Assalamu alaikum warahmatullahi guys, what is going on? I hope you guys are doing amazing and I hope that this Ramadan has been amazing as well We have an interview today how I learned Arabic Okay, with one of the students of Arabic like an Arab So if you would like to know how is it to study Arabic in the program that me and my team run On andresstudent.com Then sit down take your popcorns if you broke your fast already if not then Don't eat anything. Just watch the interview. So I just to give you guys a little bit of context Brother Hanan is a brother from New York He's 17 years old and during the program having already studied three books of Medina of the Medina books So I'll let you guys hear from him. How was that experience before during and after joining the program Arabic like an Arab? Let's proceed Assalamu alaikum warahmatullahi, welcome back to another episode of how I learned Arabic. It's been a long time I'm not gonna lie you know Ramadan and Virus corona and all these stuff Marhamdulillah we back and Today I'm bringing you guys My beloved brother Hanan aslam student of Arabic like an Arab currently completing the last module of the program and Yeah, guys, we're gonna go, you know a little bit over. How was his experience before? During the program because he studied Arabic before during the program and how he was after joining the program And during joining the program, etc. So inshaAllah just give us a little bit of context Who are you? Are you from? And what is your background with the Arabic language? So my name is Hanan Islam. I'm from New York, Queens My background the Arabic language was pretty much zero before I started because I'm Pakistani originally So I had I didn't known it. So like about four years ago I Started wanting to like learn more about the Dean so I started picking up the letters my parents started teaching me I'm moving forward to learn to read some friends We started that and then I started I had this passion about like learning Arabic by like To learn Arabic actually to be keep real It wasn't a passion to begin with my dad had put me in a course for Arabic at a program And I was like I didn't want to do it originally But when I started going there like the love sort of ignited I remember my first day of the first class I had we're learning a Bismillah Rahman Rahim and then that be like the back means like with so I was just like walking home On the way home to the bus. I was just amazed back when you're saying Bismillah like before you do anything That's why you're saying it because you're saying with the name of Allah like you start this That just blew my mind. That's how like that's the level. I was at the time and then I got some advice from teachers So I started studying the Medina books online with this I think it was a Pakistani brother on YouTube So I went through all the books and I completed all of them When I finished the books, I had Virtually no no vocabulary. So I'm like all right now. I just need to pick up vocabulary So I started doing this thing called it's called memorizes a program where you can just Take Arabic flashcards and memorize vocabulary So I started to do that to try and get it and it was working and all honesty was working And then I came across Mulfi's interview with your program and Previously I had looked into it, but I was just looking into it more. I looked into the webinar. I'm like, you know, I Don't need a teacher because it was going like I was making progress But I knew that if I had a teacher if I had a set program if I had a Guide that I would achieve so much more and so much like and in such last time Right or so much faster. So I was like, you know what? This is something I got to do So walking into the program. I did three Moduna the Medina books on my hands With a vague understanding because I would say that was really weak in them since I started them myself and then some vocabulary from that and some understanding of how the city of works how like Fila, you know any Fila stuff like that and how the verbs are conjugated. So that that's what I was going in with the program Okay, Jamil.  So what I wanted to ask you now is is your parents like like, you know practicing or like You know, like, you know, as we say that to level I I'm not gonna slander my parents on on video, but no, they're practicing with Hunter They're both my parents are practicing like they have that passion of of Dean and learning, etc Actually how originally is a my dad when he was younger. He had a lot more free time He would he wanted to learn Arabic himself so he's doing the same courses that he put me in and he had gone a bit progress and he's like, you know I'll put my son in that because like he saw that I took interest in learning Islam learning about the religion So he's like, you know, I'll put him in this program So he learns Arabic like he stressed the importance of learning Arabic to me Even though he didn't know himself because he understood how important it was to know what the Quran is saying to understand What you're memorizing to understand what you're citing So like if I stop talking about him like something happens to me catastrophically and I can no longer do Seeking knowledge at least how did this point I can say I've learned Arabic There's no like there will never be an appointment in my life when I'm reading the Quran and I don't understand anything about it Like I don't understand what it's saying No, thank God Okay, so you came across under the Institute through Through the interview with well actually you came across before the interview with Mufti, but then with the interview of Mufti You decide to join so I remember I think we spoke on a phone on the phone I was asking you what do you study and whatnot. So then you join I actually I wish I could find like the Actual first week of a session so I can just pop it here but So you said you walked in and this Institute With three million books. So why do you think you didn't have enough vocabulary after finishing the three million books? Because you know a lot of people might think well, I'm studying the middle books right now What is the point of you know me finishing if I don't have enough vocabulary after I finish So what would you say was different when you studied? The Medina books and what we have done with the three books of a lot of everything in the program So I think it's different is a when you're studying the Medina books Those are grammar books by far those are meant to teach you about grammar But it's common sense that when you go into a language and you start from scratch start from nothing You don't go in just tackling grammar in a different language. So Like I was studying the Medina books and you're getting all this grammar But you're not getting any vocab. So everything seems vague to you So when you're learning about the concepts of Mupta the cover Nosp rough Jezim all these concepts are so vague to you and they're just they're just words like so for example Cataba he wrote you don't understand like the deeper meaning behind like cataba catib Maktub Maktaba all these times but times types of things Be from the also when you and that's what's different about it when I join this program because this program I'd be like an Arab it sets you down with all the vocab you need and it makes things so that when you're learning it It's more natural. It's more like at first.  