 So welcome everybody to our panel this morning been anticipating this for a while. We have a really neat group of current and former co-op students with us today. So, yeah, we are here to introduce you to some wonderful learning technology rovers. And so I'd like to begin with a land acknowledgement. I'm speaking to you this morning from the traditional ancestral unceded lands of the muskium slay with tooth and squamish people. I'd like to acknowledge the privilege that I have in being able to live here and to work here. And I'd like to acknowledge the continued learning that I feel I need to commit to and reflecting on these lands that I'm lucky enough to reside and work upon. On behalf of the whole panel, we recognize that land acknowledgments are only one step towards reconciliation in that we encourage everybody to continue to educate themselves. We found native dash land dot see a website is a really good place to start. We will be sharing some resources. And so feel free to check on the chat throughout the session. Yeah, and as mentioned, we're recording today so please don't feel obligated to have your camera on. In fact, while you're just listening along. You may as well have your camera off there's no no need to turn it on. Yeah, and if as we get to the end, if there's any concerns with the fact that we've recorded the session. Please let us know and we would then, you know, revisit whether we actually post the recording or not at that point. Let's see. Yeah, the captions have been enabled as was mentioned in the chat. So you can look for the button at the bottom of zoom if you're interested in that. Yeah, so I guess we can go along and something that I want to introduce before we get into deep is this differentiation of a learning technology rover who is based in a faculty versus a learning technology rover based in the LT hub. So yeah, we the origins of the the LTR program was in the faculties and so CTLT and the learning technology hub collaborated with the faculties and through the funding that was provided the faculties hired co op students to help them out. And so that was how it started. And then in the COVID-19 pandemic, the LT hub team needed to grow. And we had a lot more support to provide and so we looked to actually create some rover roles within our team in order to further the capacity and the support that we could provide. And it worked out so well that we've kept them past the end of what one might consider the pandemic. I don't know is this COVID-19 have an end depends who you ask, I guess. And then there would be debate on when that was so. But yeah, it's the really co op students are fantastic. And that's a big part of what today is all about. So I just wanted to differentiate the two groups of rovers. And we have both groups represented today so the panelists will introduce themselves to you shortly. The other thing I'll say is that we had academic continuity rovers or canvas tech rovers at different points earlier in time. So just different language for a very similar role. The canvas tech rovers were during the canvas implementation project to UBC and the academic continuity rovers were during the COVID-19 pandemic. So if you've heard those terms, that's where they come from. So yeah, I will turn it over to the panelists and I think Sam you're up first to introduce yourself. Yeah, for sure. Good morning, everyone. Thank you for joining our panel. My name is Sam, my pronouns are she her her and I'm joining this panel today from the unsurrendered, traditional and ancestral territories of the Muslim people. As an uninvited guest on our lands, I would like to express my deepest gratitude for being able to study, work and live here on territories that are not my own. And a little bit more about me. I'm a fourth year undergraduate student majoring in sociology and religious studies. And I'm currently working as a learning technology rover in the central LT hub. I'm actually just finishing my co-op term in like a week or so. And I'm excited to show my reflections and my experiences from the call term today and be able to talk about my own teaching and learning journey that I have experienced through the LTR program. Currently, my main duties of the LT hub includes supporting students and faculty with their learning technology needs through the phone line, the virtual hub and the ticket ticketing system. And I've also been involved in projects regarding website updates, canvas training sessions and testing new features on canvas and canvas catalog, which as we all know are the main learning technologies we all use every day, whether we're instructors or students. And yeah, I think that's pretty much it and I'm excited to be able to share my experiences and reflections today. And I will pass it on to Ryan to introduce himself. Thank you, Sam. Good morning, everyone. My name is Ryan. I'm speaking to you today from the traditional ancestral and see the territories of the slave or tooth, Musqueam and Squamish nations. And as Tim has mentioned before, I recognize that this is only a first step. I am an uninvited guest on to these lands and there has to be continuous learning on my part and everyone's part to reconcile with the land that we are on today. I am, I was previously a learning technology rover and subsequently an academic continuity rover for the UBC frontside department, where I helped to edit and upload lecture videos for pharmaceutical science students also help to manage or kind of oversee some lectures that were conducted online. And currently I'm working as a private tutor for prep Academy tutors and I'm very excited to be sharing my experiences in this panel. Hi, everyone. My name is Chaitali or try for short. My pronouns are she her hers. I want to acknowledge today that I'm an uninvited guest joining from the unceded and traditional territories of the semi moon catsie quick with them quantum kick it and to awesome territories. So a little bit about myself. I was an academic continuity rover for 12 months during last year and I was assigned to the faculty of medicine. So in that role my main, you know, I was the main point of contact for all kindness related