Speed05-Aiming for a Moving Target: Tech Kits for Pandemic Planning (and Beyond?)
Aiming for a Moving Target: Tech Kits for Pandemic Planning (and Beyond?)
Faced with an uncertain fall, Macalester prepared for a changing landscape of learning and teaching in a classroom, at home, or both at once. Equipping physical spaces with built-in technology geared towards hyflex learning presented real limitations: it’s expensive, takes time, and would be rendered useless by a return to fully-remote learning. Our goals were to provide a solution that was flexible, easy, and affordable. Working closely with faculty and IT leaders, our team of academic technologists came up with a solution: the Tech Kit: an iPad, Apple Pencil, webcam, and tripod supplied to faculty. This combination of tools filled key gaps in the remote learning environment, allowing faculty to whiteboard virtually, annotate texts by hand, and grade paperlessly. The kit was also designed to make the hybrid classroom manageable for instructors, easing the capture of classroom audio and video for both recordings and synchronous participation. Paired with virtual and in-person training opportunities over the summer, the Tech Kit proved to be broadly successful. Hear the decision making process, and details of the tech kit rollout, including device management, training, creative uses, and the ups and downs.
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[00:00:04.070]All right. Well, hello everybody.
[00:00:06.180]My name is Tam Perlman and I work at Macalester College.
[00:00:11.760]I am an academic information associate,
[00:00:14.720]which basically just translates
[00:00:16.740]to I am an academic technologist at Macalester College
[00:00:21.530]and I will just start by sharing my screen.
[00:00:40.590]So, I guess I basically wanted to start out,
[00:00:43.540]I wanted to say that I did put my Twitter handle on here
[00:00:47.010]because there was a space for it,
[00:00:48.580]but I'm basically a lurker.
[00:00:50.380]So if anybody goes there, I do not participate
[00:00:55.210]but I do watch on Twitter quite a bit,
[00:00:57.750]and I'm trying to break that habit.
[00:01:03.625]At Macalester, we developed tech kits for our teachers
[00:01:07.040]and I'm sure that many of you have as well,
[00:01:10.140]so I'd love to hear from you as we go through this process
[00:01:14.090]over what we did and what succeeded and whatnot,
[00:01:17.770]and I'm going to...
[00:01:20.940]I had a lot of the same experiences as Dr. Miyagawa,
[00:01:23.750]who I was just was just talking about.
[00:01:26.360]And I also just wanted to acknowledge that,
[00:01:29.110]I feel like we're sort of
[00:01:30.320]in this phase of euphoria right now
[00:01:32.470]and as I was writing this presentation, I was like
[00:01:38.150]this feels so joyful, which was great
[00:01:41.580]because we are feeling like we've come out the other end
[00:01:45.669]but this was really hard.
[00:01:48.560]This was such a hard year.
[00:01:50.140]And I know that we've all worked so hard.
[00:01:52.700]So I just wanna just take a moment
[00:01:54.790]to just thank everybody here.
[00:01:56.330]I don't know what we did,
[00:01:57.380]I know we've all played separate roles
[00:01:59.260]but this was a long year and it was a hard year.
[00:02:02.470]And now we're kind of at this point
[00:02:04.330]where we can have optimism
[00:02:05.720]and we have the time to look at the lessons we've learned
[00:02:08.230]and there are some really great things to come out of it
[00:02:11.050]but I'm sure we all have way more vacation time
[00:02:15.270]than we would like to have.
[00:02:16.930]And I think we should just say,
[00:02:19.510]give ourselves a little moment
[00:02:21.020]of thanks and a little pat on the back.
[00:02:23.560]And so I will just carry on from here.
[00:02:29.940]First I have to move everybody as well.
[00:02:33.350]So I work at Macalester College, we're in St. Paul,
[00:02:38.210]Minnesota, and we have, sorry
[00:02:41.690]I have to grab my little notes here
[00:02:43.140]because I can never remember numbers.
[00:02:47.050]We have around 2100 students
[00:02:49.250]and about 1500 of those live on campus.
[00:02:52.800]And about 15% of them are international.
[00:02:55.730]We have about 250 faculty and 112 physical classrooms.
[00:02:59.960]And that's kind of where we come from
[00:03:02.290]which I know is quite different
[00:03:03.800]from the university of Nebraska system, which I attended
[00:03:06.480]for a little bit when, after I graduated,
[00:03:08.960]because I grew up in Omaha.
