 Good morning, good afternoon, and good evening to all participants. My name is David Malik and I'm the special advisor at the Commonwealth of Learning, Vancouver. And I welcome you to the fourth webinar in the future of learning thought leadership series organized by the Commonwealth of Learning under its open door initiative. It is our privilege to have as our speaker today, Professor Richard Larson from the Massachusetts Institute of Technology. Dr. Larson is Mitsui Professor, post tenure in the Institute for Data Systems and Society of the Massachusetts Institute of Technology or MIT as we know it. He's a member of the US National Academy of Engineering. He served as founding director of MIT link. And his principal investigator of MIT blossoms. His career has focused on finding ways to improve services industries, including education, urban service systems, disaster response, disease dynamics, dynamic pricing of critical infrastructures and workforce planning. At MIT, for 25 years he has served as a leader for initiatives in technology enabled education, especially secondary and tertiary STEM education in the US and in other countries. His research on the doctoral workforce has been extensively cited, including stem crisis or stem surplus. Yes, and yes, which was given the best paper of the year award from the Lawrence M. Klein fund. Professor Larson, the stage is yours. Good afternoon. Good morning. Good evening everybody. It's an honor to be here at honor to be invited by the Commonwealth of Learning. I should tell you I'm reporting from my home in Lexington, Massachusetts, which is less than one mile from Lexington green on April 191775 was the source of our revolutionary war. I hope I'm still in good hands here in the Commonwealth of Learning, and you won't turn me off when you hear this. Anyway, we have the finest relationships now between the US and Great Britain and the Commonwealth. Basically, we're going to talk about project based learning today allow in every student to shine. And this has been a passion of ours. I'd say for the past half a dozen years or so. So let's get going. So project based learning what is it what we take a real world project, a topic to investigate. And we're dealing with teenagers in high school, and we're going to assign these projects to high school stem classes and students and teams in high school stem classes. So we want an authentic topic something is happening in the students community. Issues that the students think they can have a positive impact on. And it's a question for now, not historical or not in the future. It's something that has meaning in the students lives. And here's an example of a student project out in the field doing some ecology or some biology research, this sort of thing. Okay, so the idea is in the 21st century. Students need to know a lot more than just facts that have that are derived from lecture board that Blackboard lecturing the industrial kind of the Model T for mass production process. We've been using for education for 100 years or so. So we need to develop critical thinking skills, problem solving skills. We need to support creativity and imagination thinking out of the box collaboration and self directed discovery learning. So, so STEM education is much more than just memorizing the Pythagorean theorem and I'll have me to prove it, or knowing in physics. Newton's three laws of motion, although they have to know those things, but it's much more now. So, and also students have so many diversions these days. So we have to capture their interest, get them excited, and get them engaged that I put engagement in red and because without student engagement, it's not going to work. So standard lecturing, unfortunately, often falls short in this mode. And I know there's some teachers watching here today. Thank you very much for participating. And I know that none of you ever taught a class that that were that responded like this. So this is just a separate class nobody here is involved. Time magazine said, you know, had to cover how to build a student for the 21st century. Some of these things are called soft skills. But I think for most people, they're harder to master to master than the Pythagorean theorem or the quadratic equation or all these other things. So these soft skills are problem solving creativity critical thinking. So it aims to promote student centered thinking experiential approaches. And so it's going to add education through interactive collaboration and exploring real world challenges. And it's going to be open ended. So a lot of students maybe feel a little uncomfortable with that. We're going to have to design a project plan. So in our view of project based learning, we treat these teenagers as adults. And as adults, they have to do both the hard sciences and technology and math and the soft skills as well. So they're going to have to come up with a project plan and they're going to have complex tasks going to have a schedule that to put all this together. And they're going to have a product, which probably will be a combination of a written reports, concrete recommendations, and an oral report. And the oral report will be not only to the class of the students, but also to parents and hopefully to people in the community who have responsibility for the topic that they just investigated. Here are some students outside and engaged in project based learning. So the students need now two kinds of skills. One of the mental skills are really writing arithmetic or stem stem for those of you who don't know is science, technology, engineering and math, and these digital age 21st century skills. Okay. So, let's think of the traditional way of teaching stem. We have a teacher maybe he's a professor in front of a class, and the blackboard is green board is loaded with lots of math equations, and the students are dutifully recording this either run a notepad or onto their laptops in front of them. So