 Do you see ways that we can maybe reach more fully some students through a combination of ideas and methods that we used during the pandemic. I almost found that so I did spend quite a lot of time making these videos and then in the fall term I actually taught the same course again which was great because I had all these videos. But I got some feedback from students in the fall term that it was it was almost there was too much content because my in my videos I went through like how I would do a lecture right let's introduce the topic and I broke them up into smaller pieces but there were. I don't know over 200 videos for them to watch. And what I realized is like some of that content, they can get that anywhere and maybe it's more exciting than the way I'm presenting it, but what like what can I bring to them that isn't just definition, theorem, you know. And so what I got from some students was they want examples right they want salt me solving an example and maybe an example that takes a couple of topics and you know combines them into one question. So that's sort of something that I've been kind of working on quite a bit this year is saying okay forget it, it doesn't need to be this complete set of video lectures. It can just get up there, do an example, you know and throw that together and that's the kind of stuff that I've been kind of working on this year to improve these lectures but that was one of the things to keep in mind like there's so much out there. Don't do too much, you know kind of dial it back a little bit so as not to overwhelm the students. So Fiona in your last comment you made some remarks about kind of the attention war, if you will. It's really hard to get students. It's hard to know if students are paying attention in the online environment. I actually used this platform loom to record my videos, and it creates a link, and I can actually see how many students have watched it. And they can even leave little reactions at certain points in the video whether it be a thumbs up or a thumbs down, or a yeah, or a laugh or whatever. So that was one sort of way that kind of replicated the, at least I could see okay I'm putting these things out there because I really had no idea how many students were going to look at them so it was a bit of reinforcement okay somebody's looking at these things.