 All right. My name is Matt Yedlin and I've been associated with UBC Studios from 2016, though I met Said Dianat Karbak in 212 when he came to record my classroom, and that motivated me to start working on the flip classroom. In 2017, I became the first faculty in residence at UBC Studios, working mainly on the light board and developed, along with Said and Andrew, some new inventions, including the digital green screen. I've been working with Sam since 2016. We did a lot of recording 2017 and Sam was a work-learned student and we really polished off a whole pile of videos in 2018. Since 2016 when I started my master's program, at the time we never skipped any opportunity for me to TA for you when you teach ELECT311. That's how much we love this course. So as Matt said, I've also been on a work-learn with Matt in 2018. I had the opportunity to record 90 videos together for the flip classroom, which we'll go into later on. Currently I'm a PhD student researching quantum dot technology and simulation. My name is Andrew. I'm a media specialist here at UBC Studios and I also started working with Matt on the light board back all the way in 2016. I also worked with Sam quite a bit. In 2018 when he also started to film light board videos along with Matt. I've been working as an operations and infrastructure specialist at UBC Studios, so cameras and all that fun stuff. And super glad to be able to be here with Matt and Sam today. Alright. So this is our agenda today. So the things that we'll be going over in the beginning we'll just give a pretty brief history and timeline look of the light board at UBC and kind of how it started here. And then we'll start looking at the transition and pivot of 2020. I'll cover more of the technical things. And Sam will actually follow up with some notes on the pivot. Yeah. Well the elect kind of flip classroom collaboration started even before 2020. So we'll do an overview from the earlier work of recording the videos, how we prepared for a flip classroom, all the way to how this was adapted to COVID and even post-COVID if you can call it that, where students start coming back to school. Well I'm really fortunate because I started the flip classroom in 2012 when I noticed the students were horribly distracted in class and looking at their phones all the time. And what I wanted to say was this is a team effort. Here we're all in this together. The three of us, Sam, myself and Andrew, and no one person is bigger than the team. We've all contributed our various amounts of expertise. So one of the things we really want to get across here today is that teamwork, studios, my department, Sam is part of the department. We're all in this together. And this organic contribution really created the learning communities that we're talking about today. And as a result of the previous work from 2016 to 2019, there was nothing we had to do when COVID came and we could focus on aspects of delivery rather than content. I will look at the case study with all of us contributing later on in the program and then we will summarize what to do in the future and lessons learned. All right, so let's jump right into looking at the history of the LIBORD at UBC. So I have a little timeline here. And then here we're going to start in pre-2014, actually 2014 to start. So the LIBORD technology itself was actually first brought to UBC through our good friends here at CTLT and featured in Celebrate Learning Week back in 2014. So that's kind of when it first started and I think it lived in the bottom floor of the RSC basement there. And then we move a little bit forward to 2016 and that's when we kind of moved that setup over here to UBC studios and as we started offering a couple of DIY initiatives including the LIBORD, the One Button Studio and the DIY Audio Recording Suite around then and then we can move on to between 2016 and 2018 and we did a lot of testing together then we met on the way forward. Yeah, it was really great. In 2017 I spent the second part of my sabbatical UBC studios as faculty and residents and in that time we worked on the digital green screen and enabled us to do things that you'll see shortly. So we're going to present three examples and you can see us still from the first example. It's a video of a rotating vector and talks about signs and cosines. The second video is my presentation at Google and the third video is about social learning using the LIBORD. So we'll just start. I'm going to keep quiet. After the videos are over we can have a pause for questions and comments before we continue. So all quiet on the set. Go ahead, Andrew. Welcome to Sign and Cosine Function. This is our first pilot test of interacting with a video using Beamer. And so what you can see is a rotating phaser rotating around. It hits minus 90. It's going to hit zero. We'll let it spin around a couple more times and we'll show how we interact with this video and we'll pause it and talk about it. And we'll do that the minute the vector arrow swings around to about 135 degrees. So right about now. Well, it just passed 135. So there's my arrow right there and I've got to use the right color of the pen to do that. So here we are. There's the arrow and right here you can see that the orange is the cosine and this color here, the light, it's actually a light blue represents the sign. The projection of this vector onto the x-axis and onto the y-axis gives us sine and cosine and you can see the numbers in the bottom right. And this really is a great way of interacting with the video and I can say boo to you right behind it. Thanks a lot for watching. From quarries to nuclear weapons tests. We see a picture of a quarry in southern Jordan and we see a picture of a nuclear weapons test. At UBC in collaboration with Google and six international researchers we are working to study source signatures to better understand the difference between those from quarry blasts and nuclear blasts. Here's an example. You see three component recordings from one earthquake on the top and below a quarry