[00:03:13.880]For our classrooms, our campus technology,
[00:03:18.480]we don't have online classes, or hybrid classes,
[00:03:21.300]we are just an in-person school.
[00:03:24.750]Classes are small and they're primarily discussion-based,
[00:03:28.120]our AV set up in the classroom consists
[00:03:30.480]of this rather sort of unruly bundle of cables
[00:03:33.920]that has an HTMI cord, ethernet power until recently VGA.
[00:03:39.220]And now we're kind of moving over
[00:03:40.560]to USB-C connections and faculty bring their laptops
[00:03:46.910]into the classroom and faculty get the choice
[00:03:50.210]of using either a Mac or a PC laptop, so,
[00:03:55.040]the troubleshooting kinda runs the gambit
[00:03:57.090]of everything when we do it.
[00:03:59.940]At the academic technology department,
[00:04:02.120]we have our six members.
[00:04:04.180]There's five academic technologists,
[00:04:06.130]or academic information associates.
[00:04:08.060]And we're sort of unique in that we're embedded
[00:04:11.740]in the building for the people that we serve.
[00:04:14.080]So I serve languages and fine arts.
[00:04:16.030]So I live in the humanities
[00:04:17.630]in the building where all the languages are
[00:04:19.858]and it's connected to the art department
[00:04:22.110]and the theater and the music department
[00:04:24.470]and my colleagues live in the science building
[00:04:27.720]and the humanities building, and then the other sciences.
[00:04:32.600]So we kind of live with the people we serve.
[00:04:35.640]And so we develop really close relationships with them
[00:04:38.030]which is really, really great.
[00:04:40.200]And then there's just five of us,
[00:04:41.360]so we're able to really work closely together.
[00:04:43.640]And then we also have someone
[00:04:46.852]who is the manager of our digital resource center
[00:04:48.960]where anybody on campus can come to check out materials.
[00:04:52.890]Our student workers are excellent
[00:04:54.933]and they can really help people, whether it's with software
[00:04:58.660]that students are working on projects,
[00:05:01.080]or learning how to work the cameras or tools they check out.
[00:05:04.690]So it's kind of a small team.
[00:05:06.120]We do a lot, but it's a good team to have.
[00:05:11.790]So as we began planning over the summer, I mean
[00:05:15.070]we had gone onto zoom as we all did
[00:05:18.360]and for the spring semester.
[00:05:23.270]And then we had to sort of start figuring
[00:05:25.170]out what were we gonna do for the fall?
[00:05:29.320]And nobody knew, nobody knew where we can be in person,
[00:05:32.680]we're gonna be completely remote,
[00:05:34.900]what was going to happen.
[00:05:36.440]So we began trying to figure out what tools we would need
[00:05:41.700]and how we would lead everybody in the fall
[00:05:46.940]because it was gonna ultimately fall onto the AIAs.
[00:05:50.660]Like how we're to train everybody.
[00:05:59.040]Ultimately, we knew we had to provide tools
[00:06:01.710]to individuals rather to an adapt their classrooms.
[00:06:04.240]It made no sense to update rooms for something
[00:06:06.570]that we hoped would be for just one school year of need.
[00:06:11.520]And we wanted something faculty could use anywhere
[00:06:14.620]and would be of use beyond the pandemic.
[00:06:16.810]And that also is just flexible because already
[00:06:19.860]over the summer, people were going to be with, you know
[00:06:23.360]they were leaving the state,
[00:06:24.370]they probably weren't coming back.
[00:06:26.370]We had no idea what they were gonna do.
[00:06:30.060]So we had to come up with some tools to give
[00:06:31.960]to people that would be more flexible.
[00:06:35.620]And it also ended up being much cheaper
[00:06:39.590]than retrofitting classrooms for,
[00:06:42.090]with microphones and whatnot.
[00:06:43.410]Although we did ultimately do one room in each building
[00:06:49.000]where we gave them microphones
[00:06:51.270]and we put microphones in the ceiling.
[00:06:53.460]So that in the future, you know
[00:06:56.570]they were a little bit more expandable
[00:06:58.310]in case we had speakers
[00:06:59.670]or whatnot come in to speak.
[00:07:01.820]But ultimately we focused
[00:07:03.430]on empowering individuals rather than the rooms.
