 Here we go, Thanks Chris, I y Fan, just waiting for my Permissions to be updated cos I left the room And came back in. So as soon as I can, I will share the men's food. We can start introducing Ourselves, I think. So, we're going to introduce ourselves in the order that we spoke on The blog and give you just a little summary of the different perspectives that we are Coming from this issue. So, we all work in Manchester Met, but we're in different Onw'n cael ei wneud i'r wneud ar yr oed o'r gweithio, ond rai'r ystod yn ystod o'r fwyntio, ond rai'r ystod drwng oed yn ymgyrch yn ddod yn dweud. Ond rai'r ddiwrnod ymlaen i'r amlallynodau arddangos a'r gweithio'n gweithio'n gweithio'n gweithio'n gweithio'n gweithio'n gweithio'n gweithio'n gweithio. Llywodraeth, rydyn ni'n amser o'i gael ei wneud y cael ei fod yn ysgrifennu? Rydyn ni'n meddwl. Rydyn ni'n meddwl i'r awdd i'n gwirio. Rydyn ni'n meddwl i'n meddwl i'r awddgrifennu, so rydyn ni'n meddwl i'r awddai yn ymgyrch. Rydyn ni'n meddwl i'n meddwl i'r awddai yn ymgyrch, i'r ysgrifennu'r Aelodraeth, i ymgyrch ar gyfer ysgrifennuйwyd, ac yn yw'n mynd i'n gweithio, clonwyr 저olio mewn cyfrindwyr â'r cathryn i'r llyfan yn bwysig ar gyfer y maen nhw'n gweithio'r oedd y ffordd ymlaen, o'r oedd y ddylch chi'n meddwl ar y cyflwyn a'r ddweudio'r cyfrindwyr. Mae'r ddiweddol yn ymlaen i'r gennymau a'r amser, ac mae'r rhai ddweudio'r cyfrindwyr sydd yn gweithio'r cwrwp hefyd, oherwydd mae hi'n golygu'r rhai rydyn ni i'r ddweud, oherwydd mae hi'n golygu'r I had colleagues based in faculties who were asking me about, you know, how do we, how do we teach this to students? How do we figure out if they've cheated with it? What do we do? And I was like, I don't know. It's only just come out there with us on this. And then Leanne and I did a series of workshops from sort of December 2022 through to sort of Juneish. And we continue into this day where we were really providing a forum for staff to come and ask questions and share anxieties, share the bits they were excited about. And through that, we fed that back into kind of institutional conversations around what policy would be, what our stance would be, and the kind of direction of travel from Manchester Met. So that's me. Thanks, Chris. So I was working with Chris on these Let's Talk sessions and something that came up quite a lot was the idea of people being quite nervous and anxious about these tools. They were quite unlike the things that people had used before. So people would have appreciated a safe space to have a look at those. So my role in the university is in the digital education team, the learning technology team. And we put on some sessions that we called Let's Explore. So as well as the Let's Talk sessions, we also had these Let's Explore. Sessions for staff. And what we've done is explored a range of different tools within those that would come under the wider AI banner because the generative AI is getting a lot of tension at the moment. But the term AI is wider than that. And there are other things that we're getting a little bit confused with the message with that. So they've been working really well as a companion to the Let's Talk session. So we have regular Let's Talk and Let's Explore sessions between us. But there was also the student side of things as well. So Catherine is going to talk to you about that side of things as well. Over to you, Catherine. Thanks, Leanne. Yeah, so as I've already said, my name is Catherine Elkin, and I'm an experiential learning tutor at Manchester Met. And I work within RISE, which is Manchester Met's co-curricular offer. And I lead on the area of digital skills or capabilities. And as Leanne said, obviously, when generative AI kind of became the central focus for a lot of us quite a while ago now, we decided there was a lot of concern over how students may use it, what they may use it for. And we kind of just so our aim for the past year has kind of been to facilitate and open dialogue with students on their perceptions of AI and to provide safe spaces for them to explore the implications of using generative AI. And so I worked with Leanne to run a series of workshops where we would work through some of these considerations and ethical or all these other things that students should think about when they're using AI tools. And we also wanted to empower them to recognise the integration of AI into existing technologies as well. Just so they were able to become confident in using it and the appropriate uses of it. So, yeah, thank you, Leanne. It's been it's been a journey. And I felt I feel like we've all learned a lot. So I think I'm happy to be here. Thanks, Catherine. Yeah, I think a journey is definitely one way to describe this whole situation. It's very fast moving. It's quite unlike anything we've seen before, really. I think even I was reflected in comparison with the pandemic kind of because that was kind of urgent, appeared very suddenly, needed a big response, but we knew about online learning. We knew what the answers were. It was just trying to get all of that done. Whereas this just feels very different. So we wanted to give this space to have a discussion around this. So if I just go on to the next slide, hopefully everybody's able to get on the mentee. So Chris has very helpfully put the link in the chat. So please do pop the websites on mentee.com into your web browser and put the code in that's on the top of the screen and also in the chat as well. And as Chris said, give us a thumbs up and let us know that you're there. So we're not going to talk at you today. We really genuinely want this to be a discussion. So we're using the mentee as a way to get your ideas about different things. And we would also welcome people to come on the microphone, if appropriate, to also share their experiences. So we've done a bit of a welcome and introduction there. And what we want to know about