 All right. Welcome, everybody. We're so glad to be speaking with you today about when students create OER, what we've learned, and what's next at MIT OpenCourseWare. I am Kurt Newton, director of MIT OpenCourseWare. I've been with OpenCourseWare since shortly after it launched in 2004 and have been the director for about the last three years. And I'm personally particularly passionate about working at the intersection of open education and greater action on the sustainable development goals, especially through the lens of climate justice. And I am delighted to be joined by my colleague from OpenCourseWare, Sarah Hanson, and two MIT students that we've had the great pleasure to be working with very closely over recent months on this new program that we're going to be introducing you to called the OCW Student Corps. Sarah, Ashay, Paige, would you please introduce yourselves before we get going? Sure. Hi, everyone. My name is Sarah. And my role at MIT OpenCourseWare is really to make the resources more useful to educators at MIT and around the world. So I'm all about supporting faculty. Ashay? I'm Ashay. I'm currently a master's of engineering student at MIT. And I graduated from here last spring with majors in EECS and economics. Really care about open education. I think I've been a user of OCW since probably the ninth grade of high school. And I guess it's been really nice to get a chance to get involved with the actual team. I started doing that just last year when I had a bunch of assorted ideas. And together with the OCW team, we formalized it into the Student Corps Initiative. Hello. My name is Paige. I'm a current sophomore in math at MIT. I started working with OCW last spring. And I hope to one day be a professor. I'm very excited by the prospect of making the classroom and mathematics in general more accessible. Thank you, team. So I'm going to set some context to start us off. OCW has been around for amazingly 20 years now. And I don't want to assume that everybody's kind of keeping up with what we're doing. But we want to talk about this work that we're doing with students and sharing their contributions to OER in the context of kind of the broader program. So just a few reflections on the state, the current situation with OpenCourseWare. So on our website, we've got material from over 2,600 courses that come from the MIT classroom. It's syllabi, it's lecture notes, it's problem sets, and so on, basically as they were used in the classroom, shared freely with the world. We've also, for a number of years, been sharing our videos out on YouTube. And that's become a tremendously powerful way to reach people who might not otherwise find out about this content. In fact, we have the highest subscriber base.edu of any channel that's on YouTube. We've also, for a number of years, through this program that Sarah leads, been sharing in addition to what MIT has been teaching in the form of these materials, to how we teach through these interviews with instructors, instructor insights in a written form on some of the course sites, as well as the Chalk Radio podcast. And coming very soon, although I won't dwell on it at all here, we're very excited to be coming out of our 20th year here with launching a new next generation platform that, among other things, will work much more effectively on your mobile devices. So we'll talk about that at our next conference. Over these 20 years, OCW reaches a truly global audience and really quite a diverse user base. That pie chart on the right tells us that we've got one foot firmly planted in educational institution learners, enrolled students, and the educators who have this great multiplier effect of sharing these materials, as well as basically 50% of our users are coming just out of self-driven curiosity. And so we're always trying to think about how to serve both of these unique needs. And so glad that over 2 thirds of our users are coming to the website from outside North America. It's truly a global audience. In total, per month, we're serving 1 million website users, 2 million visits, unique visits to the website per month, and 5 million YouTube views. We've also got programs to get OCW content out to places that don't have very good internet access through this mirror drive program. About 240 of those deployed, especially in Sub-Saharan Africa and some places in Southeast Asia. Having this global impact is truly a community achievement. And the contributions that students are making are right in there in the value to our end users right along with the core teaching materials that come from faculty fundamentally. They're kind of starting this process off for us. But the faculty, the teaching assistants, we're sharing their notes from their sections, for instance. Student contributions, which we'll be spending most of our time on here. And the contributions, of course, also from third-party rights holders who have given us permission to share this material all glued together by the OCW staff. So right in the heart of this are students. And we want to really focus our attention on what these student contributions look like. Historically, on OCW, we've been sharing student materials. They've been contributing to these courses from the beginning. We share many papers as sample work. We share examples of more sort of maybe hands-on media design and programming experiments. There's a lot of things that go on in the MIT education kind of out in the field working in communities. And so we put special priority on trying to give the students the ability to share what they've done for their project work. So that might