that's one way of thinking about teaching stem, which is more or less the traditional way for for many, many decades. Thank you. I like to think of images when I when I think of a situation going on I like to think of images. My image of that is mother bird shoving partially digested food down the throats of her chicks. Where the teacher's responsibility is to deliver content to the students the students dutifully type it under the computer or write it in the notepads. They've regurgitated back an exam or quiz a week or so later, and then sometimes they dutifully forget it. Now think of teaching stem this way. Here we have students who are working outside taking pictures collecting data, doing something in nature, and this is maybe a biology or an ecology class, doing a project. In my view, the image of this is mother bird teaching her chicks how to fly. And so the project based learning is more in that mode, rather than in the recrititation mode. So here we have a bunch of people, students sitting listening to a lecture, and we might say, if everyone loves PBL project based learning. Why isn't it used more widely. We've talked to, you know, thousands of teachers during our 12 years working for the MIT blossoms project which I'll describe a little bit more in a bit. And we have found that high school STEM teachers have been reluctant to employ it in their classrooms. Some do the majority do not. And we hear words like this. Too much time taken away from state mandated curricula. Or in the US we have the SAT and the ACT tests which are standardized tests. And sometimes the college or university you get admitted to is closely related to the score you get on that. We need to teach these national standardized tests or too much teacher preparation time. You know, doing that requires more content knowledge than I have. And there's a bullet here I haven't put. And basically, a lot of teachers we've talked to. When you say project based learning they think of the next three to five weeks which are going to be the project and the students are going to work on it, both in class and outside of school interacting by internet, or in teams maybe on weekends. They say, I have no idea how to manage this. This is something totally foreign to me. I have not been skilled in my education classes in college. How to do this. And this seems to be, if you don't know how to manage this, this could result in total chaos. So I think I'm going to avoid it. Okay, so that's the case and the majority of teachers have not done this or they've done it once maybe and it was not a successful thing. So how do we deal with this. But what we've done at MIT with our MIT blossoms PBL project, which just was completed two months ago in September, and we're happy to say that today is our first public dissemination of our results first public dissemination of the PBL products that we've created, which are all open source freely available worldwide. We've created for the novice teacher or the teacher who avoids this a complete scaffolding of the PBL process. So again images I love images, especially, you know, in PowerPoints, you need to see eye candy as well as as well as textual bullets. Okay, so MIT blossoms. The blossoms is has completed just it's 12th year blossoms stands for blended learning open source science or math studies. We have about 200 blossoms lessons in stem and each one takes one class time 50 minutes to 60 minutes to go through, and the blossoms lessons are in two to four minute video segments. There's a two to four minute video segment, which a challenge is given to the class, and then the teacher turns the video off, and then guides the class through answering addressing that challenge over the next four to five minutes in an active in class discussion. As soon as the challenge is solved, then the teacher goes back and presses the video button again, and the next video segment comes up. And there's more stuff that goes on and more concepts, and another challenge, and the video goes off, and it oscillates this way back and forth maybe there are four to six different video segments in a one hour class, and four to six different active learning in the class. So we have blended learning. It's the in class teacher who's still living in charge of her class or his class, and then there's the blossoms of video teacher, and our project based learning products are units are anchored around blossoms lessons. So each blossoms PBL unit is developed to provide the teacher everything he or she needs to navigate through the rough and potentially rough waters of a three to five week blossoms of project based learning unit with a class. And so where does blossoms appear here on day one of the of this three to five week exercise. The teacher shows and then interacts with the class with a selected blossoms video unit. So it starts on day one with a class experience and a blossoms lesson, and then the project follows with that so that gives the anchor content for the three to five week PBO exercise. We have completed now, and it's been a lot of work with us for us, but we're very happy with it, six blossoms PBL units, and I don't have the time today to go through in detail all six of them. I thought I'd just indicate what the six are, and then we might drill down to do a little bit more detail on one of them. Okay, so with blossoms day one as I said the PBL exercise has the teacher present the lead off blossoms lesson to the class. And the one I'll be talking about is called flaw project based learning I'll be talking about is flaws of averages, and this flaws of averages was originally done. A few years ago by Dan live and good and Rhonda Jordan here they are at the time they were doctoral students at MIT at the Institute for data systems and society, and now Dan is working high tech in Seattle, Washington, and Rhonda has a distinguished position at the World Bank in Washington DC. And but they did they did a