ChangED
ChangED is an educator based podcast for Pennsylvania teachers to learn more about the PA STEELS Standards and science in general. It is hosted by Andrew Kuhn and Patrice Semicek.
ChangED
Educational Transformation Through AI Innovation
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What if the transformative power of AI could redefine the educational landscape as we know it? Join us as we, alongside Brandon Langer, navigate the complex interplay between AI technology and education. In our latest episode, we dissect how advanced AI models are poised to revolutionize learning by creating personalized experiences that captivate students while ensuring they explore new topics. We discuss the delicate balance required to maintain a comprehensive educational experience that goes beyond mere personalization.
About our guest:
Brandon Langer is an accomplished educational leader and administrator, specializing in technology and educational program development, curriculum writing, project management, and communications. He currently leads strategic communications and educational partnerships at the Montgomery County Intermediate Unit (MCIU), aiming to enhance programs and services for students, educators, leaders, and staff. Brandon's professional journey began with a Bachelor of Music in Education from the University of Delaware, evolving through various teaching and administrative roles that leveraged his deep expertise in instructional technology and curriculum development.
Brandon also serves as a leader in statewide educational technology committees, developing vendor partnerships that enrich educational technology across Pennsylvania. His strategic vision and dedication to fostering relationship-based growth underscore his belief in the transformative power of education through innovation, technology, and human-centered programming.
Want to send us a show idea or just say hi? Email us at: thechangedpodcast@gmail.com!
Welcome back to Change Ed. Change Ed, you are number one education podcast in the entire globe.
Speaker 2Wow, yeah, it expanded. The stats keep changing.
Speaker 1Overnight. I'm your favorite host, Andrew Kuhn. Education consultant from Montgomery County, Intermediate Unit Titles.
Speaker 2We're still doing titles and here with me is Patrice Semicek, still an educational consultant, even though we said we're not doing titles anymore with the Montgomery County Intermediate.
Speaker 1Unit. It still feels right, like it's like a power move right, like I'm an education consultant. It feels good.
Speaker 2Sure sure, Because that's what we're about Power moves.
Speaker 1We are here in our studio with the OG of podcasting at Montgomery County Intermediate Unit, brandon Langer. Welcome to the show. Hello, andrew, thank you for having me.
Speaker 3It is for those not knowing this, it is 8 am on a Wednesday. Like let's record a podcast at 8 am on a Wednesday With two people who are not morning people. Andrew's like, I'll start at 5 am.
Speaker 2I'm like, please give them options. Eight is terrible, and it's gloomy outside too. It's not even like a bright sunny morning.
Speaker 3It's a wah-wah, but I'll give Andrew credit. Our calendars right, not just mine. All of our calendars continue to be a little crazy, so happy to join.
Speaker 2Happy to be here. We're going to cut out the nice comments about Andrew.
Speaker 1We always do.
Speaker 2Crappy eight o'clock.
Speaker 1Well, the options were eight or seven, or five.
Speaker 3I give you options. Thanks for having me. My name is Brandon Langer. I am the director of innovation and strategic partnerships here at the Montgomery County Intermediate Unit in Norristown, pennsylvania. That's a pretty broad role. I do a lot with a variety of different programs and offices throughout this whole organization. I spent my last four years with Patrice and Andrew in the Office of Organizational Professional Learning, so we have a good background together. But really focused on educational technology, really interested in, you know, the evolution of schools and education as a whole, where we're going, where we've been, and you know I also do marketing communications for our organization. But there's a whole lot of stuff that that I get to do as part of this role and that's a lot of fun.
Speaker 2Super small job.
Speaker 3Super small job.
Speaker 1Yes, an awesome title. This is why we share our titles His title is amazing.
Speaker 2I'm an education and innovation. I tell a joke that doesn't get laughs.
Speaker 3Like that's three very corporate sounding words that sound fake but make a real job but make a real job.
Speaker 2They make a real job and like a relatively I would say fun job, I feel like you've got a pretty fun job.
Speaker 3It's all over the place, it is.
Speaker 2That's why I said super small, not a lot to do.
Speaker 3My joke's super small too. No one laughs at it, but I think it's funny.
Speaker 2So I keep saying it, I think it's funny.
Speaker 1I'm going to if I laugh.
Speaker 2He knows that well and he lives in the well and we all just stare at him. I need to get a little sound pad that has crickets for when he tells a joke and just be like crickets. Dad joke central.
