so sustainability in module design. This is a chance to show you one of the infographics that we have mentioned already so you'll see it in the bottom right hand corner there. And the purpose of creating these infographics really was to, as the title of our talk suggests, promote that understanding of what sustainability actually is and what that looks like in a distance learning context. So that was our starting point for creating these infographics. And we structured them as a series and they are structured in an incremental way as well so each one builds on the previous one. And the idea is that we want to kind of approach module teams who are different levels of understanding so this one for example that you can see in the bottom right is the very first one in the series and it's aimed at module teams and academics who maybe they want to start thinking about sustainability and how that might be embedded into their modules but they're not really sure how to go about it they want to have those discussions and find out more first. So, yeah, as I say it's to spark that initial conversation that initial curiosity about sustainability and provide that starting point for who module teams can talk to so whether it's us as learning designers, whether it's a sustainability lead in the faculty so that might be another academic who has a particular interest. There's different pathways into, into those conversations and if you want to have a look at that infographic as a whole again you can scan the top right QR code just there and that will bring up the whole infographic you to see. And don't worry because the QR code is still there so if you haven't scanned it yet. So in terms of how we use it so the point of the resources here are about how you can embed the process of kind of sustainability in the module design experience for academics but then also have it meaningful for students at the end of the process right. So there's a bunch of questions that we came up with that relates to that basically kind of conversation starters that you can have with staff and the answers to them are linked to the crib sheets so if you want to know more about do you want certain sustainable skills and competencies woven into the student journey, you would see crib sheet three, for example right. A practical way that we've embedded this within module design with a maths module is an applied stats module at level two is we basically we use them to guide a conversation so they came to a design session with no ambition of embedding sustainability at all it wasn't on their radar. But there was a huge opportunity to do that from what they were talking about so that they were talking about the skills and the potential content that in my mind could absolutely connect with sustainability but they just haven't built that bridge themselves yet because they were thinking about maths. So, with the questions that were on here, and I'll just go skip through them slightly so we kind of zoned in on that they wanted to use. They wanted to know the answer to the bottom one sorry so the practical ways to make learning outcomes connect to sustainable skills development so they wanted to adapt a specific learning outcome and then use activities related to that learning outcome to embed sustainable skills which will. Which you'll see on the skills cards when we get there and so the. Each of the responses here can can provide you not an exhaustive way of embedding sustainability but just somewhere to start basically okay. Yeah, and this in perfect, thank you for this is one way of answering one of those questions, so this is another in perfect from that series that we've been talking about all the way through. And this is designed to answer the question, do you want to know more about the current resources on the oh use platform open learn so open learn is a selection of free resources anyone can access them. They are by definition open and the idea behind this is that we wanted to embed things that were already there and to sign post module teams to the wealth of resources that already exists around the university so that were part of our kind of fact finding mission when we started talking to colleagues from different departments in different faculties. This is one of the things that came out of that. And so, yeah the infographics as a series are kind of designed to answer those question prompts and lead multiple teams through that journey of discovering and understanding and then embedding sustainability. And again if you want to scan for this one, you can use that QR code just there. What does it look like in real life, I hear you ask, or shouting at me. There was. So one example that I gave you just before was a maths module. And this example is a geology module so they explicitly are called geology and sustainability so they were already thinking about sustainability but what they weren't thinking about with this, how to connect the learning outcomes and the skills together, essentially. So that was part of the design input that I had but I wanted to highlight how they're embedding sustainability alongside some of the skills that they're embedding. So they explicitly state in text within their material how