 And one of the platforms that was developed, or the other problem that we have, sorry, with ed tech and with digital humanities, is that in a lot of cases it turned into a black box, right? We don't know how it works. We don't know what it does. We don't, you know, we just press the button as you know, the platformization, it looks really slick. We press the button, it does a thing, and we're really happy about that, right? And I always think about Shawn Michael Morris's quote around, and his essay, What If Bell Hooks Built an LMS, is this idea of praxis, right? It's thinking about the technology, and this is also something that minimal computing wants to do, is it wants to break open that black box, and it wants it to be about praxis, right? The praxis of digital humanities, and not just the product of digital humanities. And so I really wanted to take this ethos and really think about it as in digital humanities and a minimal computing approach is the platform wax. It was developed out of Columbia. It is an alternative to Omeca. It is done in flat HTML using a spreadsheet and Jekyll. It is minimal in terms of the bandwidth it needs. It is minimal in so far as well that you can host it on GitHub. You can also, because it is flat HTML, put it on a jump drive and distribute it. And you can render it without even having internet access. It needs a browser. Again, the address is up there super tiny. I also, again, have it in the notes. But it's a really interesting, again, alternative of thinking through, and you might say, Well, it's not necessarily minimal, and trust me, I did the workshop. It is not necessarily minimal in terms of getting started. But once you learn how to do it and get it set up, it is much more sustainable and accessible to be able to maintain, to be able to bring community members in, to do it. And so there are plenty of examples of groups, community groups, using it in the global south to do preservation projects. And you list some of them on the site as well. This is just one that they put up for. We make something like Omega, which is a ubiquitous tool in the digital humanities, more accessible through the lens of minimal computing. So what I don't want to talk too much about this. I talked a lot about this yesterday. I've been talking a lot about this online. I'm tired of hearing my own voice if you can actually believe that. And so what I want to do is turn this over into a speculative exercise that we do together. I want us to come up with different narratives, right? And imagining a different future for ed tech. Not how we're going to get there, but what it looks like once we arrive, using the lens of minimal computing. And there are four key questions that Alex Gill and Rupika Rizum bring up in a recent issue of minimal computing as constraints, right? We've been talking again a lot about constraints as putting up these constraints. What do we need and what must we prioritize, right? And it comes back to that question of ethical ed tech as well and all of those different kinds of things. And so what I would love for you to do is to move your fun little wheelie desks into smaller groups. And imagine using these questions, don't worry about the resources. Don't worry about how all of the administrative nightmares that was caused and how your IT departments would hate this. And how your faculty members would revolt. I want this to be utopian thinking, right? Utopian thinking of if we could rethink and reimagine ed tech using the lens of minimal computing. What would that look like? What could that look like? And what I've provided because I can't get out a big ed tech myself. I've set link and also add to the Jamboards. And so groups, I don't know if you've ever used, have people used Jamboard before? And so I've created a couple of different Jamboards. You can scroll through them. So you can go to one and everybody can contribute or if your group just wants a nice clean slate, you can do that. But I would love to give you 15 minutes and then kind of do a five minute wrap up at the end. Dream and share that on these Jamboards so that we can all sort of see. Because again, we only have half an hour and we're probably not going to get through everybody's ideas. But at least with the Jamboard, we can see each other's ideas after the fact. How's that sound? All right, move your chairs, spin around, get in the groups. Imagine differently. We've got two or three, two or three, four, just like, you all have the Jamboard. How are we going to do that? We're probably going to have to take the time. Okay, let's say there's a forum. That would be for me to switch to saying you can sign up. So what else do we do? Right now? It's like, oh my god, that was amazing. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. Okay. You're back. Yeah. Yeah. Yeah. We good? Yeah. No, it's a man. Um, because it's you. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. A standing desk. Yeah. I have to look up, I have to look up every time I'm asked to cross list a course in canvas though. Right? Like, the things that we do already that they come to us for, like our faculty come to us for once a year, how do I cross list a course, how do I weight my grades and there's a lot of that stuff that doesn't stick with me either and then I have to, I have to go look that up as well even though like I'm the expert in certain amounts of faculty there's a learned helplessness for me and so if we're already doing these kinds of things what if we just did it differently? For different things. If they're already going to be confused by the technology, you know, what if we just made them confused about different technology, I don't know. Exactly, that's all I'm going to do, like I don't know, can I do that in canvas? I mean, I say that when I do the WordPress tutorials, right, Google's your friend with WordPress. I get so ubiquitous, it's been around for so long, there's like 27 YouTube tutorials and yeah, yeah, I didn't talk for more than 10 minutes, yeah, nope, everything is good. Well I drill too, but that's neither here nor there. Currently, no one will stop talking so it must be a good exercise then, that's how you know it. Hold up the five minute sign, college be your regional, what could that look like? Capital I. So again, take these provocations to your less imagination and so, you know, may all of these flourish, all of these different versions flourish so that we have things to look to that are not just what Big Ed tells us is inevitable. Really needed more than a half an hour for that. Yeah, hey, I only had like what five slides, I don't know how much more minimal I can get than that. One. Yeah, I could have had one, you're right. I'm getting down your way relax, I think there's like five minutes, you get like at 35. I don't have music to play with me and I do like a dance and like there's a whole costume. Yeah. I don't have a costume. I'm just going to put it on the top of the top of the top. Hello. Yeah. Yeah. HDMI, HDMI, yeah. Yeah. I'm going to have a little advert around. Yeah, kids tell me all the time. What? I told you I had to start a session but not how to end one. I think I need to end the recording. I want to end the recording but not the live stream, so I don't know. It said recording saved successfully. I just did, there was just a little blurb that popped up. Is it still recording? Because it's still recording that. I have to change the walkers set up here. So we definitely need the live stream. Which is good. You're only having to be one or two people. So I end this red button here.