 Yeah, we're ready. Brilliant. And I will welcome to the virtual Summit Parallel Session. I have to say I'm really excited that we have Julie Rose Donpates and a whole host of co-presenters today for a very special session. And I'll be in the chat the whole time to help with any technical problems or questions any of you might have. Please be aware that this is a one hour joined wildcard session. I think it's great, please to say, which will involve a lot of participation from all of you. And as soon as we start the breakout rooms about which Julie will tell you more later on, you will have my access as well. So without further ado, please put your virtual hands together to say a very warm welcome to everybody organizing the session. And a particular welcome to Julie Rose. Hi, Julie, over to you. Hi, thanks, Maureen. We'll just get things set up. It's an important announcement. The programs you're about to watch make use of the Section 30a copyright exception related to parody, which allows fair dealing use of existing works in a spirit of mockery, humour or social commentary. Good afternoon. Next up on AltTV, we have Have I Got Tell For You, where panellists will discuss the findings from the USISER Technology Enhanced Learning Survey. This is followed by After the Quake, a speculative and participative look into higher education's crystal ball. And good afternoon. I'm Julie Bose, and welcome to this special episode of Have I Got Tell For You, focusing on the findings from the USISER 2020 Technology Enhanced Learning Survey. Before we start, I just wanted to speculate on what Alt might have looked like this year in a socially distanced format. But we're online, so hopefully this will all go well. I want to introduce you to our teams today. On Team One, we've got Catherine Nnamani, who's Head of Learning through Technology from the University of South Wales and accompanying her is Dominic Pates, a Senior Educational Technologist from City University of London. On the other team, we have Rich Goodman, the Learning Technology Manager from Loughborough University and accompanying him is Deborah Garrison, Director of Accounts from Penocto. So welcome and thank you very much for taking part in our session today. We're going to be playing four different rounds, starting with our silent film round, where I'll play you a video representing one of the key themes from the survey. And the teams will need to guess what the story is and feel free to play along in the chat as well. So Rich and Deborah, have a look at this one. Please feel free to comment on what you see. Well, this is our good friend accessibility that we've all been spending a huge amount of time getting to grips with and making lots of changes and trying to get senior management involved with and getting people to take it seriously, looking at different tools, looking at different ways of doing things, looking at captioning for video, looking at really ancient things and word documents. It's taking a lot of everybody's time, I think. Deborah, any thoughts from you? Oh, definitely, definitely. Number one priority right now, especially with the EU regulation changes. So happy to see captioning. We saw screen readers. Lots of good things that are now being incorporated across all campuses. So yeah, correct. Two points to you guys. This is the story about accessibility and the increasing importance of accessibility, inclusion and widening participation in relation to tell. It's one of the key themes of the survey. So the top six drivers now include three items relating to widening participation, meeting the equality and meeting the accessibility regulations. We also found that 37% of institutions who've carried out reviews of technologies in the past two years have reviewed digital accessibility tools with the majority of those implementing Blackboard Ally. In addition, accessibility of learning and teaching resources has been in the top three evaluation for the impact of tell on both the student experience and staff pedagogic practices. So it's definitely a key theme for the survey this year. Okay, Catherine and Dom, this is your film. Let me know what you see. Any thoughts on that one? Show my video a minute. I think, well, the first slide is looking at the different structures relating to how tele-supported across different institutions where learning technologies sit and the relationship within the institution. And the last one is the photograph taken from last year's old scene where everybody was in the room. So yeah, that's what I can see. Any thoughts, Dom? Are you on mute, Dom? The classic phrase. I did warn, Dom, about the subtitle. I don't think we can hear you, Dom. Okay, we'll come back to Dom then. So partially right, Catherine. This is the story about the growing numbers of staff supporting tele within UK higher education. So it's a trend that we expect to continue, especially following COVID-19 and the number of job adverts that we've seen for roles within the learning technology industry coming out since then. Distance learning units have seen the largest mean number of staff, but this has mainly been skewed by two institutions who have very large distance learning teams. We're also seeing an increasing number of institutions with more than 36 FTE of staff supporting tele with three institutions now reporting over 100 FTE of staff. But those are the ones primarily with the large distance learning teams as well. Alright, so next up is the picture spin round. Well, you'll see a spinning picture emerging with another finding from the survey. You didn't already see the sneak preview. Teams, you've all got buzzers, I believe. So could you just show me, let's hear your buzzers. Catherine, do you want to start? Deborah, what's your buzzer? Little Gudetama. Rich, have you got a buzzer? Classic Bell. Classic Bell and Dom. Dom, have you