Dialogues in Digital Teaching and Learning
Our podcast from the DELTA Instructional Technology Team at NC State University aims to inspire innovative teaching practices and offer fresh, practical ways to incorporate digital tools in the classroom. At the same time, it serves as a dynamic platform for sharing updates, resources, and opportunities, fostering a stronger connection between NC State instructors and the wealth of digital learning support available.
The first episode arrives January 1, 2026.
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Dialogues in Digital Teaching and Learning
Real-Time Teaching: Rethinking Engagement with Wooclap
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Think of a lecture that actually talks back. We brought on Yiling Chappelow and Ethan Walgran from NC State’s DELTA team to share how WooClap turns passive delivery into live, two-way learning—without adding tech headaches. From the first pilot to campus-wide support, they walk through what worked, what didn’t, and why a purpose-built engagement tool can change the feel of a class in minutes.
We break down the essentials: a lightweight interface, fast question creation, and inclusive features like the 'I’m confused' button that surfaces friction before it becomes frustration. Scalability matters, so we map out options. Keep it simple with a couple of live questions, or go deeper with participant-paced activities, hybrid-friendly workflows, and Moodle grade passback.
If you’re curious about active learning, formative assessment, and real-time feedback that scales to any class size, this conversation offers concrete steps that you can try tomorrow. Subscribe for more practical pedagogy and share this with a colleague who may want to incorporate real-time engagement in their classes.
Episode Resources:
Hello and welcome to the pod. Today I have with me Yiling Chappelow and Ethan Walgran. Yiling Chappelow is a lead instructional technologist here at NC State within Delta. She designs and facilitates training programs to help educators integrate digital tools effectively into their teaching. Yiling also develops practical learning resources and supports faculty in creating engaging, student-centered learning experiences. She also collaborates with campus partners to implement instructional solutions, researches emerging trends, and shares best practices to advance innovation in higher education. Ethan Walgran has been supporting the use of instructional technology in higher education for almost 10 years. He joined the Delta Learn Tech team as a lead technology support technician in December of 2021. In this role, Ethan provides support for instructional faculty, staff, and students in the use of various Delta supported technologies offered here at NC State, while also co-leading LearnTech's knowledge management efforts to further enhance the unit's overall self-service offerings. Let's get started. We are talking about real-time teaching and real-time interaction with a new tool that we have recently adopted. And I know some listeners are like, not another tool, but this one is such a cool addition. And I'm happy we get to kind of chat about it a bit. So before we actually get into WooClap, this new tool, let's talk about how you all got involved with it and how you all got to be like that point person on the tool and where that kind of came about.
Ethan Walgran:Yeah. So kind of the first introduction I had to WooClap was kind of brought to me by our team as we were looking to add a new real-time engagement platform, a technology that allows for instructors to poll kind of their students, ask some questions, and gather quick feedback. And we knew we we had a need for kind of improving that space. So we were presented with this tool, WooClap, and a pilot group was convened. And I was lucky enough to be part of that group to kind of just dive into WooClap and test it out ourselves and see what we thought about it, see how it worked for us in our practical applications, but kind of have that instructor mindset of how this might be applied in the classroom and will it actually meet the needs of instructors? So it was really getting to just kind of play around with the tool from a piloting, you know, tryout standpoint.
Yiling Chappelow:Yeah. I'm actually, Ethan and I, we both are in the same team. So our journey is pretty similar. So I first got involved with WooClap during our classroom engagement evaluation, just like Ethan mentioned. So our team was looking for tools that can help instructors to increase in student engagement in a more flexible and low barrier way. So we looked at several options, and WooClap was actually WooClap stood out. And just like Ethan mentioned from there, then we move into a pilot stage and see how it can fit in, you know, different teaching styles and environments. And Ethan and I, we had a chance to kind of like learn together about these tools and talk to the vendors and see how this can fit into this supporting active learning and without require a lot of setup. And WooClap really stood out a lot on that. And that's basically how how I got involved and very similar journey, how Ethan got involved as well.