Speaker 1Brandon, we are going to talk about a topic of your choice. We're rolling the dice. We're living on the edge at 8 o'clock in the morning. What would you like to talk about on this world?
Speaker 3Well, I think, I think we have to talk about AI. It's just, it's where. It's where the conversation is, and we wanted to have this conversation, like three months ago, and it's fascinating that we didn't because, I'll be honest, I've learned a lot in the last three months and things have continued to evolve and to your point, it's not stationary right, it's continually evolving.
Speaker 1So the longer for individuals are like apprehensive, the longer they wait, kind of, the farther the gap will be for them to need to get caught up, to get get into it and get in the conversation. So, from your lens, what are some of the things that you're seeing happening, maybe even specifically in education? What's developing and what's coming together?
Speaker 3Well, I'll give you my first observation, I guess, of what's happening is I'm already seeing elements of what we saw in the last round of ed tech bonanza, what you know, last time things were blowing up. What I'm referencing is more that span of 2009 to 2015, where a lot of one-to-one initiatives were coming through, and what's interesting is, what I'm seeing out in this AI conversation is a very similar pattern of. There are and this is not anything new, I didn't invent this, but we had our early adopters that were all in from day one and they're super excited, and then there's that kind of trepidatious crowd. That kind of mid-2023 was okay, I could see this, and now I'm hearing conversations of people who are, fascinatingly, still unaware of this advancement in.
Speaker 3AI and we've all been to presentations. We know iterations and versions of AI have been around for a long time. We're looking at generative AI when we're having this.
Speaker 3AI conversation as the next step, the next phase. So what I'm seeing in the space is that early fragmentation of the audience and, to your point, andrew, one of the goals I'm hoping to accomplish with, again, my small sphere of people that we have influence with, is to help get them going sooner, because it will only benefit you to have understanding and better understanding of what's going on. You don't even necessarily need to be a daily user or driver of the conversation. Having early awareness will impact the classroom, will impact your system, and so that's kind of what I'm looking at right now.
Speaker 3I was just at a conference and I went to a session and the session was great, but it was a. It was a session that could have been done a year ago, maybe even a year Like. It was very early. This is what AI is, you know, and that room ate it up because they were there for that, they were ready for it, and I was kind of like are we past this? So that gave me pause and just something to think about. How do we continue to move everyone forward together?
Speaker 2That's one of the things that I find really interesting about the work that the three of us are doing around AI is that we have, like you're saying, so many different entry points that we have to be aware of, Because there are people like you're saying that us, the three of us sitting in that room would probably be like we've heard this a million times, We've given this presentation a million times, so the fact that you're saying there are still people that are eating the entry point up is kind of a reminder like, oh, we still have to continue to have multiple entry points along the way, Because I would have assumed at this point, considering everything that's happening and how quickly AI is transforming basically everything, that there would be most people would be further along. So that's interesting.
Speaker 3It makes sense. One of the early frustrations for me was me being who I am. For those that don't know my background's in educational technology, I've done this a lot. When I saw what was coming I was like great, this is amazing. We can now do X, y and Z in the classroom. This eliminates time barriers in certain aspects of that of what we can do in a classroom, whereas others were having this very real and natural wanting to pump the brakes and whatever, and I, where I eventually ended up quantifying again about a year ago. This conversation for myself was I'm not interested in having a conversation as to whether or not we should be riding horses or driving cars. Once we had cars, we just drove cars, and not that horses aren't great.
Speaker 3And look, if you still want to tinker in the horse world, you can go to a farm now and ride a horse around, but in terms of getting somewhere efficiently and quickly, a car was the way to go, and I bet to your point, patrice, we had plenty of people back in the day that were terrified to death of cars. I'm not getting in that death trap and you know what.
Speaker 2They were probably right, because we didn't have airbags, we didn't have seatbelts, we didn't have all these things.
Speaker 3So that's where, personally, I want to help make sure we advance that safety conversation is what are the airbags, the seatbelts? You know the good practices that keep people safe. I'm totally on board with that conversation. The one that I'm having a harder time with is that, well, should we really be doing this? And to me, the cat's out of the bag. Yeah, there's no going back, there's no not having this anymore.
Speaker 2Well, and the kids are going to be using it. The kids are using it regardless of what we do or don't put into, and they're finding ways to circumvent the systems that are already in place so they can.
Speaker 3They're using it, but they're also using it poorly. That's where it's going.
Speaker 2I think we need to as educators it's our job to help them figure this out in a safe and supportive place, as opposed to just saying nope, nope, nope.
