 One example of how I use it is I use it to encourage students to engage in more difficult, some people say courageous, sustained conversation about identity and inequality because as a psychologist, some of the papers that we read relate to racial, gender identities and also discrimination and prejudices. And so it's a psych class. So sometimes the way we talk about it is quite technical. So I thought in the in the online annotation is when people can combine the annotation with some of the personal experiences. Right. So after somebody say a paper that we recently read on identity formation, different ways that identity forms and different stages that people can be in, I would ask questions like, you know, does this relate to examples that you have observed, you know, these are first year. So I say in your high school experience, right? And people will chime in and talk about, yeah, this is what I observe. And it relates to that principle, right? So they bring the keywords back in. And I find that because it is asynchronous, more students have the time to think about what they want to share, how they want to share it. And they end up sharing. Then when we do a similar conversation in the classroom, right? When you have 10 minutes and you need to on the spot, they say, OK, do I talk about what happened to me or what I saw in 11th grade while listening to other people? Right. So so the asynchronous nature actually allows students to be more reflective and be comfortable choosing what they want to share in the format that they want to share because they can choose a word that's not spoken. So that's definitely one place where I think that we build that learning community, but also that intimacy because we can share and relate to our personal experience in a very safe way. I think.