their material connects with the sustainable development goals from the UN. So at the start of each topic as a couple of hundred words or something so that students are explicitly aware of how the material connects with sustainable development goals. And they are also embedding UNESCO skills within what they're calling geo problems. So there's a series of geo problems which are based on real life examples of geology issues that students might need to overcome but that are explicitly related to that. They're related to sustainability so the idea being that they're able to then embed a whole range of the UNESCO sustainability skills which you'll see on the skills cards in a minute, such as participatory problem solving collaboration, things like that where you can encourage students to look at a problem overcome it. And that in a sustainability context is a really powerful way that module teams can embed UNESCO sustainable competencies in a practical way, and that could be done in pretty much any subject, essentially. Another thing that they have is reflection. So alongside it being an authentic assessment experience because it's a real life kind of work based geology problem that they're overcoming. They also are encouraged to reflect on how they did that. And that's another key part of the UNESCO skills is about kind of reflecting on and, you know, taking a position on certain things and that kind of stuff. So it's really neatly embedded into and quite explicitly embedded into various parts of their assessment strategy as well as their activities and skills. OK, so the fun bit, the small group activities. So we're going to go back to the Padlet, but I'll hand over over to Hailey now. Lovely. Thank you. Yes. So as Paul says, we're going to go back to the Padlet. There will be an opportunity to scan the QR code on the next side. So I'll come to that in just a second. But we have three tasks for you. And each one of these is designed to take around 20 minutes, give or take, if it's slightly shorter, that's fine if it's longer. That's probably fine as well. But each one of these is designed to take a length of time. So we suggest prioritising one is what I'm trying to say, rather than trying to do them all in a short window. But you can see here you have a choice between reviewing the skills cards and the UNESCO competency tree graphics. So those resources that we've made, considering how they connect with learning outcomes and all activities. So that could be starting to apply that to your own context. Reflecting on including student voice in design of content. And then the third task is considering authentic assessment in the context of sustainability. So those are the three options. Here's that QR code back again. And yeah, I think everything else up there I've said. So yeah, prioritise kind of giving a decent chunk of time to one of those tasks we'd suggest. Details will be on the Padlet. There's time included in that activity time to read through the information that is in the columns on the Padlet. And then you'll see the task text there as well. And in a minute we'll bring up the Padlet slide as well. The Padlet page even. Has everyone had a chance to scan the code? Is that all okay? Super, lovely. So I'm going to close this one and bring the Padlet back up. Here we are. Yeah, so if you just scroll across to the right, you can see the three tasks. And if you have any questions as you're working through, just shout out. We can do our best to support you. And if you're watching online, we'll probably mute our mics at some point now, just remember, so that you aren't just hearing kind of discussions about the task, but do feel free to engage in the activity. If you'd like. If you'd like to, yeah, absolutely. I'm just going to mute it now. Oh, thank you. Yes, absolutely. Yeah, yeah. So everything that you've shared is freely available to you also. But the key is that we want to know how you use them. So that's the most important thing. Just what it is. Yeah. So it's 225 now. Like 14. Yeah. At the latest. It's so bizarre. I keep on forgetting that they're there and then like remembering last second. And that's OK. I think it's gone well so far. And that hasn't been going, which is nice. You are a bit. Yes. It's really nice to hear that. It's when we've been talking through it. In reality. Yeah. Yeah, yeah. Absolutely. Yeah. Oh, I was going to say, do you think we should? Like at the end of the slide about it just says the open university or we could go back to our tasks. That's like doing. We should ask the chairperson to take a picture of us so that we can put it on. Yes. It will be interesting. Yeah. That's the thing. Yeah. It's like the room could have been packed. Yeah. So it's a good, good, good amount of people. Yes. Yes. So Marina. Have you met Marina? Sorry. I shouldn't introduce you properly. So she used to be an elderly in our team. So she worked in. The one that now is the senior in FPL. Yeah. So at the time that wasn't a senior. She was the learning designer in that team with Marina. She let to go to our. So she went to do. I think the similar role or maybe maybe like. I can't remember if it was a senior or like a slightly different context of the role. But