[00:07:10.340]We created a list of four simple tools
[00:07:13.550]that would let faculty essentially come from anywhere.
[00:07:20.586]And these tools let people whiteboard,
[00:07:23.800]lead collaborative work, grade paperlessly.
[00:07:27.730]And also, as I said earlier, because we are a Mac
[00:07:30.727]and a PC campus, everything had to work with both.
[00:07:37.610]So what we ended up giving them were the iPad,
[00:07:40.540]the Apple Pencil, the webcam and the tripod.
[00:07:44.390]I'm just curious.
[00:07:45.223]Did anybody else do that at their school?
[00:08:03.150]So we gave everybody these tools and they were,
[00:08:05.830]it was the idea
[00:08:06.663]that they would go with the laptop and the bundle.
[00:08:10.410]And then also people would have these adapters
[00:08:14.400]that would make the new iPads
[00:08:16.050]with only the USB-C ports, more adaptable.
[00:08:23.130]So the way we went about it is
[00:08:25.120]that we used a Google form to collect requests
[00:08:28.730]from the faculty.
[00:08:30.360]And it was sort of an a-la cart version.
[00:08:32.240]Since some people already had iPads
[00:08:34.750]and other people didn't want cameras or whatever.
[00:08:37.516]So we did a form,
[00:08:39.160]once we got everything,
[00:08:40.560]which was probably the largest challenge,
[00:08:43.350]we inventoried everything,
[00:08:44.920]but we did not manage the iPads.
[00:08:48.070]We did not put anything on them.
[00:08:49.820]In fact, we did not even turn them on before we handed them
[00:08:52.580]over to faculty, we basically gifted them to them.
[00:08:56.550]And so far we have handed out about 300 of these kits,
[00:09:03.619]or some version thereof, to faculty and staff.
[00:09:06.690]And we still have some leftover
[00:09:09.150]and we continue to give them out on a weekly basis.
[00:09:15.650]And then once we would put them together,
[00:09:19.880]we would deliver them to the offices.
[00:09:22.090]And then we would send them an email that said,
[00:09:24.850]it's waiting for you.
[00:09:25.940]And here is a whole bunch of resources on how to use this.
[00:09:33.190]We did a lot of work to try to sort of ease the transition
[00:09:36.380]into remote teaching as much as possible.
[00:09:41.440]So, as I said earlier, the iPads are not checked out.
[00:09:45.090]They are taken care of by ITs,
[00:09:51.280]they were gifts to the faculty and you didn't have to be
[00:09:54.390]if you were coming in and you were teaching
[00:09:56.040]for the fall semester and then you were never teaching
[00:09:58.100]at Macalester again, we were still giving you the iPad
[00:10:01.670]because we wanted everything to be as easy as possible.
[00:10:05.020]And I think that just having something nice happen
[00:10:09.890]during this time was really great, but also
[00:10:14.553]it was a good idea to just give them
[00:10:16.740]to everybody because it took a lot of pressure
[00:10:18.710]off of everybody on us having to maintain it
[00:10:21.050]and them having to like use it nicely
[00:10:23.690]and bring it back and, you know, keep it clean.
[00:10:28.020]We offered a lot of training on how to use everything.
[00:10:31.410]We spent the entire summer training and talking
[00:10:34.030]to people and also well into the fall.
[00:10:37.580]We adapted and updated our tutorials constantly.
[00:10:41.760]And we made about to respond to faculty
[00:10:44.930]as quickly as possible every time they had questions
[00:10:47.410]because we didn't want anybody to feel frustrated
[00:10:49.810]or left behind.
[00:10:53.180]And so we spent the summer basically just
[00:10:57.160]like responding as soon as possible
[00:10:59.150]to people whenever they had the little questions
[00:11:01.520]and spending our entire days on zoom, just walking people
[00:11:04.640]through iPad, setups, learning how to use Moodle
[00:11:07.970]which we've had at Macalester for years and years and years.
[00:11:10.460]But several people did not ever need to use Moodle
[00:11:13.820]or chose not to use Moodle.
[00:11:16.070]So all of a sudden there was a lot
[00:11:17.570]of crash course training on Moodle.
[00:11:19.980]And we also spent the day, you know
[00:11:22.200]made a lot of recordings and how to videos.