Ethan Walgran:And I'll add that it was really cool too from this perspective to start from the ground floor.
Host:Yes.
Ethan Walgran:Like sometimes tools are presented to us in a way that, you know, it it's been supported for two, three, four, however many years, and we're kind of just jumping on board as the train's moving. This was really cool to be involved from that get-go and learn about a tool without having necessarily that pressure of being able to support it right away. Like take a deeper dive, take a pause and think about the tool and really see what it's all about rather than just learn it quickly to support it. Right. So it was a fun process.
Host:Well, I think that that's kind of such a good point. And that's what I was going to bring up. I was jumping back and forth about if I even wanted to ask that question because, you know, how relevant is that for our faculty? But I think it is important to know that there is a team who are looking at these tools and really thinking about the needs of the instructors at our institution and being very thoughtful about that process. And so I just want to thank both of you for, you know, being that and being on that team and being able to think about the faculty that you all interact with every single day and think, oh, they need something like this. This is going to fill a gap that is necessary. So I'm just very excited that you got to share that piece. And so the faculty know that there are people who are really, you know, rooting for them and trying to find things that work for them. And we really do listen to their needs and their instructional challenges. So I know we've been kind of beating around this bush a little bit, but I really want to talk about what it is. What is WooClap?
Ethan Walgran:Yeah, so for me, you know, we've talked about it, we say it's a real-time engagement tool. So what is that really? Well, it's it's that platform to be able to ask questions of your students in a large forum, right? You're not gonna necessarily get that feedback in a hundred-person class that you would in a 20-person class. So, how do you how do you engage with your students? How do you connect with them in real time while you're lecturing or discussing a certain topic to gauge how they're doing? And that's what WooClap is. It's that quick and easy tool. I'm gonna say quick and easy probably a few times throughout this.
Host:Right.
Ethan Walgran:It's quick and easy to just pull up a question, throw it out to the crowd, get some immediate feedback, and use that information to further your teaching. So again, you can do that in many different ways. There's different interactive polls, there's multiple choice questions, there's fill in the blanks. So it really is this technology platform that lets you gauge how folks are feeling about the content or lets you assess their knowledge and their understanding of the concepts.
Host:Yeah, I love this. And I I took a look at it before we started recording and really wanted to just kind of get an idea of all the different types of things you can do in WooClap. And it really is very sophisticated. I think when it first was presented to me, being a former elementary school teacher, I was like, oh, it's a Kahoot. Oh, it's a blooket. Oh, it's a quizzes, you know, type of platform. And while it is very similar in the way that it's very easy, it's something that you can put up and students can participate right then and there, or they can do the self-paced version where they go through it on their own. There are a lot of features that make this just feel like such a grown-up tool and so applicable to our institution and you know, adult learners. So I do think that it is very exciting and it does kind of feel like those other tools, but it is kind of in a league of its own. And I really like that. And yes, it is easy to use, thank goodness. So, in terms of the tool, you know, we talked a little bit about you all kind of like exploring its use case, why it would be important to be used at our institution. And so, what was some of that thought process and why is it this standout tool? Why did we say, yes, this is something that we need here at NC State?
Yiling Chappelow:I think that Ethan already pointed out that earlier that it's we we talk a lot about how easy it is to use that tool. But from a pedagogy perspective, what stood out to me was that WooClap can you know support active learning and metacognition in a really accessible way. It gives instructors a simple way to check in with your students during the class and gather feedback and adjust their teaching methods in real time. So you can understand that in what areas that students really need a little bit of clarification or they might need more support. And I really appreciate that it's not just about you know using another tool, but it's about helping instructors to create that moment of interactions that can deepen learning and keep students engaged.
