Reflections on Visitors and Residents as CPD in Learning Technologies module

The metaphor of the Digital Native is still very much used in academic circles - perhaps because it is easy to understand. Many academic staff feel comfortable to describe themselves as digital dinosaurs (or immigrants), separated from their students' apparent ease with technology by a gulf so fundamental that it cannot be bridged. When pushed, they do accept that students are ill-prepared to use tech in their educational lives - unable to navigate the VLE, not aware of file types, completely fazed when faced with a zip file. But still, the Digital Natives narrative persists and is accepted as a truth, an excuse.

Read Donna Lanclos on The Death of the Digital Native.

At the outset of my module on Learning Technologies (#cel263 on Twitter) I ask my group of participants - all academic staff - to reflect on their comfort in using new technologies for teaching¹, by writing a group blog post. Despite including works by Donna Lanclos and David White in the readings for the module, still the Digital Native rears his head in these reflections, every year. This last month, a number of staff quite happily identified themselves as Digital Immigrants, describing their discomfort with technologies that are effortless for their students. 

I think this is a good start. By explicitly articulating this in the group, in writing, it gives me a chance to gently challenge the position. 

The Digital Visitors and Residents metaphor, approached through a 90 minute workshop derived from David White and Donna Lanclos excellent guidelines, allows my module participants to focus, not on the technology they use, but on how they use the technologies. By working through the mapping process, creating their own maps while working and discussing in small groups, they get to explore their own interactions and purposes. The maps themselves aren't so important, but rather the follow up questions "so what?" and "what next?" By reflecting on their own maps, each participant can take ownership of their own technology use, and purposely determine what they want to do with it. 

How we did it

The guide produced by Donna and David is for a full day workshop, with a second day for more strategic use within an institution. Having participated in such a workshop, run by Donna and David last year, I found this a very valuable experience. But I only have 90 minutes, as part of the second workshop (of 7) in my module. 

The first reflection, about comfort in using new technologies, is an outcome of workshop 1. And without any encouragement on my part, the Digital Natives narrative always comes up. Though commenting on the reflections, I can begin to suggest that the Natives theory doesn't work, and maybe there's an alternative. 

Before the face-to-face 2nd workshop, I ask participants to watch David's short video explaining the V&R theory, as preparation. By the time I meet them, it's clear that at least some of them have watched it, and nobody admits otherwise. So, my intro can be short, referring to the video and also to their reflections. There is great hilarity as they Google each other - some definitely more discoverable than others - but everybody with a trace.

I spend some time working though the drawing of my own map, deliberately leaving out Wikipedia initially. This brings up various questions, which we discuss a little. But my intention is to get them working on their own maps as quickly as possible. They do this in small groups of just 2 or 3. Initially quiet, within 5 minutes the room is full of the sounds of discussion. I circulate, commenting and asking questions. 

One observation is about whether somebody's name, in the case where it might be unusual or unique, might have an effect on how comfortably open they might be. Anything on the open web would be immediately associated with that person. Somebody with a common name might find it easier to hide. 

Another group had quite a discussion around e-commerce apps and tools. While not discoverable, there was some anguish about online security of data. 

After a while, we stop and discuss a little. I draw Wikipedia onto my map, still a little to the Visitors side of the axis. We talk, in general, about the clustering or spread of activities on the maps, and what it might mean. We talk about a third dimension, which some have identified, and how they have use colours or shapes to represent this on their two dimensional grid. They spend another few minutes considering the So What?

In the last 15 minutes of the workshop we start to think about What Next? I explain my relationship with Wikipedia as a fledgling editor and how I am deliberately trying to move that block to the right of the V&R axis. I leave them contemplating the What Next question on their maps. Before they leave the room, we have a quick gallery walk. 

In the 2 weeks between each workshop, each member of the class writes a workshop report as a post on the group blog. This week the report is to include an image of the map with some explanation and a consideration of the So What? question. It takes some time for these posts to start appearing - which may be a good sign. Either they are still reflecting, or just too busy to get around to the report. 

Suddenly, a week after our workshop, there is a deluge of reports. Almost everybody indicates that the activity was of value and that they have learned something new about themselves and their technology use. Each person has identified some direction they want to take, either by eliminating some aspects or changing others. 