[00:11:28.870]So for our trainings, one of our priorities was to sort of
[00:11:38.396]model the teaching styles that we were encouraging.
[00:11:41.820]So we created a synchronous resources, recordings
[00:11:45.700]of workshops, short how to videos, written tutorials.
[00:11:50.250]We did summer zoom workshops.
[00:11:52.650]And I have to say that we have for years and years
[00:12:00.680]we'd always be like, we're having this training on this.
[00:12:03.060]And not very many people would actually come to them,
[00:12:06.740]but for the summer zoom workshops
[00:12:08.470]we did two trainings for the tech kits.
[00:12:11.150]And we had 80 participants
[00:12:13.230]for each training, which is unbelievable.
[00:12:17.110]And sometimes there were double, people would come
[00:12:18.940]to both of them just to make sure they had everything right.
[00:12:22.100]But the trainings were great.
[00:12:25.230]And we were so pleased to have so many people actually come.
[00:12:32.210]We would also, the academic technologists, we would go
[00:12:36.080]into the classroom and do sort of these hybrid
[00:12:42.490]in person trainings with the different academic departments.
[00:12:45.710]So they could experience what it was like to sit
[00:12:48.420]in a socially distant classroom and talk
[00:12:51.540]to somebody that was also sitting at home
[00:12:54.980]and to stand at the front of the classroom
[00:12:57.370]and try to manage both the students
[00:13:00.130]on the screen and the students in the classroom.
[00:13:02.840]And we spent a lot of time training
[00:13:04.660]our help desk staff and our student workers
[00:13:07.320]in the DRC who would then ultimately be responsible
[00:13:11.500]for the panicked calls that would come
[00:13:13.490]in that did not come to us.
[00:13:20.840]Did we solve everything?
[00:13:22.300]No, absolutely not.
[00:13:23.850]You know, and I think that's true for everybody
[00:13:26.480]that despite all of our tests and everything,
[00:13:31.580]once you get mass students, socially distant students
[00:13:34.450]in the classroom, no matter what mic you have,
[00:13:36.790]no matter how high you turn it up,
[00:13:38.650]it's still gonna be hard to hear those students.
[00:13:43.050]And we tried the best we could
[00:13:45.890]and because I support languages,
[00:13:47.510]I feel like maybe the mumbling factor increases a little bit
[00:13:51.050]because there's the insecurity
[00:13:53.210]of speaking a foreign language loudly, but we worked.
[00:13:59.240]And once the students real...
[00:14:00.830]I think the students realized when we would come in and talk
[00:14:04.330]to them about it, that they did have to speak louder
[00:14:07.410]so that there are students who were hybrid could hear.
[00:14:14.764]Some faculty were overwhelmed
[00:14:16.700]by the thought of having their laptop and their iPad.
[00:14:20.410]And they tried to just teach from the iPad
[00:14:22.960]which inevitably ended up not working out very well.
[00:14:27.310]And for the AIAs keeping
[00:14:29.340]up with the online tutorials has been sort
[00:14:31.610]of our constant little hamster wheel
[00:14:33.410]that we've been running through because zoom keeps changing.
[00:14:39.590]And as real time use situations arise,
[00:14:45.660]people have questions
[00:14:46.540]we never imagined that they would have.
[00:14:48.970]And also, I have to say that our laissez faire approach
[00:14:51.560]to the iPod apps,
[00:14:57.530]maybe didn't serve us the best in the end
[00:15:00.420]because we ended up with, excuse me,
[00:15:04.280]a ton of applications that we had to learn about.
[00:15:07.810]And also people were sometimes using applications
[00:15:14.311]that were maybe not the best ones
[00:15:16.580]that they could have chosen in the long run.
[00:15:18.210]So we really should have developed a page
[00:15:22.350]of the suggested iPad apps for people to download
[00:15:24.900]rather than just kind of let them go
[00:15:26.890]and decide on their own, because it was just
[00:15:29.320]another added thing that people had to figure out
[00:15:32.020]in a time when they were
[00:15:32.853]already figuring everything else out.
[00:15:42.330]Was it worth it?
[00:15:44.610]One thing that I forgot to mention is that, you know
[00:15:46.930]we weren't obviously working in a bubble.
[00:15:49.195]We worked with people
[00:15:50.590]across campus that we had not worked
[00:15:52.500]with before, or not worked with as much.