your experiences and your institutions. So what kind of things are they doing? How are institutions developing critical AI literacies having a discussion about what works and what doesn't work? And we're going to have a breakout room activity for that. And then also try and find some solutions to this. Some of the challenges that we're facing as well. OK, so. Our first question is, which generative AI tools have you used? So we're interested to know which tools you have used. And if it's not, that's fine as well. Just put none in there. We are wanting to know what kind of things you've used. So just pop your answer into the mentee and then we will have a bit of a discussion around that. Emphasis on used as well. Actually, people would find in. There's a lot of colleagues who know a lot about generative AI platforms, but I've never actually interacted with them themselves. So this is a really good chance for us to kind of see what people have actually used themselves. And there's some on here I've never heard of, which is great. Just thinking that actually. Chat GPT and co-pilot coming up quite strong. Yeah, I can see that there's been co-pilot as well. It's showing a few times on there as well. Microsoft are doing some kind of rebrand. So everything that was being chat is now becoming co-pilot. So that's been quite difficult in managing kind of guidance and sessions. And do you call it big chat co-pilot? I'm just going to co-pilot now because I think we've settled on that. When we first started mentioning it in our webinars with colleagues and with students, we did one for our centre for the units that we're involved in. And between us deciding on what we were going to present and turning up on the day, it was about three days, four days, something like that. They'd rebranded from being chat co-pilot, hadn't they? So it's one of those things that's just constantly changing. Yeah, it doesn't help that people have different subscriptions to co-pilot as well. And so the different functionality changes according to what relationship that they have or the institution has. Yeah, I think for a long time that was quite a challenge with this. Wasn't it, Chris, with the lack of an institutionally provisioned tool that we felt confident pointing people towards when either data was saved, when the access was equitable. It was quite a challenge, wasn't it? Yeah, and it's interesting that even though we've now got a system that we have institutional access to that's gone through our vetting that's all above board, there's still a lot of people who are sticking to chat GPT anecdotally as opposed to moving to the institutionally supported one. And I think that equity of access point around the subscription-based ones, like chat GPT, hasn't really gone away. It's just we've got this other convenient lane to go into now, but some people are still very wedded to particular brands, aren't they, you know? And I think that's going to be a challenge moving forward as well. Yeah, thank you all for participating in that. That's a really nice way to frame the conversation to start with. OK, so if I move on to the next question then, is starting to think about how you feel about generative AI. So I've modified what's known as the cycle to kind of get a feel for this because I can certainly be late to go in through this journey, but not in a linear way back and forth, up and down. So the hype cycle has the technology trigger starting down at the bottom and then we get really excited and this is going to be absolutely amazing. And then we realise that actually it's not quite as good as what we think and we end up in this troff of disillusionment. And then we have the journey through the slope of enlightenment into the plateau of productivity. And if you're not familiar with the hype cycle, hopefully the emojis will work for you instead. So pop a pin near the emoji that you can most relate to. Chris, how are you feeling at the moment about AI? I think I'm near point. I'm sort of just coming down off the top of the big peak, I think. I think because it's all accelerating quite a lot now. I was very against it, not against, I don't know. You'll know it depends on how well my kids have slept. But there were points where I was really like, this is game changing in a positive way. And then there were points where I was just completely exasperated at how suspicious everyone across the sector appeared to be of students who we know don't, you know, by and large, don't use things maliciously or cheat maliciously. So I found myself fluctuating a lot, whereas I feel now that now that it's available to everyone and we start to be asked to find kind of best practice examples of these things and to start supporting our colleagues and our students into using this appropriately, that it's quite exciting. Again, I think I've gone back to being quite excited about it. Yeah, I think I'm like, I try and be balanced, but I think I'm equally excited and anxious like at different times. So it just depends who I'm in the room with, I think, how I come across about how enthusiastic I am at the time. It's quite difficult to balance that because some people seem to be very, very enthusiastic about it and others are very terrified by it. So it's about balancing it. Catherine, what about you? How are you feeling at the moment? I feel like I'm similar to you, Leanne, in that I fluctuate between feeling a little bit suspicious and really enthusiastic about it. And what really decides the mood for me is the mood of the students that I talk to because some students who are just super enthusiastic and they say, I'm going to use this to summarise my articles that I can read so I can be more focused in my research. This is an absolute game changer and you join the hype train, really, whereas there's other students that are really almost afraid of talking about it. They don't want to be accused