be talking about what the field work experience was like and reports on what their work did. And all the way through things that you can just download right off the website and use straight away. Games that you can play, for instance, from this course in education and exploration games. In total, about 20% of OCW courses on our site have this sort of exemplary coursework, especially in the form of assignments and student projects. How do we go about this? Well, we ask the course faculty historically, what students do you think have done exemplary work? And then we reach out to them and invite their participation. Since 2008, we have been using a practice where that credit is anonymous by default and students can opt in to have their name attached to it if they'd like. What we learned kind of the hard way in those first few years is especially people writing papers around maybe culturally controversial topics, what seemed like a good thing to share when they're a student. Maybe they're a little shy about having their name attached to it when they're out looking for jobs and things. And so at this point, the vast majority of the project work that we're publishing does have student names. They're rightfully proud about it. But also some, you know, a lot of anonymous credit, especially on those papers. And we've also been sharing kind of on an ad hoc basis, student created notes when we are lucky enough to come across them. Well, so this has been tremendous for the first 20 years, but the work with Ashay and Paige that we're gonna hear more about, you know, really shines a bright light on all these new things that we can do and we're so excited to be getting into now. We're looking at ways to empower more students as creators of a broader set of content. We want to give them, you know, more direct access to have their perspectives included in the materials that we're sharing, all together creating a richer experience for learners. You know, you've got, here's what the faculty is teaching and here's what the students are bringing to it as well. These things all rolled up as a set of goals and objectives for the OCW student core. I'm gonna hand it off to my colleague, Sarah, to put some of what we're doing with the student core in perspective with some of the broader movements in open education. Sure, thank you. Yeah, I didn't want to leave this conversation without touching on how I think engaging with the student core is not only going to benefit students, but will also benefit MIT educators and also educators around the world. The first way is that I see it creating opportunities for faculty to engage students through open pedagogy and like to create an authentic opportunity to do this. You know, as this audience probably all knows, one of the key aspects of open pedagogy is creating nondisposable assignments. And through student core, students will be working on assignments that will really go beyond the boundaries of the classroom and will enter into the open ecosystem, which is a wonderful thing and those materials will be taken up and remixed by other learners and other educators. I'm hoping much like I do with faculty at MIT to interview students and perhaps also faculty about what it's like to engage in open pedagogy. And then I want to share those interviews on venues like open pedagogy notebook and on our site as well. Next slide, please. I also think engaging with student core is going to allow us to offer far more inclusive OER for educators to choose from. The MIT student body is very diverse and so the problem sets, datasets, artwork, writing, projects, et cetera, that they create are going to reflect their interests, their cultures, their communities, their languages, which is going to create many more culturally relevant materials that educators out in the world can choose from when they're looking for OER to incorporate into their curricula for their own students. But I don't want to take up one more second. I want to turn it over to the students you can hear directly from them. Ashe, I think you're going to start. Sure, yeah. So feel free to ask any questions anytime, just button. So we've mentioned this word student core to you a few times now, right? So let's take a step back and talk about what that is exactly and how it's formed from the beginning. So we've told you how student contributions have been an important part of OCW, how they've enriched the OER on OCW and how the student core can create some opportunities for more of that and for open pedagogy. But what exactly is this program? What are we doing? Why are we doing it? And how did it all start? So at a high level, the student course is a systematic effort to involve students in content collection at scale. And it's a pilot program that we're running over this year at MIT. Next slide, please. Or we can skip this one too. So the OCW team has been thinking about student contributions and open pedagogy and all that stuff for a while. But how was I seeing this as like a recent student getting involved in this? And what was my angle on it? So I've been using OCW for a long time. And as a current student at MIT, I don't know, students use OCW a ton. You can like look at old versions of classes and look at, you know, study from different sets of notes. You can find extra homework problems to study from. And you might want to learn a class that you didn't have time to take. So you might go on there. So I've been using it a ton. And I guess as I was doing graduation, I was thinking like, oh, it'd be really nice to have more courses on there. Or I guess maybe lots of MIT students are