 Well, welcome everyone. My name is John Defonzo. I'm the Director of Client Relations here at Minami. Welcome to the Hypothesis webinar. We're really excited to have the folks from Hypothesis on this call with us and showcasing their fabulous annotation tool for Moodle. For those who don't know what Minami is, we are a certified Moodle partner or a certified Moodle workplace partner and a certified PlatinumTotor partner. So we essentially offer three open source LMSs to our clientele and we deploy each and every one of our clients instance of Totor or Moodle workplace or Moodle itself on Amazon AWS cloud infrastructure. So I'm just going to click through a couple slides here. In addition to our hosting and support services, which are really the pillars of what we do here, we provide a range of other services for our clients who are generally coming to us from self-hosted environments, or maybe you're hosted with another another hosting provider. We provide a full service array of services here. Everything from integration. A lot of times our clients want to take Moodle or work workplace or Totor and integrate it or tie it into other external ERP or student information systems. Sometimes they want to take Moodle and tie in some e-commerce plugins or tie or Stan Moodle, one of these open source systems up against your preferred authentication. We also provide a range of different complementary plugins. One that we're going to be looking at today obviously is our partner with hypothesis. We're very excited about that. We also provide a very highly tailored onboarding. When new clients come aboard with us, complementary Moodle migration and then we'll take you through a formal onboarding in the sense of training, integration, tying your system up against any single sign-on preferences you may have. So that's a little bit about what we do. Again, we're really excited to have every once in a while, we come across one of these complementary providers out there that can really drive different types of learning experiences within Moodle. Hypothesis is one of these. So we're really excited to be partnered up with this firm. And I'm going to turn it over to Jeremy Dean who's going to be leading this session at this point. Welcome to this Munami sponsored webinar on hypothesis in Moodle. I'm Jeremy Dean. I'm the director of education at hypothesis. We're going to be talking today about the hypothesis collaborative annotation tool and its LTI integration in the Moodle LMS. A big thank you to John and Kelly at Munami for the opportunity to share our tool with their community and with the Moodle community more broadly. This deck does have some links in it that might be useful to you later in implementation. So you can go ahead and grab it and have access to it for posterity. The bit.ly link is hype in Moodle. It's a little bit of a plan. I'm not going to talk for too long. I want to leave a lot of time for discussion and for questions for those that are excited about collaborative annotation. I really want to be able to talk today, have the initial conversations today about how you can best leverage the technology for your goals. But I will talk a little bit about the hypothesis organization annotation as a technology hypothesis for teaching and learning or predominantly an education tool. But if there are folks from outside the education space that this technology really has applications across a wide range of professions and applications, we'll look at hypothesis in Moodle. I'll talk about some coming features and I'll talk about our hypothesis pilot program. So like Moodle, hypothesis is open source and we also have long advocate for open standards for web annotation. We really are open. This is at our core and that's why I think it's such a great fit to be working with Moodle and Moodle. This is the team. I always like to give them a shout out, a glimpse of the folks behind the tool and they're amazing group of folks that are really dedicated to creating a transformative tool for education and beyond. I think my colleague Nate may be somewhere in the here and also my colleague butch so you may may see them in the chat. So again, I'm going to be talking about the education context largely, but I want you to keep in mind that this basic functionality of collaborative annotation of web annotation of being able to write in the margins of websites and other digital documents. Really has value across a wide range of verticals so that if you're doing, you know, if you're at a corporation that has documents that you're sharing or a law firm where you're sharing documents, this tool is also for you, even though it's going to be talking about most of the educational context. So when I taught high school, my background is education. I'm trained as an English professor. When I taught high school and college English, I would hand out this poem at the beginning of every term. It's Billy Collins. It's from Billy Collins is owed to annotation called marginalia and he writes there. We have all seized the white perimeter as our own and reached for a pen if only to show we did not just lays in an armchair turning pages. We pressed the thought into the wayside planted an oppression along the verge. I handed this out on the first day because I wanted to make the point of encouraging students to write in the margins of their books because I believe that annotation was possibly the most critical practice that would influence their performance and other aspects of my courses, their class participation, their test taking their paper writing, everything. I think there's perhaps nothing more essential to learning and reading and there's nothing more essential to reading than annotation. So it's been around for a while. Scholars, students, everyday readers have been annotating books writing in the margins since really the invention of the book itself. It makes us better readers, more attentive, more understanding, more active, more critical. But as books move online, we lose the ability and other documents move online we use the ability to practice this essential learning skill. So this is the vision for annotation online that hypothesis has built. Multiple layers of annotation social or private annotation on top of any website article e book