Practicing and Assessing Real-World Skills: Case Studies from BYU

PRESENTERS

Michael Johnson

Michael C. Johnson has always had an interest in teaching and learning. Michael taught Spanish courses for three years at BYU while doing graduate work in Spanish linguistics. Later, he taught middle-school Spanish for two years in Central Oregon. He also spent over four years in corporate training as an instructional designer and trainer in the financial industry. Michael has completed a master’s degree in instructional technology (Utah State University, 2003) and a doctoral degree in instructional psychology and technology (BYU, 2009). Michael has been with the Center for Teaching & Learning since 2003 (originally the Center for Instructional Design), first as a graduate student intern and then as a full-time employee beginning in 2005.

Linda Orchard

Linda is a Registered Nurse specializing in critical care and trauma, and an Assistant Professor at Brigham Young University. Her research focus is nursing workforce development and support.

Nieves Knapp

Nieves Knapp, Ph.D. is a Teaching Professor of Spanish Language and Culture in the Department of Spanish and Portuguese at Brigham Young University. She has been teaching at BYU for 28 years and has experience in the K-12 classrooms in Europe teaching Spanish as a native and world language. Besides her work in undergraduate and graduate Spanish classes at BYU, she teaches and trains pre-service and in-service Spanish teachers as well as supervises graduate students. She has presented at numerous professional conferences at the state, national, and international level and has published textbooks and several articles in professional journals. She has also received teaching excellence awards at the university, state, and regional levels.

TRANSCRIPT

Matthew Short:

For today’s session, we do have a few rounds of folks that will be delivering their own presentations. So I’m pleased to introduce several faculty members from Brigham Young University to talk about professional preparation and their different disciplines. And I’m going to start off by introducing Dr. Michael Johnson, who will be kicking off our presentations here today from our BYU faculty members. So Dr. Johnson, I’ll turn it over to you.

Michael C. Johnson:

Okay, thank you very much. I’m going to go ahead and share my screen here so that we can see what’s going on. So like I said, we’re talking about practicing and assessing real world skills, and we have several case studies from BYU. I will kick off with a few. So one thing that we had that’s been interesting is in our dietetics program as well as our social work program, students in those programs are preparing for internships as they move into their master’s programs. And in order to help those students prepare to come off sounding good and to hone their interviewing skills, these faculty have created stimulus videos and using that setting in GoReact provided those videos to their students so that they can watch a video of somebody interviewing them and then respond to that. And then they can either go back and watch and self-critique or get feedback from their faculty member.

And so we just recently did a survey of students from social work and the vast majority found that to be very helpful. There are some kinks that were still working out in the practice of that, but nevertheless, it’s going pretty well and they are being successful in I think more successful in their interviews. The next is I teach Teach a study skills class and I can’t be there with my students. And some of the skills like note taking or reading skills and things like that, it really doesn’t make a whole lot of sense to try to watch them do it. So instead, I’ve used Gore for students to be able to come on, create a video, share artifacts from their studies and tell the story of their practice, whether that’s note taking, reading strategies, time management and test preparation. So they will show me things like their to-do lists in their calendar and their notes from class and their notes and study guides from reading and study guides they created for tests and test prep plans.

And then they have a chance to explain what they’ve done. And this is just taken the course to a new level and I think the students have felt a little bit more confident in their skills as they’ve had to be accountable for working on those skills. And so that’s been kind of a cool thing for them. Then a lot of our teacher ed programs have started doing virtual student teacher observations. In one case in particular in our special ed program, they’ve blended their observations of students. And so they’ll have three in-person observations and a couple of two or three virtual observations. It varies, the number varies a little bit whether or not they’re observing student teachers versus those who are getting internships because the internship runs over a whole year. And so the interns get a few more observations, but we worked out with, as we were helping them get set up, we worked out kind of a workflow so that the students could have the best possible experience.

And so the student teacher will record a lesson sometime before the due date. They’ll upload that video to GoReact, and then they’ll analyze their own teaching and then they will send a notification to the instructor saying, Hey, I’ve uploaded my thing, I’ve done my self-evaluation. And then the supervisor within the next couple of days will do their observation and then notify the student that there is feedback for them. The student teacher then goes and reviews their own feedback as well as supervisor’s feedback, and then they will create an action plan of a few things that they want to work on. And then that gets approved. And then in the next observation, which is usually a in-person one, they’ll discuss that with the student and then do the observation and then talk about how well they’ve done on that, on improving in those areas. So it is more than just a one time in to GoReactor kind of thing. They use GoReact throughout this process to self-analyze and to make action plans for improvement. And so those are some ways that we’ve been trying to use GoReact to help. And you’re going to hear a few more from some of my colleagues that just have amazed me. So with that, I’m going to turn the time over. Well, maybe Matt’s going to do that, but Adriana and Linda I think are next. So if you want to introduce them or whatever.