Host:And you know what's so funny is we recorded a podcast about active learning, and you would be surprised at how many times WooClap came up. So I think we talked a lot about WooClap when it comes to that low-hanging fruit. And I know that we've mentioned how easy it is to use, but it really is that easy. All right, so I know we can't mention every single thing that this tool does. I'd highly recommend that if you're listening and you're interested in WooClap, I would just go in and play. But I really do from your perspective, especially because we use WooClap in a lot of our meetings and a lot of our trainings. When we go to conferences, we use it for different things. And so thinking about your personal use cases, what do you think is your favorite feature in WooClap that you love to use or love to talk about?
Yiling Chappelow:This is a little bit hard question because I actually there are a lot of favorite features in WooClap that I like. But I'm gonna mention these two because the reason I mention is that maybe they might not be as well known. One feature that I like is the spinning wheel. And I actually learned about this feature from a faculty member who was using it in class to it to increase that attentiveness and reduce the tendency for the same students to answer repeatedly. So I love that it adds that fun and interactive to learning while keeping students engaged. So there's different ways that you can use this feature, such as you can randomly select a student to answer a question, or you can choose which topic to discuss next, or assigning roles during a group activity. So it helps.
Host:So it's an actual spinning wheel.
Yiling Chappelow:Yes, exactly. Yes.
Host:Oh, cool.
Yiling Chappelow:I know it is really fun. So it really like I feel like it fosters that sense of inclusivity, and because everyone knows that they can be called, but in a way that feels engaging rather than stressful. So this is like a small feature that really supports that active learning, welcome environment for participation. Now, another one that I like, another feature about WooClap is the brainstorming feature because it also supports like active learning by, you know, allow students to brainstorm, contribute ideas together, and also help you to see to understand what other peers are thinking in real time. So this can also spark discussions and to help students process and reflect on the material together. So these are the two that I find that it's really interesting and helpful. It's just a simple way to add that meaningful engagement without a lot of extra setup.
Host:Yeah, I like the low stakes of it all and the fact that, you know, I think that brainstorming has been something that's been so overlooked lately because we we kind of want to we want you to do that on your own type of thing. But I like the collaborative brainstorming. That's that sounds like something up my alley, my teacher brain. Yes.
Ethan Walgran:So I I think I I have to bring it up because it's it's always a topic that people want to dive into is AI and artificial intelligence and how how that plays a role. And WooClap also is leveraging some AI technology to to enhance their tool here. And I think it's great. Again, it's it's a kind of low stakes, little low entry point AI tool. But what it does is it it really helps the instructor get kickstarted with building their WooClap events. And what it does is it generates questions based off a source material that the instructor would provide. So if an instructor has has an article, like a PDF version of an article, a YouTube video, whatever it may be, that that they're like, well, I want to kind of see how the students, you know, what they're gaining from this, what they're gathering from this, but I need to ask some questions. And they would normally have to come up with those questions. But this tool, you just plug in that source material and WooClap will generate your kind of first draft of those questions. It'll give you an example set. Now, again, with everything, it's not perfect by any means, but it's it's a great jumping off point that provides the instructor something to engage with right off the bat and review and kind of refine and build. And maybe it'll springboard some them to think about some other new questions they might be able to ask as well based off that source material. So it really takes that cognitive load off them of coming up with all of that content themselves. They can get a kickstart point of just like, hey, here are quick 10 questions based on what you provided the system. Do they meet those needs? What's are they right? You know, how accurate are they? But they also then get to go further and dive a little deeper with the source material based off that. So I think it's just a good way and a cool tool that makes things a little easier and a little more time efficient for the instructor, but still providing a great value for for them and their students.
Host:Oh my gosh, yes. And I mean it's so hard to sometimes get started. I think I I've always been that type of person where just getting started is is the hurdle. It's not the actual work, it's just where do I begin? So I I actually really love that. So we chatted a little bit before we recorded and we talked about, you know, as we said, it's so easy to use. But also we discussed a little bit of the scalability of it and how it is scalable. What does that mean and and how can that be applied for our instructors here?