joined us yet? Classic Bell and Dung Dung. I think we've still got silence from Dom, unfortunately. Stick disadvantage, okay. Buzzing when you know what the story might be. Oh, Rich. It's got to be our favourite story of which of the most popular VLEs amongst UK universities? Moodle and Blackboard, slugging it out for the top spot as usual. Yeah, that's right, Rich. So this is the story about the dominance of Moodle and Blackboard as the main virtual learning environment in use within UK higher education. All the institutions who responded to the survey reported having at least one institutional VLE with two institutions reporting as many as five VLEs. I wouldn't want to be the one supporting those. Moodle wins the VLE battle again, so 59% of institutions are using Moodle and it's the main VLE in use in 49% of institutions. Blackboard Learn comes in second with 30% of institutions reporting its use and when you combine it with the other flavours of Blackboard, this increases to 33%. So I think Moodle is definitely winning the race again. We've seen an increase in the number of institutions using Canvas up from 16% in 2018 to 22% in 2020. So there's now 21 institutions who are using the platform. When it comes to VLE hosting, we continue to see a decline in the number of institutions who host their VLE in-house and an increase in the percentage of institutions opting for cloud-based software as a service. Moodle users are the ones most likely to host in, manage their VLE in-house with 54% doing so and only 9% are using a cloud-based solution. Okay, time now for the odd one out round. I'm going to give you four items and you have to guess which one is the odd one out. So Catherine and Dom, got Dom correctly excellent. Here are your four. So let us know what you think is the odd one out. Your four are webinar software, toilet roll, flower and conspiracy theories. Do you want to go for that one, Catherine? Oh my goodness. Well the toilet roll and the flower were things that were in terribly short supply early on in the pandemic. 5G, yes, we all thought that that was the cause of the pandemic and then the webinar software, the great battle between Zoom and Collaborate and Teams. Which one is the odd one out? Well, if City is anything to go by, we didn't have a lot of webinar software to go around at the beginning anyway. So I think we should plot for conspiracy theories. Yeah, I think I probably agree with you on that. So yeah, we'll go with the 5G theory for that one. Yeah, that's the point to you. So the odd one out is conspiracy theories. As all of the others were in high demand at the beginning of lockdown. The survey findings reported that 72% of institutions have a centrally supported webinar or virtual classroom solution. This was an increase from 53% in 2018. In addition, only 15% of institutions have reported plans to pilot or implement a webinar solution in the next two years. But things may have changed since COVID. I suspect those numbers will be a lot higher next time we run the survey. So Catherine and Don, what was the situation in your institutions? Did you have a platform in place to support the rapid move to online learning? Yeah, we were very fortunate actually. We had Collaborate and have been using it for a number of years and had already done quite a lot of staff development using it. So that was really helpful. But our usage just shot through the ceiling in March. I think we went from something like an average of 10 sessions a week to over a thousand sessions a week. At one point, it was all for the integrators. So that was really helpful. And we'd also just started using Teams. So we were in a pretty strong position actually. A few people said, please, can we use Zoom? So we pushed back on that. But yeah, it's worked really well. I have to say, I'm very lucky I think. It sounds like you went into lockdown in a slightly more comfortable position than we did, Catherine. We had Adobe Connect licenses pretty much like toilet roll. They were very hard to come by. We didn't have an institutional license at the time. It was host licensees only. So really when the lockdown happened, suddenly everyone was scrabbling for Adobe Connect license. So it's been years trying to get people to do them and nobody's interested. Then as things unfolded, Teams got turned on and the pushback against Zoom was unsuccessful. So we went in with one limited platform and we ended up with three. A bit of rapid upskilling from the hotel TV there too. Thanks, Darwin, Catherine. OK, over to you, Richard Debra. Here's your odd one out. Your choices are accessibility. Office 365, which I think is now Microsoft 365 and Teams. Electronic management of assessment and COVID-19. Surely it's because everything else is in the top things in the tail survey. Surely top 10 things would be my guess. Would you say Debra? Yeah, this was a good one, Julie. Yeah, spot on. So the majority of survey responses were submitted by the end of February 2020. So COVID-19 was not one of the top five developments that were starting to make demands on tail support at the beginning of the year. Accessibility in Office 365 were new entries to the top five with 43% of institutions reporting accessibility as a new development up from 5% in 2018. And also in the top five were electronic management of assessment, learning analytics and lecture capture. Surprisingly degree apprenticeships has not had the impact that we anticipated in the 2018 survey with only 5% of institutions reporting this as a development that was making new demands. So over to the panel, how has COVID-19 impacted on your organisations? Richard Debra, do you want to start? Oh, my God. Where to begin? So the last six months have been unbelievable. Well, as like Dom said, for a city, we had, I don't know if you can act as our accomplishing platform with a small number of