document a piece of multimedia so like in traditional annotation I can take personal notes on the margins of a web website or any or any electronic document. I can also create a group with my colleagues say if I'm in education, it might be some of the colleagues in my department, who were reading an article related to our field, or all reading together. That's something that we're an article that we're teaching together and we want to talk about the teaching of that article. I can then have private groups for my course or my courses across multiple semesters. And then there can also be public layers of annotation. A little bit about what we've seen in terms of annotation and teaching and learning the first idea is that hypothesis or collaborative annotation makes reading active. Now this is this is nothing new this is what I was always talking about when I told my students to write in their books but it's become all the more important as reading moves online and it's all the more easier for students to become distracted. Studies have shown that students are not retaining as much when they read online and they're not as engaged as much they skim a lot. An annotation has also been shown in the research to counteract that trend, reinstilling and reinvigorating critical reading practices in the digital age. But one of the great affordances as annotation moves online and we have this wonderful network space that we know is as the web is that it can become social. So we're not reading the text alone anymore for confused. We can ask for help. We have conversations that help us more deeply engage and extend the course material. And I can't I can't say it better than this student at Plymouth State who wrote a blog post about her experience using a hypothesis in class. She writes hypothesis is my literary Facebook when I'm reading I sometimes wonder does anyone actually understand this am I crazy with this brilliant tool. I know I'm not alone. And then finally hypothesis web annotation makes reading visible. I as I said I used to encourage my students to read but I never checked on that right. I never I encourage them to read obviously but also encourage them to annotate. And I never checked on that I never know if I never knew if they did it and never knew if they did it well. And now I can see all that work because the annotation is shared and I can see their notes I can see that they have read and I can also see how they've read I can see if they're confused I can see if they're inspired and I can guide or nurture where necessary because of that presence. It's got some great pedagogical benefits as I said active deep reading. It's a deeply collaborative tool. So even aside from sort of close deep reading. This is a tool that really brings folks together in an authentic social way. And we hear all the time that you know that students who are annotating together regularly as part of a class. There are other group projects are going just go go better as a result they're sort of prime for the collaboration and not collaborative knowledge that they have been doing an annotation. And one of the really neat things about hypothesis is that all your annotations in a course all your annotations across documents all your annotations across courses all your annotations beyond beyond your school are all together in a archive of our portfolio of your content that you can mine whenever necessary obviously going to mine that maybe at the end of a course to write a paper. But you can also go back to your annotations from previous courses in a new course. You know as I did for many years I don't think I still have them in my parents closet but I kept all my notes from my college courses for for way too long. But this is an easy easy way to do that than having a stack of notebooks in your in the closet back back home. And one of the really neat things about hypothesis is that it's not just an education technology as I said it's useful in so many other professions so somebody might be using introduced a hypothesis through formal education in the course of study at a college or university or high school, but then be able to find use personal use for it outside of formal education, but also professional use as collaborative annotation becomes part of more part of the everyday practice of life on the Internet, and and certain professions that are reading documents and reading documents collaboratively and and reading documents in a way that requires deep analysis or that have dense language that needs unpacking this type of technology will be used beyond beyond the classroom. So hypothesis in Moodle our hypothesis LTI app allows for enables single sign on so that when it's activated on a document inside of Moodle students don't need to create accounts. They don't need to log into those accounts. They don't need to join a group a private group for the courses automatically provisioned for them. So they really can get down to the important work of social reading with with colleagues. So when hypothesis is active on a text. If you select text and I'll show you this in a second. If you highlight text, you'll be given the option to highlight to annotate that text. You can reply to existing annotations so one way to think about collaborative annotation with hypothesis as a is a replacement to the traditional discussion forum. I know that when I first use Moodle or I first use blackboard in my teaching. Aside from the rostering and some of the other really managerial aspects of the LMS. The thing I really use it as a discussion forum. I was never in love with them, but I loved the idea of having students, you know, engage with the question before class, so that they were a little more thoughtful and prepared when they when they did come to class. So I think that hypothesis is sort of the evolution of the discussion form taking that discussion from a separate tab in front of the student to the actual, you know, reading assignment to the actual course material, and allowing them to engage I think more more authentically right it's not always going to be teacher prompt students students student response student could generate a discussion thread, you know, on their own line of inquiry in the margin of a text using hypothesis. You can annotate