Matthew Short:

Thank you so much Dr. Johnson. And yes, absolutely want to segue into Dr. Watson and Linda Orchard if you want to go ahead and dive in as well.

Linda Orchard:

Thanks Matthew and Michael, thank you for your insights. It sounds like great opportunities for the students and appreciate you sharing your insights. I’m Linda, and this is my first time presenting in a virtual conference. So this has kind of been different. I’m an associate professor teaching in nursing and I have a focus on a lot of the skills courses that we have. And I am co-presenting to share ideas that are working with us with Dr. Adriana Watson. So I’ll let her introduce herself.

Adrianna Watson:

Hi all. So like Linda said, my name’s Adriana. I work at BYU also as an assistant professor, and my role in our nursing skills course is intermediate and advanced. So Linda lays the groundwork for my students and then I get to reap the benefits. So we’re really excited to share this information with you because what we’ve seen is that as we involve GoReact with our nursing skills, it becomes less of a homework assignment and almost more like a game, which is the theme of our slides. So Linda, you can go ahead and take that first section.

Linda Orchard:

Thank you. We get this slide. So in the first what we call level, we use performance reviews in all of the skills courses. And basically what it is is that the students learn the skills in the lab and then they use their time to go into the open lab, practice ’em until they’re performance ready, and then they will record themselves in the playground. GoReact has a playground and they can record themselves as many times as they want to. They use the playground to practice attaching their documentation and everything they would have to do for their final pass off. And once they get their performance ready video done, they will self-assess themselves similar to what Dr. Johnson had said, but then they also will take their video and advance to level two, which is where they’re going to share it with the peer. And it’s really easy process for them to share it with their peer.

And the peer has a document that they have that sometimes it has some cues on what they should give feedback on, otherwise it’s just what they’re seeing. And so it gives them a chance to the students a chance to see themselves, but then the peer also gets to see somebody else doing that skill. So they kind of get that double duty of being able to observe and improve themselves. And so the peer has the job to give actionable feedback, something that the student can do to improve in their performance, and then they will send it back to the student. And then I’ll turn this over to Adriana.

Adrianna Watson:

All right, thanks Linda, can you thank you so much. All right. So level three. This is one of my favorite parts of what we do with our skills program, which is the opportunity for self-reflection and improvement. What is really incredible about involving GoReact in our nursing skills is that it puts the responsibility and the opportunity for recognizing errors and then remediation back on the student and their peers. And so what we’re doing here is we’re really laying the groundwork for a team focused approach In nursing. We like to say in nursing that we never do anything alone because there are always people around us who know more have different strengths. And so what that does here is it really brings in those different strengths and weaknesses so that the students learn from each other and they have an opportunity to incorporate that. They look at their rationale and they can ask clarifying questions.

And then let’s go to level four, Mike. Thank you. Okay. So the final level is our faculty pass off. And back when I was in nursing school, we had an instructor that would stand right by the bedside and they would watch you the whole time you were doing your skills. And so I remember as I was trying to put in that fully catheter with my sterile gloves on that my hands were shaking so bad because I had that person staring right at me. GoReact eliminates that. And so the students have the opportunity to film themselves in a low pressure environment, they’re able to look at their performance and then the faculty can review it with the rubric. They have timestamped comments where they can go in and say at this specific time, here’s what we would recommend you do differently. And then they also have markers. And that makes it easier to provide feedback that’s consistent so the students can learn from that. And then Mike, let’s go to our last slide please. Linda, do you want to take this one?

Linda Orchard:

I’ll just take a few of them. The main things I’ve noticed in the skills one through three is that the students love doing this. I was concerned that they thought it would be extra work, but nursing is a performance career. And so when they can kind of cut some of the nervousness out by sharing it with the peer and having that peer give feedback, and it’s been a great experience for them, it also is, I feel like part of it is helping them to prepare for their career in nursing. We have to take constructive feedback. We have to be able to know how to give it and how to take it. And I feel like this is laying the foundation for that. And they are very satisfied with the assignment and it really has made it so when they come to the faculty to be graded on their final attempt, that they are so much more prepared.