blast and what's interesting is the difference between the P wave arrival time compression and S shear wave arrival time. But those have errors and in fact it's very hard to pick the P wave arrival and there's also channel errors in the seismic velocities which cause mislocations. This video created by Tyler Erickson shows deformation over some 25 years at the surface of the Jordanian quarry. I've taken two images recorded by Sentinel-2 in the time period from May to June of this year and we're going to see if we can notice any deformation difference between them. We've applied an edge detector to each of the two images so if there was a crater or blast that occurred between the two images hopefully we might see the result when we subtract the edges detected. We have taken the difference of the edges detected for each of the Sentinel recordings. Substantively all we see is speckle noise and the remnants of roads. What does the future hold? First of all we need more data, data that we can get from the seismic investigators in Ireland. We need to do more processing with Google Earth Engine and pursue its maximum capability. We also need to get help in ground truthing the quarry blasts in Jordan. Further we need to get stronger connection with the CT-BTO and get them involved in using Earth Engine for their goal of nuclear non-proliferation and we need you. Stop! I'm in a hurry. I have to get going. We don't stop at yellows. Totally your fault. You should have been more careful. The light is yellow? We stop at red. I'm in a hurry. If it's not safe, it wasn't safe. I stopped. We were barely crawling along it less than 50 kilometers an hour. You could have gone a bit faster. You should have been going a lot slower. You totally just wrecked my day. You're so selfish. This is wasting my time. Officer, she totally just ran into me. What happened? I'll talk. Before we continue, we'll pause if anybody has any questions. You can put them on the chat. Or you can also talk to us directly. There's not that many people. As Homer Simpson said, we're very informal. No questions? No chat questions? There'll be a test after at the end on the three videos. Let's continue on. Now we're moving to around 2018. For us here at UBC Studios, we had the opportunity to do a live stream course back in 2018 as well as 2019 with Dr. Mark McLean from the math department. This is the first of its kind. We had a lot of partners that were helping us with AV. During that time, live stream classroom wasn't as common as currently back then. Dr. McLean did that during the time because there wasn't enough classrooms for his course during that time. He decided to do it via a lightboard live stream. The feedback that he got from the students was really positive. The students really enjoyed it especially going back and being able to see and review the formulas that he put out because one of the things in math course is a lot of the times they're trying to write down the formula and then they're raising the board. Having that option and being able to see it on the lightboard was a big positive for him. In that time frame, that's also when we were filming a lot of videos. We were meeting up twice, three times a week coming to studios recording the 90 videos for ELEC 311. In that time, we were also preparing our online course. It's not just about having the videos and having them available to watch. There's also Q&A to probe the students to think right after the videos. There are weekly assessments and stuff. All those need to be programmed and arranged into a learning management system. In that time frame, we were also doing all that in 2018 and putting them into practice in class since then. You also, Sam, what you did was you actually moved from our implementation in edX to pilot for Canvas. You like to comment on that? Previously, Math's flip classroom was offered edX, so all the materials were laid out on edX. But UBC was transitioning to Canvas, and at the time we also did kind of a pilot on how to transition this course and how to best lay out a course on Canvas because the tooling is different and the resources available on that platform is different. So we just want to make the best use out of Canvas at the time too. In 2019, when we taught in the fall, we were all ready to go for COVID even the conversion from edX to Canvas. So that was really amazing. There was nothing we had to do when COVID came in so far as content was concerned. And what we also learned was that humor is very important in delivery. We'll see a few examples about that later. Only a few, I thought we'd take about an hour to have some stand up. We'll see about that. Moving to 2020, as everyone knows, this is one of the COVID-19 pandemic really hits in class transition to mostly an online learning model during this time. And we also updated all our DIY studios here at UBC Studios, including the light boards to make it so that it has live stream capabilities. And they used a different system, so more easy to operate system than the one we previously used with Dr. McClane and also added integrations with Zoom, Teams, and what we were still using Blackboard Collaborate as well as the layout changes that we did. So, coming to 2021, what we had already in place was we had our flip classroom in place all in Canvas already having done the conversion from the flip classroom to Canvas in 2020. And we saw that there's some advantages in remote as opposed to flip. Sam, would you like to comment on that? So, remote. Let's recap what happened in remote even. So, it's still a flip classroom. So, students still watch videos at home at the leisure that we've covered beforehand and do questions that we've assigned them online. What changed in our context is the lectures or the in-class sessions are not in person. They are remote through Zoom. So, on Zoom, we have a few tools available. Matt or TA would screen share and do the problems with the students. But a huge advantage and a huge difference is they'll have a chat box to use, to type on the