lifelong learners. And I was kind of sad that I was graduating soon and wanted to go to learn anything at any time. And that'd be great if there are many more courses on OCW than there are. I mean, there are a lot, but there could be much more. You know, what if I wanted to pick up like a biology major sometime? And so what I was thinking about is like, yeah, like what if our goal is to, you know, get every single MIT course on OCW, like an almost perfect equivalent of that. And why isn't that happening? And so I was thinking about that over my junior and senior year. And next slide, please. So I kind of came across two observations. After talking to a lot of professors, the first was that lots of faculty are kind of on the border of being too busy and kind of indifferent about putting content up, right? So they do a lot of that work about polishing content to get put on OCW. And if they're busy with their research, maybe they can't find that time to do some of that polishing. It's not that they don't want to put it up there. And secondly, a lot of students already do a lot of content collection work. So when we think about what kind of content might go up for a class on OCW, maybe it's like a set of lecture notes for some like homework solutions or something. And students are creating that content, right? So if a professor needs to polish some of that content up, there's a huge bank of resources to use to do that. So they might wanna adjust their lecture notes slightly. And there are a ton of students who took excellent lecture notes actually that maybe they could pull some stuff from or maybe they want to rewrite a piece of solution to explain something slightly differently. But a lot of students have created a ton of solutions for that already. Each person has answered that problem in different ways. And so there's a lot of content that can be used. And I guess an observation is let's use more of that content or let's do that at scale. Next slide, please, or maybe you can skip two. So just to give an example of what some student work looks like. So, or maybe some background first. Lots of students are taking notes in lecture, right? You know, it's how you study, it's how you learn. And just to give an example, in the math major, lots of students take notes in LaTeX, like live LaTeX notes in class and they're excellent notes. So this is just one example from a student, Andrew Lin. Kurt can go to his site just to give an example. You can scroll through just to get a sense of what it's like. So he publishes these online or anyone can read them. And it really just reads like a textbook. Like it's almost like a substitute for going to class. You know, you have definitions, you have examples, you have the theorems, you have the proofs. And it does read quite nicely. And so this material is really, really high quality. And so it's not like this is the average, you know, a lot of notes that I know it's definitely are way, way more rough, but there's a lot of this out there. And even a rough set of notes can be very useful. So as we move on to the next slide, a very natural question after seeing this is, you know, can students help out more and help push faculty over that edge? Can they nudge faculty a little bit or help them out in some way such that we can get way more content up? So what incentives exists for students? Let's just revisit this for a second. So when we think about how we might implement this, how we might get more students to, or, you know, how we might get more students to do this. Current next slide, please. I guess we can, you know, obviously we can probably pay them. So we can hire students, we can offer paid opportunities. But this sort of thing offers a lot of other things for the students. So it helps them build their resumes. It looks really good if you have T applications or other things to say that you helped create content for a class like this. Like it does take a lot of work and it really demonstrates a lot of understanding. So it does look good. Anytime you create this stuff and work on it and polish it, you learn a lot too. And it acts, it's just acts of studying. So you can study for a class through writing a nice set of lecture notes. And finally, a lot of people actually care about giving back to OCW. So the students we hired, we asked them about their motivations. And a lot of people talked about how they use OCW law and they're just passionate about the teaching materials and would love to help work on them. And for faculty, so what do faculty think about when they wanna put something up? So of course they care about teaching and sharing knowledge. I mean, that's a big part of what they do. Also, they can build their reputation on there. I guess there are a lot of famous MIT professors that have put stuff online, like Professor Gil String, like a lot of people have taken his linear algebra course and people know him because of that for many reasons. And I guess also it is, you can prepare for your in-person teaching by creating content for OCW. So just having to think really hard about how to explain this and all that, you should prepare for it here and it acts as preparation for the classroom. Next slide, please. So when we think about, hey, let's get students to collect a bunch of stuff so we can put it on OCW and people can learn from it. The next question is, what do we collect, right? And this is just the way I see it. This is how I've broken it down, but there are other ways to break it down. This isn't like the right way to break it down. But I kind of see like traditional aspects of courses and kind of non-traditional. So