of cheating or anything like that. So they're just not sure how to approach the conversation. And so my mood depends on the mood of the students who want to talk about it really. Yeah, and I think that's the thing, because if somebody is very invested in it, then I think it's useful to point out, will have you thought about the environmental factor? Have you thought about the bias issue, particularly with staff as well, because it's important that they're making informed decisions about about what they use it for. So, yeah, it's always about kind of balancing the conversation. Alicia, you've put a question in the chat about whether we are referring to anything above the kind of stuff that comes with Microsoft. We don't pay for anything extra at Manchester Met. We just have the co-pilot, but everybody has access to that. I think some people have technical issues to do with the settings of their browser and things like that, but it is available to everyone. OK, right. Thank you for filling in the how you are feeling slide. If anyone wants to get any extra information in the chat, please do. We'd be really keen to hear more about why you chose a particular place on that cycle, and I'll move to the next question now. So the next thing we'd like to talk about is what we mean by the word critical AI literacy. So if we can kind of work together to pull together the main things that that would cover, so perhaps it's how to use the AI, perhaps it's things about the AI that people need to know about, many of those on to the mentee as you can, and we'll be sharing these afterwards as well. So hopefully this will become a really helpful resource for everyone in the group. I think this is a really important question because it's one of those things that for the past 12 months, I've seen, I've seen the phrase critical AI literacy or AI literacy in a lot of webinars shared across the sector. And actually no one defines it. They just say, well, obviously we've got to develop AI literacy and then just move on. And then, you know, a few months down the line, the same institutions, the same people are saying, we've done all this, this amazing work around AI literature, but they still can't define what they mean by an AI literacy or AI literacy is plural. So I think it's a really important thing that it doesn't just become a buzzword, that it has proper attributes and characteristics and things that we can we can work with, otherwise it just gives staff who are hesitant and resistant even more of a reason to just not engage. Yeah. Yeah, it's case tricky, isn't it? It's not just use it for me anyway. It's not just about using the tool. It's about using them in an appropriate way. So sometimes it's not appropriate to use them, but being able to articulate why you've decided to not use it for this instance is just as important as being able to say it is appropriate to be used in this instance. I agree with that. And I would also perhaps add to that as well, the ability to recognise and evaluate output from AI and I don't just mean generative AI, but is in the recognition of all AI tools as well. Yeah. Yeah, it's because other people are using it for things in the media. There's a whole bunch of things that we're exposed to that's been generated by AI and I'm not always sure that we're aware. Sometimes it's really obvious, but sometimes it's not. I'm thinking Pope in the in the puffer jacket was the common example, wasn't it? So we're getting lots of ideas on on here, which is great. Thank you. Once we've got a couple more, I'm going to use the AI on the mentee to combine the results to see what it tells us of the main themes on there. So, yeah, nice examples on there. OK, right. Let's have a look at what happens if I do the space bar. OK, so yeah, being able to use AI, being aware of the biases, being able to evaluate the input, the outputs and then ethical use as well. And I also think it's important to make sure that people are aware of the process of these tools being developed and the environmental and human impact of that as well. So that's something that I always talk about, isn't it, Chris? Yeah, and I think I think that environmental issue is something that we often forget about, you know, the environmental cost of running these insane mega giga servers processing all of this data all the time and also using it all the time, you know, and potentially leaning in further to that. There's obviously a problem with that, with what's going on in the world and what's going to continue to go on with the world and what's been really refreshing for me to see at Manchester Met is when when students have had opportunities to talk about generative AI, it's not the conversations they have and not what you think they would have, you know, or not, but the sector certainly pated them out to be at the beginning of this kind of explosion. And actually, students are very concerned about the environmental impact of these things. They're very concerned about the ethical implications of this stuff. And I think in many ways, I've been really heartened by what the student student response to generative AI has actually been en masse, not the few that do misuse it, because I think by and large, I would probably and I'm prepared to kind of die on this. I think the students have been far more critical in their reception to generative AI than staff members across the sector as a whole have been. That was my concern when it all first started. That's when I was Mr Grumpy about this stuff. Yeah, yeah, it's hidden a lot, though, from from the media, isn't it? So it's it's tricky because the people who are talking about this more widely, the sources of of information are not always given this message as well. So I'm quite proud of the fact that in the let's talk sessions, we always do try to get quite a balanced and holistic view of the impact of these tools. So, yeah, thank you