[00:15:55.070]We had a head tech committee, we had a classroom,
[00:16:02.020]we had a classroom committee
[00:16:03.520]so that people would figure out the spacing
[00:16:05.670]and these do all this microphone testing for us.
[00:16:08.810]And we were sharing all kinds of new information
[00:16:12.615]about teaching and pedagogy and new ways
[00:16:16.390]of doing this and new ways of doing assignments.
[00:16:19.720]So it wasn't just these, like here are four items
[00:16:23.810]and this is what you're going to do.
[00:16:25.730]We were kind of helping along the way
[00:16:30.800]to change the whole sort
[00:16:32.160]of campus culture on how faculty were going about teaching.
[00:16:37.090]And we did that with other faculty
[00:16:39.400]and the faculty enrichment center, and facilities,
[00:16:45.410]and the library,
[00:16:46.370]and everybody else who all came together to work
[00:16:48.680]to kinda create the shift on campus.
[00:16:53.458]And we got some really great results from that.
[00:16:55.980]One is that the digital literacy, not only of faculty,
[00:16:59.760]but of the staff as well, just like shut up.
[00:17:04.140]Everybody learned zoom, of course.
[00:17:06.130]And most people learned voice thread
[00:17:08.440]because once they learned that that would close
[00:17:10.300]caption their videos that they made for class,
[00:17:12.620]and they could just throw that up on Moodle,
[00:17:14.760]that changed everything for people.
[00:17:19.160]And also Caruso became a really great tool
[00:17:22.530]because it was one of the new ways that people could sort
[00:17:25.691]of create conversations and do some collaborative work.
[00:17:32.470]And as I just mentioned, we got these depend partnerships
[00:17:34.970]with people and we've been trying to figure, you know
[00:17:38.360]we got to work closely with so many different people.
[00:17:40.680]And they were really the ones who kind of, we got each other
[00:17:43.520]through the whole summer and we got each other
[00:17:48.540]through the fall as well
[00:17:49.910]and we continue to rely on each other greatly.
[00:17:54.080]And it was great that faculty kind of understood
[00:17:57.160]the things that, as academic technologists,
[00:17:59.450]what we could help them with
[00:18:03.250]because, we do help several faculty
[00:18:06.870]already with everything from the cord wiggling
[00:18:09.060]in the classroom to coming in and telling students
[00:18:12.940]how to use audacity, or then working
[00:18:16.170]on these huge, like semester long DLA projects.
[00:18:19.990]But we kind of had this core of people we always served.
[00:18:22.610]And then all of a sudden in the fall,
[00:18:28.810]everybody was coming to us with these ideas
[00:18:31.410]as they were changing how they were doing assessment
[00:18:33.610]of I wanna do a Google site
[00:18:35.940]or I wanna create a timeline,
[00:18:37.560]or I don't want my students to write a 15 page paper,
[00:18:41.200]what can you help me with?
[00:18:42.260]And so that was really fun and really great.
[00:18:45.450]And also again, very tiring, but I did find
[00:18:48.450]that we did find that in the spring
[00:18:50.410]like people were still doing these projects
[00:18:53.620]but I think there was a little bit
[00:18:54.770]of fatigue that had set in.
[00:18:57.300]And so we worked to kind of reach out to people to be like,
[00:19:02.010]oh, remember you can do this,
[00:19:03.730]and you can do that.
[00:19:04.750]So that we reminded people
[00:19:07.990]that there are other ways of assessment as well.
[00:19:11.850]And then this increased participation that I talked
[00:19:14.460]about to have so many people come
[00:19:18.870]to our trainings was really great.
[00:19:22.341]And we have to figure out how to maintain that participation
[00:19:28.800]as we move forward.
[00:19:33.450]And as we look to the future,
[00:19:38.790]there's a lot of things that we need to look forward to.
[00:19:41.320]I mean, our tech kits now, part of what we supply
[00:19:44.040]to faculty and are they a permanent part of our teaching.
[00:19:47.650]And I think
[00:19:48.483]that this upcoming year will help define that for us.
[00:19:53.500]I mean, once you get to go back in person,
[00:19:56.120]will people just set aside those set aside
[00:19:59.920]those iPads then not look at them anymore,
[00:20:02.200]or is it been worked into their way that they grade
[00:20:05.750]or the way that they whiteboard or jam board or whatever
[00:20:08.950]that they'll continue to want to use those
[00:20:10.690]in their teaching.