It gets annoying. It's tedious It's like oh So much work But as you practice it as you use it in the week the conversation sessions and as you you know Keep on going things become more natural. They become more easier to do No, it was actually interesting as well is that as you said I was actually talking with someone like two days ago or so how How like, you know grammar you can't really You can't really do anything with grammar if you don't Know the language first and actually it was a question as well on Instagram. Someone asked me and make sure please Hanan you in the middle of The frame if you can actually push the the phone a little bit farther for me. It would be it would be good as well Okay, that's fine. I got on like books. Okay, so so you see Someone asked me when should I Realize that okay, I should now just focus on On grammar or like star studying grammar like officially like okay I'm just start a little me and I went what not and the thing is that the You know, I just said whenever you are able to understand a whole class a whole lesson in Arabic only because you have enough Basic vocabulary to understand the concepts then that's what you should know You know, but the thing is that if you don't have no vocabulary to understand I don't see the benefit in in like I don't even see how I can explain you a rough or one last ball just in English to To make it relevant in your to make it like actually move feed as knowledge for you to use. Yeah, so um So, okay Now what do you have to say about the Because the way how I set up the program is You know, it is how we start the top as well used to teach me in in Egypt is We used to focus only in the vocab for a good amount of month However, the end of every lesson, he will give us like a just a little relevant lesson like for example, you know I'm a he jazzy or or Lacy how do you slayser or or some of the Nawa's a Lil Lil moeten a little problem. So what will you say that? Daddy, you know, how was that beneficial? Just the whole structure mainly on module number two since that that's the main module of the program So, looking back on it, I think the structure of the program, how it works was so wise. Even though from a personal experience, I'm saying, keep it in real, that when I went to the program and I looked at these bonus assessments, when you were putting out these grammar and stuff, I had already known a lot of it because of the Medina books, like I said.  So for example, you know that you learn Mufroil Mutlaq in like lesson 42 or something. You learn Mubtada Waqabur, you learn Jumlatud Ismiyya, stuff like that. Just you understand the basics of it, so that when you get to module three, when you get to Ajarmiyah, it's not like a foreign, or what is this, I've never seen this before, so new, you're taking too much in, it's like, you know what? I've seen that and now we're just building upon it and strengthening it and like properly laying it down. So that's what I've done. No, Alhamdulillah. That was the actual intent of it. So now let's talk about what, you know, people who are actually interested about learning the Arabic language through us perhaps, and what they really want to know is what wasn't you able to do before, and what are you able to do now? Oh, I had, I started the program in September, so I wasn't able to listen to scholars lectures and understand them, definitely not that, like at all. When it comes to Quran, I would understand little bits, snippets, but it's still like I'm transiting it in my head as I'm going, Waqala-al-Malaikatu, I'm saying in my head, and then Angel said, oh, like that, in English, I'm working it through. It's slow. And before the program, I was not able to speak at all. If you look, I'll send you the link to my first week of conversation after this, but if you look at it, I was like, and I messed up, like Umar, something like that, SubhanAllah. And he said, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah. That was funny. But after the program, I can say that I can fully listen to lectures of scholars. If it not be the first time, if I just repeat it a second time and understand 100% of what they're saying, if not 95%, if I have to look up a word or two or look it up, but I can understand the point of what they're saying, which is the most important thing when it comes to this learning a language, you understand the point of what people are saying, and you understand what they're trying to get across. That's the most important thing. As for reading the Quran, Alhamdulillah, it's like a whole different world. Like when I'm going back and I'm reviewing the Quran right now, I'm reviewing just the Baalbuk with the Surat An-Muqs, 29th Juz. And I'm looking at it, and I noticed the difference in my head. Because when I memorized it before, it was like, you know, you're just memorizing the rhythm, the tune, but it's God and stuff like that. But then when I'm looking at it now, I don't even, I rely on the tune at some degree because the 29th Juz has a lot of difficult vocabulary that you never see anywhere else. But no doubt, when you're talking about the story in Surat Al Qalam of the people of the garden, it's like, oh, you understand the order of the story, the order of the ayat and the way that Allah put them, and it just comes to you so much more naturally and so much like, it hits you so much more deeply in your heart. Like you really see like, what is Allah trying to say here? Like, it's just like after the whole story, it's like, it's found that it hits you deep. So that's listening to scholars' lectures reading the Quran and being able to seek by the Tufiq of Allah, I can confidently say that I'm fluent in speaking. I can speak to anyone on nearly any topic and maybe I will struggle, but I will definitely get it across if it's a difficult topic. But if you want to talk to me like, oh, how was your day been? I'll be able to speak to you firmly, easily. And once my mind gets into the Arabic mode, it's in there. It's like, it does not stop in it. Yeah, sometimes it takes a little bit of time to get into it, but once you So I was going to say as well, plus it helps to memorize and just remember and keep the memorization when you actually understand. As you said, like the whole, okay, I spoke now about, you know, Sahib al-Yamin and now about Sahib al-Shimal. And now I talk about, so yeah, definitely. Another thing as well that I was going to say is you see how you seen how you said, for example, you know, mainly when reading the Quran, like even me nowadays, there is like, and there's something I was thinking actually to just do it for once, just go over the whole Quran, just as we did on module number two. So I can just get all the kalimat. But there is always kalimat, even a hadith, et cetera, that you need to go to look into the dictionary. So the way how I structured the program is that every single module has an objective to it. So module number one, and plus if you tell me that you have achieved that, you know, those objectives, then that was my job, you know. So the introduction for me, it was to set the mindset of the student to let him know how to discipline himself and provide him the, you know, the resources. Now module number one is to the necessary knowledge, the necessary knowledge to rewrite that, where the student needs to be able by the end of the module to transcript whatever he hears in Arabic. Meaning, you know, if I say Mohammed the Habiba, he's able to listen and write it down. That's the second module number one. The module number two, the objectives of it is that if you're reading or hearing something or talking to someone, mainly reading and you get stuck on a word because you don't understand it, whether it comes in a form of Mali, whether it comes in a form of Muzareh, whether it comes in with Nun and Tauqid, Muttasala, whether it comes in any shape or form, you know how to figure, even if it comes in, is the Ismah, it comes in Muthanna, anything. You are able to go back to the dictionary and look it up, you know, and understand, okay, so this is this, and this is why it came as I was reading it. For example, as I asked you today, Lanya Tamannahu, where is he comes from Tamanna, so it's Mahdouh of Nun, so you get, you basically become an independent student. So then obviously module number three, you know, the objectives of it is to gain all the basic knowledge of grammar to the point where, you know, where you know more grammar than the average native Arab, to be honest, and you are able to do the Arab of different sentences and whatnot. So now let me ask you, did we achieve all of those objectives for every single module? I mean, for the