Adrianna Watson:

And with that, we want to thank you guys for listening to our presentation. That is the end of our game and we will turn the time over to Neves.

Matthew Short:

Excellent. Thank you so much. And we’ll turn over to our last round of presenters, Dr. Neves Knapp, and she’s also joined by some of her graduate students, Astrid and Raquel as well.

Nieves Knapp:

Yes. Thank you very much. We are going to talk about what we do in the Spanish and Portuguese department with our Spanish language conversation classes for the intermediate and even into the advanced level. So our presentation, we’re going to tell you a little bit about the context of our classes, how we use GoReact, and then some of the activities and assessments that we utilize this resource. So to begin with, we’re going to talk about the classes at BYU and we have beginning level, intermediate level, advanced level, also the four years, but we’re going to focus on the second year classes and the conversation classes slide. Mike, thank you. So specifically in Spanish 2 0 5 and 2 0 6 and conversation classes, I’m the coordinator and the instructors are graduate students and two of them are here that are wonderful. Actually, they even got outstanding awards yesterday at the graduation ceremony and they’ve been exploring and using GoReact as a tool this school year.

We want to share what we have found to be most useful for us. So the classes are all taught in person and the 200, 2 0 5 and 2 0 6, they focus on developing proficiency in the different skills, including speaking, which is why we use GoReact for these classes. And then the conversation classes, they obviously focus and developing conversation skills and focus on conversation. So in regards to the uses slide for the Spanish 2 0 5, 2 0 6 classes, we use IPAs, which are our unit and midterm. And even a final exam for 2 0 5 IPA is the short for integrated performance assessment. So it’s an assessment that features three tasks based on the three modes of communication, which are interpretive or receptive. Interpersonal is more a conversation and presentation at least when the students have to present and when they do oral presentations. And for the interpersonal parts tasks of the exam, we use GoReact.

So in the next slide you can see how we have some of the assignments, some of the exams in our LMS and how the students can click on the assignment they need to take. And then in the following slide, you can see from the point of view of the student how GoReact is already incorporated in our LMS. Students read instructions and then they click the green button that takes them to GoReact, and then they can begin recording once they record. Yeah, we can go to the next one. Thank you. Once they record, we use the markers. And for these intermediate classes and conversation classes, we just focus on five which is the most useful for our students and they’re very general. The first one is the use of connectors. So students can those spring of sentences, they can make it into paragraphs which they need to move to the following proficiency level of speaking ability. We use some vocabulary pronunciation, and then we work with two grammar aspects, which usually is the conjugation of burps and the agreements between subject burp pronouns or with adjectives and nouns. Those agreements are usually some of the most basic errors the students make. And then in the next slide, we’re going to talk another type of activities that we use in the classes, and I will let my Raquel and Astrid talk about those.

Raquel Macias:

Okay, so as Dr. Knapp mentioned, we use GoReact for these exams are great, but also we like to use ’em for a lot of other activities throughout the courses, particularly in our conversation classes, just to help the students continue to build their skills, especially when it comes to speaking, which is usually one of the biggest hurdles in language learning. So we use GoReacts like basic three activities, which are comment only standard and stimulus. And we’ve learned to use these in a variety of ways to create all different kinds of activities for our students to play with and just enjoy and really practice their conversation. If we go to the next slide, we’ll take a look at the first activity. This is a comment only activity, which is one of the basic settings of React. And what’s really great about this activity is that it really encourages students to use language outside of class.

As Dr. Nat mentioned, all of our classes are in person, but in order to reach higher levels of proficiency in a class, students have to be using the language outside and engaging with it in a variety of forms. So in this comment only, it’s a very calm setting for students. There’s not a lot of pressure and anxiety where they can just enjoy watching a video or listening to an audio, and then they can take some time to reflect on what they’ve interacted with and type in their comments and we can kind of establish that dialogue and they can do it with each other or with us as instructors, and we can just help build that cultural competency and those language skills. So we go to the next slide. Another activity that we use a lot is a question and answer type activity. And so this just comes under the standard GoReact activity format.

And this is really great. We use it for our quizzes and we can give that individualized timestamped feedback as we’ve heard. And what’s really useful about this for language classes that students can go back themselves and listen to their audios, seeing our comments come up like timestamp feedback, and they can begin to recognize their own errors in speech without having to remember what they said. That’s one of the biggest difficulties with giving feedback in a language learning setting is you can write, oh, you mentioned something about this, but a couple days later when they get that feedback and in the moment a student is all with their nerves, they’re not going to remember, oh, I did say that. I don’t even know how I said it, right? So our feedback isn’t as useful and it’s more difficult to apply, but when they can go back and listen to themselves and be like, oh yeah, I did say it like this instead of the way it should be pronounced, or I did mix up the order of those words in that sentence, it becomes a lot more effective.