With a group of academics who are now more self-aware and purposeful, I now have a solid base to begin exploring the use of technology in teaching and learning. I look forward to the many discussions over the next 5 workshops. 

Some Participant Comments

I have asked my group if I might share some of the comments from their workshop reports. None of the participants are identifiable from the comments.

"In order to construct the V&R map, I had a think about where I go online – and one thought usually led to another, and there's certainly some things I've left off."

"This activity was extremely useful to me in relation to getting an accurate idea of my use of online tools."

"I wasn't aware that I was consistently using so many tools and I also underestimated my visibility online."

"Upon first consideration, I foolishly thought there should be a clear divide between my personal and institutional online activities. However, as I started to give it some attention, I found that while some activities were clearly separated into different categories, there was more overlap between groups than I had expected."

"In the first report, I wrote that I consider myself a beginner in terms of using technologies in teaching. After creating the map last Friday and after a few days contemplation since then I am not so sure any longer."

"By using David White’s system of mapping ones online activities, I have been able to clearly see how I interact with the web, and the roles that my online activities play in both my personal and work life. That brings me to the stage of thinking how I might be able to use the web in more effective ways."

"I was surprised by the way this exercise helped me to articulate my feelings towards email. It is by far the biggest influence on my life and it has become almost uniquely work-related."



[1] The prompt for the first reflection is:

Write a short report (no more than 3 paragraphs) answering the following question:
How would you describe your level of confidence in using and learning new computer based technologies?

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Demonstrating the power of twitter

Every year, for the last 6 or 7 years, I've started teaching my module on Learning Technologies, aimed at members of academic staff, by introducing them to twitter. We then use twitter as a tool throughout the module, sharing information and developing a community.

Each year there are always one or two participants who are already twitter users, some people who have dabbled or lurk, and always a few who have never used twitter before. It can be a challenge to convince people to give twitter a try, because the value of twitter to an academic is only realised after a period of time spent engaging. Even building up a network takes time, and often it's not clear to the academic that the time invested now will pay any dividends.

To that end, I was helped enormously this year by a short presentation from Jane Walsh (@DrJaneWalsh) who gave an engaging, often amusing and very persuasive talk on the value of twitter in her own research and teaching. Jane was a participant herself on the module 4 years ago, and I claim full credit for her twitter success to date.

#cel263 @DrJaneWalsh says not to get precious about number of Twitter followers - we are not Beyoncé. pic.twitter.com/urVcQyaqyK

— Sharon Flynn (@sharonlflynn) September 23, 2016

Asking the Twitterverse for help 

Something I've always done in the past, and I see others doing from time to time, is to put out a call on twitter for help. This usually results in at least a few responses to welcome the new group to twitter, and these are often geographically dispersed, which can be quite impressive.

This year, though, I really wasn't sure what response I would get. I see fewer of this type of call, and I wondered if people might be less likely to respond. Anyway, I live in hope, so on the morning of the workshop I put out a general call:

This afternoon I'll be talking with academics about twitter. Pls say hi, where you are, and why you use twitter. Use #cel263.

— Sharon Flynn (@sharonlflynn) September 23, 2016

Not feeling very confident, I also tweeted to specific people (former students in the module) to tweet a welcome.

I was pleasantly surprised to get responses, not only from former participants, but also a few from people around Ireland (Dublin and Donegal/Monaghan) and one from Melbourne, Australia. A good start! In addition, a couple of people "liked" the tweet, but didn't bother responding - hmmm.

Just before the workshop, I again sent out a call:

Demonstrating Twitter to academics. Pls say hi, where you are, and why you use Twitter. Use #cel263

— Sharon Flynn (@sharonlflynn) September 23, 2016

This time I was completely inundated with responses. It was amazing. As well as tweets from around Ireland and the UK, people also responded from France, Denmark, Switzerland, the Netherlands, Finland and Israel. There was a great response from across the Atlantic - from Kentucky, Florida, Michigan, Boston and Delaware. There was even a tweet from Brazil.

To see the full collection of tweets received, you can take a look at them on Storify.

I've been a little bit quieter on twitter in the last few months, so it was really amazing to see such support from my PLN. Thank you to everyone who responded and really gave an impressive demonstration of the power of twitter.