licenses. Everybody was desperate to use it. So we had to get more licenses, but that wasn't really enough because the platform itself was struggling quite a lot through April. So during one week, we emergency prepped Cisco Webex to be a replacement product for that just in case the Adobe system kept falling out of all, but thankfully it didn't. Teams has come up on the rails. We were already thinking about getting teams at some point, but essentially teams will now be one of our major delivery platforms for the next semester coming up. And so we've essentially rolled it out in a very, very short amount of time with all of our modules being attached to the teams and ready for teaching in various groups, and we're automatically done. And yeah, that's been an amazingly fast project going really quickly with loads of support resources coming on at the same time. Lepticaptor has been very important as well. As Deb will know, we're a big user of Penovo. And we have lots of lots of usage of our system for emergency response essentially we copied over existing content from the previous year. Our Lepticaptor quality is up to 97 ish percent of all seconds are captured anyway. So we had a lot of previously captured sessions, but we're going forward. We're going to be doing a lot more live streaming of existing sessions and also working with recording sort of 20 minute kind of small sessions in advance and things. So yeah, we're planning for lots of different scenarios for going forward, but we know no idea which one we'll be in from week to week. We're kind of ready for most scenarios, just not quite sure which one's going to be with us. Thanks, Rich. I think we're all waiting to see which scenarios might play out. Deborah, what was it like for the supplier side of things? Oh, it was just as crazy. I would like to say the UK was ahead of the curve. So most of our UK customers, there was no issue. Most of them were like, oh, we're glad we already had this rolled out because they were able to make that transition. And so that was great. But what we saw a huge increase was in like central Europe. A lot of the universities haven't been deploying these types of solutions like lecture capture, distance learning, things like that. And so they were starting from scratch. So that was just a race to get everyone up and running. Like for Italy, we had a few customers already there. And from the end of February, they were able to live stream all of their lectures, which I think was like over a million hours of for one institution, University of Verona. In that small amount of time, but they were able to get up and running. But I will say, I thought the UK was in a really good position. And all of you guys should feel really proud of being so forward thinking and not having to scramble last minute to make sure that no student was disadvantaged during this time. So I was really proud in that sense, but it was quite the hustle for the rest of Europe for us. Great. Thanks, Deborah, and a big pat on the back for everyone in UK HE. Catherine, Dawn, what was it like for you guys? Well, exhausting to begin with. The day we went into lockdown, March the 16th, it was announced that we were going to sort of close the institution. And rather rashly, I'd said to a colleague that they didn't need to come in on the Monday because they'd had an economic council. And we just got Austria skiing. And she and I were due to be the only people on the Monday. And I said, oh, don't worry, I'll be fine on my own. Thing is, last words, I came home. I've never been so exhausted in my life. And it's continued since then. It's been relentless. But it's also been really exciting, I think, to see how people who have been so reluctant in the past to engage with technology have really gone out of their comfort zones to put their students first. I think, Deborah, you mentioned about not just advantaging students, and that's really been at the heart of what we've been trying to achieve at University of South Wales. And some of the work that's happened, I think one of the real, one of the examples I'd really like to share with you is our team in chiropractic who previously had not done anything at all in terms of using technology. They've had some sort of technology in situ, but never really engaged with technology that's been at all. And they were in a situation where the students risked not being able to graduate because of the nature of their assessment. And yet, working with one of my colleagues, they transformed their assessment to be completely online, using Collaborate, in a relatively short period of time. It was very intense, but it did mean that the students were actually able to graduate in July and go on to jobs. And that really sums up, I think, the effort and the focus and I know we've got a session about Quake after this, but it really exemplifies it, I think, in terms of people's approach, attitude and just getting on with the job rate. So exciting and exhausting and not sustainable, I have to say, but yeah, all good. Thanks, Catherine. It's been a big challenge for all the disciplines with practical things that we're trying to get students through some of that practical work. Don, finally, how's it been for Citi? Well, we had the rather strange situation in educational technology for suddenly becoming an emergency service. Obviously, an emergency service that we're working from home, which is not the same as you can say for paramedics or nurses, but it certainly helps. I can certainly empathise Catherine with your feelings of exhaustion as well. Taking a slightly wider view as well, we kind of flipped from, as Matt's just referring to in chat, we flipped from years of trying to get the university to listen to us to suddenly influencing the decisions and directions and strategic choices that the institution actually took, which was kind