[00:20:11.930]And I think that faculty have really
[00:20:16.580]enjoyed these tools and really liked these tools
[00:20:22.090]but it's so easy,
[00:20:23.950]once things go back a little different to just set something
[00:20:26.630]down one day and you never look at it again.
[00:20:28.430]So it will be interesting to see what things
[00:20:31.150]that people have learned
[00:20:32.310]that kinda carries along with them.
[00:20:36.970]And again, as I said before
[00:20:39.510]Macalester has always been an in-person environment.
[00:20:45.650]And now what will the expect the expectations be?
[00:20:50.520]Will we be expected to be able
[00:20:52.250]to provide a hybrid experience ever?
[00:20:55.180]You know, occasionally somebody will
[00:20:56.540]break their leg and we'll do it.
[00:20:58.230]But what is the expanded definition of that now?
[00:21:02.160]And also we want to be able
[00:21:04.880]to continue introducing new teaching
[00:21:08.790]and learning technologies without creating burnout
[00:21:11.720]because everybody has already given so much
[00:21:14.624]to be really, master in many cases,
[00:21:19.070]a lot of these new tools.
[00:21:22.430]We just spoke week and a half ago to our faculty to learn
[00:21:26.050]sort of get a wrap-up of the year and faculty as again,
[00:21:31.810]Dr. Miyagawa is talking about,
[00:21:33.360]really enjoyed the recorded lectures
[00:21:35.510]so that they could go right into discussion
[00:21:37.870]and many intend to keep those,
[00:21:42.380]many people also like the syllabi, because we went
[00:21:46.010]from a semester system that was 16 weeks long
[00:21:49.030]to two, eight week modules per semester.
[00:21:52.750]So faculty were already learning everything
[00:21:55.740]and then they had to cut their syllabi
[00:21:57.260]in half what they were teaching.
[00:22:00.500]And a lot of people,
[00:22:03.220]you created a flexible syllabus where they would talk
[00:22:06.580]about it at the beginning of the semester, kind
[00:22:08.290]of state their goals, student might give some input,
[00:22:10.830]and then they would go back
[00:22:11.790]to it and alter it as the weeks went on.
[00:22:14.260]Because no matter how much you try to adjust
[00:22:17.530]to cutting your course in half,
[00:22:19.030]you're always gonna have too much,
[00:22:20.780]plus with pandemic and the death of George Floyd,
[00:22:28.150]there was a lot going on here.
[00:22:29.520]And there was a lot of, there was, it was hard.
[00:22:34.070]It was hard for everybody really to concentrate,
[00:22:40.215]not only because of the pandemic,
[00:22:41.300]but because of the murder of George Floyd.
[00:22:46.090]And then later, earlier in the semester, Daunte Wright.
[00:22:51.640]And so being flexible was really important this semester.
[00:22:58.370]People also, not everybody, but many people fell in love
[00:23:01.300]with paperless grading that was enabled by the iPad.
[00:23:05.480]They liked the organization of it,
[00:23:07.610]of using the Moodle grader.
[00:23:09.920]Some people preferred to do commenting in the Google docs,
[00:23:16.000]but there is people really like that.
[00:23:18.660]And also the multiple points of access
[00:23:20.870]to materials ended up being really a powerful thing
[00:23:26.250]that faculty discovered that again,
[00:23:29.310]as Dr. Miyagawa was talking about,
[00:23:30.900]like how the quiet students suddenly use the chat
[00:23:34.670]or the forums, or would leave their comments
[00:23:36.970]on voice thread and the relationships that we created.
[00:23:42.360]We knocked down silos we didn't know existed.
[00:23:45.190]And again, it's that thing that we're gonna have to work
[00:23:47.270]to make sure that we don't let those silos close again
[00:23:50.700]or go up again.
[00:23:52.270]I guess that's what they would do.
[00:23:54.570]We still need to figure out a way
[00:23:56.470]to capture that spontaneity
[00:23:59.320]of the classroom to help the students is in languages
[00:24:02.440]and music and math do hand written work more easily
[00:24:07.800]and find more tools for multilingual captioning.
[00:24:11.710]And those are some of our goals
[00:24:15.050]for the upcoming school year.
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