MIT is a big STEM school. So we have a lot of engineering classes and math classes that have a lot of the things in the left column. So a lot of lectures, a lot of recitations and homeworks and homework solutions. Like that's kind of what forms the class. So when we think about what we might collect, we'll kind of want the video associated with lecture ideally or the set of lecture notes. Recitation at MIT is basically the teaching assistants going through some example problems or just covering content again. So that's useful to collect. And then of course homework and homework solution. So anytime you want to learn something, I guess you can't really learn it unless you do the work. And so it's really nice to have solutions up sort of thing. So anyone on OCW can check their work because they don't have a TA to go back and forth with. So that's really nice to have. And so examples of courses in the left column are machine learning from course six, maybe a functional analysis from, or I should say computer science department, functional analysis from the math department and microeconomics from the econ department. Then there are other courses with very, very different types of material. And how we go about collecting it might be very different. So maybe let's take humanities courses that are very discussion based. And so we might have a lot of readings. We might have discussion prompts, essay prompts, project prompts. This is probably somewhere where we can do a lot of example, collect a lot of example work. And so some examples here are media studies, urban design, gender and technology. Yeah, next slide please. And so of course we want to collect all that core content. I guess that's like what you really need to learn the main stuff. But there's all sorts of other stuff we can collect that can really round out the OER experience. So we can collect tips for other students, reflections and experiences, questions students ask and their answers, common mistakes on the homework and probably a lot more stuff. And so all this stuff is so useful to have to learn from. And you get a lot of this in person but you don't get as much of this online traditionally. So this is a lot of stuff we can, we're also looking to collect in this student core pilot. Next slide please. So I thought the best way to kind of go through our different ideas is to just talk about concretely what we're doing this semester is just kind of easier. So we're piloting five courses and I'm just gonna go through and talk about what we're doing concretely for each of these courses. So for these two math courses, algebra one and Fourier analysis, we have multiple students collaborating together on creating a set of lecture notes. So what are they doing? They're each taking their own set of lecture notes in class as they would normally and then after class they are working together to merge these set of notes into one set of notes. So they do maybe like one to two hours of polishing those notes up. And one thing we're asking them to do is think a lot about how to write these notes such that they fit the OCW audience. And so we don't wanna skip any steps. We really wanna make it as understandable as possible. And this is one example of something we're doing kind of beyond just the normal stuff students do in the classroom, right? We wanna polish it up in a way that's fit for the OCW audience. And then also we want them to make them as standalone as possible. So we'd love it, we'd love for someone to be able to read these set of lecture notes and to kind of get everything they would have gotten in lecture. So we're asking the students to write down everything that's written on the board, but also things like what the professor said, capturing those transitions, those explanations, that context. And we're also asking them to compile questions and answers from students. In market design, we're having some students collaborate on creating a set of comprehensive homework solutions. So I mentioned this earlier, the teaching assistant, like the TA solutions or the staff solutions offer like one way of solving the problem. They don't always necessarily detail out all the ways of solving the problem. But that can be really helpful to see, especially if students have like different ways of solving and they wanna know if their way was correct. So that's one of the things they're doing. So these students are looking at all their solutions and the staff solution. And by looking at all of these together, making one set of solutions that incorporates all of these different things from these different solutions. And another thing we're emphasizing here is, again, like not skipping steps. Because people learning on OCW don't have a TA. If they don't understand since depth, they'll just get stuck. So we really wanna minimize the probability someone gets stuck. And this is where some of that extra work comes in that these students have to do. Like, how do I write this in such a way that it can make sense to anybody? And so maybe they'll like define some more terms or something. So maybe they'll give some more examples. So lots of interesting things to try there. In econometrics, we're trying this very interesting thing. So OCW does a lot of recordings for classes, right? And puts the video recordings up. But they can be very expensive and that can prevent scaling up this program. So we're exploring creative ways to record a class. And so this is very, very like experimental. But the idea is instead of having like a video recording, what if we record audio? And we ask a student to take notes on their iPad