first module, definitely, second module, definitely, third module, I can't say yet, like, we haven't finished all the books yet, we haven't finished studying everything with all the, instead of the love, so I'm, you know, I'm still prepared for it, but definitely, like, there's a noticeable difference, like I can see, like, okay, no, you don't say Yaktuba, you say Yaktubu, just like when I'm reading the Qur'an, it's not Ba'ud-ul-Hum, it's Ba'ud-ul-Hum because this and this. Yeah, Alhamdulillah. So, okay, Jamil, so now I was gonna ask you, you know, there's a lot of people who think, or have this main, this, and it happens to me as well, sometimes I just think that, for example, I can, even though I have everything that I need in my house, for some reason, my brain tells me I need to be in this other place to be able to do this type of thing, which I'm able, like, if I really talk to myself, or no, like, if I keep it a hundred with myself, it's like, I can't do it in my house, come on, like, I'm just giving myself excuses, so a lot of people happens, this to them, where they say, oh, I need to, I would never learn Arabic, I need to travel to Saudi, I need to be in Egypt, whatever it might be. So, there was another student in the program as well, who was a mother number three, who was saying how before the program, she thought she would never, you know, she would never learn to the level she really wants to learn online. So now let me ask you, do you feel, you know, with the goals that you have, and, you know, being able and having the assistance of my own teacher, Sabdat Tawab, who taught me, you know, eight years ago, and still study with him, and, you know, looking at the fact that, you know, we did that Jermia right now, now we're going to do Al Mutamima, then we're going to do Qatr Nada, then we're going to do Walfi ebn Malik, then you can go in even to read big books like Al-Hewar or whatever you want from the scholars of the Arabic language. So do you see like the possibility of achieving your goals in learning the Arabic language to, I would say, to even a scholarly level online, you know what I mean? I would say yes, because when I look at it, it's like, I'm studying with a teacher, who's your teacher in Egypt. He's like a very well, like, he's very well exercised or whatever you would say, he's a professional in the field. So I'm getting this from the comfort of my own home in America. And I'm a firm believer of it's not about the move, it's about the movement. And like Mufti says, it doesn't matter where you are, but it matters what you're doing. If you're in America, if you're in Canada, if you're in the UK, and you're studying from home, and you get what you need, then you'll just be more prepared when you go overseas. Like, yeah, overseas is a great thing for a sooner knowledge. But ultimately, it's not the end goal, that oh, I get to Medina University, it's done. Now, Medina University is just a tool for you to get you to a higher level, to get you more access to people. So for this program, I would definitely say it has given me what I wanted, and given me like, one of my goals, which was to be it's it's open that key that you need.  There's a lot of those lessons from chefs online on YouTube. So now that you have this key, you can go study them if when you get to that level, even if you're in America, even if you're in America, like, you have that key, you have what you need. So I definitely said the program has given given me it and allowed me to achieve my goals in America. Another thing that I wanted to say as well is you see a lot of people and, and you know, I can testify to that since I was in Egypt. A lot of people think that going to Egypt is going to be easier because it's an Arab is an Arab country. But the thing is that you're not going to be practicing in the street. That's for sure. You're only going to be practicing in the actual markets during your your classes. So this is why, you know, I set up the the weekly conversation session and whatnot. And and how would you say that the other resources of the program, not, you know, because a lot of people sees, okay, he's just a program like, you know, he's just going to teach me Arabic, but I actually thought about like the other aspects of, you know, like building a community, the Facebook, we have the questions, the performance tracking calls, the weekly conversation sessions from. So from all of these resources, which ones do you think that made a difference that you didn't have before joining the program with the the teacher you was studying? And, and yeah, which ones you you like the most, basically? I think the three biggest things that influence me in my path of like, learning Arabic was one, the week one on one review sessions to the weekly conversation sessions and three, the Facebook group itself. So the one on one sessions were like, one of the biggest steps for me. Because like, when we started, I started doing review with you of the words, and you started telling me like, no, no, stop doing it English, start doing it in Arabic. And that was the big game changer for me. When I started talking to myself in Arabic, going through the words in Arabic, explaining the new words in Arabic, making sure that everything clicked in my head. I was able to do it. That allows you to use words you've already memorized and pick up new words at the same time. And it's just a mix of both worlds. So that was that I love the one one calls the one or one review. If it is like one of the best things of this program, in my opinion.  Like it helps you so much. And because of the teachers that have been in the wake of conversation sessions, I believe that I've benefited so much from them and from what else they provide. Because another thing about the week conversations sessions is besides the fact that it's just, it's you're speaking Arabic, you're listening Arabic, you're getting used to it. It's also a connection to other students of knowledge. Like, for example, the two teachers we have in this program, we said Abdul Haq and Ibrahim, both of them have influenced me so much, as in they opened it, like my eyes, this new world of like, oh, this is how seeking knowledge really is. This is how, you know, thought about it is. And they give you those connections that, you know, you never had before. And that was one of another great, like massive benefit that I took from the week conversations. And finally, the Facebook group, it gives you a platform to not only connect with other people, have a safe space to, like, you know, make mistakes, but also, like, put out stuff. Like, when we were back in the day, a couple months back when the Facebook group was more active, we used to put out, like, videos of us just speaking. Like, every student would do that. And it said, Muhammad would correct us.   Without a doubt. And then the students there as well, the students in this program are absolutely amazing. Like, it's my firm belief that I have a firm, like a firm friendship with them now because of that bond we've made over learning the Arabic language. So, Alhamdulillah, that was another great benefit from the program. Naam, alhamdulillah. So, just to conclude, insha'Allah, what would be, what would be, I mean, you've been seeing different students in the program with you, as you said, what do you think that made the, because I can say that definitely the level that you have reached in your seriousness is way different than other students as well. So, what would you say that was the difference in between you or you think that you did well, that you might have seen other students doing wrong?  