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CEL263 Learning Technologies Symposium 2016

The annual CEL263 symposium for 2016 took place almost 2 weeks ago on Monday 29th February. This year, seven participants from the PG Dip Learning Technologies module gave short presentations on their project for the module.

The project brief is:

You are asked to identify and complete a project, based on the material covered in the module, to incorporate Learning Technologies in your teaching.You are given free scope in identifying a technology or technologies and what you want to achieve. The technology does not have to be something that we are covering during the module, and could be something specific to your discipline.

The participants were asked to give a 10 minute presentation to the group (which included module participants and members of CELT) on their project, whether it's complete, in early stages, or halfway through.

As in previous years, I took notes by tweeting. The following is a collection of tweets from the event, using Storify.

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NUI Galway on Wikimedia Commons

The Quad by Malbe554

Just over a week ago I had a workshop for academic staff (on the PG Diploma in Academic Practice module in Learning Technologies) where we discussed the use of wikis in teaching and learning. As well as demonstrating how Blackboard wikis work and might be used to support collaborative group work, I also tried out a Wikipedia familiarisation session, in the style of Martin Poulter. This was based mostly on the talk I gave at EdTech earlier this year, on Academic Writing and Wikipedia.

The purpose of the Wikipedia familiarisation session is to highlight certain academic qualities of Wikimedia articles - the quality scale, citation guidelines, peer review, authorship, collaboration. I also talked about some of Wikipedia's sister projects, hosted by the Wikimedia Foundation, that can be used to enhance teaching and learning activities, such as Wikiversity, Wiktionary, Wikinews and Wikimedia Commons.

To add a practical element, without a full-blown editing session, I asked each person in the group to take one or more pictures (using a smartphone or other device) of the place where he/she works, and to create a wikipedia account in advance of our workshop. During the workshop, then, each person uploaded a new media file to Wikimedia Commons, which was later tagged with National University of Ireland, Galway.

This had the advantage of each person creating an account and making a real contribution to Wikimedia Commons. Moreover, the collection of images of NUI Galway has been expanded and enhanced.

Some of the newly uploaded images are below. As you can see, they have all been made available under a Creative Commons Attribution-Share Alike license.

Old Civil Engineering Building
By Theorydave (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)], via Wikimedia Commons

Office View of the Quadrangle
By Kardoy1 (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)], via Wikimedia Commons

Earth and Ocean Science, NUIG
By TiernanHenry (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)], via Wikimedia Commons

Áras de Brún
By Niallmadden (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)], via Wikimedia Commons

Aras Moyola
By Mary R Mulry (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)], via Wikimedia Commons

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CEL263 Learning Technologies Symposium 2015

On Friday afternoon, 20th February, we had a very enjoyable event here in CELT. During the afternoon, nine of our participants on the Learning Technologies module, as part of a PG Dip in Academic Practice, presented on their projects. All participants are members of academic staff at NUIG.

The project specification is quite simple:

You are asked to identify and complete a project, based on the material covered in the module, to incorporate Learning Technologies in your teaching.You are given free scope in identifying a technology or technologies and what you want to achieve. 

For the symposium itself, participants had to present for about 10 minutes and were required to use Prezi, to demonstrate competency with that tool.

During the afternoon, both I and the PG Dip Course Director, Simon Warren, tweeted about the event, and we were joined by some members of the class, and some external people using the hashtag too. See below an archive of the tweets from the event, gathered using storify.

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CEL263: an emerging community

On a Friday afternoon, just over a week ago, I started with a new group of participants on our Learning Technologies module, CEL263, part of the PG Diploma in Academic Practice offered at CELT. During  the module, we explore various technologies for teaching and learning.

For the last number of years I've introduced twitter as a tool for communication as part of the course. Every year we have a few people who user twitter, some who have twitter accounts (but little more) and some who have never explored twitter at all. To motivate, participants can earn a Twitter Novice badge, awarded for completing a twitter profile and tweeting a few things using the #cel263 hashtag.

I also maintain a twitter list, which includes all the people who have been enrolled on the module in the last 5 years - currently 61 people. They are not all active, but those who keep tweeting make a great contribution to the CEL263 weekly newsletter, which is full of news and articles all year round.