together in private groups I've mentioned that. Now we've got some really cool features coming specific for education. And in the Q&A again if there are folks here who are not in education space there's lots to be said about how this tool can get used in other areas as well, but we are building out grade book integration that's what we're doing right now so this will allow annotation that's from a, from a reading. If we on this webinar we're all collaborative annotating the text and then john, the professor wanted to really zoom in on Jeremy's contributions our grade book integration will allow him to do that to assess my annotations. If, if he chose as a teacher, but also to give me private feedback on my practice. How was I reading how was I analyzing how was I interacting collaborating with my classmates. After that, our focus is going to be on creating sections or groups within LMS courses so right now there's a one to one relationship between course roster and hypothesis group, but for a 300 person visits class that can create for quite a noisy annotation of Einstein's writings and so that you know just as in a large lecture course at a university is put that into sections of 15 or 20 or something like that, and we'll be able to do that with groups in the LMS as well. We need to build out annotation portfolios that have export capabilities so that students can really view and and and extract their annotations from across a course or from across courses in different ways. And then finally a big emphasis for us is going to be on learning analytics. You know reading as I said is sort of one of the most fundamental pieces of learning in most disciplines. And so annotation highlighting an annotation really gives us a window into how students are performing on this most fundamental activity. I think there's a lot to learn there and we're working to surface that data to students and to teachers and institutions, and specifically to serve it and service it in ways like through the caliber. Standard format so that it can be correlated with more easily ingested and correlated with other other formats, other other data sets. So, let's look at hypothesis and moodle. Do you affirm that my screen is changed now to be showing a moodle course. Yep, it is. Thanks, John. Cool. So I'm in my course poetry one on one. I've got some different sections here in Massachusetts poets section of winter poems section just on John Ashbury, I can go into the winter poem section. Basically what the hypothesis app allows you to do. It allows me to create annotatable annotated and annotatable readings. So this is an hypothesis enabled reading it's created from a website from poetry foundation dot org it's a Mary Oliver poem. And it has a couple student annotations on top of it already. So this is the hypothesis sidebar here. Otherwise this looks like the original text as it does on on the web. But this is the annotation pain I can as I showed you close it. I can hide the annotations if I don't want to read the poem without those highlights. I can create a page note which is an annotation that sort of that's unattached to specific text within the document. Great place to put a headnote or a prompt. If you're using this in education. But mostly this is about, you know, word by word phrase by phrase annotation. So you can see that when I select text I can I'm giving the option of highlighting which is private or annotating which can be public or private I have the option of either making that a personal note, or share it with my class, and type something interesting in the annotation pain. I also have the ability to add tags, which can be a really cool thing pedagogically. And also for organizing those portfolios organizing the archive of annotations that a crew over time in a course or individuals reading. I can do search text formatting options here. So I can do things like italicize or do poll quotes, add links, which is a neat feature or images. I can also drop in YouTube videos, and even use math language latex math language. So I have the optionality to make these annotations really rich media objects, rather than just, you know, marginal notes as we've known them to be scribbles and white, you know, sides of the page. These can be, you know, with images and video quite rich documents of reading and thinking. So I'm going back to the here I'll walk you through the process of adding a anti hypothesis enabled reading return editing on. And I'll go ahead and add an activity or resource. Give it a name hypothesis has been installed for me by the LMS administrator in this case. So I selected I don't have to enter the key and secret all that stuff is done previously. I'm going to save and display and then the final step before it's ready for students to annotate or others to annotate is to choose my document. Right now I have two choices. I can go and grab something from the web. Or I can go and authorize a Google account and grab something from my Google Drive or upload something in the process so I could right now go ahead and upload something from my desktop. Or I can grab something that's already in my in my Google Drive like this PDF here. And there it is. So, you know, academic journal looks like an academic book, and I can select text on that as I did before create annotations. So that's the demo again the next thing we're working on is the ability to then look at these annotations for a teacher to look at these annotations in a sort of grading view. You can imagine if the things were really busy on top of Mary Oliver's white eyes with 20, 20 students annotating here right now it's just Moodle student. But if there are 20 students here, the grade book view would allow me to isolate Moodle students contributions and enter a grade for their contributions but these annotation activities don't need to be graded they can just be a way to turn on this ability to write in the margins. In the digital text for your courses. Without making it part of a formal assessment. I think I'll stop there and maybe see if there's questions in the chat or john or. Yeah, one question just came up just was from someone that wanted to know if a PDF that's stored in the Moodle repository could be used. I personally can't see why it couldn't be but I'll let