 So I started using Keynote, right? Now most people don't have Keynote. Keynote has fantastic features, right? Talk about interoperability, open educational resources, and technology. There seems to be some parallels here. But I am going to talk to you about what you get from it. Sure. So I can't stand behind the podium, mostly because people can't see me. That's another issue. That's my mother and father issue. Oh, I'm sorry. Can you tell me? That's another issue. We start with issues, but we solve them. That's the whole idea. What? I'm so sorry. I'm just bridging it, and she doesn't get it. OK. It's happened with digital tools. So I started ticket 12. Do you know what anybody heard about ticket 12 here? Show of hands. OK, so I have lots of educating to do. But basically when we started about 2007, the idea was to help out in K-12 education where we could. And we wanted to figure out what was the most need at that time. And the need is still there, which was content, and access to content, and all technology that people have been using, and are still using textbooks. So everybody was very familiar with textbooks and the way, you know, the printed format of it. But do I need to go into this audience what the issues are with print format? I think I'm going to skip that. So OK, we're going to make it online. We're going to make it updatable, and we're going to make it open educational resources. The only reason that I identify with open educational resources is because you need to make a statement that everybody understands. And OER is a statement of your philosophy of the way that you work. And this is the reason I state that I am a part of OER. Even if OER wasn't there, I promise you, everything we are doing would have been available to everybody and anybody. We understand the idea of access, the limitation of technology, as we just saw. But there's still ways technology lets us give everyone access. We can give all kind of content online on computers, on devices, wherever we go. But we still have the opportunity of reaching students that don't have those devices, don't have online capability just by printing what they need, not a big thesis, not everything in one place, not everything one size fits all. So providing templates for K-12 is actually quite a challenging issue for us. But we've stuck to it. And we make sure that we provide that even today. Here's another beast that we have to deal with. I understand that K-12 needs to be regulated to some extent because you can't understand velocity unless you know portion. And you cannot understand acceleration unless you know velocity. And there are many, many such concepts, additions, and number space, number places, and all that. So I understand that. But this talk is not about this. But I just wanted to state that we do provide curriculum aligned content. Teachers, good modules, all kind of teachers' additions with misconceptions and understandings with anything a teacher might need to provide. Teachers are now creating their own videos, creating simulations to put it into the content so students get it in one place. I'm talking ahead of myself, but here's another one, learning styles. I'm not talking about auditory or all visual and all those kind of learning styles. But the learning that you need to do given different modalities, which one will make sense to you? Because each concept may have different ways of learning. Somebody might pick up something just by seeing it. I still to date cannot imagine electrons moving in the environment. I don't know. When is someone going to make that? Get it across in my head. I have no idea. So animations. This is so much easy to do with online. This is the only time I'm going to take you out of the presentation. Our board boxes, press once, move. Very simple. Press once again. It doesn't matter what it says. It's a question illustrating that kind of question. I don't think you can hear it. The force going on to one side of the string is measured by balancing it with its own weight acting on the other end. In other words, force equals mass 9th acceleration. So imagine if you have questions. And you put a little bit of visual simulation there. Just to follow along. It doesn't need to be extensive. Just not for a student to get a grasp of what it is that you need to do with it. OK. So if you missed it, come to me later. And I can help you. The tools are very important. But today, I don't know any of you have seen the musical ventures that site there that put together four components of education. And I forget about those because we all look. I'm getting to be old. So if you look at each one of those four major categories, has lots of people providing tools. But mostly, each one of them is providing one tool. Whether it's content, whether it's assessment, whatever it might be, each one of them is providing one tool. What we need today is tools in one place. A scissor is going to be doing what a scissor does. But if you can give you that capability in one place, and you don't have to go around looking for tools. One of the most fascinating things that happened during a life cycle this past few years is that people move not just from donating content or giving us content, but actually donating to us the software they have built. And that's really, really amazing because many, as you know, the .com boom, there was so much work going on. So I kind of think about education.com happening right now. So people are building all these. Either they can't get funding, or they have the right ideas. But they can't take it to the end. So they started saying, can you take up and make it available to people? And because it's all free, we put it in our website and make all those tools available as a packet. SAT prep, interactive math programs. Now we're building on top of that to finish. So if there's an algebra program, we're putting out the whole math course based on that kind of philosophy. And the idea is that we don't want to tell you what to do, what to use. You decide, as a student, as a teacher, how best to learn. We'll provide what you might need. So what's next? I just give away. So the learning and teaching focus is what we are moving towards. And I'm going to go a little bit fast. So this is the basic idea behind our 2.0. The idea is to break down what you might need to learn into concepts. So this is one concept tree. This is the algebra concept tree. So if you think it's algebra or chemistry, whatever. Whatever. So my memory, I'm 56. Then I pass. So if you think about each one of them being at the end, this is a concept that you absolutely must learn to kind of go back up and learn the major concepts. We've broken down everything a K-12 student might need to learn. And we provided this kind of mapping behind our machine. But it takes, I'll show you in the next few slides, these are just marks, but the work's coming. So think about five. There aren't that many concepts you would have to learn. So 5,000 say. So if we give you a tree from where you can actually start kind of navigating yourself through the learning, whether you're a student or a teacher, you can actually do most of the self yourself. Any time you come across any problems, you can actually use your teacher mentor, your peer mentor, or your