I believe in my firm, it's my firm belief that every person has the unique way of learning the Arabic language. But amongst the principles that people need to follow is sticking with one book at a time and sticking with one program at a time. Yes, there are some people who, if they learn grammar first, they might benefit more. And if they learn vocab afterwards, they might benefit more. There are some people who do that. But if they keep on doing multiple books at a time, so I'm doing Medina books, I'm doing Arabian, I'm doing this, I'm doing that all the same time, you're not going to have enough time to focus in one program, focus on one book and thoroughly understand it. So, that's the biggest thing that I've taken from my experience as like from previously doing the program to do one book at a time, to study one book at a time, to study one program at a time. And that's, and I think one of the biggest things that has allowed me to progress as much as I have is the fact that have a lot more free time than a lot of other brothers in the program. And because at the end of the day, it comes to how much time you're able and you're willing to put into the work, like to working.  So to summarize it all, stick with one program. If you're going to do this program, if you're going to do that program, stick with it, keep on doing it and focus on the books that they teach, focus on one thing at a time and build yourself a castle. Don't try to build yourself three separate apartment buildings. Build yourself one castle and allow it to shine amongst everything. Plus, I think as well, that's a that's a good message to to brothers or sisters that don't have responsibilities yet that might be under their 20s or they're still under the, you know, the gory guardianship of their their parents. I think they should, you know, just use it. You know, this is a clear message. As you said, you know, once there's many students, most of the students I would say in the program are either married, you know, sisters who have already kids that need to be taken care of. So so yeah, that's definitely a good point. So I will ask you right now, last thing, you know, what will be the the thing that you will tell the person that is willing to learn Arabic? And he sees the importance and knows the importance, however, he didn't start learning the Arabic language yet. Just do it. Just start. No, don't hold yourself back. Just start going and know that no matter where you stop in your path, you'll still be better than where you started.  I can't like fathom dying and not having understood a word of the Quran like without having to look at a translation just naturally. I can't fathom that concept. That's what I stress, even to my friends in New York, like the importance of learning the Arabic language, you can't be like refuting no people talking about all this stuff. And you don't even know Arabic, like you're talking about a solid fifth these principles, this sheikh, this sheikh, you don't even know Arabic, man, like learn Arabic start and know that that Arabic in the Quran are literally the fundamentals. Like without Arabic in the Quran, you're building upon like nothing. No, yeah. And this is the Arabic program which is very useful to the Arabs and I would like you to take it and take the benefit before dying. Yes, Insha'Allah. That's the word. So, Insha'Allah, thanks for tuning in, man again. Let us know if you watched all the way here in this interview for any viewers, let me know in the comment section, say in the comment section, just write down Andalusian situation. So I know that you have watched all the way until here. So I know who's the realist of the how I learned Arabic interviews. And yeah, what a great for your time, man. Have you got your fast yet? No, we still got an hour. So even even more shukr on your for your time. And yeah, man. We keep in touch, anyways, as every day, literally. Yes, Insha'Allah. Yeah, because


In the leadership of the Judiciary Staff Union of Nigeria, Juson and Parliamentary Staff Association of Nigeria, Passen, in Oyo State, says the ongoing strike continues until their demands are met. Juson and Passen made this known during a peaceful protest jointly organized on Thursday in Ibadan to further press their demands and carry placards with various inscriptions. The Oyo State Juson chairman, Kayo De Martin, said the financial autonomy been requested for would enable the judiciary function effectively without any interference from the executive arm. It will be recalled that on April 6, Juson judiciary workers under the ages of Judiciary Staff Union of Nigeria and Juson embarked on an indefinite nationwide strike demanding an enforcement of constitutional provisions and court judgments granting financial autonomy to the judiciary at both the state and federal levels.


This lesson is on function attributes. We are given this unusual curve, and if we look at it, we come from negative infinity, turn up to a maximum here, come down with an asymptote, continue on from the asymptote towards another maximum, and then come around again another maximum, come down to a minimum, and there is a hole at two, then two lines, almost like an absolute value function, and then we go on to what looks something like a parabola and continue on towards positive infinity. Let's find out some of the attributes. What are the zeros of this function? Well, the roots or zeros of this function are when the function crosses the x-axis, and they are at negative 7.25, negative 6, negative 1, that's a hole, so we don't consider that one, 5, and again at 8.5. What are the points of discontinuity? Well, we have one point of discontinuity here, and that's at x is equal to 2, the point is 2-0. The other discontinuity is with the asymptote here, and that is a vertical asymptote of x is equal to negative 7. Now, let's look at where our function increases. It increases from negative infinity to negative 7.5, then from negative 7 all the way to negative 4, start again at negative 3 to negative 1.5, 0 to 2, and 4 to 7. And when we write these, we write them in parentheses each time. You'll see them written in parentheses, because when we use a maximum or a minimum, we say it is non-increasing and non-decreasing. What are the intervals over which our function decreases? Well, they are from negative 7.5 to negative 7, negative 4 to negative 3, negative 1.5 to 0, 2 to 4, 7 to infinity. What are the relative maxima? Our relative maxima are at negative 7.5, negative 4, negative 1.5, and 7. Or the points are negative 7.5 to negative 4, 3, negative 1.5, 2, and 7, 2 and 2 thirds. What are the relative or local minima? They are at x is equal to negative 3, 0, and 4. Or the points are negative 3 and 2 thirds, 0, negative 3, 4, negative 2. What is the absolute maximum on this? Well, our absolute maximum is this point here, and it's negative 4, 3. What is our absolute minimum? Well, we have none, because these arrows say that our function goes down to infinity there, and it also goes down to negative infinity there, so there is no absolute minimum. What is the equation for the horizontal asymptote? We do have a horizontal asymptote. It comes from going out towards negative infinity here, and as x goes out towards negative infinity, y is equal to 0. What is the equation of the vertical asymptote? And again, it is at x is equal to negative 7, right in here. What are the intervals over which our function is concave up? It is concave up from negative infinity to negative 7.5, again from negative 5, about here to negative 4, negative 4 to negative 2, negative 1 to 2. Where is our function concave down? It is concave down from negative 7.5 to negative 7, negative 7 to negative 5, negative 2 to negative 1, and 5 to infinity. So now where are our points of inflection? We have a point of inflection here at negative 7.5, because we are talking about changing from concave up to concave down. At negative 5, we have a point of inflection. It is a nice smooth curve in here, and it changes from concave down to concave up. At negative 2, we have a point of inflection because it changes from concave up to concave down. And at negative 1, we have a point of inflection because it changes from concave down to concave up. And again, we are going from a line and sort of a shop change here in our function so there's change in concavity on this last piece. This concludes our lesson on function attributes.