So, that Friday afternoon, just before class, I posted a tweet to my followers asking them to help demonstrate the power of twitter, confident that I would get a good response:

Showing a group of academics the power of twitter. Pls say hi, where you are, and why you use twitter. Use #cel263.
— Sharon Flynn (@sharonlflynn) September 12, 2014

A number of people responded, mostly from Ireland and the UK, and one from Canada (thanks if you were one of those people).

During the afternoon, my new fledgling group began creating their first few tweets, some with confidence, and others with great trepidation. They began to follow each other and build a small twitter community. We projected a twitter search onto the board in the room, and tracked progress.

But the real magic happened later that evening, long after the class had finished. Sitting back relaxing at home, I kept a watch out for anybody in the class dipping into twitter and sending some tweets of encouragement. To my surprise, previous members of the group (some who had never tweeted before CEL263) began to tweets words of welcome and encouragement:

@sharonlflynn @gerry_molloy Well hello to the new class. One year on this skeptic quite enjoys a little tweeting as a result of #cel263
— Dr. Jane Walsh (@DrJaneWalsh) September 12, 2014

@helen_dodson welcome to twitter Helen! @sharonlflynn & #cel263 got me started too & I've never looked back. Great for latest science news
— Róisín Dwyer (@RoisinMDwyer) September 12, 2014

@RoisinMDwyer @helen_dodson @sharonlflynn yeah welcome Helen
— Dara Cannon (@DaraCannon) September 13, 2014

 And when one student expressed doubts:

@SarahBerthaud it's a great resource for research. Give it time :)
— Rose Ní Dhubhda (@RoseNiDhubhda) September 12, 2014

How wonderful to see such a community emerging. It has taken some time, but communities can't be engineered. They take time and need nurturing. But the fruits, when they appear, are very rewarding.

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Welcome to the #CEL263 class of 2013

Today I am looking forward to the start of our popular module on Learning Technologies, CEL263.

This module forms part of our PostGraduate Diploma in Academic Practice, but can also be taken by academic staff as a stand-alone module. This year is the sixth time that it will be run, and we have an eclectic line-up of participants from across the university. I know it's going to be fun.

The module is run as a series of 7 workshops, each on a different topic. While we explore lots of different technologies, the focus is on how the technologies can be used in a meaningful way to support teaching and learning activities. We always have a great mix of people, from technophobes to technophiles, and we all learn from each other. Our aim is to move each person out of their comfort zone, to try something new in a supported environment.

As well as the face-2-face workshops, the module is supported by a Blackboard course, with resources and activities, as well as recordings of each workshop. I've spent the last few days building up the course area ready for the new group, and the picture above is a screenshot  from a little webcam recording using the Kaltura building block. It's a great way to have a quick, personal message in your Blackboard course, adding a bit of interest for students.

This afternoon's workshop will include introductions (participants and the CELT team), some course information, tea/coffee and biscuits. Then we'll jump into looking at how social media can be used to support teaching and learning in HE. We'll have a guest speaker talking about how she has been using Facebook and LinkedIn with students, and then we'll have some fun with Twitter. We'll be using the hashtag #cel263 throughout the duration of the module (and beyond), so please join in the conversation.

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Related Posts:  
Learning Technologies Symposium 2013
Welcome to the #CEL263 class of 2012
Assessing the impact of our CEL263 module
CEL263 Learning Technologies Symposium 2012

Learning Technologies Symposium 2013

Back in September, I welcomed the #cel263 class of 2012 to the Learning Technologies module, as run by the Learning Technologies Team at CELT.

Over the next few months we examined a range of technologies in the context of teaching and learning, and each participant was encouraged to complete a project to incorporate a technology into his/her teaching.

Five months after our first meeting, we again came together, this time for the annual Learning Technologies Symposium, where each participant in the course gives a 10 minute project presentation.

From Storify, read about it as it happened:





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Welcome to the #cel263 class of 2012

This afternoon I am meeting with our new intake of academic staff on the Learning Technologies module. It looks like we have a great group of people this year and I'm looking forward to working with them to explore their use of technologies in teaching and learning.

This afternoon we'll be introducing ourselves and I'll run through the structure of the module - 7 workshops, each addressing a different theme. Over the next few months we hope to introduce participants to some new technologies and new ways to use those technologies to support teaching.