increase and basically supported faculty members who use canvas to distribute their courses. But other than that, because the faculty of medicine is really different to what I had experienced as in the faculty of arts. They had a lot more projects going on and I also had the opportunity to work on projects such as graphic design, video editing and other educational technology tools that I never experienced before. And I graduated this year in May and I'm actually back at faculty of medicine in a different department and I'm working as the VFMP administrative assistant over there. So I'm excited to share all my reflections of what my journey has kind of looked like. Good morning, everyone. My name is Ira and I too would like to acknowledge that an uninvited guests on the slave to Musqueam Stolo and Squamish lands. I am entirely grateful and extremely privileged to be able to study and work on their lands. A little bit more about myself. I worked as an academic continuity rover as part of the learning technology hub from May to December 2021. A lot of the duties included providing tier one learning technology support similar to SM where we were all communicating through our ticketing system or phone line or drop in support. I also helped revamp some of the tool guides available on the LT hub website, including creating peer scholar student guide and revamping the turn it in guide. So as for what I'm doing now I'm actually entering my fourth and final year as a psychology student here at UBC and on campus I worked as an international peer advisor at international student advising and off campus I work as a behavior interventions. Lovely to meet you all today. Alright, yeah, thanks for those wonderful introductions. And yeah, I guess we can probably, we can share those those resources. I think our slides will actually be posted up after the session on the wiki page. So you'll be able to find them there. Just a few notes. So that's the end of the portion that has slides. And so we're going to move into the more traditional panel part of this now. So hopefully you can see all of our panelists spotlighted here. However, depending on the size of screen or device that you're viewing us from, you might get a slightly different experience. But hopefully this is workable for you. And so we how this will work is there are a few set questions that I will ask to the panelists to get us going. And then I would open it up to the audience to ask questions at that point. So, if you have a question feel free to. We can, yeah, we can use the chat so feel free to even type your question in the chat, or if you would prefer to state it out loud feel free to put up your hand, or state in the chat that you'd like to ask a question and then I will do my best to get us through those in the order that they come. So, yeah, that's that's roughly how this will work. And my first question here is for Ira. So we'll get started. Ira, can you tell us what is the learning technology rover community and how does it fit into UBC. Yeah, it's a wonderful question because I honestly think about it every day. The learning technology technology rover community is all around us. It's the people who are in front of us here today. And it really wouldn't do them justice to simply call them students who are working across the faculties, because they are truly one active and contributing members to make sure that UBC runs smoothly on a day to day basis. But most importantly, they're also advocates for students and sharing that perspectives and their well being is considered when we provide learning technology support. So, I love and appreciate the learning tech rover community because there's still people that I connect with today. Great. Thank you, Ira. So the next question is for a Sam. What are or were some of the highlights from working as a learning technology rover. Yeah, for sure. So as Ira mentioned, the learning technology community is very tight. And I think that was definitely one of the highlights for me working in this office and being able to really rely on all the other rovers. Whether it be through problem solving or troubleshooting tickets together or simply helping each other cover shifts or, you know, getting advice and just that general feel of community. I really appreciate it. And most importantly, I think, as a learning technology rover you help students and you help instructors and you help faculty and at the end of the day you feel this immense sense of gratitude and you feel like you've actually made a difference to the way people interact with learning technology. And so I think for me, really the community part and the meaningful impact that we do have on our UBC community and like Ira said we really help you know make sure that the everything runs smoothly during your during your courses, and we really help both students and instructors reach the full potential of their courses and get get the most out of the course by utilizing so many learned technologies so I think that was definitely one of the highlights for me. Wonderful. Thank you, Sam. So the next questions for Ryan. And so what challenges have you encountered while working as a rover. Yeah, for sure. For my personal experience. I've worked as rover doing the COVID pandemic, as was mentioned earlier. And I think, for me, other people might have different challenges than me but part of my, the challenges that I face were just the fact that I wasn't like in the office, often, or actually at all during my co op term. So, most of the time. There wasn't a lot of like connection between, say me and the kind of results of the work that I did. I think the office and kind of the whole rover community trying to combat this by making a lot of regular weekly check ins, which I really appreciated I think that was a big highlight of kind of working in this community and I really enjoyed talking to everyone. But it's true that while working from home is great. The, it does make it a little bit difficult to see the results of what you did. Even though there might be a huge impact to to students or staff of faculty. Yeah, thank you Ryan. Definitely some some good insights about the