 So we had basically a thousand faculty that we had to train to teach online and there were maybe 12 people on this loose team of it adjacent support. And because I had that buy in from our teaching center director, because I had such expensive experience using it, we were able to basically make a very easy sell to the powers that be to integrate with hypothesis and get that. The pilot kicked off and in doing so, we were able to integrate it into the course that we built for a small cohort of 65 faculty trainers from their departments. So they applied to participate in this faculty learning community. They spent two weeks intensively learning about the nuances and interest intricacies of online education. And then they're currently engaged right now in developing their own faculty learning communities that they will then turn around and deliver to their departments. So, in one way, it's kind of like 12 people are training 65 people who are training 1000 people. So, because we were able to integrate hypothesis into that initial cohort, we were able to expose people to this new practice of digital annotation of social collaborative annotation hypothesis is the tool that we chose because it was the one that we had the most experience with, but it got people thinking it got the faculty thinking that, you know, online education doesn't have to be discussion boards, they can engage with text more deeply. And just this idea that practices online can be substantially different they don't have to be a transition or just a shift of modality. There are different affordances that that are available when we when we move to online and that gets them thinking differently about how they teach.