Today we'll also take a look at some social networking. Fiona will introduce an activity based around social bookmarking, and then we're going to have some fun using twitter. We're using the hashtag #cel263, so please keep up with participants by following the tag, and join in the conversation.

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#pelc12 : All about connections

Last week I spent 3 days at the Plymouth Enhanced Learning Conference. Since I came back, I find myself reflecting on the experience. At the time, it was a whirlwind of enthusiasm, inspiration and tweets. Now that I'm back at the day job, back in reality, I'd like to write down some reflections and share them.

For me, PELeCON 2012 was all about making connections.

Travel Connections
For a start, there was the travelling. Last year, @catherinecronin and I travelled direct from Dublin to Plymouth, at a civilised time of the day. This year, unfortunately, travelling to Plymouth from Galway was a little more complicated. We had to fly to Bristol at the unfortunate hour of 6:40am from Dublin. This meant a stopover in one of the Dublin Airport Hotels, after a bus journey from Galway to Dublin. We met up with @crumphelen at Dublin airport, ready for the early morning flight. Once we arrived in Bristol, we got a bus to Bristol Mead train station, then a two hour journey by train to Plymouth and finally a taxi to the hotel. All about connections, see?

What was a short journey last year, turned into an expedition this year. But, it was all worth it. As Steve Wheeler put it...

 ... and at just £160 @pelecon must be one of the best value 3 day international learning technology events in Europe. #pelc12
— Steve Wheeler (@timbuckteeth) April 24, 2012

People Connections
Then there were the people connections. It was a pleasure to meet up with twitter friends, some of whom I'd met before, and some who I was meeting for the first time. For myself, because I'm a bit shy, knowing people on twitter is a fantastic ice-breaker when you meet them in real life.

I was particularly pleased to be reunited with @crumphelen, @hopkinsdavid, @mattlingard, @drbexl and (of course) @boyledsweetie. Though we've only ever met a couple of times, they feel like old friends.

I was also pleased to meet many twitter pals for the first time, especially @suebecks, @romieh and @dcotton11 (who wasn't really at the conference at all).


Paper Connections
Another area where I was making connections was while listening to the fantastic talks, keynotes and parallel sessions. Because I was scheduled to speak in the final parallel sessions, I found myself making connections between the various themes and my own presentation. I identified where a speaker's message supported my own message, and also where there appeared to be conflict. I was determined to integrate all these into my own presentation, which meant that my head was buzzing and I got very little sleep on the second night.



For example, while I thoroughly enjoyed @simfin's call to action, I was very disturbed by his definition of a technophobe as a teacher who has given up. Simon's context is very different to my own, but this statement bothered me, particularly as I was classifying some of our academic staff as technophobes as part of my presentation. Well, the technophobes who take the #cel263 Learning Technologies module haven't given up; far from it, they have bravely opted to give technology a go, with a little support from us, and are thriving as a result.

Many staff report that lack of time is a barrier to integrating technology in their teaching. In his talk on Improving Digital Capability, @dajbelshaw suggested that time is not the issue; it's a matter of priorities. I agree! But I don't think it is the role of learning technologists to dictate priorities to academic staff. They are already getting the message, loud and clear, that they have to prioritise research. By the way, Doug Belshaw is keynoting at next month's EdTech conference in NUI Maynooth. It should be a great event.

Other connections on the issue of learning technologists supporting academic staff

• On the first day, Jason Truscott talked about the role of learning technologists to empower academics.
• Back to Doug Belshaw; he spoke about forward thinking institutions using (technology) projects to link to the strategic view, making the digital literacies movement sustainable. He also said that the best way to get somebody (an academic) started is to solve their problems. This is something we do every day!
• In her talk on Digital Identity, Privacy and Authenticity, Catherine Cronin said that not all lecturers feel they have the authority to make changes in their teaching. I think this links back to Jason's point; by empowering academics we can increase their confidence to allow them grasp that authority.
• Pat Parslow (@patparslow), in his session on Letters to Santa, spoke about communication barriers when technologists talk about technology. While he stressed that we shouldn't try to break down the silos that exist (particularly in academia), he said we need to find ways to link those silos. He also did a rather good rap!
• Bex Lewis (@drbexl) gave an impressive talk that incorporated Skype, prezi and video. She made some good points about embedding innovations across programmes.