ups and downs when there was a point where every course was told to move online. And I know that that was not an easy transition and I think you hit on some of the key reasons there. All right, the next one's for Chai. So, what insights have you gained from your reverse role of teaching instructors. Okay, so that's a really good question because the faculty of medicine is a little different to all the other faculties. All the instructors in the faculty of medicine are actually practicing clinicians so they're also full time doctors. They're recognizing that they're overburdened in our province and they don't, they have very limited time. It really gave me an insight on like, first of all the healthcare system but other than that it also like provided me kind of like the skills and how I needed to keep my information precise and clear. The insight basically is that you know, communication is one of the most important tools like I really recognize the port of some communication and communicating the information information across very clearly. The other thing is that you know, education itself in all faculties is very transformative, but in the same sense it's there are also other aspects that are very dated. Like we're going in the right direction of transforming education and bringing it up to speed with the technology around the world. But I feel like there's other aspects that you know we're currently working on that still need to be brought up to speed. So these are sort of like the insights that I was able to gain while I was teaching faculty and like you know understanding that they're human beings and understanding that communication is like basically the most important tool and you know for example if an engineer was able to make like the most complex and you know useful tool that is out there in the world but he wasn't able to communicate that across to his audience. That tool is basically useless. So in my role as a rover, I had to learn how to create these communication tools and make sure that the other person basically understood what I was trying to say. Oh, thanks for that. It's a good window. It's, it's, it's there's there's that space of not knowing we just really there's so much else and somebody else's life and we only get to see one small snapshot during class or during interaction with them so yeah I really like that acknowledgement. So I've got one more question here for each panelist that is in in planned order here, but I encourage the audience to, as I'm going through these last few here to start thinking of some questions to bring forward because your opportunity will come up quickly. So, yeah, okay. So back to Ira for this one. So, how have the teaching and learning dynamics changed in your role as an employee at the university compared with your interactions as a student. Yeah, so after finishing my term at the LT hub. I did another call of term and then I finally went back to school. So it was a really strange transition being a student again. But I think it made me realize how different you are as an student the role that you have a student versus an employee. I think as a student you truly just obviously absorb your question and you think a lot about the information that your professor presents in class. But whether you know there's very little opportunities for you to present feedback, unless you feel comfortable providing that to your professor. So what I mean as an academic continuity rover is that you are working as part of a team. You are constantly giving feedback, whether that means on projects that you're working on, but also on ways on how to say like, Oh, there's a better way to state the support to his larger group of people. And that you're constantly giving feedback and as an employee working as part of a team. But as a result, it feels like your contribution is a lot more important. It's being felt and is being heard. And I think there's a lot of that reciprocity of as an employee as an academic consumer over that I've been really entirely grateful to because it's just being more confident in outside of being an employee inside of being assumed but just being as a person overall. So yeah, it's really that part of knowing that your contribution is important to that feedback. Next one is for Sam. So how do rovers help with creating and optimizing learning environments. Yeah, that's a great question. I actually thought of like three key areas that I think are very relevant to this question and sort of the learning environment as a whole. And I think like I said, at the start rovers really help both instructors and faculty get the most out of their course. You know, for students is to actually follow along and be able to submit assignments and do things like that and for instructors is to really design courses in a way that makes it very easy to follow for students and very easy to serve you. And we help with those troubleshooting like issues or we provide advice, and as rovers, one of the greatest things about being a co-op students that you're also a student. And you've taken these courses, you know, not so long ago and you're able to provide feedback to an advice to the instructors from a student perspective. You know, you can really use that to your advantage and sort of guide the instructors to like use learning technologies in the way that will be beneficial for students, specifically. And I think in that way, we really help optimize the learning environment. As part of our jobs, we also work on projects. So we, for example, for one of my projects, we worked on website updates. And what that involved is testing and going through all the instructions that we provide on our public website. And what that does is not only does it reduce the number of tickets that the LT help gets, because we are able to provide clear and concise instructions that, you know, the general public is able to follow. But we also contribute to the way that both students and faculty are able to interact with the website and are able to see the new features that all these learning technologies have or be able to plan their course based on the all these like different features and all