Ethan Walgran:Yeah, so I think this is one of those elements of WooClap that I I really like is the instructor gets to kind of dictate how they want to engage with WooClap and how they want to use it. It's not predefined, it's not if you want to use the tool, you have to go through these steps or have to use it this way. WooClap is a can be very robust if need be, or that basic just quick polling system. So essentially the instructor can decide do they just want to ask a couple quick questions in class where they just want to get some immediate feedback to further enhance that discussion? And it's really just that. It's it's in the moment, real-time feedback, and that's where they leave it. There's no real assessment component, there's no real grading component. It's just a way to keep things flowing in the classroom, and it's a very low, low barrier to entry tool in that sense. Like, yeah, we can easily do that. But maybe the instructor wants to use this as an assessment tool, they want to gauge the students learning, they want to get some concrete grades and scores and other elements they could use with their grading tool. They could then build a more advanced event where that's going to contract. They can then look to implement it uh and integrate it with their Moodle course, right? Like that doesn't have to happen, but that is an opportunity they have too. So they get to dictate am I using this just in class just to gauge, or am I gonna be using this in class, linking this to Moodle, sending scores back to Moodle, and actually using it as a formal assessment tool for my course. So I really think they're and anywhere in between there they can fall, right? Like it's not one or the other, it's that spectrum of how much and how advanced they want to be with the tool. The options are there and the opportunities are there. And again, it's their decision point of like, this is how I want to use WooClap in my classroom, this is how it's going to impact and benefit my students and enhance my overall teaching.
Host:Yeah, that is super cool. And so you can use WooClap by itself as the tool, or you can integrate WooClap into Moodle and then have that great pass back if that's what you want to do.
Ethan Walgran:And it's easy, it's easy still both ways, but again, there's a little more work to go through that engagement and in integration with Moodle, but again, either is an option for the instructor.
Host:Yeah, and I think it's options that really I think are valuable because that's what we mean when we say scalable. You kind of have control over what it is you want to do, but if you wanted to, there is nothing but opportunity. Very cool.
Yiling Chappelow:Yes, I love that flexibility part for sure.
Host:Yeah, and I think it's what faculty are looking for. They don't, you know, it it's very difficult when you have a tool that can A, only do one thing, or B, you can only use it a certain way for a certain purpose. And I'm finding more and more that these tools are really trying to branch out and trying to do more than just that one thing in that one way, and it does make it more useful and more valuable to faculty. Awesome. So we love examples because I think scenarios and examples just kind of help us frame. So because you all work on the front line and you get to talk with faculty, you kind of have a little bit more insight into this tool, into what it can do and what you've seen it do in courses. So, you know, I would love it. Perfect scenario if we could have like a very quick application of this tool, something that an instructor did that did not take a lot of work. And then I really want to talk about maybe a more complex application of this tool and an instructor you really saw go there, or a possibility that is, you know, on the table when it comes to this tool.
Yiling Chappelow:I think I'm just gonna start out with a simple, like a quick application.
Host:Yes.
Yiling Chappelow:Okay. So we talk about how easy instruct WooClap is. So really, instructors can just use WooClap to check students' understanding during the lecture. So I truly believe that learning is really not just a one-way communication. It's really learning, it's like a dialogue, right? And WooClap is a tool that to help you to foster that dialogue. You can simply just use WooClap to have a question and you want to ask your students that are you following along? That's just a very simple and quick way to really gauge your students' learning. And another feature that I really appreciate, I don't know about others, but sometimes I'm shy. I remember when I was in college and instructors lecturing some of the specific topics and some areas I'm not quite certain. And I want to raise my hands and ask questions, but I don't also want to be judged too. So what I appreciate about WooClap is that there's this feature that allows students to click on it. It's the feature is called I am confused button. So if I am confused, I can simply just click on I'm confused. And so instructors, when they you know deliver the lectures, if they see the number has increased for that I'm confused button, this would be a great way for them to know, okay, I need to pause and answer students' questions or you know, gauge what areas that they don't understand. And it also lets students kind of remove that stress and and worry about being judged because they can simply just click on it and let instructors know, hey, I need some help here. So this is a quick and easy application for instructors to use WooClap. Ethan, what about you? Do you have any like more complex way of using WooClap?
