 And the tool was functioned in a lot of ways. So it was definitely a conversational because it did create the space for conversations between the students. It was reflective because note taking is so important in my class. And I required them to reflect both on sort of individual as well as the note taking that they do in social annotation. It was also by the end, because then I incorporated it more fully, we ended up reading a book together where each group had ownership of a certain chapter and then produced a final presentation about their chapter. So then we spent a class where basically we worked our way through an entire book. But the tool was this wonderful learning space to then create these final products. So that was the one place where it was also very specifically productive of a certain type of writing as opposed to sort of conversational or reflective. And the other thing I would say is that I had a class where I invite about 13 faculty members to come and talk about, there's a course about the 1960s. So they talk about 1968, all around the world. And for that week, the students also read primary sources from South Africa or Mexico or Canada. And what I really liked about the tool that week is that it made it really easy because for that week, I just invited all the faculty into the tool. And so it created this space for the faculty coming in, not knowing the students, they're only gonna spend an hour with them. But they were able to come in and already have a sense of the conversation. So the tool was also very invitational in that you could sort of invite people into conversations.