these technologies because there's so many of them and they all have a different outcome and they all have a different usage. And so I think, yeah, I think we just really help make everything run smoothly. And yeah, and we explore and test new features all the time and we document them. So I think that's very helpful for instructors who want to plan a course in a certain way. Yeah, thanks to Sam. Yeah, and there's there's there's a lot in there one one point I'm hearing is that the technology is always changing and it could be challenging to keep up. And that includes the instructions on our website it can be challenging to keep up with. I mean, they never move the buttons around in zoom or canvas or they never change the icons or how they're labeled right it's always been consistent forever. No, they've never modified any of them. So yeah, no it's it's it's a really good point. Yeah, and I really like that on student perspective to that you're bringing into those conversations and interactions. So, next up for Ryan. How do co-op students play a role to help with student staff and faculty well being. Yeah, that's a great question and actually some actually touched on a lot of things that I wanted to talk about as well. But I think that I think that faculty students and staff they kind of have their roles that they play and kind of like their job descriptions that they kind of carry out. For professors for instance they they kind of like manage their courses and as some kind of mention, they're trying to design the course in a way that's very easily transferable to the students and students are there to kind of learn the best from the professors. And in between that kind of like that communication with the technology is kind of where the co-op students kind of fit in and I think it's it really helps that these close students like us are kind of helping to facilitate the communication because as mentioned. We were once students as well we're still students but you know, we were students that kind of took these courses and we've had experience being on the other side of that teaching experience. So we know exactly what it's like to be a student navigating the site. What kind of things we wish we could access how it could have been more accessible to us so that the learning could have been better for us for instance. So I think, especially for me in my experience. When I was a rover working for UBC farm side, I really took that into account as well is really interesting to see kind of like the back end how can this looks like, and to really finally know what things you are able to do with the website as well. But to come back to the question. I think this really helps for the well being of all parties because everyone's able to kind of carry out their job properly kind of focus on you know professors get to focus on just designing the course for students. Students get to focus on learning the best that they can and us as co students in between, we are helping to facilitate that communication. We are really helping to facilitate, you know, our role is to make sure that the technology is appropriate for learning and to make that as easy for the students faculty and staff as possible. Thank you, Ryan. Okay, and I've got one more here before I'll open it up to audience questions and this one's for Chai. So, how has your co-op work term as a rover continue to have an impact after the work term ended. Okay, so I feel like the biggest impact is of course that it allowed me to get a job. After I graduated, I was so stressed out about that but my rover experience in the end really did help me, you know, secure a job and kind of believe that stress. But in all seriousness, I think my rover experience that I had for 12 months, it really allowed me to build a very strong skill set. I don't think other, you know, other job opportunities that I would have gotten might not have had the same, might not have provided me the same opportunities to build this skill set. As a rover, I was required to think on my feet, think critically and just be very solution based and I feel like these three skills are very, very important in the working world, and they help me daily to succeed in my job and, you know, bring my best self to my job. Other than that, I think, you know, all the different tools that I was exposed to as a rover, I still use them today, like, you know, if my manager is talking about like an event on online event, we're hosting. I'm like, oh, I use that previous tool to, you know, to do something similar. So I kind of apply those tools that I use previously to my current job and I kind of, you know, provide different ways of doing things. So that's kind of brought that impact to my current jobs. And then going back to communication piece, I think, being a rover really gave me that space to hold my email writing skill. I cannot emphasize enough how important email writing is, and, you know, getting that information really clearly and precisely, because people don't read emails like will not read long emails. So, you know, writing those short and efficient emails that's like the being a rover really provided me that space to hone those skills without, you know, a lot very like major consequences. And so, you know, as people understood that I was a student, I had basic skills so just having that space to hone those skills. And because in my current job I spent at least half of my working day working on emails. So that's really how, you know, my work term as a rover has continued to impact me and will continue to do so. Wonderful. Thanks, Chai. Yeah, I think that really speaks to the power of co-op programs at UBC as well. We are grateful that we have those. Yeah, as a former co-op student myself, co-op is definitely one of the best experiences I'm going through undergrad here. Yeah, so let's begin to open this up to questions from the audience. So as I mentioned, feel free to raise your hand or to post a question in the chat or to otherwise indicate and then I will select the audience member or the questions to give us an order. Bri, go ahead. Hi. So I heard that you all grappled with the variety of platforms or tasks