Ethan Walgran:I've seen some cool little more in-depth applications of WooClap. One of the things that I I really liked and I've seen is combining. I know we've talked about that this is a very much a synchronous in engagement tool, but there's actually an asynchronous component to it as well. Yeah, it's it's called participant pace. And it's just a way to create some questions that you then send your students off, and they need to complete those on their own time. And what's cool is I've seen instructors use both in in the same kind of event. So you're adding questions to an event that you're gonna ask in class about a certain topic or just that particular lecture. And then you add a few more in that participant pace that are kind of that homework, that takeaway that you're going to answer these while I'm lecturing in class. And then when you leave, there's going to be these follow-up questions. And it's a cool way to gauge how they were doing in the classroom and get with that content and then how they were able to retain that and build upon that and kind of see their overall performance after the fact. And you can combine those into one event. So it ends up being kind of that one grade. So that whether it's that day's lecture or that specific topic, you can actually combine both of those and see that in totality while also breaking out kind of the difference between in class and that on their own asynchronous attempt.
Host:That is really cool. And I bet it's really good for hybrid courses. I can only imagine what is possible in a hybrid course where you already kind of have that pre-work element or that post-class element where you can have both. And Yiling, I loved your example about the I'm confused, especially because that's information for the student as well. If I see that there's only two of us in the course that are confused, then I kind of have an understanding that maybe I need to go back and review the material versus if most of the course is confused and there's like 15 people up there. Yeah, and not alone.
Ethan Walgran:You could flip for kind of that order I could describe where it's they do the participant pace first, and then you can see which questions they struggled off before class and then ask them again in class. It's like, okay, yeah, I'm gonna ask you again, see, have people dive a little deeper, are they still struggling with it? And then have that real-time kind of touch point, engaging with the really confusion that they're they're experiencing.
Host:Yes
Yiling Chappelow:I love that different ways to help students to, you know, that metacognition process, reflect on what they learn areas that I the students need help. So I love that.
Host:And me and Bethany also talked about that a lot. And we were basically just raving about how, yes, these tools make it possible to achieve active learning and really help with that metacognition, but it is also information for the instructor, and you can adjust your instruction based on what your students need because you have these tools that will give you analytics that will give you insight into what they are truly struggling with. So I just think that that's amazing. I feel like both examples are a perfect way to do that. And I don't even think you guys planned that.
Ethan Walgran:Not at all.
Host:All right, so let's go ahead and answer the burning question that I know that we're all wondering, especially if you've had experience with this tool, you may be listening to this podcast and saying, Well, don't we already have tools that do that? Isn't this just a replication of tools that we already have? Why do we need this when we have tools like Top Hat? So I want us to really talk about and just address that if instructors are using Zoom polls, Google Forms, or Top Hat, for one, I know that our sentiment is not to throw all those tools away. But I do want to talk about what makes this tool a little bit different and why it was introduced, knowing that we have access to some of these other tools as well.
