11/3/09 post for 11/3 class session

Monday day 11/2: I really do appreciate the Schein text. What he writes resonates with me – about 95% of the time. Fro this remaining 5%, I feel he can over complicate his point by dividing things up into lists/groupings… I don’t have the text in front of me as I’m typing this so trying to go from memory. At times he’s just a bit hokey. Let me try to make myself clearer. It’s when Schein provides lists of items as if they’re the only possibilities that exist. As I read these lists or tables he includes things like:

• Assumptions
• Categories
• Evolutions…
• Dimensions
• Etc.. *(typographies)

I think I’ll need to come back to this with the book in front of me.

Tuesday day 11/3: Okay. I felt like a heal last night when I was reading Chapter 10. Its like he heard what I was frustrated by and decided to defend his use of the terms bulleted above! He explained how assumptions can be grouped into categories to form typographies which are theories to help us understand things. That sentence I just wrote is a bit convoluted – but I think that’s the premise of what Schein’s use of the terms explains.

When I was reacting to Jennifer’s blog, I found myself describing how ‘on the outside’ of my team’s culture I’ve felt most of this year at work. As my job was dissolved back in January, I’ve extended my employment through mid-December as a project manager on 3 different temporary projects in different departments. I’ve much enjoyed each role and the challenge/excitement that always comes within a new job’s learning curve. One of the issues such temp work evokes in me however is a feeling of not being part of the permanent team. I’ve realized it’s a big deal for me to feel part of things. To help motivate my teammates. To suggest things for the group to do. To feel valued and important. Its good to know what’s important to me in a work environment. I look forward to finding that in whatever my next job is. And what I’m realizing now is that part of why I feel external is because in each of these three short-term temporary projects, I didn’t understand the culture – there wasn’t time to have it ingrained in me.

Whenever I find my next role, I want to proactively enter it with my eyes open to uncover the cultural artifacts initially, recognize them for what they are, and then ask questions (as appropriate) to see how I can uncover the underlying assumptions that create its culture.

10/18 entry before 10/20 class session - SCHEIN text

10/18/09 my blog for 10/20 class

So as I continue to read more adult education material, and seek out more adult ed career opportunities, I keep seeing more and more related evidence in my daily routines. Much like when you decide to buy a car, you begin to see that very car you want everywhere. Its like a new job/career field idea is opening up in front of me. But then I have to do the hard stuff of finding more folks to talk with and putting myself out there to find a job opening.

The Dixon text was great – it helped me realize more theoretical framework around this field. The Schein text is helping me see application of that knowledge. In Chapter 5, I read the following statement on page 100 and realized another thing I could do would be to follow in his footsteps:
My consulting assignment was to help them do a cultural analysis to develop better measurements of the division’s performance.
How cool to be paid to interview a company and do a cultural analysis of them. I know I don’t want to be a consultant, or freelance, I want to work for a company and have structure and salary, but the idea of doing that type of work is fun. I need to keep finding other types of fun job ideas.

I had an information interview this week with someone from my company’s inhouse training group and she talked about how they typically use the ADDIE model for instructional design – and I knew what she meant! She also talked about the typical adult educational theories and referred to knowing the audience, engaging and working together. It was refreshing to feel comfortable with what she was describing. Its just something I find I feel more about than the typical business marketing work I’ve done thus far in my career. I need to keep talking more to folks in the adult education/ corporate training industry and one day I’ll find a role that will fit both my skill set and long term interests.

Back to this course. So, I’m just as fascinated by this organizational learning material as I was last semester with the strategies for teaching adults material. However I see the org learning as much more complex and challenging as I’m living through the org learning transfer/maintainence/storage issues in the three temporary roles I’ve held this year at my company. I continue to be surprised how difficult and challenging it is for companies to keep their knowledge catalogued and organized.

There are two challenges I find I keep thinking about related to this field and my current company. The first is something I keep remembering one of my class mirror reflectors wrote a while ago: "How do you change the mindset from training as a requirement and an inconvenience to training as a privilege and an opportunity?" Why am I always so excited about signing up for something when others see it as a bother? How can we affect those people? I don’t have an answer and don’t suppose we’re lucky enough to find one simple answer. I think that’s why there must exist the field of adult education – to try and encourage participation and interest. That’s why corporate training classes are not straight lecture. They’re (if they’re good) not boring. They’re engaging and full of diverse activities.