Speaker 3I don't know why I thought of Footloose.
Speaker 2I don't really know the movie I've never actually seen it but I do know they said no dancing, but they still continue to dance, isn't that? The do know they said no dancing, but they still continue to dance. So that's what my brain is, isn't that the movie?
Speaker 1where they said no dancing, yeah, kevin bacon, yeah. So I was like why are we denying them?
Speaker 2dancing. That's where you're going with that.
Speaker 3That's where I'm patricia, go watch this weekend.
Speaker 1Yeah, I'll tell you I one of the things that I've noticed about ai where I can actually see how ai has been is actually taking hold in a different way is presentations. If you remember, for the original conferences we go to where they were talking about AI, whenever somebody was talking about AI they would actually do air typing. They would say I would ask so-and-so and they would air type so that we would know that you were actually talking through a computer not having an actual conversation.
Speaker 3That's the mod for AI.
Speaker 2What I've never seen that. I thought you were talking about it. I've seen it. If you watch Footloose, you'll see it.
Speaker 1Clearly no, but now they're more comfortable. Just, it's the conversation, right Like I asked this question, but what we were talking about earlier made me think about the scenario that I saw unfold during COVID, which was, if you were primed and poised to be in a space, or you are already in a space, then you were ready to continue being in this space and when you went virtual, you could still be present. So an example would be at the school that I worked at, we had a news program that we aired every day or at least once a week, usually every day, and so we already had that culture set up.
Speaker 1So then, when we went virtual, we were able to continue having a presence.
Speaker 1We were on YouTube and the audience was already built up and that was a way that they could connect.
Speaker 1There were a lot of schools that didn't have a news program and they were trying to figure out how do we connect with each other, and they were trying to figure out how to put all these parts together, kind of in an emergency situation where, like, how do we bond back together? And it was a struggle for them to start, and I'd like to make the same analogy for AI there might become a point where it's like we all need to now be in this space. Not that there's going to be another pandemic, I'm saying that but a scenario where we need to be there and if you haven't already dabbled in it, you're now playing catch up and trying to fast forward. You're going to be frustrated. There's a lot to take in Drinking from a fire hose, if you will, versus preparing now, taking the time in kind of a low stakes scenario to learn more about it so that we can then be leaders in this space, but to be a leader in this space, you have to be experienced and knowledgeable.
Speaker 2Some experience, yeah.
Speaker 3Let's go there, because I think that's one of my biggest learnings for me in the last three months. That wasn't there if we had had this conversation three months ago, where I'm seeing this space move now, not just in education, but the broader AI landscape, is absolutely fascinating and far faster. There's faster advancement than other scenarios that I've experienced in my lifetime. And two things are coming down the pike for me. Number one we heard early with the AI conversation about prompt engineering and again still hearing that term in that presentation last week when it was like, oh, I gotta learn how to write prompts. I'm sure we're still going to have to prompt, but what's interesting is I'm seeing this advanced path way past prompting already into.
Speaker 3Okay, it's not just a matter of asking a good prompt. Those are actually going to take care of themselves because they're already teaching it to prompt itself upon entry. So the next part of the phase of the conversation I see unfolding is a term called agents, and have either of you heard this term? No? So agents basically take your input and run it through a series of potentially different AI platforms, different AI bots that do different things very well, and they talk to each other, and then there's an output.
Speaker 2Oh, I have heard of it, you can teach an agent, a process.
Transformative Shift in Education With AI
Speaker 3So not just I told you to write X, you write it back to me. I told you here's what I'm wanting to do, and it went and talked to multiple other sources through a process that has been coached and taught. And then here's your output and the output efficacy, the quality of the output when using an agent, which is really nothing more than a solidified, proven practice, is astronomically higher than GPT 3.5, which was the first one. Most of us got in touch with astronomically higher than GPT four.
Speaker 3So those ones on initial ask would give you a response rate of somewhere in the ballpark of 40% of the time you got what you wanted. And again, please don't quote me on this, I'm not an exporter, just learning so quickly and using an agent. We're seeing numbers hit like in the 90. Yes, that's exactly what I wanted it to do there.
Speaker 2Those are still bots. I'm that's what I was hearing in south by southwest, so I was hearing that they are.