of shocking in a way after so many years. Can anybody hear us? To some extent, although we've rebuilt ourselves, we've restructured ourselves internally a couple of years ago, Covid basically kind of flattened our structure a bit as well within this emergency context. I think the past few months have probably given all of us a collective ear as well. An entire lifetime's worth of stories. The other sort of thing to note as well, I suppose, is that everything has spiked, whether it's the sudden increase in use of the VLE, the web conferencing platforms, the video hosting services, all of the amount of supply ratio of ed text to academics that want or need to have something digital to do with their teaching practice. Great, thank you, Darwin. I can see Catherine said they've been nominated and shortlisted for a team award, so well done. Now it's time for some audience participation. In the chat, Don will post a link to a poll where you can share three words to describe your last few months. The responses will be collated for discussion in the next session after the quake. While you do that, we would like to thank our session sponsors, RapidMook, for their support. RapidMook provides self-service video studios for the production of high quality videos in minutes. Hopefully everyone's had enough time. We have Chris from RapidMook just posted in the chat, so if you do have any questions, then do contact Chris. Okay, welcome back. You join us for our final round, which is the Missing Words Round. This features as its guest publication, the journal Research in Learning Technology. Teams, you'll need to get your buzzers ready. Don, can you say your buzzer with us? I'll have to find which phone it's in, but we'll have to. That's it. Teams, if you want to buzz in with your suggested answer, okay. And we started with what is the leading barrier to the development of processes to promote and support self-taughts? Don? Is it stockpiles of toilet roll? Rich? Senior management. I'll agree with that one, yep. Feel free to join in in the chat as well. Any other thoughts? I think just lack of time. Great, Catherine, yep. This is the finding that lack of time remains the leading promotion and support of TEL, maintaining this position since the 2005 survey. Lack of academic staff knowledge moves up into second place from third in 2018, and this actually reflects the continual changing TEL landscape and introduction to new tools and technologies. So a record high of 70% of institutions who responded to the survey reported undertaking a review of a TEL system in the past two years. And for the majority, this resulted in the introduction of a new system or an upgrade to an existing system. So lots of change for academics. Next up, students what during a fit to classroom course in engineering mathematics? Is that done? That started a TikTok dance. No, we're not looking for that answer. Students confused from the chat? Students hide, yes, that's a really good one. Went to sleep. Went to sleep, yep. Played Fortnite. Okay, so the answer is students video viewing habits. And this article is from Research and Learning Technology. It reports on student viewing habits based on 104 videos over a period of 12 weeks. The video statistics indicate that many students waited until the last day before assignments to watch the required videos. And they also found that students would try to reduce their heavy workload induced by watching them all on the single day by skipping the videos they perceived as less valuable. So definitely an interesting article to have a look at. Your next one, the proportion of institutions who have evaluated the impact of TEL on staff pedagogic practices, what? Deborah? I think it's increased. Increased? No, sadly, that's not the right answer. Any other thoughts? It doesn't exist. It doesn't exist. Catherine? Choconmore staff? Choconmore staff, that would be a nice one. I think the answer is in the chat yet remains relatively low. So this is the finding that only 28% of institutions reported carrying out an institution-wide evaluation of the impact of TEL on pedagogic practices. It's very comparable to the 2018 data. Digital literacy and adoption of lecture capture were the top two areas that have been evaluated. The seven principles of online learning. What? Go on. Never try to upskill in a pandemic. I think we need to come to that. Any other thoughts? So we need seven words. Is that what we're saying? There's quite a few words in here, but you can make up anything you want. I like Matt's answer. Is it clickbait tweets? Education, education, education. Keep it simple. Keep it simple. That's a list of parents. Accessibility's got to be in there somewhere, surely. So it's feedback from faculty and alumni on its importance for teaching and learning. This is another article from our guest publication research in learning technology, and the results demonstrated that holding students to high standards of performance, academic honesty and professional conduct was the most important factor to both faculty in their online teaching and alumni. Additionally, alumni valued engagement with their faculty more than engagement with other students or course content. And finally, availability of what is the number one encouraging factor for tell development? Beer. Beer and correct. Coffee and biscuits. Technology. Correct, it is technology enhanced learning support staff. So this is defining that the availability of tell support staff continues to be the leading encouraging factor in the development of tell, which is good news for us learning technologists. Other encouraging factors include feedback from students and availability and access to tools across the institution. So we finish with our caption competition. Do we have any suggestions from the panel? I've got one or two. Go for it, Rich. Take a virtual trip to