so much for all the points on there. I think that's given us a really good starting point for thinking about critical AI, what this is in, what we mean by that. OK, so next question. Thinking about your institution, who is involved in developing the critical AI literacies of students? So which teams were specifically asking about here? So is it curriculum teams? Is it the library? Is it who is it within the institution? Oh, yeah, I read something by Maha the other day on a critical AI literacy framework, and it was very, very good. So, yeah, that's more definitely to look out for. Thanks for sharing that, Rene. And yeah, so in this question, we're wanting to start thinking about who is involved. And we were quite careful about the wording of this one. We didn't want to say responsible because if there's an institution out there who has a team is responsible for this, let us know because we're keen to hear about that. But I think it's it's quite tricky. It overlaps with lots of different aspects of the student experience. Catherine, do you want to talk about kind of some of the things that you've been doing for the students in terms of what that looks like, perhaps? So. So, yeah, I'm happy to talk a little bit more. As I mentioned previously, we myself and Leanne worked together to develop several workshops to basically encourage students to think more critically about the use of AI, not just about actually evaluating the output, although that is a very important part of it, but also as Chris mentioned before, the environmental implications, the the issues of bias, the issues of copyright and privacy. These are all and even legal implications because we're at this stage where technology is kind of outpacing the law quite a bit and people are just scrambling to catch up. And it was really interesting to hear students' views on it. We are also working on some more resources for students so make sure that we can agree as an institution what it means to be AI literate, because, as mentioned before, a lot of the time a lot of people can't actually decide what that means. So I'm glad that we are kind of working towards that so that students can have a unified source of information and say, OK, this is what it means to be literate in AI at Manchester Met. Yeah, I think that's a good example, actually, to explain how we've approached it for students. So we're putting together a study pack for students through the rise process that everybody will be able to point students to. And we've really tried to involve all the teams that would have a stage in this, so we have AI leads in each of the faculties who are doing work in this area, so we've involved them to get engagement from the academic colleagues. We have staff from the library, staff from the academic study skills, the careers service. We've really tried to pull together all those different teams. So it would be kind of like a working group that it would be kind of like a working group. We do have a number of different working groups for that. And I think there is a lot of overlap in terms of the things that people have shared on the mentee there, but also no clear answer to this question yet, because it's probably people that I've missed. You know, it's really interesting, Leanne, and it's only something that's dawned on me now that I've thought that I've only been thinking about this while those responses were coming in. And when I think about when we've looked to what other universities are doing, it does seem that this is largely positioned as a kind of learning, teaching an academic issue. And I noticed that on all of those and on ours, we don't involve IT and digital or what we do, but only as a cursory kind of asking questions. And I suspect that use of these softwares and these tools will kind of fall into that gap that so many institutions have of who supports students to use software. You know, we have we have staff members in IT services or whatever your university calls and who would, for example, support me and you learning how to, you know, offering training on things like, I don't know, like Microsoft Word or things like that, but those same provisions often don't exist or on a particularly clear remit of a team for students. And I remember when all this started, Leanne and I were talking in one session and it might have even been a meeting about a session where we were saying, you know, it's probably going to be new roles, new careers that we don't even think or that aren't widely seen at the moment. Of, you know, sort of, I guess, IT support staff for students and more of that being available because it isn't something that we have. Our university is not something I've seen at any other university I've worked at before or anything that I've really seen across the sector. If anybody's got something like that, whether it's a specific team that teaches students how to use the softwares that they're going to use during their their programmes, you know, the sort of general, more, more expected ones, then please do let us know in the chat or put your hand up. A digital engagement team from Sarah. Where's that, Sarah? Yeah, I was having a look at the discovery tool and it's good that the question set in that sort of is well worth checking out. There's a uni AI centre as well that's on the mentee. So that seems like a similar thing, Chris. I think that would be interesting to know more about. I'm just going to move, move us on. So what kind of support is available at your institution that you're aware of? So I'm thinking are there workshops, is there guidance, is there a policy? Is a university or colleges, if you're from that sector? What kind of things are available at the minute for developing critical AI services applied to be more aware of the different kinds of things that are happening? And this is the last question, by the way, before we move to the breakout room