Speaker 2This is the next, the next level and now we're going to be programming the agents to talk to each other. So the exponential process is like we heard a lot at south by southwest about how we usually travel in like a very linear pathway things are, but this is like. The trajectory is exponential and so now that these agents are talking to each other, what's going to come out of it is going to be transformative in industry and in jobs and in terms of and they were saying the same thing about how at this point in education, it doesn't make sense to teach our students the prompt piece, the prompt engineering piece. It's more about. We need to figure out how to, and even coding We've been having conversations about. Coding is not even as important as it used to be because all of these other things are happening Well, and even maybe the types of coding.
Speaker 3So this, I think this naturally leads to my second point.
Speaker 3So my first thing that I've been hearing a lot about and I've been learning is agents. The second piece of this I was watching one of the keynotes from the CEO of NVIDIA, who does like graphics cards and that's honestly, powering a lot of these engines. What he's describing in terms of what their organization is building because we think NVIDIA, we think video gaming, graphics cards, cryptocurrency no, they're one of power AI engines he's ambitiously calling for the overturn of the entire infrastructure of the internet in the next five to 10 years and what he's saying is going to happen, and I can very clearly get on board with this in terms of seeing just how fast we're moving.
Speaker 3Everything in the internet now is historical information. It is stored. It's almost like in a locker somewhere of human knowledge that we go and we pull, someone parked it there and we can go retrieve it from a source, from a link, from an address, right? Well, what if the internet was constantly just generating new content, personalized content, all the time, and we still have that older version? It very quickly starts to be, when you think about it, outdated, impersonal.
Speaker 2Within days.
Speaker 3Within. Yeah, because it's just. It's just where we've been. It's not generating the now live.
Speaker 3So if that's going to happen and you know, when people like the CEO of NVIDIA, who many hold in high regards, even against the biggest tech moguls of all time, is saying this is where we're headed, it's like, ok, we need to start listening to that Because take that and put that in a classroom. Everything we've ever handed kids in terms of content is old world at that point. It's stored, pre-produced bucket of info, all the things we ever learned. We need to learn all the standards.
Speaker 3What if you can take a student's personalized interest profile that develops over time and automatically generates their content for the day around, whatever standard they need to learn, but it's personalized to their interests and ideas. Live in front of them to get them to the end game faster, because they can make meaning of really high level things, because it's being taught to them in a in a personalized way that, honestly, one teacher is never going to do all that work. Patricia, you and I have talked about PBL and all that like that needs to happen. But what if this could help take care of that content piece and I can take care of this facilitation piece. That's really exciting to me.
Speaker 2It is exciting, but also a little, and maybe because I feel I'm feeling old right now a little. If everything is tailored to their interest, how are we exposing them to new things that could be potential interests? So I this is me, this is me sounding old, and you guys can call me old if you want, but I, I like the idea of exposing them to multiple things. So maybe there's a time and a place is what I'm hoping you're saying for. Like this specific interest piece, because I know for a fact like there were things I was exposed to in school that I would not have even ventured down until someone else exposed it to me, right Like I really loved forensics because I had a teacher who taught us all about that kind of investigation stuff in a science class that I would have never gone down that path without being exposed to it. So I, yes, I love the idea of personalized learning, but I worry and again, maybe I'm old, I worry about the narrowing of the focus. So much.
Speaker 3So that's where, because I thought you were going to say something else about your fear, but that is what? But I think they go hand in hand and that is why people need to get on this train faster than they need to be waiting, Because when you understand the power of your educator to be a connector and facilitator of humans, as opposed to a content repository and deliverer of information. That person is now free to facilitate human growth and development.
Speaker 2On such a big shift, so it's not going to be painful for some. Well, you're not, but you're not narrowing.
Speaker 3You're not narrowing their exposure, because that human in the room now needs to take this exposure of the pittsburgh steelers learning about linear equations, because it can do that and then take this person's you know interest in art and they're learning it that way. Great, you two get together and let's, let's share what we've learned and that's the facility that's the.
Speaker 3that's what I mean about being able to scale what we've wanted to do for a long time, but to your point, it's going to scare a lot of people because you're fundamentally rewriting the role of that person in that position.
Speaker 2And the other thing is is I think again going back to and we've seen this with all technology, right, there are going to be people that are like, yep, it does this, so I'm cool, I don't have to do anything else, Like this kid's going to go over here. Oh, I'm going to have 30 different kids doing 30 different things and I'm teaching Right in our roles. Continue to have these conversations about and we've been talking a lot about the shift of no longer is knowing, partly due to AI, the most important thing there's thinking and there's there's doing. That are the more important pieces that we have to shift to. I'm okay, I'm on board. Where did you think I was going when I said I was?