that were specific to your roles and then Chai spoke on this a little bit, but I'm wondering if you found it beneficial to have practices in just work skills like professional communication, project management. Did it help you feel more prepared to transition outside of the LTR program for other work? Did you have specific experiences that you felt helpful in that context? Yeah, right. It's a race, whoever answers first. So I'll answer this a little bit. I think that these skills, I think actually the whole Rover community and the program was great to hone these skills especially not only as like a co-op program, but also you get to kind of work on these skills alongside a lot of people who are also kind of doing the same. The same work as you. And again, I think in that weekly meeting we kind of share those experiences quite frequently as well. I think as kind of Chai mentioned, like my email writing skills have definitely improved with being in the Rover community. I can't say anything for the project management yet because I haven't had the experience to do that, but probably someone can jump in and talk about that, their experience. Yeah, I read that you want to add anything to that. Yeah, I guess the first thing that comes to mind is because you're a co-op student, you're still, you know, you don't really have too many experiences under your belt. You're coming into a field where everyone around you has the years, even decades of experiences in their fields. So they feel like professionals while you kind of feel like a tiny little soul just trying their best every day. I think like it kind of relates to what I said earlier where it's like your contribution is significant regardless of its size. Like, even if it means telling a teacher like a professor how to create a zoom account, or like showing them where a certain button button to publish their page and canvases like it's kind of those like little things we don't think about every day. And it's like your help really makes a difference for their world because it means they can apply these skills as they move past, you know, your help. So I think for me now that I've gone past like my position as an academic contouring over it, it's knowing that like, you know, you may feel like you feel small or your voice is just not as important or it feels invisible because it's like these big decisions across the UBC campus. So I think it really relates to your quality, your voice matters too. I think that applies in many situations. Thank you. Yes, and thanks for the question, Brie. Okay, so I see we have a question from Amber here next in the chat so the question is, what were the top three tickets or questions that instructors came to you needing help with. So for that first part from instructors, maybe I'll look to a Sam and Chai to share what were some common questions that you have faced. Yeah, for sure. Um, I think that's a tricky question because obviously instructors all have different experiences and they all have like their knowledge of technology varies. So there's some instructors who send in tickets with like very simple questions of like, how do I publish this, how do I, how do I add extra time on my quiz or exam or how do I make sure the lockdown browser, you know, doesn't crash without the exam. And I think those would be like a lot of the basics of questions of like, you know, how to do things and that's when we would provide advice or provide instructions. Then there's tickets, which are requests. So like, I want to turn it in account that can you create it and so we would have to go in and you know, make sure that they're an actual instructor and then, you know, we can actually create the turn it in account for them. And, and then there's tickets of troubleshooting so like this didn't work for me or like this. I don't know, Kaltura is not uploading for some for whatever reason. And so those tickets is where we would have to use the problem solving skills to actually go in and think, Okay, maybe it's your privacy settings, maybe it's something else maybe to your internet connection. And so we would, you know, ask for more information and work from there and it's like a little puzzle and that's why it's so exciting because it's like, you're trying to constantly solve a problem. So yeah, that's why I think it's a difficult question because the tickets and the questions vary depending on the person. And, but yeah, and especially during exam season, I think most of the tickets have been about exams, and maybe also just double checking whether this quiz or this exam is set up properly, or like calling in to say to like, Oh, students are unable to access this during the exam. What can we do. And yeah, I hope that answers the question. I definitely echo what essence said and just like, you know, there's all sorts of different requests that we get. And I think in addition to that, the types of rest also vary in terms of the academic schedule I think at the start of the term we get very like, you know, how do you publish module how do you publish a course and, you know, all those kind of troubleshooting questions and then towards like the end of like exam season like we get a lot of exam questions. It's hard to remember because it was a year ago, but I think the top three requests and like questions from instructors that I kind of got were regarding Canvas and how to publish a module, how we're also dealing with new quizzes at that time it was being implemented slowly but it hadn't been fully implemented so people were you know, some people were using old quizzes some people were using new quizzes, and sort of like the scoring system just like all that, you know, area that was a very like, that was a very frequent question that I would get you know how should I make a new quiz and how do I use it. And then other than that, I also worked on inchata which is a different. It's, it's not similar to a canvass it's basically canvas but for medical students and inchata has a very different functionality. So like the instructors use inchata for you know uploading their slides uploading their lectures and stuff so yeah my like all the main questions that