yeah, that's so she, but I only ever met her online. So she was so she was like, it was like right near the start of when I first joined. So it would have been like the first three months or something. So yeah. Yes. Yeah. Yeah. Yeah. Yeah, absolutely. Yeah. All right. I almost didn't recognise her at first. And then I was like, God, it's you. Yeah. I'm going to go and do a little walk around. People are able to access things and stuff. Are we all okay with the task and you've accessed it? Okay. And any questions? Okay. That's okay. No, that's fine. No problem. Yeah. Yeah. Just as long as you can access it, that's the main thing. So yeah. Indeed. Indeed. Have you guys been able to access the task? Okay. And you're happy with what you're doing. Yeah. Good. Okay. Perfect. Well, if you have any questions, just shout. Okay. And you guys have been able to access the task. Okay. No, no, that's okay. Let's talk about it. So which task have you chosen? Perfect. Okay. And. Perfect. Okay. And so your question is. So the aim is to look at the cards or the, the information that's in that column. So. Yeah. And then the, the, I think the skills cards are underneath it as well in the column. Yeah. So everything that you need is in that one column. And then, so the aim is to review those and then think about the answer to question to number two, which would be kind of think about how you could use them, use the cards in a design session. Basically. So yeah, that's the. Yeah, that's absolutely fine. No, no, that's fine. Take some time to kind of absorb it. And then, and then if you have, once you've taken that time to absorb it, I'll come back to you in. So these are, so these are for staff involved in the creation of content. Yeah. So we've got plenty of time left of the task just so we all know. So we've got about just under 15 minutes of time to, to go through. I'm just trying. I don't know how much we've got left after the task. It's just the takeaway and stuff, isn't it? I should see. Yeah. Yeah. Too bad. Yeah. Yeah. No, that's okay. And then the time questions, I guess. So yeah, I think we're doing fine for time. It's like, if we get to 42. And then the rest will take about 15 minutes. So yeah, it's okay. Yeah. It is the digital information literacy. Yeah. Yeah. And your explanation was perfect, by the way. We should have acknowledged that. Yeah, that it was a deliberate choice. I think you've just had an official photograph. Or there's just a random one. Take pictures of everybody. Got about six minutes left of the task. So if you haven't yet, please take this opportunity to add some stuff to the column of the task that you're, that you have selected. So try and answer the question. For the prompts number two in that column. I can see people typing. That's good. Yes. Yeah. Yes. No, it just. No. Yeah. It means people are adding content. Yeah. That is good. Yeah. Go for it. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. I think like acknowledging that. People. Like the benefits. It's one of the information to take on. And so I like that when we come back. It's been like a kind of reassurance that's okay. That's normal. So. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yes. Yes. Exactly. Yes, yes, exactly. So, yeah, we can kind of, I guess, people, then, yeah, acknowledge that that's okay and normal. It's you, isn't it, that's bringing people back. Yeah. Yeah, yeah, yeah, you do that and then like you can kind of like this. We've got time to kind of briefly acknowledge that we're about to get people to reflect on things. So, you know, that kind of stuff and then you can come over to me and that's fine. Yeah, a couple of minutes, I reckon. Yeah, yes. So, three more minutes to add your thoughts to the task board. Oh, sorry, yeah. And just to say, obviously this padlet will be open for the rest of time. So, if you wanted to kind of go back to it and reflect and add stuff afterwards, that's totally fine as well. So, you're more than welcome to reuse and come back to this at any point. Just that I've flagged that. Okay, thanks everyone. We're going to stop you there if that's okay. So, that's been our 20 minutes on these tasks. And yeah, just to acknowledge thank you so much for the thoughtful conversations that you guys were having. It was really nice to come around and listen to what you were saying. And it is a lot of information to the process, so thank you for your patience with that as well. And yeah, we sort of acknowledge that there's a lot going on there. So, yeah, thank you for bearing with us on that. So, let's go round and just ask for some reflection. So, who had to go at task A? I think you guys were on task A over here. Do we have any other task A's? Yeah, cool. Who would like to go first just to kind of share a few reflections in a nutshell? Super, thank you. I was thinking about sort of a bigger picture as well. Thinking about how these shoots would be used to go to sort of budget columns and procurement teams to say, we've got to take the sustainability which is almost a step before the design output. And the idea of educating colleagues as well on the sort of drilling down into more specifics about sustainability. I think we talked about lobbying