side for us to view, right? And Matt could continue teaching TA's like myself and the other TA's could reply to students without interrupting the class. And Matt, do you have any other comments about that? Well, one of the things that Sam mentioned regarding chat was the students actually would take over the class. They would start helping each other and chat. And so, the problem sessions that we did face-to-face evolve to the students tutorialing each other during that work period. And so, half of our classes in pure remote became tutorial festivals. It was really amazing. You'd never, ever see that spontaneously developing in a face-to-face setting. But with all that in place, we were perfectly set up for combining the two to create the hybrid situation in 2021. All right, and then when Matt came to us and he was like, hey, we're going to start doing a hybrid model. I was like, okay, what can we do with the lightboard setup that could help facilitate this and make this as smooth as possible. So, basically what we did is we added additional models that you'll see later. One that you can see the zoom chat as well as the individual student windows. It's over here on my left, I think. So, we have one over there. And then we also have our original confidence model. We can see kind of what's going on in the stream on our right. We also moved the operator station to a different room so that there's more COVID-friendly. And lastly, we swapped hardware and software to make it easier to run the live stream classrooms. And as you saw earlier, we had these like nice smooth transitions from the PowerPoint to basically this smaller window. So, that's kind of part of the software that we're using. And it just gives the classroom a bit more polish, I guess you can call it for the live stream class. And yeah. So, we're now moving into the case study a look at elect 311. All right, so... We're going to go operate in the back. Are you going to advance those three slides? Yeah. So, Andrew was often going to work out of the operator room behind us, the old sound studio. He's here for most of the time, but he's gone back now to manipulate the slides and monitor. Okay. So, Andrew could you advance to the next slide, please? You want to do it here? Oh, we can do it here. We can do it here, I guess. What's that? I'll just do it here. So, here's the background to the course. We take a little bit of snapshots. We're going to do it in a little more detail here. So, we started with our development of our videos which there are 90. And we have a bit of snaps to show you from these. There's a slide that I'm wearing a little mask and scaring Sam. A bit of humor there. Next one. We are going to the beach. It's real hot. Why are we going to the beach? Well, we're going to the beach to study waves because this class is all about waves. And, this is my favorite snap from the whole 90 videos. You can see that Sam is coming on the right there carrying a garbage can and I'm kind of looking at him as if he went from the moon. I was finishing up this stuff and Sam went off camera and he didn't tell me and then he came back holding this garbage can and I asked you, what are you doing Sam? And what did you say? You said we were going to the beach so I was packing up. Yeah, so I completely from the moon Sam comes from an acting background so it's great to have him here to spice things up and move from nerdy people like myself. That's an exaggeration but I'll take that. We had all this in place in terms of the flipped version of the course. You've heard about it already and we're all set in 2019. Sam, would you like to comment on our fully remote development in 2020? Yeah, so in 2020 once again we've transitioned the class completely to Canvas and students participate remotely on Zoom weekly. I think there are some important points there in that remote environment. We were really concerned that the students feel a lack of kind of connection between students and between students and prof. So having the videos we've heard actually help a lot in this connection between students and prof because they feel just by me interacting with Matt on the videos they feel a personal connection through the videos as if we were there teaching them. So that's a huge advantage. We also opened up Piata so students could ask any questions they want about the course or rent if they want. We let them do that and basically get responses pretty quickly either from us or from other students. So that's kind of self-propelling learning community. We decided not to use Proctorio even before UBC kind of having it available because we thought using an honor or rather Proctorio itself felt pretty invasive. The whole screen is monitored, the camera is monitored. We feel that they're not criminals or anything that we need to monitor. We could do it on an honor system and design the tests accordingly so it's not too simple in that setting. Is there anything I'm missing? That's good. The point was that we decided Sam and I decided after probably 20 hours of discussion quite a lot of discussion about Proctorio and what we did was we established the idea of the learning community early on because we did a welcome video and that was suggested to us by Jason Myers. It was a really great success that video was still there and then we established the learning community idea right from the get-go so they had to do a waiver saying on their exam as part of this learning community we are going to stick by the rules that have been given us for the exam so we're not really they weren't really disadvantaged by anyone else and it actually worked pretty well and we didn't see any big bulk shifts and grades indicating any kind of mass cheating or any kind of cheating that would exceed what you would normally have in a face-to-face setting now with all that in place we were ready to move to hybrid and what was interesting about the remote case was students were more willing to be asking questions in the chat they weren't as inhibited and there is a psychological