 I did my undergrad studies at the German University in Cairo, and in an undergrad school basically you have a set of methods that you use. This is the to-go methods whenever you want to tell a story, whenever you want to solve a problem or whatever. And you develop your own way around these methods and this becomes sort of your comfort zone. In my studies, so there were like all this different way of approaching, different way of telling, different way of discovering and touching your design ecology and understanding your design ecology in a non-traditional way. And this sort of really helped me break up with my comfort zone. I get my students to production pretty quickly. I don't wait till they are done with all the research and then they find their stories and storyboards and everything look perfect and then say, OK, now it's time for production. If you're finished first with all your research and studies and interviews and surveys, you have all the results all at once and then you sit and start to figure out what would you do next. Sometimes you have ideas and you think you develop ideas but you never get them into production because they are more cops or prototypes early enough. After you're done with your research, you think that this idea is the one that will work and once it gets to production, you see that it just doesn't communicate whatever you want to communicate. So you hit this lock in a way like late in the process. You should hit it much early. All students right now have access to Linda and the reason why Linda is very important is that I think at this stage you have to build up, like students have to build up their self-learning skills in a way. Yes, we're there for them now but they'll eventually graduate and they have to figure out how do they update the knowledge themselves. I know that whatever I told myself I've never forgot and if I forgot it, I know how to look for it again and this is important. I also encourage students to use Behance and Behance works for them as a platform to document their work and they're ready to present whenever they want in class. They just stand there and say this is what we've done, this is what I've done, this is how I proceeded and you can easily see whether they're progressing or not because everything is sort of in a sequence. I would also say tell them how the rule function and let them practice the rule once and then let them break it and then bring them examples from something like edbusters, see how they're just breaking all these rules and let them experience that.