I got regarding inchata work you know how where can I access our lectures where do I upload our slides and stuff like that. Thank you both. Yeah, and I really like the way that you answered that as Sam because I think something that you covered there is that there is far more than one valid reason in which to reach out for support. It doesn't have to be. I got, you know, big red system error, it could be like that's if you do see big red system error in canvas you should definitely reach out and get some help, whether from your faculty support within your faculty or from the hub, we want to help you with that. But it goes beyond that it's also yeah how do I complete the task in the system right how do I open up the course shell for my students or how do I get the specific this specific part of the course shell opened to them. And then the other piece that was touched on is yeah requests. So, you know, yeah, turn it in. We have to essentially set you up before you can use it the first time so there are many other tools where you need to contact support to have it enabled for you first before it will work. So, yeah, I really like that answer because it shows, you know, there's so many different reasons where you could benefit from reaching out from that support. And, you know, no one of them is better than the other they're all really important. And then so to maybe start on the student part Ira do you want to maybe discuss some of the common questions that you answered from students. Yeah, I would kind of want to reiterate the lesson that Tim and everyone else in the LT hub always told their co students, there is no stupid question, whether that is for you as a, you know, ACR trying to navigate canvas or the questions that you receive on a daily basis. I remember one time someone asked me like how do I access the UMC canvas page. And I was like, Oh no, I remember that was a question that I asked, probably my first year the very first day of studying university because we all start from somewhere. So kind of the top three questions that I think students came up with. Yeah, I'm having a hard time because it's a year ago, but I think one was probably how do I submit something in canvas or I submitted something and it didn't end up showing up, or like my professor can't see it. So it's definitely around exam seasons like trying to figure out how to navigate, you know, lockdown browser, especially because of the pandemic a lot of the classes were online and we knew a lockdown browser product presented some issues based on what operating system you use. So ensuring that that ran smoothly for students, also testing it before you went into your exam to know that you know hopefully to minimize what kind of risks or issues may come up later. And the third top question somebody asked for some reason the first thing that comes to mind is actually directing students to better resources or more specific resources that they need. For example, like I remember a student was like, Oh, you know, I can't seem to access a zoom course. And it's like, Oh, maybe you can share this LT hub guide with your instructor, or you can take a look into it to see what you can do more on your end. So it's just those small things that can help contribute to our community. Yeah, thanks Ira and does anyone else on the panel want to add on common questions from students at all. I think the only other person that hasn't spoken here is me. But I will say, in my role, it, it wasn't a lot of, I can't remember a lot of student questions it's also been like a year ago so it is also, it is getting to me as well I'm trying to remember if there were more student questions. I remember there was one question that came from a student and I think they were trying to do something with SharePoint. They were asking about privacy concerns with SharePoint actually. And, and that was most of the questions that that I had I didn't have like multiple kind of like, I wasn't really part of that ticketing system so it was a little bit more difficult for me to answer this question I would say. But yeah, I think I want, I would want to like echo what everyone has stories that here like, there is a variation of questions. And different people could have different capabilities or I don't actually know I don't want to say that I mean more like experiences with what they previously had with technology and I think everyone kind of recognizes that. For me as a, as a person, for instance, there's only a subset of knowledge that I know about technology. And I know that if I asked anyone here. There's something else that they could teach me, or something else that I could teach them as well. So I think it is important to reiterate that everyone has different experiences with technology and it's, it's okay to, to, you know, ask these questions because, you know, someone might might have the answer to to what you're looking for. Yes. There are we get advanced questions to that's, that's a great point. Sam. Yeah, I just wanted to add on to what Ryan said. I think it's also important to remember that as college students we also didn't have much experience at the start with any technologies and so we're also learning on the job. And, you know, any question is valid because we also when we came into this job we also had a lot of questions and we didn't know how to do most things. So yeah, like Ryan said, any, there's no such thing as a stupid question any questions valid because we all probably had them at some point as well. Yes. Oh, great point. Yeah. And, you know, something from what I always said to that I think is important is their discussion about lockdown browser and yeah if the students have the opportunity to do say a practice or trial test first before the high stakes exam. It's much less stressful to for them to work through the technology in that situation first. And then when the exam date rolls around they're much less stressed because they've done that before in in the practice environment so that's often something that we are encouraging is you know let's let's do a practice exam for example. Okay, so I'm going to look in the chat to the next question. So, this is