and screen record the iPad. And then what we can do is like in post, we can take the audio, the screen recorded lecture video and the feed of the lecture slides and create a lecture video out of that stuff. And it's very cheap to do in comparison to the whole lecture video with all the camera setup because audio is very cheap to record. So that's interesting. We'll see how that goes. And then they're also working on lecture and restitution notes. And in intro to media studies, that's a very interesting class. The professor is very willing to experiment a lot of things. So there he already has the students rotate who takes notes in each class. So that's interesting. And so we can collect that. We can collect reading responses and essays. But the main thing we're thinking about here is, if you're on OCW and you wanna take some humanities discussion-based course, how do you do that? Do you just read? What if we had a video and that captured everything that was said in discussion and you just watched that? Like that doesn't really, that doesn't give you the classic, like the real experience, right? Just listening to something what other people came up with isn't what these classes are like. You really need to be part of the discussion and be thinking and be talking. And so it's a challenge for how do we kind of replicate these courses on OCW? And so one idea is maybe we don't, right? Maybe we make some interactive version of them on edX or something. And then what we need to solve here is, how do we make it very efficient to instantiate that edX version of the class, right? I don't wanna manually go in and enter every single sub, whatever question. But what if we can have students collect something in some format that we can automate and it just, you know, boom, creates that edX class and then we don't have to do too much work to polish it up once it's on edX and people can just take that and it's the interactive version. Next slide, please. So there are a ton of challenges to all of this. There are a ton of logistics that we're not gonna go into today but here are just some of them. So, you know, we wanna put homework solutions up but a lot of classes reuse homework so we can't always put the solutions up. And for all of these, they're like ways around this. They're kind of ideas to counter this but we won't go into too many of those now. If we wanna put lecture notes that sometimes professors have a plan to create a textbook and that prevents that. Costs of video recording precludes recording every class. You know, we have to get approvals from students to film them so that prevents us from sharing videos sometimes. So especially with all the amazing content from last year, right? All the classes are recorded but we can't just immediately put that up online. There's some more work that has to be done. And then quality controls. This is an interesting one. So we're having students do all this work but maybe there are mistakes in there, right? So before we just put that up online we need to vet that somehow. So how do we do that? The professor doesn't have time. Maybe they just wanna do one pass. How do we do it? So one idea there is we have students work together and do some peer review but there are many more. And so just recapping now, next slide please. There's kind of three motivations for this. I've kind of talked a lot about this efficiency one. This is the main thing I think about. So what does efficiency mean? It's like if we wanna collect all this content for OCW students are a really nice way to do that. Frankly, they're cheap to hire, right? I mean, in the end you need to scale and you need to make your cost effective but students can do this stuff really well because they're learning all this stuff anyways. They know what they don't understand. And so students working together with faculty and TAs is really what we wanna create. And so they're perfectly poised to do this and working with them is very efficient. The second motivation is insight. So working with students, students offer lots of insights about how to do things on OCW. So as OCW thinks about like which professors to talk to and which classes to put up like students are on the ground, they're taking the classes they have a really good idea of which professors are amenable to working with OCW and which classes might be good or all sorts of stuff. And they have all these ideas. And so we wanna start some conversation with the students and have some ongoing conversation. So one idea is maybe we'll have a few students per major and meet with them twice per semester and hear lots of amazing feedback and have this discussion going back and forth. So that's something we're starting up. And the third motivation for this program is enrichment. So Curt and Sarah talked about this in the context of open pedagogy and all these other extra pieces of content we can create for these courses that really enriches the content on OCW. So finally, what our vision is as we move to the next slide, we really wanna be able to take any class I think from MIT and instantiate it on OCW in the best way possible. And we'd love to see an ethos of creation and sharing as a core value an integral part of the culture of the academic community. MIT has a lot of strong cultures here and there. And I guess like as a new student I wanna come to campus and recognize this like thing like, oh, people make this content and share it as something that happens. And so we'd love for content creation opportunities to be embedded and like be the norm in all classes or as many classes as possible. And for students to be aware