wonderful, they did a wonderful job with this lesson. Okay, so after they experienced it on day one the students with appropriate directions and guidance by their teacher. They're charged with a multi week PBL exercise, and the teacher provides continual support throughout, and also our website provides continual support for throughout. The students have any questions about you know, oh my God what am I do one of our one of our team members is not working up to speed here. There's a lot of advice for this for the students as well. So let's just talk about the six just have one slide each on each of the six of PBL units we have. One of my favorites is tragedy of the Commons you might have heard of this originally the idea of Boston Commons way back when that history. And so first the first farmer puts a cow on eat some grass and gives milk is gets fat and happy, and then nine more farmers follow suit and soon there are 10 cows and lost the common and all the cows are happy and the grass is growing milk is coming. And eventually there's 20 cows and eventually 30 cows and 40 cows eventually there are more cows desiring grass than the grass can replenish the grass is not growing. The cows shrink and become unable to give milk and the whole system crashes. So that's a metaphor for free resources that are around us in all kinds of ways, and that are being abused and overused and perhaps collapsing. So the question in this PBL lesson is how do we restore these resources to a better state green chemistry. The driving question there is how can we become a sustainable community through the 12 principles of green chemistry. This is an excellent lesson. We don't have time to hear to list the 12 principles, but it's an excellent lesson. Special properties of water. The special properties of water was created by William Andre, who is at Swamsket Middle School, soon retiring from there is such a superb teacher, his blossom this starts with his blossoms lesson, which and he's standing on the on the shore of Swamsket by the ocean and carrying two glasses of water equal glasses of water. And he then says well suppose I put an ice cube in each of these two glasses of water. This one is salt water. This one is fresh water in which glass will ice cube melt faster. And that thing of being able just to hold two glasses of water with ice cubes. He's able in a one hour blossoms lesson to expand from that small little universe to ocean currents flowing around the world. It's unbelievable. And then he expands in this in this PBL unit expands that even further and has wonderful exercises for the students. User centered design how can we resolve problems in our community by employing user centered design. Complex systems. This one starts out with motivated by a lesson we did in 2009 on the H1N1 pandemic influenza. And it says if we view COVID-19 which is our current problem or flu as complex systems, how can we analyze them and make them less stressful for us all. Then when we're going to go into in depth here in depth pun slightly intended here. Here we have a non swimmer, who's going to cross a body of water, where there's a sign at the water's edge says average depth three feet. And the guy is a five foot nine inches tall and clearly three feet would be maybe up to his waist. He says well but the average depth is three feet. I could certainly get across even though I'm not swimmer, but it says average depth and it doesn't say oh there's a deep, deep part here where it goes down for 10 feet. And there you see our gentleman who's in a suit and tie underwater. So the question here is how do we better understand averages what information have they given us, and in what ways may they be misleading us. And so that's the thing I thought I would chill down a little bit on. So if you drill down on our blossoms lesson again out all this is open source freely available. Now to level to the driving question is at the top, and we have a big idea of the lesson students will learn students will be able to, and the upper right hand corner is the video that they could, they could play again if they want. So let's look at what students will learn here. So how many situations that focus on average. Can I will the averages distort the reality of the data or give misinterpretation. What about histograms showing the distributions. And how do we construct histograms how do we collect data and construct histograms and from the, from the histograms we can look at the extremes of minimum, maximum, we can look at the median, which is a halfway point. And we go to the mode which is the most likely point. And we can get understand definitions of these, and the students, all of a sudden get a more sophisticated idea of data, and then averages are just one measure of a distribution. And to really have a comprehensive understanding of the situation, you need the distribution, and then you can talk about all those other measures. So what will the students be able to do. Well, the students will be able to distinguish between situations where averages are fine, and others where we need more things like the distributions like the median mode, etc. And more than that the students are going to learn how to collect the data themselves going to data collection strategy, and in the project they're going to be assigned that that that project has to do with safety some aspect of safety in their community. They're going to collect data which is going to be distributed and shown on histograms, and they're going to be integrate the data and compute the mean median mode and all those things and interpret them, and hopefully then write up a report on the safety of their safety project, which could benefit relevant community officials, and in some sense make the community safer for everybody. And then I present that report to the class to the teacher to invited parents, and to hopefully invited community members whose responsibility that safety issue