And so it just allows ’em to notice those different patterns. If we go to the next slide here, we have group recording activities which again really promotes the use of language outside of class and language outside of class between peers, which is the biggest goal since our students are developing these abilities, we want them to be able to interact with each other and with others in the language, in other settings that are not just the classroom. So these group recordings are really great because you can give them external things to read or listen to or watch, or in this example, my students went to a guest lecture and then they just got together and kind of talked about what they learned and what they enjoyed from the guest lecture. And I was able to do this as a live recording and listen in and kind of interact with them at the same time in a setting that was different than the classroom environment, which is really nice.

And one of the last activities we do if we go to the next slide is this stimulus activities, which are really, really great because this gives students the opportunity to interact with authentic materials, which can be so hard to implement in language classes to find the exact fit. But this gives students that extra time to work with that and with stimulus, since they can also choose their own videos or audios to interact with language learning becomes individualized and which promotes continual language learning beyond the semester of the class, beyond the classroom, which is our ultimate goal for students to go and continue their language learning for the rest of their lives. So we can go to the next slide. And so again, those are the activities we do. We also use this in our conversation classes to create an opic simulation activity. And I’ll turn time over to Astrid to talk about that.

Astrid Botto:

Thank you, Raquel. So for this epic simulation, we saw that GoReact had this fantastic feature of giving feedback in real well in the seconds we really want our students to work with, especially with questions about pronunciation or things about conjugation and everything about language. So we try to mimic an optic test according to the actual standards. We can go to the next slide. So first we prepare the type of questions we wanted to give our students. We have three different level of conversation classes, beginning, intermediate, and advanced. And for this one specifically that I’m going to talk about, we were preparing our students to go from the intermediate to an advanced low conversation skills. So we tried to include some questions that would help them to reach that goal. So we try to follow up in this sense to give the proper questions for them. And after that, we took all the questions and we created a video. We used the Canva app to put all the questions in order and to create the video. And now we also did or made an instruction video so the students could remember how to record properly their responses to the stimulus we were given to them in Korea.

Nieves Knapp:

May I explain what Actful is? The acronym for the American Council on the Teaching of Foreign Languages, which is the professional organization for US language teachers. And the OPI is the oral proficiency interview. It is a high stakes interview exam, and the OPEC is the OPI computerized. So the students will or might take that exam. It is outside of a university’s a high stakes exam, but we do all these activities to prepare them and we do kind of a simulation thank you to Astrid talent and the abilities of Gloria.

Astrid Botto:

Thank you. Dr. Ranna. Yes. I forgot to mention. No, that’s fine. Thank you. Can we get to the next slide? So when we were establishing the type of questions, we wanted to follow that line of an actual topic or OPI too, giving them a warmup questions, some level questions like level check questions and also wind down. We really didn’t have a role play because it was not like an OPIA real OPI test, but we did give them a questions where they had to describe a situation with a complication and so they had to marry it. Can we go to the next one please? So here we have some of the sample questions we did for this specific test. We used eight questions, and these ones are in Spanish, but for example, the first one, it was an variation in the past. The second one, an variation in the future. The seventh question was specifically this description of a situation with a complication. And then the wind down question is the eighth question that we can see here. We go to the next one, please.

Here is our student. She took the exam. We also included the markers when I took this picture, I didn’t have the markers there, but we also have some markers to correct pronunciation, verb conjugation, also the connectors. Connectors, yes, the connectors and other aspects. For example, when there are little sounds that they are making when they are not sure about something that they’re saying. So we are trying to help them to move to the next level of communication with their speaking skills. Next one, please. And I also have used this type of stimulus activity in my P class. That’s my own language class that I also teach for this one. I also created a small video using Canva with some questions for the students. It was a very small assignment, but what I really like about GoReact and this stimulus activity is that students can produce by looking or listening or reading at the stimulus, and we can really give them a good feedback, feedback that is going to help them when they take an actual exam like this, like an OPI or an topic. Now I’m going to give or two.