parents to help you navigate or help you learn that concept. So concepts by itself become very, very important because there are many concepts that are needed for. So if you think about graphing, graphing is needed in algebra. But it's also needed in biology and statistics and physics and in many, many other places. These are small examples. But you've got to know the essence of graphing before you can go ahead and apply those to various other concepts. So if we can actually say you're having trouble in biology and graphing some population or something, we can take you back through this path where that we've created and have you learn the concepts so that you don't have to let it go and have big cracks in your learning. So this is one example of a concept. It's a little bit amount of content. It will have all kind of modalities, the multi-modalities, the videos, the interactive elements, all those are in one space. So think about illustration of how a self actually divides or a video of what you're learning and vocabulary. The thing that we provided for it is we've given you that guidance. I was talking about it will take you to the next concept of the previous concept so that you can learn in context. Now, we actually also provide related concepts, which is not shown here, but those related concepts can take you across the maps to where else you might need to go. Many other things we can switch to a teacher view. We can give you lesson plans. We can give you everything you might need, including editing, so in-place editing. So that's where we are. Just a book detail of all the chapters in our talk to show you that, at least. It's bi-sized content. People said, oh, I don't like this slide. And I said, I do, but it's chocolate. So I keep it. But it's true. Even if you think about students, what do they want? They don't want to be overwhelmed when they walk into any new concept they're learning. So they want bi-sized content. Chocolate for learning, right? This was in the end. If you give them everything, the multi-modality, the multi-support they would need, nothing by itself works. Nothing. Anybody who is saying my system or my method works, don't believe me. You need everything that you can possibly get because something will spark someone's aha moment. And it may not happen from one thing. It may happen from everything. Text. Text is getting a bad rep. But really, text is very important. You still need to write no matter what happens. What happens if we have no electricity? What are we going to do? We're going to sit in the classroom and say, OK, well, I can't do anything today. No electricity. So it is still important that we have backups. So what did we do at, you know, that we have seen some really good results? Yes. I'm sorry. Signing out with them. Oh, I thought you had a question. Sorry. OK, so I wanted to show you a system, an algebra system, that we have created. So I'm going to skip out of this for one second. I think I'm almost finished with the slides, too. So if I go here, we have a system that people have been using. And this is a whole algebra system that we align to the standards, in this case in California. And each one of them is a unit by itself. So we've given everything we would need to learn in one place. So not only does it have just the content itself, but you can actually, when you get, you know, I'm not going to go through the whole path because I don't have much time left. But in the end, it takes you to practice. And practice is very important, as we all know. Now, you can just say, I'm going to say I'm wrong. But it's OK, because this is where the system remembers where you made the mistakes. I remember taking exams when I had to wait for, and struggling over some questions, most of the questions. But that's another story. But when you think about those exams and those problems, you get the answer back in a week, two weeks a month. By that time, you've forgotten what your struggle was. You've lost interest. All you want to know is, how did I do it? So technology affords us this, which is very important in learning and feedback. So there's all kind of assessments. So let me go back to my, and show you some of the results. So I'm going to go, you know, so we provide all the stats you would need, all kind of different stats. I'm just going to show you this. But in using that algebra program, if you look at this, this is the California 2008 to 2011 progress. The dark portions of all these graphs are advanced levels. And these, the lighter colors are all proficient. So if you think about each one of these schools, here's an LPS, LPS is leadership public school, a table. In 2008, they had 3B students who were advanced and 20 who were proficient. By 2011, they have very amazing results. LPS Richmond, Richmond, I don't know many of you know, is a very, very difficult district. Guns and, you know, violence and all that stuff. Very poor, no fancy stuff for the back of any day. In 2010, in 2011, in one year, the difference favored. And this is Riverside School District in one year, just using interactive stuff. So this is somewhat about Richmond. They went, you know, 30% had gained two years. And that's a lot of gain in one year. Do you know how they, how did they implement the flux? Okay, one second. Let me just finish this. They also got Intel, the School of Distinction in math and science in the way that there were the three finalists from the leadership. So what they did, so let me tell you about what they did. They actually took CK-12 content. Their population was two to five years below grade. So they took that content, made it two to five years below the content. And the teachers came in, they were not experienced. So when I brought them into CK-12, we heard about the microfinance story with Dr. Eunice, who started it, gained 27 women, $42. And they cried because they've never had that much money. It was an issue of empowerment. When you tell a person, I believe in you, you can do this. They did. They rose up to the occasion. The teachers actually, first like they had, you know, they were responsible for something. Very young teachers, not very experienced, but they all got together. The biology teachers got together. The math teachers got together. They created content that was relevant to them, not what I had to provide, not what CK-12 had to provide. So when they created that, they actually also put a level of literacy on top of that, which is very simple questions, every few spread apart. What was this concept? What did you understand? Just those questions. And then added to that the flexbook, the flex map. We're not producing flex algebra, geometry, statistic, you know, the whole map of content you need. So actually this results work. I don't talk about it because it's not mine to talk about. It's all there work. But what we do is we provide what they need. And I think you heard about the Utah result too. Washington is also starting to think about doing all this. Utah had dated why we found, at the very least, using our content versus publishers' content, you're at the least, very, very least, get the same result. That's what. You're free. So anyway, these are some of the, we've delivered six million units so far. I'm free for that. Thank you so much. Thank you.