you. Yeah, great question. I think there might be workarounds to do that now. So, but the next one of the next steps for for our development is going because we have that for canvas right now. Direct link where you just go back really quickly and show you the options. I'll add an activity or resource again sorry for this but we're going to line up the ability to grab from Moodle resources as a third option in the in the screen that I showed you before. Back there so it's easier to see here where you're configuring the reading, there could be a third option that says, you know, select for Moodle resources. I don't know exactly how Moodle resources now works. But if you have a PDF and Moodle resources, and you can go to your Moodle resources and get a, you know, a URL for that PDF that Moodle can generate, then you could pop that here in the URL entry. So that would be an additional step. For now to do what the person asked, but eventually we'll have that taken care of by a third option here that will say grab something from the Moodle resources and then it will open up something like the Google Drive where you can see see the files and the Moodle resources. So I see a question about articles licensed to a college but behind a wall. So this URL here has to be a public URL it can't be something that you log into so a permalink at a library won't work here. So the workflow now and I'll let you decide institutions aside differently about whether this is fair use or not, but the workflow now would be to download the PDF from JSTOR or whatever the library resources, and then upload it to Google Drive here. I know that some might be concerned about copyright issues there some some might not. I'm not a copyright lawyer. Certainly we do see that happening quite a bit. We are working directly with JSTOR, ProQuest, EBSCO and others. So again in the future, there may be a lot more options here. You may have, you know the two you see here select from Moodle resources then there may be a JSTOR button or an EBSCO button or ProQuest button that would allow us to again further ease the ability to grab something from those repositories. A couple more coming in just a second here. Sure. I see some of them. Okay, I didn't know if you were seeing some of those questions. Okay. Yeah, I see attendee eight. So attendee eight answer your question. Are there instructions to set up and operate your own hypothesis service for your K to 12 district meaning you'd want to host your own servers and host the and store the annotations yourselves. There are not great instructions for that to be honest, you know, part of our, I mean, it's possible we're open source and people have done it. It's not well trod territory. We also think of ourselves as sort of experts in this business and constantly putting out really wonderful features that your, you know, students and teachers would would benefit from. So we right now sort of operating hosted service in that regard. But in the future, it will be easier to stand up your own hypothesis service. But right now, I wouldn't recommend it. Not for it, not for a K to 12 district especially. So I just need to clarify something. There was a question that was asked for if there was a cost associated with adding the LTI to an existing noodle site, and there is no cost on our side at the LTI. But I'm sure Jeremy address any cost associated with running hypothesis is as an applicant as a as a add on to that. Yeah, sure. So we have this web based app and this is again for those that are on education and really for those that are. You can go and get a hypothesis account for free. All you need is an email address. You can go and get one of our browser extensions and annotate on the web. It's pretty cool stuff, even if you're not a teacher, even if you want to use it for your own edification. I mean, I've sort of become obsessed with, you know, just annotating my reading and sharing it. I mean, it's a little like Twitter but grounded more in in substance in a sense. So I've made a part of my, you know, professional and personal way of interacting with the digital world. And that is all free. And for many years, teachers would leverage that they would get the browser extension themselves get accounts, create private groups, tell their students to sign up for a hypothesis accounts and get the browser extension and then stop using Safari and start using Chrome and then manually join the private group and go through all that onboarding process and basically the LMS eliminates that entire onboarding process. In addition to adding some very specific education, educational features like grade book integration and other things that is going to cost money long term. So the way that we're working right now is that and I'm sure that the person from the, from the secondary or the K through 12 district can appreciate that it's unsustainable obviously to tell your faculty and staff and to tell their students to go sign up for a third party account not to mention having privacy concerns around all that. It's just, you know, untenable to do that beyond the sort of most pioneering of educators that are willing to do that with a new sort of tool like ours. But the LMS product, the way it works is that it's free to download, free to install and test. I think the limit is, you know, one live course 50 students, although we're not super strict about that we want people to be able to test it those of you that are running LMS is or we're working with Minami to run your LMS you know there's security issues around adding third party apps and so you need to be able to test that out and see that it works as I as I've suggested it does here. Maybe share it with some faculty to see if it's of interest, maybe try it out in a course to see if it you know what the results are, but and beyond that sort of free testing and early usage. We have a pilot program. It's very simple setup where we ask a school to have three instructors test out the app for for a term. Very soon once we get Moodle especially up to par and that's going to be a paid pilot to K a school to for for a term to to test it out with our full you know tier tier one technical support and pedagogical support. And then beyond the pilot where we have you know models for institutional