Barnard Castle. Driving testing. Second one. Nice like myself from the world. Third one. I can't find any toilet rolls here. The man who takes off in nine months put it straight back on again when he hears what the new normal is. Any for anyone else? How much does the teacher miss? Deborah Catherine, any thoughts? They do look like electric handcuffs. So you're right. We did put this out on Twitter. And this was my favourite one from one of my colleagues, Catherine Drum. Yes, your mask looks very cool, but I think it's meant to cover your mouth and mouth. Hello. So welcome. So I leave you with news from a government briefing where Gavin Williamson closes with, and that's our plan for A-level grading and HE admissions. Any questions? And news from Alt HQ, where in light of Monday's Zoom outage, the Alt Chief Executive has been found preying to the Learning Technology Gold for a smooth start to online teaching in Term 1. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you to the online teaching in Term 1. Thank you. Thank you. And goodbye. Are you ready for the future? Joined on pace, Thor, after the quake. In 2020, higher education was hit by an earthquake that moved fast and broke things. We have combined forces today with, have I got tell for you perspectives from a life in educational technology in 2020. We heard in the last program about the scenes from before the quake. This was issues like the rise of accessibility considerations, the ongoing dominance of big VLEs, learning analytics, and questions around degree apprenticeships. We're going to go now to some of the impressions that you've given us about life as a learning technology itself and within the sector. Let's see if we can get the right screen share. What have your experiences been like in the last three months, which we could talk about as the quake itself? We can see that it's been exhilarating, tiring, exhausting, challenging. In many ways, it's been frustrating and demanding. It's been a roller coaster, but it's also been collaborative. It's been productive. It's been character building. It's had things to do with leggings and dogs as well. There are all manner of different ways that you might have experienced the quake itself during the dramatic moments that hit higher education beginning in March of 2020. We're going to go next to education, though has been disrupted before. This is not the first time that higher education has been disrupted. If we look at a period of the bubonic plague during the Middle Ages, we can see that although there were obviously wider population declines at the time, higher education did see longer term enrollment increases. Oxford, for example, set up new college. Cambridge established four new colleges during this period. We also found a shift from the more theological worldview of universities at the time to a more science-based one, which led somewhat towards the enlightenment at the time. During World War I, of course, we also had a further period of disruption to higher education. Before the war, we found that universities were largely private institutions that were somewhat dependent on fee income and philanthropy. University contributions to war efforts, such as staff and students signing up to fight and war-related research, did lead to financial crises, and ultimately these led to universities and governments being drawn into closer relationships with each other. World War I also saw an increase in female teachers and things like changes in courses offered, such as modern languages like French or Russian. So we can see that while higher education has been profoundly disrupted in the past, it has also tended to evolve and change. So we talked a little bit about before the quake, and these were the known knowns of what the landscape was like before the quake hit. Let's go over to you now to talk about the current situation as well. We also heard from the panel about their experiences of lockdown itself in the summer of the last few months. So we're going to go over to you now, and this is a time for a little bit of audience input here. I have a question for each of you, and we'll give you a little bit of time to think about that and add your questions. You'll see them coming through live as well. A question for you all is what one thing we're thinking of the coming academic year that was due to start shortly, what one thing are you or your institution putting in place to effectively support teaching, learning, or assessment for the coming year? Take a minute to get some responses in there as they come in, and this is something that you're also able to, as you can see, add full sentences as well. Welcome to add more than one comment, if you feel the urge, and do note the effectively support part of the question. Panic is natural for each and everyone. Riding the winds of chaos, that's a beautiful embracing the pending academic year. Somebody is enabling hybrid seminars, that's a bold move. We have a new framework for teaching and learning that is focusing on synchronous over synchronous, asynchronous over synchronous. We'll keep that open for the time being anyway, so somebody's going for a Seamalt as well. I'd like to introduce an idea that I brought to the ALT 2019 conference at Edinburgh. The idea of speculative design may be familiar to some of you. We introduced this at Edinburgh last year as we call speculative learning design. Speculative design takes the notion of possible futures, uses ideas generated to better understand the present, and to discuss the kinds of ideas that people actually want or not in the future. Usually this takes the form of scenarios, and often it starts with a what if question. You'll see some of these in a moment. Essentially, this is using design as a critical tool. It's not about predicting the future, but it's about imagining what possible futures there