Yiling Chappelow:This is such a good question. Now, when I think about tool like WooClap, and also when we went through this classroom engagement tools evaluation, we really want to focus in on the tools that it's easy to learn. So WooClap is designed, you know, specifically for engagement and formative feedback. And it really stands out because it's a lightweight, easy-to-use tool with a low learning curve. I know instructors, you know, we all are so busy designing our course and all that stuff. So using a tool that has a low learning curve to enhance your teaching and also enhance the students' learning, is definitely a plus and Woo Clap too offered that. So instructor doesn't have to redesign their course and invest a lot of time learning a new system. Now, compared to the existing tools that we have, like for example, Zoom polls or Google Forms, which include that polling, but it's a secondary feature. Now, WooClap is built primarily for interactions and offers a wider variety of question types. Now, with the top hat, which is a robust engagement tool, there's a lot of functionality, but WooClap can be a simpler option for instructors who want something quick and flexible for adding real-time application without requiring students to create accounts or download an app. And this is one thing that our team also likes because you can also not only use WooClap for classroom engagement, say that if you are attending conferences or workshops, you can even use WooClap for that purpose as well. So it's really a tool that can fit into different teaching styles to help instructors gather that meaningful feedback, whether in a larger lectures or smaller class settings, or even attending conference or presenting conference.
Ethan Walgran:Yeah, and I'll just highlight, you know, Yiling, you mentioned it. It really is the purpose of the tool, right? When we looked at WooClap during that pilot phase, you know, we were looking at a tool that provides that real-time engagement polling option. And a lot of these other tools that we have, whether it's Zoom, Google Forms, Top Hat, yeah, they have that component, but it's very obvious that there's a lot more beyond that, and that their focus area isn't necessarily that polling or that real-time engagement opportunity. That it's a secondary. They're good tools, they still work, but you lose maybe some question types or some of the features, the functionality that you get with WooClap isn't necessarily there because that's not that tool's primary focus or function area. So I think that's one thing that we really liked and really drew us to WooClap was that targeted purpose and function of the tool being the engagement and the polling features.
Host:Yeah. Honestly, I feel the same exact way. I think that there is a time and a place for all of these tools, and I appreciate that WooClap is now an option to choose from based on what you need. And so I really, I really enjoy that a lot. Leaning into that a little bit, especially the faculty who are just extremely overwhelmed by the amount of instructional tools that we have currently and are very hesitant about adopting that one more tool. What would you have to say or advice to give that faculty member that is hesitant about adopting it, could maybe see it as a use in their course, but just don't want to do another thing?
Yiling Chappelow:I I think that's such a valid concern. My advice would be that starting by asking yourself, what am I hoping to accomplish in my class? Really, like if you're looking for a simple way to check in with your students or add a moment of engagement, and WooClap can be a you know a lightweight option to try. You also don't have to use every feature. If you do use WooClap, you can like start small and maybe with just one question during a lecture and or a quick poll to you know like gather that feedback. And if it helps you and your students, then that's great. But if it doesn't fit your teaching style, that's totally okay too. So the goal isn't just to use technology for the sake of it.
Host:Right.
Yiling Chappelow:Yes, but you know, to think about how this technology can support uh your instructional goals and in a way that feels manageable. And that's the advice that I can think of for faculty.
Ethan Walgran:Yeah, and the initial investment to try it is so low with WooClap that you can quickly create one or two questions to try out in one course and feel it out. There isn't that big, you know, undertaking to get up and running with WooClap to even try it. That's the the best part. Some of those other tools that you're gonna spend so much time getting up and running with it that you almost feel like you you have to use the tool at that point because of the amount of time and the investment you made previously. That's not really there with WooClap. So you can really just make two or three questions to try out in one class and gauge it from there and then build on a little from there and grow it naturally without it being a major undertaking or major course redesign to implement this tool. It's really not gonna take that much to even just try it out.
Host:And I do love that. And I think that it's so important to have this conversation anytime we're gonna have a conversation about a digital tool because you do not have to use this tool at all. It is, like you said, there are some tools where if you try, then you kind of feel that obligation because you invested a lot of time. But it does not hurt to play around with any of these tools. It does not hurt to just see what they're about and look into them, watch a video demo on them. We have an article on our teaching resources site that is titled How to Choose and Assess a Learning Tool. And the main focus of that article is that you have a purpose for the tool and you are filling an instructional gap. And I think that that goes back to the sentiment, Yiling, you made that we don't want to just use tools to use tools. We really want to make sure that it serves a purpose, but you do not need to have a purpose to try a tool and see what it does in a very low-stakes environment. And so I think it's always important to talk about that. It's always important to take the pressure off. And while this can be very exciting to listen to and say, oh, I want to use that, try it out first. Since this is such an easy-to-use tool, test it out with maybe even just your colleagues in a meeting. Test it out with just yourself and maybe your family members and do a little, you know, fun game night or something to see what it does and see all the features. And then you can make a decision on if you want to bring that into your course and use that in a more instructional setting.