Speaker 3I thought you were going to talk. I thought you were going to talk about kind of what. I just said that well, if you do that, then that I'm scared for my job.
Speaker 2Oh yeah, I can see that being legitimate.
Speaker 3I understand that, and I don't, because if you look at the current teaching landscape, we're so low on the bench that, quite frankly, there's no better time, in my view, to come into education. But that's my view of it.
Speaker 2Well, you're're very positively focused person not, that's not a downfall no I know, but that is you're like very much, like this is super exciting. Where a lot of people are like, oh no, I think the thing too in the conversation that we continue to have with people is maybe ai is not taking my job. My ai is taking the job that I have always had right and shifting it into something different, and that's very uncomfortable for some people. I can totally see both sides of the fence there.
Speaker 1Brandon, as the OG of podcasting in Montgomery County, we want to extend to you the gift of the second to last final thought.
Speaker 3The second to last final thought. The second to last final thought.
Speaker 2Because Andrew refuses to not have the last, the final thought, yeah.
Speaker 3I think it's interesting, even in this short conversation. You asked where we've been and I think that, or what's going on, what I'm seeing, there are people coming into the fold of this conversation. There are people that have been wrestling with it for a while. There are people scared of what the outcomes are going to be.
Speaker 2So that's a whole lot of adults, a lot of feelings, with a lot of feelings.
Speaker 3I think my final thought is nothing more than we have done this forever as a species, as a civilization, as as a civilization as we. We have iterated, we have developed, we have excelled. The difference right now is it's the the pace feels so much faster. So we just finished my final, my second to final thought is this I'm not sure that much of the generations that follow will will get into a job and do the same thing for 30 years.
Speaker 3I personally and quite frankly, I don't know. This again could just be Brandon and the way I am, I could never do that. I couldn't just park and do the same thing every day. I need to create, iterate and evolve myself, and I think Species need to do that. So what happens when we push past the industrialization of everything?
Speaker 3of finance of creation of things. Well, what we get to do is ask questions, and I think that's the most exciting thing about this technology. Is what if we didn't need to know all that content? We need to understand and be constantly learning to ask better questions, because ultimately, that's what powers this technology is inquisition and critical thinking. That is not new in terms of people wanting to do that in education. Well, your job as a teacher just got better. Now you get to coach critical thinking and questioning, as opposed to you have to know standard three dot, dot, dot dot. You know whatever it's like. You can learn that whenever I still don't know how to change my oil, I can learn tomorrow. There's no amount of content I can't learn even after school, but there is a window there to really develop critical thinkers and I think if we looked at the technology that way, as a way to coach and improve output through questions, that's like when we're going to finally see what can really happen with the technology in the classroom.
Speaker 2I have so many things, even though we said this was the second to last final thought.
Speaker 1And now for the 1.5 to last.
Speaker 2No no, I just feel like I love everything you said. I love everything you said and you're speaking to the choir in this room.
Speaker 3I'm a former choir director. I'm good at that.
Speaker 2Nice, nice. I have met a lot of people in this role and I'm not sure everyone enjoys the questioning and the critical thinking and the things not being the same, and so I think that's where the rub is going to be and I hope that collectively those of us that are excited about the consistent iteration and change and all of the super fun things that are happening we can help bring people along, because I just think that's going to be, that's going to be a struggle, not that it's a bad thing, and I'm not trying to like poo poo, and I do love the positive attitude. I just I also want to meet people where they're at Like I feel very strongly about that, and so I think we need to figure out and that's hard for those of us that are creative thinkers and outside of the box that to be like why are you? Why just be excited? Like it's cool, it's fun to do this.
Speaker 2So I think that we need to continue to bring people in and have people kind of explain it or like for me, now I know like my new marching orders for myself are going to be. I need to understand the other side so I can help bring people along Cause it. The cat is out of the bag. We're not going back.
Speaker 3So I think the next conversation we have about this topic is about engagement, because the number anyone that speaks comes back to me and says I'm scared, I'm hesitant, I don't want to do that. On the flip side of that, all I hear is that kids are unengaged and they're on their phones all day.
Speaker 2So what are we doing to be better?
Speaker 3than that and show them how amazing learning is Like. Let's go back to learning. That's the crazy thing. The kids that are on their devices. Be better than that and show them how amazing learning is Like. Let's go back to learning.