Online Connections
Finally, there were the online connections in the firehose that was the twitter stream. I cannot imagine what this conference might be like for somebody who is not on twitter. It was constant, in the run up to the conference, during the event, and it's still going. I have a few thoughts and reflections on this as well, but I'll leave them for the next blog post. Coming soon.

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Assessing the impact of our CEL263 module

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Over the last three days I have been immersed in the very special conference that is PELeCON 2012. The theme this year was Create, Connect, Collaborate, and that is certainly what was achieved over the three days. The annual conference in Plymouth, organised by Steve Wheeler (@timbuckteeth, @stevewheeler), is well worth the long travel. It's also an event that can be enjoyed virtually, because the participants are so active on social media and, this year, all sessions were live-streamed.

More thoughts on the conference are to follow.

I presented yesterday (Friday) on our initial attempts to evaluated the longer-term impact of our Learning Technologies module (#cel263). While more in-depth analysis is needed, initial results from a survey of our alumni are very positive. In particular, we do seem to be affecting a change in culture, with the creation of technology champions within the disciplines.

Here's the prezi from yesterday. I already tweeted the link yesterday morning, and it's had more than 600 views in just 24 hours. Wow!

Assessing the Impact of a Learning Technologies Module for Academic Staff on Prezi

Please comment your response, either here, or on the PELeCON blog. As we heard so often during #pelc12, it's important to give back, in the form of comments. This was just one of my take-home messages.

CEL263 Learning Technologies Symposium 2012

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It's that time of the year again when we hold our Learning Technologies symposium. This is when the participants on our Learning Technologies module (cel263) come together and present their projects, developed as part of the assessment for the PG diploma module.

During our workshop on video

Participants are asked to identify and complete a project, based on the material covered in the module, to incorporate Learning Technologies into their teaching. They are given free scope in identifying a technology or technologies and what they want to achieve. From the team's perspective, we aim to move each person beyond his/her comfort zone and to try something new in a supported environment.

This year, six people presented their work, using technologies such as social media, podcasting, screencasting, video and google earth.

Maura spoke about her plans to use social media to keep MA students engaged while they are involved in a field based module and away from the on-campus, controlled environment. Her plans to use a wiki space, which is their space and not controlled by staff, aim to provide "connection without intrusion".

Still shot from Eve's video

Eve showed us her very impressive project to provide a virtual fieldtrip for students in Earth and Ocean Science. She has created a video using real footage from a recent field trip combined with screencasts in Google Earth and imported data from the Geological Surveys of Ireland. That video is embedded into Google Earth and forms the basis of a digital map making exercise for students.

Kathy spoke about her plans for MA students to replace the traditional précis (500-700 words) with a regular blogging activity. She has found that the précis is of no real value to student learning, with a limited audience and no peer interaction. She is hoping that by getting her students blogging, they will reach a wider audience, provide an arena for reflection and stimulate collaborative learning.

Bróna is hoping to use regular podcasts to keep her Nursing students connected and motivated while they are on clinical placement. The aim is to motivate students to engage in their research projects earlier, even when they are not physically on campus. She's also considering using Facebook to keep them connected.

Vincent gave a very impressive account of how his German language students are creating their own podcasts, developping their spoken skills in the language. Engineering students are recording conversations in pairs, thereby improving pronunciation and spoken accuracy. The podcasts are posted on Blackboard, allowing the students to listen to each other - students learning from other students. This activity addresses a sometimes neglected skill in learning a language, the exposure to the spoken skill.

Finally, Anne gave a very honest account of her efforts to get students make their own videos of how to use a Total Station - an instrument used in surveying. Rather than providing them with yet another resource on how to use this piece of equipment, students have to demonstrate their understanding by making their own videos using mobile phones or flipcams. Although there was a mixed reaction from students initially, 69% of them admitted that making the videos helped them to learn the skills required, and 62% said it forced them to review practical sessions.

Hard at work in the video workshop

For the CELT Learning Technologies team, it is wonderful to see the work that our students have done and the plans they are making. We love to see them adopt a new technology or approach and use it to really support their students' learning. It reminds us that we are having an impact.