Thanks. Hi, everyone. I'm Liz Yadda from CCC OER. We're very happy that you could all join us today. Good afternoon or for Hawaii folks, good morning. Like Eunice said, if you can introduce yourself in the chat window. That would be great. This is our fifth and final timely OER tutorial that we're putting on for our members. It's a 30 minute tutorial and then an optional 30 minute Q&A afterwards. And the video and slides will be posted on our website. And all of the video and slides from the first four tutorials are already on the website. Today's topic is evaluating and selecting OER. And we're very excited to have Suzanne Wakeem here. Suzanne works at Butte College District in Northern California. She's a biology faculty plus the OER distance ed and student learning outcomes coordinator. Suzanne, when you're ready. Yes, absolutely. Welcome everyone. So yeah, today's topic is evaluating and selecting OER. What we're going to talk about today. Oh, I realize I don't have a way to move forward. Sorry. Off to a great start. Isn't that just the way. Okay. One minute. There we go. Okay, topics for today. We are going to look at some criteria for evaluating textbooks, specifically open textbooks. We're going to look at how you can customize your book. And some strategies for culturally responsive teaching. A little bit on accessibility and a little bit on universal design. So each of these is a really big topic. And we have a short time. So really what we're doing today is we're just going to touch on these. And kind of start the thoughts marinating. And there's other resources that you can look at to really start, you know, finishing the stew, if you will, following that analogy. So today is just kind of touching on things and introducing some concepts. Now the first question I want to ask you to consider is, how do you pick your textbook? Now I want you just to pause for a second because I don't know if we really think about this very much. And you can either think to yourself or type in the chat, how do you choose which textbook you're going to use? It's a tough question, right? There's price, yeah, quality and price. Yep, is there OER available? Looking at your course outline, does it follow along with what I'm doing? Is it up to date, right? So is it a current textbook? What do they talk about? Yeah, so we have all of these thoughts on how we select our textbooks and yet what copyright they have, absolutely super important one. And so I want to just currency, super important, especially if you're in a field that is changing rapidly. Yes, and Angela, absolutely. If you're a librarian just starting with that syllabus, like what content are you covering and then finding a textbook to match that? And I love that idea because I think a lot of times folks will start with the textbook and then build their course around that. And then in other cases, your administrators pick the book, which is a different approach. So yeah, and Lisa, a really great question. How, you know, you pick the book based on what is going to support students the most. And so I want to just share a story kind of related to that. So this was something that happened, oh, I don't know, 10, 15 years ago. So before OER was a thing, I was a fairly new faculty and I was trying to pick my books. And I thought, you know what I'm going to do? I'm going to let the students pick the book for next semester. So I gave them a rubric and I said, here's all the books that I'm choosing between you tell me which one you like best. And so this graph, and you don't have to see the numbers or details, but what you notice is green is good, yellow is kind of indifferent and red is bad. There was some general trends, but the scores were a little bit all over the place. And so what I started learning is that there's no one right book for everybody. And so I kind of went in that these two books are the blue arrows were my favorite and notice that one of them I would have done pretty good if I had picked it. And the other based on my criteria for picking what I thought was best for students, the students would not have agreed. And I kind of wonder how often do we really ask students what resources do they like best rather than making assumptions on their behalf. And so I would encourage you at some point to try this give students different resources and see which ones work best for them. I've actually made this into a part of my class where students have choices on different resources and I'll show you an example of that later and I asked them which resource did you pick and why did you pick it. And what's really amazing is the reasons that students give for picking their resources are really intentional and really insightful. And so I think giving students the opportunity to do a little bit of meta analysis on which learning resources helps them is really effective. The other nice thing about asking students which books they like is it kind of brings them into our space, our academic space and selecting course content and really being part of that process. So that's a little bit of open pedagogy. And so it's just a really interesting thing to do at some point. Now, if you're looking at selecting books either for yourself or having students do that, there are some really great rubrics out there and these are live links so when you go to the slides you can click on these. And these are rubrics for evaluating textbooks that are quite helpful they touch on criteria like how comprehensive is it how relevant how accurate. So all of those things that folks were listing in the chat. And what's really cool about we are and especially these two links here so the open textbook library is out of University of Minnesota and BC campus is out of British Columbia. They not only have rubrics for evaluating textbooks they also have faculty who filled out the rubrics so that we can all benefit from that peer review so that's kind of a nice touch is what do other faculty think about this resource. Now, once you've selected a textbook. I think one of the best parts and my very favorite thing about we are is when I've selected a book. I can fix it after that. I don't know how you feel that whenever I used to pick kind of publisher textbooks. None know one of them was my favorite right there would always be that one thing that I'm really focused on for me it was the scientific method. It was pretty much if they did the scientific method the right way that was the book I picked because everyone does it the wrong way according to my opinion but. So I would pick based on this one specific topic and maybe other topics later in the book aren't as good. It was just kind of a it was an all or nothing right.  And so the really nice thing about the OER text is you can tailor the content to your class and I think that is key like a lot of times we talk about price but to me as an instructor that that's my favorite piece. And we'll talk about some of these other ones they allow you to represent your students as well and assure accessibility, but let's stick with this tailoring the content for a second. One of the really nice things that that is out there is a few of the OER repositories have a place where you can actually edit within the resource. Or in other cases folks will download the text and edit in something like word or whatnot so there's a lot of places you can go to edit the content. But if it's within an online format what's really nice is it's flexible. So this this image here is of Lieber text which has a really nice editing platform. There are others as well. In the back image here what you can see is a list of chapters and I know it's tiny but all of those rows those are chapters. And what I can do is I can pick chapters from this book and drag it over here to build my book. I can rearrange them I can pick chapters from other books so this is kind of on the large scale I can draw in whole section. And then I can go in and edit individual pages. And so here I can go in and change the images change the text add my examples. So a lot of really great ways to customize the content either based on the information that I teach right so I teach science and one of my big focuses is how is information presented how a scientific information presented. And so that's not a focus that a lot of the textbooks take and so I can wrap that in to my book and for my class which I think is really awesome. And so Val this is Lieber text and so maybe enough you could put the link to that in the chat. There are other platforms that allow you to edit as well. Yep. Yep and sorry I'm catching up on the chat so yeah lots of great questions about and I did answer yours but I want to make sure everyone gets that there's some really great repositories where there are both faculty reviews of the textbook but also information about who's using the book which can be really helpful because you know those of us that are using open content tend to be more collaborative in nature right and so you can often