licensing based on on seats and it's not it's not all or one you can have a smaller set of students seats for the tool, or you can have a site license. One thing to be said here is that, I think, and again I'm an English teacher so this is a little bit of my bias but I think it's a really great tool for engaging students in in their reading, making sure that they have read, seen how they've read, helping them read having each other through readings, but really that's just the beginning of the value that we think we're going to be adding for education. You have to imagine that your faculty might be using this to collaborate on their teaching and their professional development students like I said we're working with J store ebsco pro quest and other publishers and aggregators, and then, you know, students would be able to take that same note taking tool over to library resources and elsewhere so this is really just the beginning of a much bigger thing we think we're going to offer in education space as well as the ability for you know those students to, like I said, store those notes well beyond the class or even a school. Yeah, john, did you want to know I was going to say a few more questions have come in here. Mentioned that there will be that this will be useful across multiple courses and across multiple semesters when could we expect that functionality. So right now you can. So, for example, you know, if you if you install it in a course and students use it in that course, their same account. If another teacher activated on the readings in the course in the next term, they would be using the same hypothesis LMS generated account so it's all linked to their identity within the LMS. And you know once you once you've licensed it for your school it could be installed in every course and students to be using the same account through all all those courses. Does that answer that question. A couple others that are coming in. Are you seeing some of the questions streams or do you need me to repeat them to you. I need you to repeat that I'm only seeing some of them I didn't see the last one for example. Okay, one was quite a pricing for around 4000 students if you want to address that. And then one question was around, do the documents need to be OCR to be annotated. Yes, the documents do need to be OCR for better or worse hypothesis is very library like librarian like we love library librarians in the way that we built our tool, so that when you're selecting text in a HTML text or PDF, you are really selecting that text. And in terms of your portfolio your archive of annotations, your commentary is specifically attached to a set of words, letters and words that is very specific it's not like some other annotation tools where you're grabbing an area. And, you know, years from now, the fact that you grab that area is not that meaningful it's just a yellow box right. But this is really about the actual language in the documents, a tight connection between them. Obviously, that archive is something that will be useful if you're writing a paper from those notes. Then you're actually grabbing the reference plus your annotation as a beginning of your ability to make something of your annotation so it does need to be OCR and the quality of the OCR does, does affect the experience you know so a really poorly OCR text is not going to have the same crispness or same accuracy say of the when the reference is displayed in the sidebar above a comment. It might be, you know, strung together less, less elegantly. I'm not going to go into pricing specifics on the call but I'm happy to chat with with individual institutions about that we're really very early days with this we just launched this app in December. And are just piloting right now so we haven't, you know, we're in a conversation with our early pilot partners about what's a fair price for for them what makes sense as a pricing model for them, but also what helps bring us to sustainability as I mentioned before we have a much larger mission than, you know, bringing in a tech tool to market, we want people to be able to use this annotation functionality in their daily lives and that part is free. And we're nonprofit so we're you know just trying to get some sustainability as we've built out these these education features but let's let's talk privately about what makes sense for your institution. Great, I think right just just one more and it was just it was more about the portability basically when, you know, a student leaves a college can they transfer their annotations to their own account or is it just always tied to the LMS. Today, it is always tied to the LMS, but that is not the gold and the you know in the in the roadmap we have the ability to take your annotations with you. We've a course for school. But we're still working on what that looks like right now. So I've talked about how hypothesis works on the web. So I have a Jeremy Dean account that allows me to annotate the Washington Post and you know ranch to my friends or whatever on the Washington Post, but then inside that moodle instance that we were playing in earlier. That's a different account from my normal Jeremy Dean account. But the questioner is is right that some at some point there's going to be some way to merge those. Like you can merge your not like you have maybe a professional Gmail account and a and a private one and you can, you know, Google makes it pretty easy to move back and forth between those across their suite of tools. That's great. I think the next one was more of a comment and it was a question to get some some great feedback here one comment there. Tendi basically made the comment that very versatile tool and wish he added during during this dissertation research. Me too. I got to say me too man. It's a lonely thing to read those academic articles when I did my dissertation. Yeah, they're confusing. And you definitely feel like am I supposed to understand, you know, Derrida or whoever it is. And this is a way to really ease that and then really at any level because that of course that kind of difficulty with reading can come at any level for different types of learners and so to realize you're not alone to realize that you can learn from students from your classmates they might