term for this it's called the disinhibition on remote connections so that can be done for pranks that can be going a little bit sideways but we could take advantage of the disinhibition and get students more engaged now and then we went to hybrid mode and by the way this was after the going back face-to-face in February we got permission to do half the class in live stream and half face-to-face and that was kind of a pilot in the department of electrical and computer engineering directed by Steve Wilton who supported us in getting the live stream portion going now what happened was during live stream the students would engage on the chat so we were curious to know what would happen once we return to face-to-face so at least at the very beginning what we saw was that the students would carry over their desire to ask questions that they did in remote but now they were feeling less inhibited to ask the questions in face-to-face and it was just amazing the students really got involved and they asked us numerous times they asked me and Sam and I talked about this and we will be pursuing it to write a textbook they're really really engaged okay so now we want to present a mini version of the class who can wait a live demo so this is our live demo there was a question how did the class get divided out of I don't understand the question can you do that orally please yeah absolutely hi I was wondering if the students like self-selected like I would prefer to attend a live stream or I would prefer to attend in person or if they were assigned that way from their sections no there's just one section in the course in that term and so the whole class we set it up in advance and it was actually part of a pilot program for the department because the previous lecture just before mine also an electrical engineering had been delivered online and the two of us was Dr. Nick Jaeger and myself we had the classes back to back so it worked out really well to go from remote in his setting it wasn't live stream like from the studio traditional remote and then coming to our class Tuesday was live stream and Thursday was live stream and so it was the same group it was the same group of students yeah awesome thank you so much thank you okay so here is our little demo how hot is a hot pepper so I'll begin with a little discussion and by the way this is done I use this this is courtesy from the Center for Instructional Support in the Faculty of Applied Science how hot is a hot pepper how hot I'm getting hot already just thinking about it look at the picture on the left is Wilbur Lincoln Schoolville you heard of him now I have he worked for the famous drug company called Park Davis and he developed a scale of hotness how did he do the scale it was a qualitative quantitative scale so we took different peppers like not too hot very hot we'll see the units in a minute and he had a testing panel and he gave the testing panel dry pepper dissolved in alcohol with some sugar and so the idea was they would taste this and see if there was burning of the tongue then he would give them a 50% dilution and then the hotter the pepper the more dilutions would be required so they wouldn't feel any burning anymore and so that was the qualitative quantitative scale so it was kind of an exponential scale but also had the qualitative part that said oh it's too hot or I just don't feel the heat anymore so very smart idea so he said wait a minute we've got and you see the calipers there liquid chromatography well liquid chromatography can give you very accurate answers but it's totally missing the qualitative part now in the third slide and we have a pepper here you'll see it in a minute you can see that arrow points to the membrane inner membrane is where the active oil ingredient which is called capsicin sits and capsicin is soluble in alcohol and fat so now let's go forward and look at the scale so a bell pepper has a hot scale of zero not a surprise there the hottest scale is habaneros 550,000 heat units it isn't hot at all it's only 4500 a good shot of cayenne pepper is 35000 it's kind of in the middle but if you know cayenne you don't want exactly have buckets of it on your curry so let's see how hot is the hot pepper so we got the scale now real life okay Sam we need to look at the test here maybe andrew can move the slide a bit andrew can you move there we go okay what have we got here salmon squad a bell pepper got a pepper here it's a real pepper it's not a prop yeah you're gonna actually eat some of it in a minute are you gonna list the question the questions are there we're going to set it all up and then andrew you can do the poll so the way it'll work is that students you participants will answer the poll and then while you're answering the poll you can open the chat so we'll just get ready here for a minute so there he's cut the pepper one of the pepper samples and we need some of this we'll need some of this where's our cut for our brandy alexander it's fine okay okay here goes okay oh wait what are you eating bell pepper bell pepper bell pepper hot scale was zero look let's be scientific and try it out first yeah so we'll have an eating break how is it yeah man something's wrong with this pepper what's wrong with this it's not spicy at all actually according to the previous slide it's not wrong ah oh oh boy salt are you going to taste this Matt we have have a narrow pepper well we did not have a narrow pepper but let's see what we got here was that spicy enough Sam the bell pepper a spice if you count zero spicy enough then share well I think that's no good so we'll have have a narrow not have a narrow but cayenne spicy so here's cayenne so here's my spoon and I'll give them a lot oh my no man there's my lot it's pretty small it's like we'll take a bit out okay do you want to just dip that in the just put it on the since that's zero we could use that okay here we go Sam nothing and I'm supposed to chew for one minute you better pull the drinks quick huh oh okay well um this is our alcohol for the