reach out to the faculty and ask them questions about how did you, you know, use this how do you're doing the tests and PowerPoints and whatnot. But it's a really great way to start building that community. So yeah we are allows you to customize the text to your content, which is super important, but it also allows you to customize the text for your students. And there's there's a couple of pieces to this that I think are particularly important. And one is I want to take a look at this image here and I wish I could remember where I first saw this demonstration. So I unfortunately can't give proper attribution. But the idea here is this is essentially just a Google search for eyes. So what I did is I typed in eyes into Google took a screenshot and this is what we have. And what, what do you notice about these eyes so maybe in the chat, what do you notice about these images just first 80 images flies that come up. A lot of them are white right so if you look at the skin tone a lot of light skin folks. Yep, a lot of the same color what color are many of these eyes. Yeah, a lot of blue eyes right. And if you look at the percentage of blue eyes in our population and those in the Google search here. It's, it's not the same right blue eyes are over represented and yet a lot of them are women. And so there's just certain groups that are over represented and in most textbooks and honestly in all textbooks quite frankly publisher books and we are. We tend to have those kind of traditional right the same examples of everything. And if you just do a search for eyes and you pick the first set of blue eyes you get it isn't representative of our students. And the beauty of we are is we can fix that right with the publisher books there they still have the same issues but you can't fix them. And so in the we are you can so actually I want to go back to this slide up here. This particular image this part of the book was about a wedding of some sort I can't remember why but it was saying you know the standard wedding picture that we're always used to. And instead I found this really beautiful image, really nice photo and a little bit different but still gets at the same concept. So we can change the book to represent our students. Another example of this is a lot of the textbooks that are focused on college are really aimed at you know things like talking about dorm life and for a lot of our community college students they don't live in dorms like that doesn't speak to them it doesn't resonate with them. And so you can change the examples to be more representative of our student experiences. So there's any. Yeah, a really great point is sometimes it is as simple as just replacing the images with something that's a little bit more reflective. So students can see themselves in the content. And this is actually a list that I got from the CCC OER listserv this came through one of the the email chains and it was so exciting first thing I did is just cut and pasted that and I have it saved in a number of different places but these are places you can find openly licensed images that are a little bit more inclusive and diverse than those that we generally find. This list is also been put on the CCC OER website and Liz thank you for linking to that. And while you're there there's some really great blog posts on increasing diversity and equity within the OER context. So lots are really great ways to really adapt the books to meet our students where they're at. Right and this also includes things like you can add more detail on topics you know they struggle with right so a lot of ways to bring students in. Now one thing I do want to mention though about images changing the images to more represent our students is important but it's not quite enough. Right it's not as easy as just swapping out images you also want to include things like case studies right so when there's examples in the book, having those examples be more representative of our students. And what's really interesting if you think about you know changing the case studies, if you the professor are changing them, you're coming at that from a particular perspective, and it's a valid perspective but it's our perspective right. And so one of the things you can do is ask the students to share case studies that resonate with them and they don't necessarily have to share their own personal examples or histories or whatever. It's allowing them to share whatever they're comfortable with. But one of the really cool things that you can do and this kind of falls under the umbrella of open pedagogy is allow students to contribute content. And so you can ask them give me some case studies that would resonate. And that brings in some diverse voices and definitely would be what our students connect with because they're the ones that brought it in. And related to that so we can connect with our students but we can also connect with our region. Right so I live in California and I teach biology so of course I'm going to talk about water issues extensively. And so I can bring in those extra examples and content and you can connect to so this is a an openly licensed book on water technology. I teach intro biology so probably this is a lot more details than I need but I can certainly pull in bits and pieces and really bolster my content to resonate with my students in our region. So that is I think one of the benefits is this adaptability. Now if we're following the thread of diversity equity and inclusion for just a little bit. There's also a rubric that is focused specifically on that. This is the Peralta equity rubric Peralta is a college in California. Now this rubric was actually created for online course design, but it works equally well for measuring a we are and looking at is this text demonstrating equity properly. And so these are some of the examples of what's in the rubric and this link here will take you to the rubric itself and I would encourage you to take a look and and look at your book whichever book you're using. And compare it to this rubric and just see how it how it fares and the the other piece of equity that I want to make sure we touch on is accessibility. And accessibility is one of those topics where when we're using publisher resources, we just kind of assume that they are accessible. And they're not always and that's kind of an issue because when they're not there's nothing you can do about it. So as I said before with with the traditional resources it's an all or nothing. And so if it's not accessible that's kind of the end of it. But it was an OER if it's not accessible you can fix it. And so this is just kind of to remind us that accessibility is important. These numbers here are percentages of undergraduates with various disabilities and so notice it's it's significant, especially things like learning disabilities and others like that right and learning disabilities are really relevant for what we do right. So these are important things to consider. And I think a lot of time people think of accessibility as another thing I have to do like I have to create my class and then I also have to make it equitable I mean accessible. And I think I think the really important approach is as a community college instructor accessibility is hardwired into my role right this is part of our mission as community colleges. And so this is important content. However, it's not something that we have time to get into right now as far as how do you make your course accessible. There's a lot of really great workshops and there's probably resources on your campus that will help you with this but this is an important consideration for equity as well. And, oh thank you Sunny so that is one I need to add to my list. There's also images for the gender spectrum, so adding diversity for that as well. Thank you. So, yeah this is kind of an exciting part of being in the OER community is there's all these great resources out there and people want to share them and so my list of resources is always growing, which is awesome. And Val absolutely UDL I'm totally getting there in fact that's my next slide. So, yeah, universal design for learning so let's let's focus on this for just a second. The way I think of universal design for learning is its accessibility taken to the next step. Because a lot of times when we look at accessibility it's fixing particular issues for a particular group. Universal design is really more about making our content as useful for as many people as possible. And so by definition if you're creating a course that focuses on universal design for learning, it's going to be accessible, but it's also going to be more than that. And so, thank you Val for having that link in there. There's there's a whole world of information on UDL and that's a whole hour webinar on its own so I'm not going to get into a whole lot of detail. But the idea here is, if you give students options, that will help them find the resources and and learn the content in a way that works