Yiling Chappelow:Exactly.
Host:All righty. So closing out, I do like to leave us with a little bit of just help and a little bit of encouragement. So, for one, because of our roles, I think it would be really good to talk about that if there was somebody who was really interested in using this tool, they have a need to fill in their course and they really want to try it out. What would be your advice for just kind of getting started with WooClap? And I know we talked about the fact that we can just jump in, but just give us that pointed advice that they can really take away from this conversation.
Ethan Walgran:Yeah, I think my first piece of advice would be don't plan too far ahead with WooClap and don't plan to take on all of its features right off the bat. I think it's really do it in an incremental in a phase, in multiple phases almost. Like really just look at asking some questions in your class and getting the responses and engaging with that content initially. Like really get comfortable with that before you start adding on, maybe integrating it within your Moodle course, whether you're going to choose some of those participant pace components. Like all those features are there, you'll be able to implement them as you go. But I think building upon the skill sets from just foundational understanding of the tool and implementation, and then as you go adding in new features of it to your course, I think A, it it'll just relieve some of the pressure to get going and the amount of work that it takes to get going. And then B, I think you'll just become more proficient in it. So I think it's just that you know, little bites, you know. How do you I eat an elephant, they say, you know, one bite at a time? I know it's a weird comment, but it feels very applicable to this this setting.
Host:That is so funny. I've never heard that before. Yes, yeah, it's a weird one, but I love it though, but it is it does make sense, yeah.
Yiling Chappelow:Yeah.
Host:I love it.
Yiling Chappelow:I totally agree that just start small and then see how everything goes. And my advice is you are not the only one using that tool, your students too. So it also would be helpful to you know gather your students' feedback on how they their experience to to help you decide, you know, if it's something that you want to use it again, or if it's something that no student just doesn't like it and doesn't work, then you can you know get their feedback and get their perspective on that too. And another thing is remember you don't have to do this and figure it out alone. We are here to support you if you are interested. You can always reach out to us at learntech at ncsu.edu for a consultation or to talk through your goals and see if WooClap might be a good fit for you. And more than likely, you might be talking to Ethan or consultation that with Ethan and me. We love to meet with you one-on-one and brainstorming to see what your goals are and how WooClap can fit into your teaching style. And like Dajha just mentioned earlier, that we also have support articles available on our website so you can also explore them at your own pace too. So there are a lot of support to help you to get started and answer any questions that you have.
Host:Yes, that's so true. And we we do actually love meeting with faculty and especially the ones where they're just so curious about something, and we get to kind of walk them through the possibilities with all the tools that we have. But I am really excited that we got to sit down and talk about this tool. Again, I cannot thank you enough because I think it is, you know, a part of this was to not only talk about the tool, but also kind of like talk about ourselves and what we do and how excited we are to help faculty through this process. And we're always going to be there for you all and there to support you. So I think more than just the excitement around WooClap, I think it's really good to kind of bridge this connection and really put ourselves out there in a way to let faculty know that we're here and we're their biggest cheerleaders and we are willing to walk with them through this process. So I'm just so thankful that both of you came and sat down with me and had this great conversation. And I'm just really excited to see what excitement it garners from our faculty.
Yiling Chappelow:Thank you.
Ethan Walgran:Thank you. This has been this has been awesome.
Yiling Chappelow:Yes, I really enjoy it.