Raquel Macias:

So if we head over to the next slide for the sake of time, I’m going to do this kind of quickly. We’ll jump ahead to the next slide too. Just again, going over a little bit of how we use this for language assessment. We have our markers, we’re able to give timestamp feedback, which is so valuable. I have also recently started with my students. There is the option to, instead of leaving typed out comment feedback, you can actually record a video of yourself. So if there’s some mispronunciation, I have sometimes recorded a video or an audio of myself pronouncing the word for students so that they can listen to how that pronunciation should be, what it should sound like, and then they can go back and comment back to me with that new and more correct pronunciation just to build up that practice. So basically GoReact.

It’s this great platform because it allows the students to create spontaneous speech in the moment for their quizzes when they’re seeing the questions and they just have to answer, which is our ultimate goal with language learning. You never know what situation you’re going to be in, so you have to be able to just perform and speak, but also it does allow them that calm setting where they can really practice it and focus in on what needs to be made better and how they can continue to improve on their language journey. And if we go to the next slide, another really great feature that we like a lot for our own data that we’re starting to collect and for the students themselves are these AI graphs that kind of just note and keep track of, okay, which are the markers being most commonly used in this video?

And where, so students can kind of see, oh, I tend to have a problem with agreement. Those are the markers that are being used the most, right? My verb conjugation is great, but agreement. So yeah, it’s very helpful for both us as instructors to give more effective feedback and for our students to be able to take that active role in their language learning. So if we just go ahead to the next slide, we also use rubrics again, which are great for our students so they can go in and see that feedback and the rubrics and all of these features are also great for open peer review as some of the other presenters have mentioned. And they can give peer feedback, which just also helps ’em improve. It helps ’em listen to errors and improve their own speech and really builds this community of language learning, which is so crucial to a language classroom environment. So we’ll just go to the next slide. Thank you. Thank you so much. If you have any questions, just let us know.

Matthew Short:

Excellent. Thank you all so much for your presentations. It’s been incredibly informative to see how GoReact and our skill development tools can be leveraged in a variety of disciplines, a variety of scenarios, a variety of use cases within higher education, just so our audience can kind of see a smattering of the different ways the tools utilized here. So we do have about roughly 10 minutes that we can potentially field some questions from the audience. So if you do have questions for any of our panelists, please feel free to drop those into the q and a tool within Zoom. And with the time we have, I’ll provide those to our audience members. So starting off, one of our initial questions, and this might be more for Linda and Adriana as far as grading, self-evaluation or peer evaluation, but I’ll also open up to other panelists if you have similar exercises or activities where students are expected to kind of self evaluate or even potentially provide feedback to their peers, how are you all managing that in terms of just assessing that feedback that a student is giving themselves or their peers as it relates to kind of a grading component of an exercise

Linda Orchard:

For the students when they do their self-assessment, they get a certain amount of points just for recording. I mean this is taking up their time. So for recording, for going through and doing a self-assessment, we can see that they’ve done it because the comments are there. They’ve marked the performance checklist and they’ve recognized that they maybe need to improve on. For the peers, it’s the same thing. They also get a set amount of points and they do have a rubric that we say you have to have a certain amount of criteria to give back to the student. We don’t just let ’em say, Hey, great job. We tell them to offer some actionable feedback and if they can’t find anything, tell ’em to watch it again because usually there’s many things that they can find. One of the things I’ve recently done for sterile technique, because that’s such a hard concept for students, is to give some little criteria in their feedback template that they can look at so they can be watching for it while they’re actually doing the assessment on it.

And I will also look at the feedback. I’ve also encouraged the students, if you get feedback from your peer and you feel like it’s something different than you were taught in the lab, then you need to contact me or one of the other faculty to get that done correctly and they usually talk it out and figure it out. And so I think it’s been a really good process. I haven’t been concerned about anyone giving back feedback that’s not appropriate. For the most part it’s very helpful, it’s very kind and they’ve done a really good job in identifying the things that their peer can improve on. Adriana,

Adrianna Watson:

I would just echo everything that you said. This has worked really well for us.

Matthew Short:

Right? And another question we had coming in from Amanda Banks are the graphs, this type of data collection, which I believe that was on a few of the slides, the visual of that analytics tab within GoReact, are those available in the basic version of GoReact? And just for a little bit of context for our audience, just in case you weren’t aware, GoReact has our essentials package, which is kind of the offering of tools, functionality, features that have been in our product for several years now. But also last summer we added our GoReact advance package, which includes some additional features, functionality, a lot of it tied to artificial intelligence, but also in that analytics tab has added a few other graphs or visual representations within it. So there is still in the analytics tab, if you have our essentials package, there is that kind of visual representation of the feedback, the markers, the commentary that’s been added across the video timeline.