brandy Alexander whoa this one works so that's a brandy well Matt you didn't go easy on me oh and uh here's the whipping cream oh jeez brandy Alexander and what else have we got here maybe you need a sip of water well we won't drink the beer but here it is alright and there's a yogurt so can everybody see the question and answer Andrew do you want to put up the pole oh I'll go nope okay pole time go easy on the alcohol yeah so not worrying it's like a float rather than an Alexander but pretend that this is brandy so we have four choices for Sam I don't know where the pole is here oh okay so I can see the results of the pole where are they vanilla yogurt with vanilla yogurt got 40 80% frozen brandy got zero glass of pale ale got 20% and two glasses of cold bottled mineral water got zero I think my minute is up yeah so do you want to have some brandy Alexander I mean it's root beer not brandy we can't have drinking without a liquor license in studios so it's more like root beer float that was good huh so in the chat so this is interesting so what would happen now is in the chat you can see that people have fun go easy on the alcohol don't worry about how is that root beer it's not real beer do you want to comment on why you picked what you did so this would be the student interaction will take you behind the scenes when we're done but right now we're really curious about why you thought why you picked what you did so orally please or in the chat just see what's happening so this is what happened in class I chose the one I thought I had the most fat to tame the heat so what did you pick Ainsley did you you picked the yogurt yogurt yogurt I picked yogurt for the same reason Ainsley you and I are on the same table okay anybody else want to comment on that the other choice was pale ale pale ale also got a high rating so why did you pick pale ale why did you pick pale ale I didn't pick it I didn't pick it but I'm guessing that it's because you mentioned earlier that alcohol can help with the heat right so water doesn't work so water and capsicin is an oil in an oil so water and oil don't mix don't drink water that's bad don't drink beer because beer has a lot of water in it so it's C and D vanilla yogurt which has the fat but Brandy Alexander has fat and alcohol so the answer is Brandy Alexander so when you're going out to a Mexican restaurant and you know it's really hot order something that has fat and alcohol as a drink go okay so now we're going to go behind the scenes what I have here is I have we have three things going on is that you can see a slide you can see a chat and if I was doing equations about this I could draw and you'd see the equations and you can see that this is what you see in the behind the scenes slide so I'm behind the light board confidence monitors over there and when I'm writing so I'm going to write right here and you can't really see it but this dot is actually appearing there on the confidence monitor now the great thing about this was that if I'm presenting and I can see the chat over there on the confidence monitor then I can pivot if there's a question I can deviate directly from my presentation to the students question without dropping anything it's seamlessly integrated whatever I have to do yes that's correct so that's seamless pivot from presentation to answering student questions facilitated by the confidence monitor again that has the chat it has the present presenter has the ability to write and it has here you can't see it but it has the window for the presentation material so the integration of the light board with zoom in this fashion allows you to do things you cannot do face to face if you have to answer a student's question you have to turn around and right on the board or you have to go down and right on your tablet you don't keep eye contact when you're doing that answer whereas here seamless contact is maintained fantastic tool embedded in the light board so you can see what we have is basically live stream inside of a live stream and that's all so a pause here for any questions and try to pass me towel I'll erase this these things any questions about what we've discussed so far Matt perhaps you can write the letter ABCD just to show people how the letter got flipped around oh yeah okay so I'll just do yeah so you see it ABCD but everyone I get lots of stuff online saying well you have to write it backwards because the camera is on the other side but studios did something very inventive they put a 45 degree mirror just in front of the camera feed which flips everything around well Andrew perhaps you can show people the behind the scene ABCD oh Andrew can we do that we don't have a feed that has the the flipped ABCD yeah but you'd have to see it from the other side on the other side of the glass it would be the opposite oh yeah Andrew's going to do it that's what you'd see yes thank you so we have a story to tell about that and that is that we had the students use the light board in the class elect 311 which is the class on waves and we had them use the light board to explain how the light board works and one of the smart students put a put the word reflection and had t-shirts printed but he printed reflection backwards so that when it was photographed with the camera it would appear backwards so that was pretty clever so we are warned not to wear writing because it will then get flipped but if the writing is flipped it comes out in the right order yeah that student is prepared yeah it was really fun okay so are we doing here we're on to the lessons learned just make sure we got all these lessons here there were a lot of lessons learned yeah and Sam what do we have to say about lessons learned I think one major point we hit on was the simultaneous chat discussion because in class students really participated more through the chat and as Matt said kind of even brought that forward to in person because they're more familiarized with us they're more familiar with the setting of the classroom and how to ask questions effectively