best for them. So, for example, if we go back to that slide where I asked students to evaluate textbook. And you notice no one textbook was like a clear winner. And that's because different students learn in different ways. And the written comments were really interesting. So some students would say I love this book because of the example and others would say, Well, this book was writing was too hard for me to read and others would say I love the pictures right so they're all looking for different things. And so rather than picking the one resource that's best for everybody. What I do in my class is I let them pick the resource that's best for them. And this falls under multiple means of representation. So I give students various ways of acquiring information. Basically, I give them a list of a whole bunch of really great resources. So here's a textbook, here's some videos, here's all the stuff you pick away that this works best for you. The next piece here is multiple means of action and expression. And what this says is providing learners alternatives for demonstrating what they know. So the students get to pick how they're going to show me that they know the topic. And so again, I say here's the thing I want to show me that you know this figure out how you want to show it to me. Now, if this sounds like just a free for all. I want to assure you that it's not so let me let me take us to the next slide here. So when I'm talking about giving students choices. It's one of the things that I'm not changing so the choice they do not have is the content. We're all learning the same content and the rigor has not changed. I'm asking equal levels of rigor. The difference is they get to choose how they learn the content and how they demonstrate that they've learned it. Let me give you two kind of concrete examples. So this is the multiple means of representation, which you remember is giving students options and how they they learn the information. And so this is I think protein synthesis or some complex topic in biology, and there's all sorts of ways to represent this. So we have a textbook and here's some texts. I'm sorry, some students love that. We have a list. Right. So some students really prefer to see things in a bulleted or numbered list format. So I'm really like pictures. Right. So here's a nice picture. There's all sorts of amazing videos out there and there's interactive. And so I give my students a list of all of this stuff and they get to pick how they're going to learn it. Now to balance that. There we go to balance that I also have to be and this only works because I'm super super clear about what they have to learn. I have two pages out of my out of my class. The page on the right here is the study questions. And this is a very detailed list of here's what you need to know. So here's the terms you need to define here's the concepts you need to know. And because this is so clear, I can give them more choices and how they learn the information. The page on the left is the list of links that I give them. And at the top is a customized we are book. So this is the book that I made I showed you how how I edited it and customized it. That link is here. And that is the book of my dream, but it doesn't mean it's the book of my students dreams. Right. And so I have another we are book that's below it. And I tell them, you know, both of these will give you the information you like you pick the book that resonates most with you. And notice because we are as free, I can link them to multiple textbooks, right because they can try one try the other. There's no, there's no downside to letting them test it out. And then I also link to other resources online that are interactive and then some YouTube videos and all sorts of stuff. And I can give these, all of these options to students because they're free. And I can create my customized books because it's openly licensed. And that is how I approach you deal. Now there's a couple more components of this which is giving students options in how they demonstrate their knowledge. And I don't have slides of that but the idea is much the same I have a page that says here's very specifically what you need to show me you need to show me that you understand what these structures are how they're related whatever it might be. And I give them some examples and tell them you show me in the way that makes the most sense to how you learn. And that is, is quite effective. So a quick summary. Benefits to the open educational resources approach and the open pedagogy approach to course design. And as, as we know, and this is where we generally start is these books are free and I say low cost because there's also a lot of my students like the print version. And so that's a really nice benefit of this is I can provide low cost print resources as well, which lowers the barrier for our students for whom the, the super expensive textbooks are problematic. But the other benefit that that I think we don't talk about often enough is that it allows students to have multiple resources. I can give them three textbooks to choose from and they can pick the one they like best. And then the other advantage is the open license. So the free is lovely but the open license I think is really the core component, because it allows me to customize my content to how I teach it to what my students need. It allows me to customize the content for my students so they can see themselves represented in the book, and we can talk about locally relevant examples. And it allows students to take ownership of the material because it's adaptable, I can have the students add content that resonates with them, and I usually do that as part of an assignment right so they're both showing me what they've learned but they're also creating content for future students. Okay. And so Liz, I think at this point it is back to you.  Please take the quiz. Since we don't have any way to track who watches the archive. Just a few questions. I think it's four questions. Okay, can you go to the next slide. And this is, like I said, the last of our timely OER tutorials. And all of the archives are on our website and there's a bit down there. Oh, someone's saying please put the quiz link in chat. Maybe you can do that and I'll go to the next slide. Okay, so we have a couple minutes left. So does anyone have any questions versus and you can put it in the chat window or you can unmute yourself and ask a question. And actually, Diane, I see your question in the chat I'd like to start with that one because you make a really good point about students may not have different resources and I totally agree with you. And, and it does come down to how I've organized the list. So the way I have it organized is the very first link is the book that I would have picked, like if I had been doing this the traditional way and there is the textbook, that's the textbook. And what I tell my students and this is in my my introductory material and in the assignments and all over the place is this textbook will give you all of the answers you need. Now if you read it, and you got the answers and you're clear and all is groovy then then good you're done. But if you're reading it and you're not quite there, then go down the list and find another resource. That's how I encourage students to use it is and hopefully and they have they have commented on this is those that have gone further down the list, tend to find the thing they like at some point. And for example in biology there's crash course videos that are on YouTube, not openly licensed but free and students will say you know that's where I learned best and it's great. You use that you don't have to go back to the book, but you're absolutely right. It's nice to give them an order of operations. It's not just a big old randomized list. Yes, and Val.