of these opportunities from day one. So again, I come up here as a new student and I know, hey, I can spend some extra time and make some nice content for this class and it can get put up and other people can use that and benefit from it and that whole thing can be a learning opportunity for me. And so through this, I guess also and I side benefit is that OCW course offerings would get updated on some regular schedule which is really nice. And there are all these interesting opportunities for things like community editable or commentable notes. So, you know, our students work together on content we can leverage everyone's insights and ideas to polish up a set of notes and even like the public community. So some professors actually one of the classes I'm taking now the professor has a public textbook where anyone in the world can just make comments about changes and things like that. And he's been incorporating a lot of those changes. And so creating some structure and format for that is part of this. And so in the end, we wanna figure out some system and workflow to support all of these things and make it efficient and kind of automate some parts of it. So that's a lot of what we're figuring out this year. Sorry, that was a lot and I talked very fast but I will now hand it over to Paige. Hello, my name is Paige. I'm gonna, I just wanted to provide some insight as a current undergraduate working with the student core project but also with OCW in general. I'll start off as how I got into working with OCW. So I joined in spring 2021 after I very quickly realized that there aren't that many materials for college classes and college class learning online. Now granted, I had this preconceived notion going into college that at a certain point the only things that could help me were with the professor, TAs and material, like books alone. But the thing that was most interesting about that was to my fall semester and through the COVID-19 era, I very quickly realized this didn't need to be the case. Through being in an environment online, professors made it huge efforts to be accessible and accommodated to students, recording lectures, making their lecture notes available and having more office hours, probably the normal to just help contribute to student learning. And the thing that's so frustrating about that is realizing that we have all this content from those lectures but they aren't being able to benefit anyone other than those in those classrooms. And in fact, aren't being used to benefit other MIT students in future generations of those classes. And so I was having these conversations in spring 2021 with one of my professors and I told them there's this introductory math course called real analysis that there are no videos for. It's a very common class to take as a math major but it's just slightly beyond calculus and common math courses that there isn't too much available. And in talking to him, he actually said that he had those recordings and those files available and through which we started the process of starting to upload those to OCW with the help of OCW staff and contacting Curt. And so it's been very rewarding to see that sort of pay off as well as to know that these materials are as she was saying, being made efficiently, efficiently and what one would argue is a very difficult time in our lives but nonetheless is still being made. And so while the experience of the pandemic has been terrible I equally think that the timing of the pandemic has led us to see the full potential of something like the student course in realizing that this material can be made efficiently both by professors and by students and that same course Andrew Lynn made notes for those and all those are also going on OCW. So realizing that these materials can be made efficiently has been very rewarding and very inspiring for what's to come with this new core. And through this one professor they're gonna have impact on generations to come. They're making the in-producing class more accessible. They're making future generations of this course more accessible and providing as many resources as possible that students may need or want to learn better which I think is very indicative of our current generation. Our generation of students grew up with resources like Khan Academy and I'm very hopeful that in the future we can extend that further to college education both in the classroom and around the world. So I'm very hopeful for what's to come. Thank you. So now we'll move into a Q&A session. If anyone has any questions they'd like to talk about. Yeah, please drop in the chat anything that you're wondering about. Any questions? While we're waiting can I ask a question of Paige and Ashay? You know, we're hearing sort of conversation more broadly around the OER world about how to build more student agency, you know, into our OER, you know. Where are the places that you see that maybe pick one place that you're most excited about where you can, you know, you see the opportunity to like have an idea and run with it through this structure? In particular for the classroom I think it's been very interesting. I've had a lot of conversations with current students in classrooms about this idea of sharing notes and making them available because students are taking these notes. They are making great notes for themselves and it's a question of are you willing, if you are, to share this with others? And a lot of students have been very open to running, like you said, running wild with that idea and continuing that process like Andrew Lynn. Nice. It's like building community. You're able to