is. So that's what they'll be able to do. Okay, so that's level two. And we have level three down there says getting started so let's let's pretend we're clicking on level three we're getting started and it looks like this. Now, 90% of the content that helps the teachers and helps the students do project based learning as at this level. So getting started. So, how do we do this in finite time. Well, let's look at project based learning tools down here what let's click pretend we're clicking on that. And we end up with project based learning tools so we see that this is a resource page that we think the student teams are going to find useful. And let's let's let's focus on this. They have the driving question is there so they want to know about what the driving question is for their particular project. We have a project tracker, which they're going to have to, you know, we're going to treat them as adults. The adult team, working on a project, they're going to assign different responsibilities to people on the team, and they're going to have a schedule of milestones, and they're going to have dates with these milestones are to be achieved. So this is the project tracker, and they have other tools to task log a team agreement as to what who's going to do what and when, and even a team contract that they might sign. Now we don't expect that every team will do all of these things, but these are project based learning tools to help them develop an adult level really. So the soft skills they need for the 21st century. What else can we do there getting started. Let's look at the teacher questions because the teachers are you know, oh my God, how do I control this how do I manage this. I don't know what's going to happen. So let's look at the teacher questions. Do I have extra time to undertake a PBO lesson with everything else I have to do you have to great homework and prepare classes I don't have a TA blah blah blah blah blah. Well, we we offer answers to these questions. And you can you can read it here faster than I'm not going to read it to you. Number two, want to get behind covering the curriculum material and the Common Core and NGSS standards. I have so many things I've got to cover statement and a curricula etc. The parents are on top of me to do this and that. Well the idea is well, why don't you just start out with one PBO unit in the next academic year. So that goes learn from it kind of fine tune your approach and then the next academic year you could try one in the fall and one in the spring. And then hopefully that will grow over time and your skill will be good and he will be less anxious about it. Oh, let's go down here to common concerns during PBO and how to handle them. Student comes up to the teacher I'm worried that my team won't work well together. And then they have role playing games that they could play with each other to, to figure out how to work more, more closely together. How do I respond to so the teacher says how do I respond to students who are paralyzed by being assigned a problem that doesn't have a right or wrong answer. I think about it. It's the a and a plus students who do it if we circle the correct answer on that's a particularly math homework problems but also physics and chemistry biology is a little bit less of the circle a direct answer. And they're very proud that they get their a or a plus because they've been assigned a problem that they can do a kind of formulaic approach, turn the crank, they get the answer, put a box around it and smile and they get their a or a plus. Students perhaps are the most anxious about getting involved with something that does not have a correct answer. It's kind of vague and they've got to have to specify a process that gets them to not the answer, but a bunch of conclusions and recommendations, these sorts of things for a parent or a guardian may come to the teacher and say, I want my little Johnny or Johnny to get into Harvard and or Oxford and for that they need an SAT score such and such and such and such. And I'm worried that if they spend time on PBL, their SAT score will be less. What you know how do you how do you respond to something like this. And we have we have answers that how to address that. This is one of my favorites. This is one of my favorites. How do I respond to students have gone down a dead end and don't know how to proceed. So they've gone down they spent maybe three or four days working in this particular way, and all of a sudden, they're stuck. They're stuck and they don't know what to do. And my favorite answer here is Thomas Edison. I might recall the Thomas Edison failed, you know, 999 time to create the incandescent light bulb. And in the 1000th time, he invented it. And so a reporter asked him once, how did it feel to fail 1000 times. This is the answer. And Thomas Edison replied, replied, I didn't fail 1000 times. The light bulb was an invention with 1000 steps. This success is built on failure, frustration, even catastrophe, unquote. That's what Thomas Edison said. And I think the students should understand that that if you don't fail on occasion, you're not thinking out of the box enough you're not taking intellectual risks that will come up with new things that others haven't known before. Okay, so what else do we have. Well, we have something called the project calendar. And you will not believe the detail of health materials we have both for the teacher and the student in the project calendar. Basically, it's a project calendar for anywhere from a three week to a five week project. And for each of our six lessons we assume it's, you know, one we might assume it's a three week one of five week, but the teacher has a great, great, great deal of flexibility on how he or she organizes this. But we for each day with day one day two, we have a we have homework that can be downloaded as a PDF or word format we have instructions of teacher, all sorts of things like this. And