So there is always that graphic that will be on there regardless of which GoReact package you purchased there. Also, if you do have our advanced package, there will be additional analytics tied more to some of the durable skills or maybe historically we’ve referred to them as soft skills, kind of those communication aspects, filler words, hedging words, how many times you’re pausing within your speech. So regardless of package, you will see that analytics tab and you’ll always have that kind of visual timeline of the feedback provided on that tab or that kind of section of the commentary log or session from the students. Great question. And then another question I see here from Scott is asking about the game approach or maybe more of the gamification of some of these activities. I think this was another theme for some of our staff faculty members here from the nursing team that loved the slides, gave me flashbacks to playing Nintendo when I was a kid, which not that long ago, unfortunately to date myself, but I’ll open it up to others or if you incorporated gamification aspects into your learning activities to keep students engaged and excited to keep progressing.

Linda Orchard:

I guess I would just pipe in and just say that I think that anything that can take away the monotony of learning skills and having a performance checklist in front of them helps ’em out. And so when they have this passing back and forth of this performance checklist and this video where they’re looking to see and comparing with what they know, it just makes it a lot more fun than just going into a lab and watching each other or doing monotonous things. And so it’s really been a fun thing for them. I’ve wondered, I asked them, I say, is this too much? Because in one of the semesters I had them practice two skills, but they only got tested on one. And so that made the peers have to evaluate two different videos, but they really liked it. They feel like it’s just a little bit different aspect in nursing education and they’re very compliant with everything. I have timeframes of you’ve got to pass it back to your peer by this time to give them plenty of time to be able to give the feedback and incorporate it.

Matthew Short:

And also on that theme, maybe a great question for the audience. We’ve heard a smattering of different use types and use cases within respective disciplines. I’d love to hear from the members of our panel here to discuss what is that student experience utilizing the tool in terms of the ease of use, the intuitiveness of the system are students taking to the tools and features and also various activity types. We’ve also talked about standard comment stimulus. I’d love to hear the experience from you all how your students take to our tool in your respective use cases here.

Linda Orchard:

I use it a lot. And the student, it was such an easy process. I was scared to death the first time that I had set it up because I pulled it in as an external tool into Canvas and it was the most flawless experience. I think the only thing, and I have to remind the students, their phones will automatically put’em into a high deaf when they record. And so it makes their video long and it takes a long time upload. So I just kind of remind ’em of that and then it makes it, that’s really the only thing I’ve ever heard them ever complain about. It’s just really user-friendly and I love to see them use the markers and the comments. They’ve done a really good job with it.

Michael C. Johnson:

In addition to the pass offs, the skills pass offs, I use GoReact as well as a way to do social annotation of videos using the feedback only setting. And my students like to have discussions around. I have them view a lot of talks and stuff like that, TED talks so forth. And so they about learning and so they get to have some conversation around those things. And I think that’s gone over well over the years that I’ve been doing that as well as the last couple years where I’ve been doing these, I call it achieving the learning outcomes assignments. Once they’ve done one and they get some feedback and they can go back and revise what they’ve submitted, most of them catch on and do a lot better in their subsequent presentations. They do four during the semester.

Nieves Knapp:

And I would like to add that in my years of career, giving feedback to students, oral feedback, I mean feedback on oral production is being complicated, but thanks to GoReact because of the timestamp, it’s been really useful. Even some of my instructors, they have uploaded videos that the students have recorded in other platforms and they can upload them to GoReact and use that for the feedback. So that’s been really helpful as well.

Raquel Macias:

And just very quickly, I do think our students respond really well to this platform when it comes to language learning, and I think the different activities is really great. It gives a huge variety to their type of language learning. There are so many different ways to approach it, and it’s been an easy platform for them to use. It’s been very user-friendly.

Matthew Short:

Wonderful. I’m so glad to hear that. Particularly for those that are kind of in global languages when there’s a variety of the different activity types that naturally lend themselves to that particular discipline, I feel like in most instances folks use that standard, which recording a video of yourself is pretty straightforward, whereas stimulus activities can be a little bit more kind of intricate in terms of getting acclimated to watching the video, but also recording yourself at the same time. But I’m glad to hear, it sounds like from your experience, that is still a relatively intuitive process for your students and no kind of major complications. That’s wonderful. All right, so we have about a minute left. I don’t see any additional questions in the q and a at this point, so we’ll kind of start to wrap up here. I would like to thank all of our panelists for sharing their experiences, their use cases of leveraging our tool within their respective disciplines.