have already trod over a question you had. And then it's there for you to kind of process through that section or you can ask a question somebody can respond. It's a totally different reading experience. And it's very powerful and it's definitely the number one thing that students say when we survey them at the end of the semester is, you know, what did you get out of this tool and we're like, did you read more closely and other things like that. And they consistently say they learn from their classmates was the number one thing. These documents are not printable. You have to imagine that the, again, going back to that layers slide. This really doesn't translate back on to the page and in an easy way. So you could have, and if anybody's ever tried to print a really heavily annotated or heavily commented on Google Doc, you know, sometimes it's just sort of a miserable experience you print your two page paper and then there's like 10 pages of just the notes, you know, that are no longer near the reference. So it's not a great thing to print them out. The thing that you will be able to do is print your annotations with the reference. So what that I think is a valuable thing to be able to export and extract and then have as something that you that is usable to you. So that means that basically all my annotations and all the texts that they are commenting on could be extracted and then popped into a Google Doc or Word doc and and really be the beginning of a paper that I can then, you know, mold my comments and fuse them into, you know, move things around to fuse them into sensible paragraph order. And you could do that with your annotations or any annotations you have access to so a teacher could technically extract and print out all the annotations from their course. Maybe for research study or maybe for grading purposes, although we'll have that built into the LMS app, but so there is an artifact that can be gained from here but it is not like original document plus annotations. It's great. It's like all the questions so far. Let me let me just finish up by I forgot to sort of do my little spiel about our pilot program. Okay, let me let me do that for just two minutes and then we'll see if there's other questions that come up. So we have this pilot program as I said you can go ahead and go to our website and think there's a link at the end for for you to be able to go and it's a specific Moodle links you can go to our Moodle install guide and get the key and secret and if you're an LMS admin or I don't know that John how it works is that you you're running the LMS for folks but for folks on this panel that are that are hosted by Minami, it would be just a simple support ticket request here to install the just with the LTI and so we would we would do it in our end. Gotcha. So then. So yeah, we'll we'll we'll have to yeah I'll make sure you guys have that information when you get those support tickets but you can go and grab the credentials and easily install it and John's team will know it's it's a very simple process and then can place it in a course or or somewhere else and and get started playing. And again you can you can test it out sort of for yourself and have a course run it for a semester or so without really ever talking to me but we do really want folks to go into our pilot program as you can see it's mostly higher ed. I can't wait for a secondary school to our district to come in here. I know Moodles and a lot of secondary schools I can't wait for an international school I know there's a lot of international Moodle users. We have some great institutions doing this. We really designed the pilot program to be some very cool thing as I mentioned my background as an education. I don't want to just have this installed for you and then get a check or check in at the end if you want to write me a check. I want to be intimately involved as much as you my team my success and involve as much as you guys are up for it to collaborate on the pilot. So we offer pedagogical support we have guides for using hypothesis in the classroom. We have advice on how to talk to your faculty about this. We offer ourselves a success team with two other former educators to talk one on one with with faculty about how to implement it. And obviously we'll offer webinars and other things like campus visits if that's if that's useful to folks. Then obviously on top of that you know we have the technical support to your one technical support so folks in the pilot have priority in our in our in our support queue. And we also really want to build a community out of the group of folks so we want to bring together the pilot points at different conferences and possibly for what we call annotate ed events to talk about annotation in the classroom to talk about piloting and what's been successful to share best practices and give our pilot schools the opportunity to test new features, obviously to give us direct feedback about what you know all the things that we've built have been direct from feedback from faculty and it's from the pilot cohort that we're learning what's most important to do next. So yeah, looks like there's some folks that are excited to start a pilot please take this back and talk to the folks that need to on the campus, where you come from. And it's really a small ask just minimum three instructors be great they're across the discipline we can make it much bigger we have bigger pilots at some schools, but we really just want to have you have enough evidence for you to evaluate the tool for later adoption. And I, again, the K 12 individual, we don't have a secondary school or K to 12 district and so it'd be super psyched to, to, to work with one of my buying I taught high school for seven eight years. I miss it, and we use moodle at my schools. I would love to see hypothesis hypothesis and we'll let some free college levels. All right well everyone thank you this is a great session I know that we're super excited to just expose the value of this this great application across our community and beyond we're at the US moodle mood next week and will certainly be promoting this this application it's just fantastic so thank you again. Thanks folks thanks for listening and please be in touch if I can if I can be helpful anyway.