so, on day one of flaws of averages they the students see the video and they interact with the video. And, and then they're asked some questions, they're asking questions for the first homework, and the first homework is things like, what did you find most interesting in this video lesson. What did you find confusing about it. One of my favorites is come up with one or two examples that relates a brand does question about cookies, not cookies, and her question about cookies to Dan she says, Dan, here under these two plates, these two plates in each of them I have two circular cookies. One set of circular cookies has an average diameter has an average diameter of eight centimeters. The other set of two cookies has an average diameter of seven centimeters, which would you prefer Dan, and Dan says, Well, that's clearly obvious. So I'm going to go for the plate that has the cookies with average diameter, that's larger, which is the eight. And then Rhonda shows the two cookies, the two cookie plates, and the cookie plate with the average diameter of seven has one cookie whose diameter is half a centimeter. And the other one whose diameter is like 10 centimeters. So the area of the two with the lower average which is seven has actually more cookie that way. So that was kind of a flabbergasted thing and there's a technical reason for that which we don't have the time to go through. But that's just one example about where you have non non linearities in the system. The non linearities that goes with a square, because the area is pi r square of the circular cookie. You can't think linearly in terms of its radius and diameter. Okay, so I like that a lot. And so let's go on so day two. So basically the next several days now on the next assignment is that it's supposed to look at the news and talk to their friends and parents about how the numbers are appearing in the news. And whether they think that some of these averages are good or bad or need distributions. And so, if you think about this, right now with COVID-19. There's something called R zero, which is the basic reproductive number. The basic number of new infections that a newly infected person will create. And R zero for COVID-19 has been talked about somewhere between 2.5 and 3.2 or something like this. Well, if the students think about this and look at the definition of R zero, and they read about COVID-19, they read about 80% of the people who are infected with COVID-19 infect nobody else. So their reinfection rate is zero. And then about 80% of the infections are COVID-19 come from super spreaders. And the super spreaders might infect 20, 30, 50, 100 more people. But the average over the entire population is let's say three. Here's an example of where the average is really misleading in terms of the physics of the situation. And that's something that the students could find in one of these early assignments. We give them two or three early assignments about averages. Another one is collect data on yourself. How many hours do you sleep at night? How many ounces of fluid do you take every day? Things like this, just so they can calculate data and they can calculate the averages and maybe get other measures besides just the averages. These are all warm up exercises to, whoa, day four or five, six or seven will skip. And we'll go to day eight. So day eight is the big assignment. So on day eight, all the teams are together. And they have contracts with themselves about how they're going to operate. And then they're assigned, each team is assigned a project. And the way we've done it in this class is these projects are all dealing with safety issues in their community. These are real safety issues in the community, not something made up out of a textbook. And so we have fire safety and distance to the nearest fire hydrant, drivers intersection safety, smart traffic lights, sidewalk safety, playground safety, and none of the above project where the teachers and the student team, the teacher and student team can negotiate some other safety project. And so the teacher provides an overview of each project, and then we have some collaborative, safe way of figuring out which team gets which project. Okay, so let's look at the drivers intersection safety. That's the one we're going to drill down on a little bit. The first in this is here's here's an intersection where you see there's a lot of shrubs and bushes at that particular corner there so if a car comes down from the northeast to the southwest on that on the right hand street. It cannot really see whether there's a fast moving car coming from north to south on the vertical streets. So this is quite personal. I was almost killed once in an Lexington intersection that had this problem. And my son Eric, we got taken to the middle school was also in the car. And I'll never forget what he said, dad. You know what he was talking about but I jammed on the brakes, and by jamming on the brakes. I stopped we stopped from being a side swipe by a speeding car. It must have been going at least 50 miles an hour in a 25 mile an hour zone. So, and but the idea is here particularly in suburban communities, because of a lack of attention to this, there are a lot of intersections which are unsafe terms of visibility. So this is drivers intersection safety, and you can see the visibly triangle right there. So there's a little bit of geometry involved, but there's a lot of geometry involved in this study. And so these three intersections some with stop signs and some without stop signs might have fences, I have trees, bushes, shrubs that are in the way that maybe gotten in the way over the past several years. But it hasn't been attended to by officials for 20 or 30 40 years. So the idea of this project is to have it's assigned the students to ask their parents who are drivers, and to ask their parents for their friends, you know which intersections in our community do you think are unsafe that you