with us I feel and also the fact that you as an instructor could pivot between instructing and reading the chat right am I missing anything no I think those are all good lessons learned the thing that I've been concerned about with the light board is the issue of scale like I'm one professor we should have more facilities it's not a lot of money to buy one of these you can buy them commercially about ten thousand dollars and we you can see the advantages of using the light board plus the technology developed here in studios we need to buy what's called the switcher was about two to three thousand more dollars and then you're all set you can do the digital green screen and all those things and overlays like you're seeing here in the presentation but it really takes us to the future what are we going to do in the future and I'll just advance but this is the last slide so in the future the incorporation of remote learning do you want to talk about that Sam yes some important points here that I can't miss here now so really we've learned a lot I think from the past few years of experience and try to really take the best of each setting and apply it to future changing settings so I think one of the points we learned was all these remote and in-person mix of technologies we can use them to build tighter communities for example the seamlessness of the chat using Piazza to ask questions anytime we think that help a lot with tightening the community they also encourage student engagement as we've kind of gone through time and time again and there are some environmental pros as well like for this hybrid setup we did in the past term if the student was learning if the student was not on campus to begin with then it cuts their commuting by half because they only need to come in class half the time now if they decide to watch the recordings of the in-person classes which were recorded then it cuts it down even more so it gives them the flexibility and also it releases classroom space when we're not using it if we really go full on in hybrid and not need a classroom dedicated to the remote sessions then those rooms might be converted to some other use like dry labs or other purposes at a university which is very valuable yeah just following up on what Sam said converting classroom space to dry labs really allows for embedding companies and research facilities right in departments and that's the way it's done in places like MIT so we're competing on the global scale with places like MIT that means looking to the future the university has to invest in proper infrastructure whereas we did part of our live stream of the studios I had another class that was done with Zoom in the classroom and live and there are all kinds of issues the internet we actually had to sign on as UBC visitor so if we want to move forward we need to invest so we have more facilities and the facilities that we have operate reliably in terms of other faculty using this they also need help in converting some of their PowerPoint decks to this kind of format because they're very busy a lot of them with their research groups so they don't have the time so we have to facilitate that so investment in facilities investment in aids to converting class and then the whole thing boils down to this creates a platform from which we can extend UBC out there in a global setting so we can improve the experience of globally registered students who are remote and that improves the experience of online offerings and we can go forward by looking at not only micro masters but I suggest and we're starting to do that micro bachelor so two year courses where there's a lot of learning in a practical setting and all this is facilitated by the light board so we would like our team here to thank you for being here and look forward to seeing you in the future thank you that's good thank you Jocelyn thank you Brie can I ask a question I'm asking a question to ask a question yeah go ahead so when you talk about do you have half this class in person and half of the class joining on live stream just a minute I have to say something I didn't maybe say it correctly half the class time so it's all the students are coming to class one day and live stream the other day so it's the same group of students they're either in the class face to face on the second day they're live stream so during the face to face day you will also be meeting the students in person in the classroom well that's what face to face is it's live presentation to the students so if you like conventional setting however we chose to record that face to face because we didn't want to disadvantage students who are three to five people in the class who had COVID and so on who are sick so you can't just then pivot for those three to five students the extra workload would be enormous so we thought for everybody's benefit we'll just continue recording the face to face thank you okay thank you for that Ainsley we'll look forward to getting feedback there's the connection to UBC studios I'm on the electrical engineering website so you can get me there and if you want to talk to Sam I can forward stuff to him and fantastic actually by the way to move things forward we're planning to present this to the professional engineering association this fall this demonstration this talk and you're going to adjust it a little bit but basically similar talk I think it'll be a hit and I think that Sam I think that you got to be harder on Sam next time though you know something that she wants really good well I can get to have a narrow pepper you could be kind of enjoying it it's actually kind of nice so that reminds me of a personal story where I was invited out to dinner by the editor and chief of the Gage book company back in the 1970s and we were sitting there and the waitress came by and she said is there anything else I can get you and this was an Indian restaurant spicy food and I turned to her and I said yes she said what is it you're an extinguisher and we end off with that thank you alright ok