and having those sort of workshops in the way of the next step workshops that we take place. And we talked about individual sort of learning experiences, which is why I love learning children and thinking about how to want a person sustainability with money. It's been absolutely fun. You can go then, suggest specifically. Also, I was thinking about where I work and it's dotted around the country and the world. So, sustainability is very different in the enemies that they're in. And the idea of sort of reflecting as well, thinking about what we do do, taking a moment to look at what we do. So, sustainability is, and that's quite what we can and just sort of how to be there nearer by and where. Yeah. That's brilliant. Thank you very much. That's fantastic. Thank you. Should we go to you guys over here? Who'd like to share a few thoughts about what you discussed? Very probably about the resources that you yourself used there while something was going on in those times to make structure in the conversations, start it up, then considering what you mean by sustainability a bit more specific on me. Like, does anyone know what sustainability means? Like, it's left sometimes for people to interpret that however they do. It's like it needs to be more specific. And the way it's going around skills as well is nice because it's something that people would be doing anyway. For all of us, I would be using this. So, I think getting, I don't find that the backstory exists because the way it's going down is actually very easy to see what you're doing. So, they don't feel like it's something that you can do. Yeah, exactly. It's like, oh, I've got to do accessibility requirements. I've got to stay with the information, you know, all these things. And it's quite overwhelming when we get to design phase where you're having to design a lot of these partners. But actually going, well, what does it really exist when you're doing, makes it a little bit more of a conversation starting. And then you're going to do this. Yeah. Yeah. What else can you do? Yeah, brilliant. Thank you. Just for the online people, I've just turned my microphone back on. So hello and welcome back. We're just reflecting on the task. There we go. Sorry. There you go. Thank you. We should pass the microphone round. We have a more portable one. We would have passed it round. Sorry. Did we have any task fees? Yeah. Do you guys like to share anything? It was a little bit challenging at home. I'm sure you have. So tasking is all about something of this kind of panel. I was committed to the student input. So looking at the input to say something that could be really good. And so one could, the university has the student staff committee that already exists. And so it could be quite nice to incorporate and develop that further. And to try and include volunteers who would want to be in that panel and to ensure that there's a diverse range of students at the moment. And to be involved in everything fresh. And by including the student voices, it keeps everything relatable and up to date. And that also ensures sustainability and longevity of those for that material. We would also make sure that things are always accessible and stand to again make things sustainable. I think it's a focus right a bit on this co-creation and co-design like initially before the activities were made. But I also think, you know, taking into consideration feedback afterwards is also going to have that continuous group of improvements. And then also spoke about some specific actions to take. And I suppose it's always going to be difficult to involve students and things and to kind of motivate them. And so I think maybe some sort of incentive around that possibly. Thank you. That's pretty fantastic. Thank you very much. Did we have any people who worked on task C at all? No one? I see if that's OK. No worries. Brilliant. Thank you. So I can hand back to Paul then for our. Yeah, so the. There was a slide that just says reflection, but I'm just going to ask you to scroll across to the reflection column in adlet. And this is where I'm going to ask you to reflect. So the question is, if I grab my notes. Oh, thank you. Is what might you take forward into your context and when attempting to embed sustainability within the design of course material. So what might you take forward? And I can give you a couple of minutes just to reflect on that. That's OK. I think we've got about seven minutes. Yeah, it's OK. But thank you for this. And obviously the question is in the pilot. So what might you take forward into your context? Well, I'm writing that just to acknowledge that what I'm about to talk through is the key takeaways or possibly Hailey. I can't remember which way around it is. Are also in the paddlet so you can review those later too. Yeah, and just whilst you're typing, just to connect with some of the stuff that was said before, I think embedding sustainability definitely shouldn't be this bolt on. It should just be kind of part of the process. So trying to think about existing frameworks that this information can connect with. For us at the Open University. Sorry, I just switched the microphone for the online people. So for us at the Open University, it's