have any near accidents or real Let us know, and the team will then go out and given the time that they have, maybe they'll model and inspect 10 to 20 different intersections take photographs take measurements, create the visibility triangle, and come back with recommendations as to maybe the intersections from what they view as most dangerous the least dangerous of the ones they've looked at, prepare a report, and this report should be scientifically valid, and then then present it orally to the class to the teacher to the students to their parents, and hopefully to the individuals in the Department of Transportation in their community, who whose responsibility it is to have safe intersections. So that's basically the idea of what this project is. Now we do not give them a recipe for the science and technology and geometry of how to proceed. This is the actual creation of the work in the in the geometry and the collection of data and knowing about means versus distributions for instance is a distribution of where the car that's stopping will stop. There's a distribution of the speed of oncoming cars here places where averages are not sufficient in order to model the physics of the situation. So that's what's going on there so we do not spoon feed them at the end they have to create their own methodology for doing this report, but we give them lots of references and websites, and so they can learn that way as well. So that's our story, we're about halfway through and I promised Dr. Naveed that I'd be through it about a half time, about a half an hour. And so those are blossoms PBL units designed for teachers and the kind of detail that we had on the schedule, and all those helpful things that pdf files on each day to help the students and the teacher. We have that level of detail if you believe it or not for each of the other five PBL lessons as well. So we're very proud of this is probably the one of the most ambitious projects we ever undertook under the MIT blossoms flag. And so each is a complete instructional scaffolding for the teacher. And there may be other open source sites with comparable content, but if there are, we're not aware of them and please email me. If you are aware of them RC Larson at MIT.edu, we'd like to learn about them and collaborate with them. So the scaffolding is what we created. Before I turn it over to questions and answers. I want to thank sincerely Elizabeth Murray, who for 12 years has served dutifully and fantastically as blossoms project manager with great passion. And she must have put in 80 hour weeks as they're being the director of the blossoms project based learning project, which that just finished at the end of August. So thank you Elizabeth for everything you've done. I also had Tara Connelly as our key staff member on project based learning. Thank you Tara. And the financial resources came from two foundations the open education resources foundation link Miller chairman, and from the Lansbury Foundation, Glenn Strelia was key responsible for that he was the treasure of the Lansbury Foundation. Thanks Professor Larson that was very interesting and having been associated with blossoms in its early years. I can see a beautiful and a very logical progression into PPL for the initial blossoms work that you did. I'll hand over now to my colleague, Dr. Senjaya Mishra lead into the conclusion over to you Senjaya. Thank you, Professor Larson. Your your emphasis on the use of video in and looking at the future resonates with a lot of things that we at the Commonwealth of Learning has been trying to do to promote open distance online learning to large number of people to scale education to reach the person in the, in the, in the, in the, the last person in the cube, particularly to also promote science technology engineering mathematics education through open distance on online learning. And particularly the way MIT blossom courses has been designed to use multiple video resources chunking up the resources are all those things that talks about new pedagogical approaches of open and distance learning so very much for these reassuring words for the world of open and distance learning the way things are going. Currently, it looks like the future of learning is open blended online learning, video based learning and so on and so forth. On behalf of the Commonwealth of Learning and the international partnership for distance and online learning at open door at Commonwealth of Learning and my colleagues and my own behalf I would like to thank you for the time you have spent and the excellent work that you have done at MIT blossom for the world to see all these resources are available with an open license so other people can make use of so thank you very much. We have several people today on the audience or watching this session. The session will also be available as a short video clipping of the particularly of your lecture and demonstration part for wider audience to watch. Thank you very much for everyone from around the world who have joined today and have asked so many interesting questions that we could ask and get clarification from Professor Larson. Thank you very much. I would like to thank my colleagues at Commonwealth of Learning for joining Dr. Marriott and of course Professor Malik who actually from the very beginning wanted Professor Larson to be here and to speak and MIT blossom is one of the earliest agencies that joined our open door platform and it all happened because of Professor Malik. Thank you Professor Malik. I will be failing in my duty if I don't thank my colleague Naajile who has been diligently working behind the screen to make all these things happen at open door at call. Thank you everyone for joining us today. We will make our best efforts to make the video recording available to all of you for sharing with your colleagues as soon as possible. Thank you all have great day wherever you are. Stay safe. Thank you very much.