discussions, so you'll have a chance to chat with some of people about the pros and cons of these types of support as well. I think just to pick up on Alicia's point, that sounds amazing, and we definitely do have a lot of student support, like some of it. But it's the different things, so different teams will kind of look after different things, and then sometimes things come on the landscape that weren't there before, and it's like, oh, who does that? And it's not really clear for the students, but it's just I think because we're a big organisation, it's a big institution, so it's tricky. I completely agree with what Avril said there. Very fortunate to have that. It's such a good, good idea of doing it. Yeah. Oh, a dedicated AI hub. Sorry, I've got to put it aside to distract. That sounds amazing. No, I was just saying, wow, some of these these things in the chat and on here just look amazing. I would just voice the idea that obviously there are the kind of resources and support that's available and created specifically for the institution. I particularly found it really helpful curating existing support, whether from LinkedIn Learning courses on there's some really great courses on there because they partnered with Microsoft now in terms of the co-pilot. I've really found those useful as well. Yeah. Yeah, they get certification as well for doing that one as well, don't you? So that's quite nice to give extra for that. Well, people are doing some really exciting stuff. That's great. We can steal a lot of this. That's great. Well, I think that's the point of today's session, isn't it? Just to know what the possibilities are in this space and to help each other with that. I'm going to just move on to the next thing. But if you if you if you wanted to share something about this, please do continue sharing in the chat. I just want to make sure we have enough time to break out rooms. So what we'd like to do is to ask you to think about the professional development opportunities and it's the kind of thing that we was putting on the last slide. So those for the for the staff and those for the students to support the use of generative AI and the critical AI literature that's associated. And the question is what works? What doesn't work? You're going to have 10 minutes to discuss that. While you're doing that, just keep the tab with the mentee open, because there'll be a time around there. So that'll tell you how long you will have left for the discussion. Make sure to nominate someone to share your theme, the key theme that comes out of your discussion on return to the room. So I'm going to hand over to Chris, who's going to put you into break out rooms and we will see you in about 10 minutes. Yeah, so we'll be back just after we'll be back at 46. So be aware of that. OK, and we'll see you shortly. I'm just going to move some people around Leanne, because as as tends to happen, as soon as we ask people to break out a room, people have moved off. Yeah, so I'm just going to move some people around. No worries. Yeah, but I think there's some connectivity issues. So I've seen people coming in and out. So Sarah's just returned and needs to go to a room, Chris. Oh, no, don't worry. Honestly, I was having problems just at the start of the session. That's why I am Leanne number three. Well, we had a minor panic that you wouldn't be able to hear anything Leanne. I had a big panic coming that it was also offered to I'm sure you would have been fine, though, about me. Well, I'm not sure again. Now I'm going to I'm just going to stop the recording so it doesn't have quite so much of us chatting. OK. So with the moment. Yeah, and that's the point, isn't it? Is there's a sort of expectation in certain parts of the sector that we're at the end of this and we should have answers and we should have examples and the answer is 42 and we should we should know stuff by now. But actually, you can't you can't know anything with absolute certainty after just over 12 months of it being in existence for most people. And I think that's what we've tried to kind of really push in our interactions with staff at Manchester Met. It's just a bit of patience and luckily we've been backed by the university on that. The university hasn't until very recently really started saying we need to start gathering good practice examples of this. It really was you've got a good 12 months or so to explore this. There's no expectation that it will be everywhere. And I think we were quite lucky in that regard. Quite fortunate to have an institution that had a sort of let's wait and see, spend your time getting used to it sort of approach. Thanks for that, Rod. Really appreciate that, buddy. Anybody else got anything they'd like to share for us? I think we had six groups in the end. So let's hear from one of the others. Hey, Andy, Al, thank you. And then I'll come to Alicia after. Hiya. We were there was only two units represented in our group. So we have quite a direct comparison. So we were just chatting about, like you were saying, the provision available for staff training. And we were just talking about the way that we've approached it at ManMet, talking staff, working with them, trying to encourage them to actually engage with it, but also having co-pilot as part of our offering, which was obviously huge. And it gives us something that we can rely on that students and staff don't have to use private emails to sign in with and all that sort of thing. So it's that that works in a sort of safety net kind of a good way of using stuff. But then Phil was saying they don't have that. So he's looking at how to approach it from an accessibility point of view and how to sort of safely ask students if they can access store for staff to use things and it's how complicated that is. Well, I think we were again quite lucky that until co-pilot or Bing Chat, whatever it's called, was was available