connecting with frameworks like the employability framework and the digital information literacy framework, which are existing ones that connect really well with the skills that are part of the sustainability skills cards that we've shared. So it's not just about thinking about how to bolt it on. It's about how to literally embed it into what you do currently. And that's part of taking it into your context. Yeah, yeah, sure. That's fine. The EDI framework is now compulsory in order to use it. Yes. So how far are you getting these resources? Pretty far along. Yeah, so there's something at the EU called the inclusive curriculum tool, and we have embedded sustainability prompts into the newest version of that. So it's becoming part of the kind of business as usual to review alongside existing inclusive frameworks and equality and diversity kind of checks and things. So it's becoming less of a bolt on and more of a kind of something that's integral as part of other existing stuff. So yeah, it's getting there and we're much closer than we were, you know, even last month. So yeah, it's good. So I'm going to unfortunately end the time here of this reflective task in the column. But if you're still typing, do for free to finish what you're writing. I'm just aware that we have five minutes left and I want to finish the session on time like a good learning designer. So I'm going to hand back to Hailey. I'm going to go back to Slides if that's OK. So apologies that I don't have time to read through some of your reflections, but I will look at them later and thank you for your time in putting them down. Really appreciate it. Super, thank you. I'm just going to check that I'm not muted. Lovely. One of the last things we wanted to say was just this is how you can stay in touch with us if you'd like to and if you'd like to share, you know, what you end up doing or what you're already doing on your sustainability journey at your institutions. And we'd really love to hear about that so you can get in touch with us via Twitter. We're still on the bird. We're not using the X. Sorry. Sorry. And you can also email us as well. So, yeah, a couple of different ways to get in touch with us there. And we are really keen to put together a kind of reflective piece on our Open University Learning Design blog about how different institutions are embedding sustainability. So well worth reading. We have loads of excellent colleagues who write for the blog. So if you haven't already seen it, go and check it out. And if you'd like to be involved potentially in a post on there and do reach out and get in touch with us, we'd really like to hear from you. And I think that brings us to our key takeaways. So those are on the Padlet. If you want to have a recap of them at any stage after you leave. But yeah, just a few key points. We wanted to focus on identifying those non-tokenistic really meaningful actions that can support change knowledge building and skills development. So hopefully you've seen that in what we've produced and create opportunities for student input into resource design because their ideas, their comments and their critiques are invaluable. So that's part of our CDSP curriculum design student panel work. Hopefully you've seen that throughout our session today as well. And then finally, recognising that everyone's journey towards taking that meaningful non-tokenistic action to embed sustainability will be different. And I think everyone's kind of explored that through those tasks today as well. So hopefully you've seen how it might be applied in your own context. I think that's everything. So just to acknowledge before the applause, which you obviously richly deserve, there's resources and links at the end of slides, which are also available on the Padlet resources slide columns, which is the last column in the Padlet. And that's it. Thank you. Yeah, so any questions, I guess you've got two minutes. We won't look at you. It's okay. We've not got any resistance that is already too important. Yeah, it's a really good question and it's actually a really important question because that is one of the first barriers that we addressed actually as part of the work that we were doing with some of the module teams that we have worked with these resources. So kind of like the answer that was given around there around existing things that are happening. It's about not making it seem like it's additional work because it's not. It's about how these skills fit into what's already there and if it is overloaded, we would also be having a combination about reducing the work as well. But to answer your question specifically, it's about how what we've shared with you connects with what's there and how to make that meaningful for the student experience. So it could just be something really small, like one of the skills, for example, but that has a really big impact on the learning experience. It could be, you know, like a collaborative task, for example, that exists in the material, but they hadn't really thought about explicitly connecting it with skills from the UNESCO competency framework, for instance. So that kind of thing is how we would indeed have gone about it. Yeah. Yeah. Thank you so much. Cool.