from Yuri. Sorry if I mispronounced the name. I apologize. I'd like to ask what support or mentorship. Did you appreciate or need as a student worker. I'm working with two work learn students for the first time getting a lot of help from them and wondering how I can support their learning as a worker. I think I would like to add to that and answer this question. My supervisor and my co-worker really did like provide a really good opportunity for us to state what we were interested in. At the start of our co-work term, we basically had a document where we filled out our, you know, previous skills and skills we were interested in learning and kind of like how advanced or how much knowledge we had regarding each skill. So that really provided my supervisor with a more, you know, broader outlook of, you know, what I'm good at and what I want to learn on. And so that kind of he directed those opportunities to me and he made sure to include me in those opportunities. So that that's kind of like the support that I really appreciated. And, you know, being able to include myself on the projects that really did interest me was like the biggest, you know, it just provided me the biggest learning opportunity that I couldn't have gotten from any other place. If I could, I think I'd want to continue this question with what Chai said as well. And I tend to agree. I think my co-op supervisor also did that, where he asked me, oh, what did I want to learn? What was I already familiar with? And I think also co-op has, or at least the co-op that I did had this kind of reflection in the beginning at the end as well where you get to talk about what you wanted to get from the experience and what you already know. And I think that really helps to, you know, focus the things that the supervisor could transfer to me. And for me to kind of be more interested in those items, for instance. What I'd like to add on here is, as a supervisor, I appreciated all like the, not just the feedback that I was given because constructive feedback is always great. But I also appreciated when he would say, oh, good job with, with, you know, doing this, or kind of like that positive encouragement whenever I did do something nice, because that allowed me to understand what he wanted me to continue doing, or what he wanted me to, you know, kind of do more of in addition to like what I could improve on. Yeah, I think, just echoing what Ryan said, I really appreciate the whole strength based approach when your supervisor sort of recognizes that these are your strengths and so these are the projects that will work best for you. And these are things that you can develop but it's very much focused on what you're doing right and not just everything that you're doing wrong. Because at the end of the day you feel very like you feel good about yourself when you sort of know that, you know, you're not just messing everything up and you actually have strengths even though you have no experience when you come into this job. You sort of know that you are still a valuable part of the team. Yeah, and I think just for me, community is a very important thing in the workplace just feeling like you're part of the team and you're supported by everyone and, you know, there's a sort of trust where you can ask for help but they can also, you know, ask you things and ask for, you know, it's like a, it's like a mutual relationship I guess is what I'm trying to say. Yeah, that's what I'm kind of said, everything I was going to say literally strength based approach. I'm kind of lucky that Tim was my supervisor and he's in the very room that we are in today. But I think what I really appreciate was that we had bi-weekly meetings and every time we kind of discuss had an update on both our work but also our well-being as well. I think it's just good to make sure that co-op students feel like they're not being too overwhelmed. You know, co-op and worker and students are not being overwhelmed and that they feel like they're able to contribute to their projects in a meaningful way. You know, ask them like, how does this, how do you feel about this project? Is this something that you want to continue working on as well? I think another thing that was really helpful actually kind of on the organizational side is to share your schedules if you can with your students. So it actually makes it easier to plan meetings in the future and to know like, oh, my supervisor is going to be busy, you know, in two weeks. You know, we either can plan out to talk about this project before or after depending on what works best for them. And I think what I really appreciated from my supervisor, from everyone in LT Hub team is that like kind of on the theme of this panel is that in many ways, even though we were as learners as a co-op students, I really appreciated the moments and I remember the moments where the support of the supervisor said like they felt like they were the learners too. They acknowledge the co-op students as being powerful teachers. And I think I remember when I left me like, oh, wow. I don't think I'm ready to leave just yet because of how tight and how supportive this community is in facilitating our development. I think that that's quite moving. And yeah, I would say I, you know, I'm learning right now. And I've been learning for this entire session, right? So that that flip in the tagline of our session it is so is powerful. And yeah, you know, the learning doesn't stop. When I finished my undergraduate degree by no means, the learning is continual. And I'm really thankful that you all are here today to share some of these gems because there are so many in there. And yeah, what a great question. So thank you, Yuri. I know you said you worried it's off topic, but it definitely it's so relevant is such a good question. Okay, so we've got a few minutes left here. Maybe time for for one more question. If anybody would like to to get one final question in. But otherwise, I'm happy to, if there's no questions, I'm happy to wrap us up. Yeah, that was a really good note to end on. So thank you for that. Yeah, and thanks to everyone who has joined us today. We really appreciate that.