to us. We were able to say to colleagues and to students that you don't have to use this, you're OK for a bit, you know, and you certainly can't force people to use this because it's not something that you'd have to force them to give away personal information to an unveted company kind of thing. So, yeah, it's a tricky one to manage if you haven't got co-pilot. Cheers, Andy. I'm going to just swap over to Alicia now. Thanks for waiting patiently, Alicia. Oh, it's all right. A couple of themes from our group were, you know, cross institutional or cross departmental working groups coming up with guidance together and then perhaps some of that being led by academic study skills who are able to sort of give advice around when to use or not use it, talk a little bit about the limitations. It was interesting that two of the universities are just starting with workshops for students. Yeah. And I think Nicola said to me that was sort of talking to students about what they'd already done and trying to draw out the pros and cons and then reflect on the ethics and the bias and that side of things and letting the students lead the discussion. And I think it was Sarah at Jambours said they'd just started out with them with workshops as well, but they've got some online advice. So it was quite reassuring that we all seem to be in a similar position really. And like you said, in a way that the fact that we have actually got 80 all now that everybody's got, if you've got your Microsoft subscription, you can at least all get to that because that's been one of the issues, isn't it, that equity side of things? You don't really want to go in and tell everyone about these wonderful tools that, OK, we're not actually paying for you to get on to them. On the other hand, what was started to say in our group and then we were when we came back was really the best examples at Wrexham at least of this happening is when it's been led by academic colleagues who are linking it to what's happening in the industry that students are looking to get into. So we've had examples that we've shared more widely that have come from engineering and forensic science and design in particular. So that's been really interesting. And it, you know, but you then rely on the academics to be on top of that. Hopefully most of them are. But that's great to engage the students with it. And then they're thinking about what would be appropriate in that field. That's great. Thank you so much for sharing that. Really appreciate it. We've got a scheme which is like an innovation scholarship scheme. So people have had a bit of a budget to do a project in this space. So they're ongoing and we are starting to see some really interesting examples of people who have approached it. I heard a really interesting example from interior design and using it for the creative process, a bit like one aspect of the collage instead of the tool that you use. It's just one tool out of many to kind of think about things differently and try different things out. So I think over the next year, we'll see some really exciting examples of how it can be used. So it's an exciting time, I think. And I think one of the things we want to do from this is to try and sort of pull together, like we answered at the very beginning, a kind of PDF or something of the responses that have come through today. Because I think it's like Alicia was saying before, it's good to know that we're all sort of in the same place largely either in kind of ethos and approach or actual progress or with things in place. I think it's really good to know that because sometimes when you're one of the people who is finding themselves in one of these working groups on this stuff, you can feel a very put up on responsible position that you have to come up with answers for something that we don't have answers for yet. And I think sometimes people imagine that other universities are much further along than perhaps they are. There are loads of bits, like I said, that I think we should completely steal at Manchester Met for them today. But it's good to know that we're all round about in the same place. I'm definitely agreeing with that, Chris. I was just saying during the breakout groups that I feel like I want to visit about at least three or four universities now to see how you do things. So apologies if anybody gets an email asking if I can come and learn from you, because I think some of the things that your role are doing is fantastic. So thank you for coming. Yeah, there's a good chance you will get cold called by by us three at some point over the next over the next sort of few months with a help subject in an email. And I've just switched over to the final slide just because I'm conscious that as we approach the hour, people might need to start dropping off that. And I want to just hand over to Ian or whoever is hosting us today. Rod is going to see us out. Rod, to wrap things up. So I'll stop sharing my screen and hand over to Rod. Thank you very much, Leanne. My first things first, I would just like to thank Chris, Catherine and Leanne for a really fantastic session, really interactive and engaging lots of opportunities for colleagues to share their experiences and to ask questions. So thank you very much to all of you. It's very, very much appreciated. I would just like to get just in terms of the future stuff for the Altsig. Leanne and Chris and Catherine shared a blog post in advance of this webinar as a little kind of taster and a little prompt if there's anybody out there doesn't have to be about AI, but anything that is related to active learning. I'll just put a couple of example posts into the chat. If anyone is interested in doing a webinar, making a blog post or any kind of contribution to the active learning, please just reach out. We'd love to hear from you. So Chris and I just ask you to stop the recording. Yeah, of course, mate.