Good morning, guys. We are refreshed. We are relaxed. Hello, Alexa. Hi! First of all, I feel amazing because I slept for like 12 hours. Not really, but I mean from the time I fell asleep to the time I got up for the day, it was 12 hours. But I think like probably eight or nine of those I was sleeping, but I woke up in the middle of the night at like, I want to say it was like three or four, and then I was up to like seven, so not bad. I mean honestly, that's okay. And then I fell asleep from seven until like 10 30 and I could hear the girls talking in the other room and I was like, oh man, I really, I really overslept. Like that is, I'm always usually the first person awake like out of sleepover or like whatever. So that was interesting. But yeah, we are heading out today into town. We're like obsessing over all the architecture here. It's just crazy. Like everything I see is from like a movie or a show I've watched and I've, we're probably going to annoy Jasmine so much my day in this trip. I'm like, oh my God, that looks like broad church. That looks like the fault. Like all of the like murder shows that I love watching that are based here. It looks like a murder show. To be fair, that's just all I know.  That's not a murder show and a lot of the, a lot of the like buildings look like that. Look at the bus. It has two decks. It's a double, it's a double decker. Every like building I see, I'm literally screaming. I'm probably being so annoying but I just can't get over it. The buses. I really thought they were only in London. I didn't know that they were like all over England. Yeah, that's so crazy. So yeah, we're heading back. I think red buses that are in London. Okay.  Yeah, I'm sorry. I have to do it. Like I know that that's the worst, but I have to do it. It's like when people are like, I want to go to the Grove. Yeah. Like when they come to LA, I got to do it. I would like to document my first British Starbucks experience. Let's see the pastries. Oh, fancy. I was just sitting at the Starbucks and this guy behind us ordered and he worked his drink and she goes, sure, have in or take away. Wow. We say here to go. That's great. Good, good time. Also, I'm going to my first new look, you guys. 2012 YouTube me is actually crying. Like, this is the best day of my life. I'm so excited. It's been approximately four minutes and this is everything I have to try on. Wait, but can I also say first, this is literally we've been here for two minutes. She was like, Carrie, you still have London. You still have River Island. I'm in trouble. I'm in trouble. You guys, we're at Nando's. We're freaking Nando's. We're getting a cheeky Nando's. I'm so excited my first time. I'm literally screaming internally. This is like the best 2012 YouTube goals. I got my Nando's. We all got our Nando's. Alexa got a salad and sweet potato wedges. Jasmine got a half or quarter chicken, creamy mash, avocado. She's getting her pineapple right now, super grains. And I got some kind of like veggie pita with some chips. They're perry salted. I'm very excited about this. Best day ever. We just finished lunch. Everything was delicious. I'm officially a Nando's fan. I gave it the stamp of approval. The American stamp of approval. And now you guys, the moment has come. We're going to Primark. I'm actually going to be filming a main channel video there. So I'm, as usual, when I do, as I do when I'm traveling, I, you know, I'm not going to be able to vlog as much since I'm going to be filming from a main channel, but you know, I'll show you little sneak peeks here and that. I'm sure you guys, if you watch my channel, can figure out what I'm going to be doing. And I've been waiting for this video. Jasmine, literally how long have I been talking about wanting to go to Primark? Years, like literal years. So I'm so excited to hear what goes. Oh my God, everyone be calm, but we're going into boots. We're going into boots. I repeat. Going into boots. You guys, look at their Aussie products. All of ours are bright purple and they're like cream here. Interesting. Yeah. Wow. Same. Honestly, same.  The collection lasting perfection concealer. I feel like I should get this just cut. It's four pounds. It'd be like $10 in the U.S. Warm fair. I got to do it. Yeah. Yeah. Absolutely. Gotta get it. It's four pounds. I have to do my 2012. I keep bringing that up, but honestly, that's just where I'm at today. I'm just living my dream. We're at boots. Like I said, there are so many good things. We also found Berry M nail varnishes. We also found what else? Collection, bourgeois. What else? Just so many. That's so funny. I'm just living my dream right now. Max Factor, which is CoverGirl. So it's all like CoverGirl stuff. It's the same stuff, which is with different like packaging. Like I know this foundation. I don't remember what it's called, but I used to use it. It had like the blue pump. Everyone talked about it on YouTube. It was like a three in one all day something or other. That one. That's so funny. Wow. Wow, wow, wow. This is so beautiful. It's so funny. It's so like, look at it. Just like that. It's dark. This day really got away from us. We got a really, really late start, which is my fault because I slept until almost 11 o'clock. I'm so sorry, ladies. I let this day get away from us. And then we sat there in bed and talked for like an hour. Yeah, it was a long time. So this was our jet lag day. This was our R&R day. It's fine. So we did a little bit of damage at Primark. Alex only got one thing. Jasmine got like a few things and then I got the most.  There were a few items that I actually wasn't able to try on, but I figured I could just sell them on my Poshmark. So guys, make sure you stay tuned and follow me on Poshmark in case any of the items don't fit me.  But I am 100% going to have to go to the post office and ship these clothes back to me because they're not going to fit in my suitcase. And it costs $100 to pack and like check another bag. So I'm not going to do that. Anyways, now we're going to figure out what we're doing for dinner. And then we're going to, I guess, go home and relax, hopefully, because supermarket. Oh, supermarket. Wait, what? Are we looking at sweets tonight? Oh, we can do that. Supermarket. Yeah, we can definitely do that.  Very interesting. Here's what the sinks look like. Very fancy, very fancy. So yeah. In case you were wondering, there it is. It's so beautiful. We have now made our way to Asta, which is the British version of Walmart. I think they're owned by the same company. We're going to get some stuff for dinner. And then also, you guys already know, we're doing a round three of trying British candy for me, American candy for her. I already packed some stuff in my suitcase.  I can't say candy because they come for me every time, so British sweets, maybe some biscuits, maybe some crisps. My lipstick is a mess. It's been a long day. It's like already almost eight o'clock. We've been running around like crazy, but we've made, like, I think a good time out of like our running lateness. I think we've like managed to pack a lot into the day. So yeah, let's try some candy and get some dinner. Hey, Alexa, would you like some nougat? Remember when we were going? No. And everyone was like, I'm from England and I've never said nougat. I was like, listen, our friend is fancy, okay? This was the worst. Guys, we're in the candy aisle. I'm so excited. I have flashbacks of like me foaming at the mouth. They're like, oh, teeth and lips. Yes, please. What? Cherry, jelly, cola wands. Oh my God, Drew would love these. They're so nice. They are so good. We got a pizza for dinner, guys. Hey, Kari, I got you a pizza. Yeah, I love pizza. Oh. What I love is why is there an egg? A gummy egg? Spaghetti. Okay, we got our dinner. I got my vegan gluten-free chicken nuggets, some pasta salad, creamy mash, some like superfood, quinoa, grain salad. Jasmine has a salad with chicken, right? And then a pasta that costs 30 cents or via 30p. And then Alexa's got some avocado toast and some vegan chicken on a salad. Look at us. Thanks, Chef Jasmine. Okay, so a monumental, first of all, dinner was amazing, but a monumental occasion is occurring. Well, Alexa and I both are having our first cup of tea, our first cuppa. That's how you say it, right? Yeah, cuppa. Have a nice warm cuppa. So that's what we're doing. I'm going to start the, I just put it on this. Yeah. Okay, I'm going to start the electric kettle, which Jasmine says every American needs. So just for those of you watching, we need these, apparently. You just do that. Oh yeah, I think I've used one of these before. It's like, it's a luxury item. Not even luxury, just like not everyone has it. Look how quick we're going to get hot water compared to putting it on the stove in a pan. It's partying on my camera. Look, it looks like you have a rave kettle.  Okay, here we go. My first, I'm so terrified. My first cup of tea is like it. It looks like coffee. I made you strong one so you can add milk. It tastes like tea. It's good. I mean, yeah, I'll, I think I'll sweeten it a little bit. Would you have a bit more milk? No, I have mine a little milk here. No, I think I like it. I think I like the milkiness, but I think I would probably like a little bit of sweetener. Okay, we don't have sweetener. Sure. Sure. Yeah, same thing. Oh boy. Okay, updates to follow. All right, you guys, it is much, much later. The girls and I had our tea. We had our dinner. We sat around, talked, watched some episodes of the Bake Off and now it is like almost 1am and we have to get up at 7 because we have a long day of going into London tomorrow, our first time in London. I'm so excited. Catching a bus. We're taking the train. We're thrifting. We're doing all sorts of fun stuff tomorrow. I literally can't wait. I'm so excited. So I'm gonna go to bed, get rested up, but I figured I would close out this vlog. Hope you guys have enjoyed. I'm gonna try to do better at vlogging tomorrow. It was a busy filming day. It's gonna be a busy filming day tomorrow too, but we're gonna figure this out together. I love you guys so much and I'll see you tomorrow. Good night.