like put that energy out. Yeah. How about you Ashay? Very good. Yeah. I'm resonating with what Paige said. So I think if we create some structures to really minimize the amount of work a student has to do to share some of what they've been thinking, right? So like students form all these different study groups and different study groups kind of discover different things or discover different examples or different ways to think about things. And so how do you make it really easy for these study groups to kind of pull some of what they're thinking together into one thing that can contain all those ideas or all that content? And yeah. So I think that's one way lots of people would contribute in small ways. And then you might have some students who contribute a lot in kind of their individual ways. So that's kind of students like Andrew Lynn who do a lot of their own stuff. Yeah. Great. I see a question. Yeah. I'm not sure I'm pronouncing right. Yeah. So let's see. So the whole recruitment thing has been quite interesting. We created this survey and it has some variety of questions in there. We just tell students explicitly what they're gonna get, right? So we tell them they're gonna get paid for this. We tell them their hourly rate and we tell them it'll help them learn. Then we tell them that their name can be attached to this when it goes on OCW. And we just sent that out to the class and waited for responses. And so in some classes, we only got like one or two responses in some classes we got 10 responses, right? Out of a 30% class. So it does vary. I think one thing I'd say is a lot of students are motivated in general. I think people wanna do well in their classes and again, like a lot of this content they do already. And so doing like one or two hours of work extra per lecture isn't that much. And so they're like, hey, I'm making this anyways. Maybe I'll spend one hour and get paid for something that's gonna help me study anyways. I think, yeah, that's mostly what I see. Maybe Kurt can talk about the funding question. So we are taking inspiration from the minimum $15 minimum wage push. And that's what we're using. So I think one thing I should also say is so there's a program at MIT for doing research with professors that's very kind of embedded in the curriculum. So lots of students do research and they get paid, I think, 1350 for that research. So this is paying more than that. And so that's also like things are relative for students often, right? And I think Zachariah was asking where the funding itself is coming from. Oh, okay. I was jumping on civil there. Yeah, Zachariah, that's an important question. So we recognize that MIT is a elite endowment sort of class institution. And we've been particularly lucky to have received a gift recently from a donor named John Gruber that we're putting to use on this program. John's been a supporter of open courseware for many years and we got a recent gift from him to support some of these things we're doing for our next generation program and platform. And in particular for the platform, we're using this to fund supportive students right now. And I think it's also good to add that a lot of these things can be done through like volunteer opportunities and or integrating it with the class itself. And there's a precedent for some of this. So for example, a lot of classes at MIT actually have scribing lecture as a part of the class. And I have taken I think two or three classes like that. So each student will be required to take lecture notes, like really nice formal lecture notes for one of the 24 lectures. And that's part of your grade. And so, right, that's a good reason to ask students to do that because I think that process of taking nice lecture notes makes you learn a lot. And so it's kind of reasonable to ask in a class and also that generates some of this content, right? So there are a lot of ways to generate this content as part of the class without making it separate and then having to pay students to do it. Looks like we're one minute away from the session end. Is that right Lindsay? Sarah, any other questions? I guess I'm curious about the participants and what takeaways they're taking away or what questions it raises for them or how they envision this happening at their site. And we only have a minute left, but I would love to hear some of that or just read some in the chat. Great. And let's see. Shay said there's, ah, look at this. I'm gonna share my screen real quickly. And Ashay, could you drop that link into the chat for people? Yes, just in one moment. Yeah. So we really think that there's a ton to brainstorm here and that many other people may have lots of ideas, maybe doing similar things. So we'd love to set up a follow-up discussion if that could be helpful for all of us. Putting this link into the chat where you can enter your email if you wanna be in the loop about some thing we'll schedule sometime. Yeah. I'm loving these questions that are starting to come in here from Michelle about student misunderstanding and questions, you know, demystifying, you know, the fear of showing confusion. That's really, really a powerful thing and grading student admissions. Anybody got a last minute thought on that? Okay. Thank you, Lindsay. I guess we're on behalf of Sarah Ashay page. I thank you for joining us here. And yeah, please be in touch with us through the form. We are very excited about what we're starting to get into here. So thank you very much. Have a good day. Thank you, bye. Kurt, would you be able to end the recording, please? All right. I have the power, huh? Yeah. Can you save the...