Speaker 2That's the crazy thing the kids that are on their devices are learning, and some of them are learning stupid stuff.
Speaker 3The stuff.
Speaker 2My kids tell me, like my son, this is going to sound really crazy. Micah, my youngest, is obsessed with geography and flags. He didn't get that from school, but you could show him literally any flag in the world and he could tell you where it's from. He could tell you where it's from and where it is on the map. Like he watches. He goes down youtube holes of just here's a little ball with a flag on it. He'll be like that's uganda, that's africa, like their friend africa, like the most crazy stuff that he has. So they are constantly learning.
Speaker 3That's the thing about what's going on with these kids is they're constantly learning. So what if we could be doing that and accomplishing our goal at the same time?
Speaker 2Right. That, I think, proves my point. I agree yeah.
Speaker 3That is becoming possible.
Speaker 2Yeah, and it doesn't have to be just skibbity toilet.
Speaker 3Second to last, yeah exactly.
Speaker 2If I hear skibbity one more time, I'm going to lose it.
Speaker 1Well, that AI is a learning partner, that we need to come at it with the right lens, that this is a partner for us and a life partner. It's not a tool that we use during nine to three. It's something that's available to them all the time, but while we have them in front of us, while we're with them, what does that look like? For a long time, we've talked about integration in education, and the power of integrating AI takes that to a whole new level. Integration looks very different, and it's almost the exclamation mark at the end of the word integration of like.
Speaker 1This is how we can do it in all things and in all ways, and what I really appreciate about what you were saying besides absolutely everything, obviously, brandon, but one thing that really stuck out to me was you were talking about asking better questions, and we've been looking into a lot is curiosity and that just is built. How do we build the cure, the power of curiosity in education and as learners, and how can we put that back in? How can we give that back to them? And they are curious anyways. What the conversation we had. They're curious anyways. The conversation we had.
Speaker 2they're curious anyway, somehow unintentionally we've almost taken that out or taken it away from them. Let's give it back. How do we give it back?
Speaker 1We've been talking about that forever.
Speaker 2I mean, I vividly remember and I've used it a million times. Ken Robinson has this video he's done a million times where he brings up a study that was done feels like forever ago, where where in kindergarten they're asking hundreds of questions a day, but by the time they reach high school they're asking one question a month. So there's something that we've done.
Speaker 3We've schooled them out of their curiosity by pushing the knowing so much well, you used the word we've gone to school and the best thing that ken robinson separated out for me. Well, there's actually two different ones, but I'll focus on this one.
Speaker 2I love him so much.
Speaker 3He is my favorite, and if you haven't read we're Out of Our Minds or something Out of Our Minds is just the name of the book. Go read that this summer. It is 1,000% worth your time. I've read it like eight times. I'm going it at that. But you just said we've schooled them out of questions, and yes, we have, because learning is guided by questions and school is guided by output, which is industrialized and based on yield.
Speaker 2And we don't need to do that anymore.
Speaker 3No, not as much as, certainly not as much as we've been doing for a hundred years.
Speaker 2Okay, final thought.
Speaker 1All right, so our 35th, final thought, closing out this podcast.
Speaker 2Clearly, what we've learned before you get there is that we need Brandon back multiple times, and this isn't going to be a series.
Speaker 1And that I should start with the close of the podcast at the beginning. No, so that we can get to the end in about 25, 30 minutes. Yeah, sorry, brandon, thanks for coming on.
Speaker 3We really appreciate having you Thanks for having me.
Empowering Educators as Learning Agents
Speaker 1A wealth of information, and AI is a hot topic, but you're talking about it in a very informed manner and also insightful. Looking to the future, I think it's the most exciting thing about AI is what it could be. We always talk about. You know that we can be anything we want to be, and really this is a partner that could be for each individual. It's almost like their personal assistant that can go along with them. The agent part really stuck with me a lot how you were talking about the AI agent, and so the final thought is that that is what we are as educators we are agents for learning for students, and that we can partner with AI and help them learn. How does this agent work? How does it? How's an agent supposed to work for you, to really empower you for future learning? So we encourage you to be an agent for learning. On behalf of the entire ChangeAid team. Thank you for tuning in and listening. We encourage you to be an agent for learning On behalf of the entire.
Speaker 1ChangeAid team. Thank you for tuning in and listening. We encourage you to follow, like and share. Can you like on podcast? Do you do that?
Speaker 3Is that a thing OG you can on the social media? Post it on social media. They can like it Okay.
Speaker 2Thank you.