might be. Now, speculative design comes from a London-based artist called Dunn and Rabi. They wrote a great book called Speculative Everything, published in 2013. They've found in their research this potential futures because of the frame or motif of thinking about speculative design, and developed themselves to suit their own purposes. If you look at the different components of this, you can see that it starts out with the present. On the left-hand side, it stretches out to the probable, which is what is likely to happen. The plausible, which is what could happen. The possible, which is what might happen. And somewhere in there as well, we have the preferable, which is what we want to happen. So, bear these different options and possibilities in mind. Obviously, speculative learning design simply would apply these principles and these design objectives ideas to possible educational futures. Now, one of the ways that helps us to think about these speculative design ideas is taking a look at the state of the art, or some current social trends. So, I've re-showing a slide that we used again at Edinburgh last year that shows some technical, some social, some positive, some negative social trends, or technical trends in some cases. Interestingly, after revisiting this slide, I noticed that global pandemics is all in there as well. So, I'm not sure that any of us in Edinburgh in September last year, when we were talking about holographic academics, would have quite expected this degree of change that's been visited upon us. So, that's it from me. I'm going to hand over to you, and Judy's going to be helping me with the breakout room ideas as well. So, we talked about before the quake, which was the tell landscape before the lockdowns and coronavirus hit global higher education. We talked about during the quake, and you've contributed to that yourselves, which are your ideas and perspectives for the challenges that you have had. Kenai, amongst you, will notice a third Rumsfeldism coming here as well. We're also going to think about the unknown unknowns here as well. The unknown unknowns, this is thinking somewhat into the future. This is thinking about a post-COVID world. What does higher education look like in a post-COVID world? Now, I'm not going to specify a timeframe there. It could be five years. It could be 10. It could be 20. But we're going to put you into small groups, and you will have a single prompt in that group, which is at the top of the page. I'd like you to use that prompt, open up a discussion between yourselves in the group, and use that prompt to generate ideas for higher education institutions in the post-COVID era. So, it's a sort of ideation board or thought-showering, I think, is the current appropriate expression. Aim for positive ideas, if you can. But obviously, we're talking big themes, big topics here. You might have all sorts of difficult questions to throw in there as well. Now, to keep it narrow, you could think about teaching, learning and assessment in a post-COVID environment. But welcome to also include any other ideas around higher education as well. And just to give everybody a, give you some time on deciding who does what, the person in your breakout group whose name comes first in the alphabet according to the Blackboard Listing will be typing up the ideas from the discussion in the Padlet board. And Julie has shared the Padlet link into the chat. You can see it there, padlet.com slash dompate slash after the quake. So, I hope that the instructions are clear. Julie, would you like to send our participants into their breakout rooms, please? Julie, we'll find ourselves joining in. Okay, you should be going to the rooms now. Okay, Dom, it's just you, me and Maureen in the main room now. How are you doing so far? That's too bad. I think some of the groups are now a lot lower than they were when I set them up. I thought, did they go in automatically as well? Yeah, they've all gone in. Call, let me know. I'm here. Let me know if you need anything. Is my mic coming out all right? Yeah. I'll go and join group four because quite a few of them are down to two participants now. So, I'll go and join group four. Feel free to join a group if you wish, Maureen. Thank you, will do. I'll also keep an eye on the chat in case anybody has any technical questions. I should wander into some of these rooms as well. The biggest thing, oh, we returned to the main room. Okay, I think we are back into the main room again here. I'm hoping that that's all. Are we all back? So, let's go for a final share of some of what we've seen. We've got a few panelists, a few responses coming in. So, plenty of stuff from group one. The problem of universally good internet access would need to be solved for people working from home. That it certainly wouldn't be as much fun. What if the pandemic kills off in-person exams? The idea of trusting our adult learners is an idea. What if hybrid teaching becomes a preferred operating model for most universities and colleges? No, we certainly need to overcome some of the challenges. Let's take one more as well. What if global heating continues to rise? This is group six. We certainly need more flexible systems regardless of the pandemic. So, I think this is working. I think this is sharing on. So, there we go. I'm going to stop sharing that one. I'd like to thank you all very, very much for your participation in this today. I know it took a very different turn from have I got tell for you, but we've given you very different perspectives on the year today. Now, the Padlet link itself will remain open. And the intention is that we'll follow up on this with a blog post to aggregate your respective responses on our Learning at City blog at City University. And if Alts would like the version of the blog post as well, then we could get the conversation started there.