The second is the challenge of maintaining knowledge across a large organization and across time. We have an amazing amount of very intelligent workers in my company. And while they’re incentivized to succeed individually, typically by doing so its benefits the company. As a relatively new company less than 15 years old, they’re figuring things out as they go. But in my few 3 years there, I see how much knowledge/learning falls off the charts. It's strange its so difficult. Its just odd in a smart company, its so hard to have user friendly systems in place to share/maintain learnings. I compare it to the oddity i see in the fact that in this 21st century, us humans haven't found an easy way to control forest fires. We can walk on the moon, create electricity, and cell phones, and satalites, but we can't stop forest fires. Just like smart companies Schein and Dixon discuss, as is my own company, its a very difficult challenge. I want to work somehow in confronting that challenge.

9/28 thoughts before 9/29 Class

One thought.
I must offer complements where due. And I’m pleased to admit that my current company does a good job at intentionally setting forth learning opportunities for its associates – one of the many qualities of a developing learning organization:

• Have budget and staff devoted to structured learning models (i.e. curriculum tracks for different role categories)
• Executive Mgmt talks to share knowledge and connect the top with the bottom
• An official info retention policy – where approved documents must be logged and placed in specified storage sites on a shared server
• Encourage cross-pollenization of staffers to switch over from one department to another to learn more levels of the company

This is a good start. There is much to do to improve on these activities and bring about more – but it is a good start. I look forward to diving further into my company’s learning organization qualities for the class project further in the semester.

Another thought.
And as a training class junky, I sign up for anything I can get into. This past week I was one of about only 100 staffers who was fortunate enough to listen to a very talented, intelligent and entertaining executive present for 2.5 hours. He offered a rather simple banking 101 ideas, and then explained how they relate to the goals of the company. The most fascinating subject he touched on is cultural integration. He was adamant that integration is correct and assimilation is not when dealing with diverse company cultures.

As he talked about the different wings of the company through merger/acquisitions – we’re a bit disjointed. No one would argue. No one was surprised to hear him say this. But what I found interesting was his stressing that assimilation is not the best way to achieve this. He defined assimilation as allowing each diverse group to maintain its ways – to assimilate into the new whole. Integration he defined as intelligently evaluating each group’s ways and deciding together which is the best, then having all groups adopt that way as the new way for all.

In the era of corporate mergers and acquisitions, the buying company wants to respect the staff of the acquired company and appropriately should work hard to maintain all the learning and knowledge of the acquired company. In doing so, its easy to fall into the idea that assimilation is the best option. If the buying company can find a way to open up the discussion, make the claim that one way must be established but that the decision for which path that is should be a group decision, I agree would be the best way.

And another thought.
As I listened to him discuss the challenges, multi-perspectives, and rewards that will follow a thorough cultural integration, I realized it would definitely be something that would interest me to help drive. As I’m sure tomorrow’s class discussion will surface, cultural integration must be a part of the intentional structures established by a true learning organization. I wouldn’t argue culture is as important as actual business knowledge, but I’d say its important and should be included.

ADLT 623 - Reflections from Class #3

I’m truly enjoying reading the Nancy Dixon text – The Organizational Learning Cycle (1999). Its surprising if I read an entire page without wanting to highlight or comment on something in the margins. As such, I thought I’d pull a few of these sections out and try to reflect upon them. Here goes:

Regarding external information collection – Dixon comments that “its not the difference itself but the resolution of differences through self-confrontation that is at the heart of learning” (p95). Then further down this same page, summarizes “Difference, as uncomfortable as it often makes us, leads to learning.” Then several instances later on, she spends time focusing on the idea that the dissonance that arises from confrontation in dialogue is where organizational learning occur.

I’m surprised at this idea. I’ve always known diversity is a good thing. But acknowledging that diversity of ideas/thoughts is something essential to organizational learning is an idea that seems foreign to me. Large organizations are institutions in my mind. They are slow to move. They need status quo. Or so I thought.

I like the idea that contempory research and philosophies are putting this forth. Now I acknowledge for quite a while, corporations have “officially” recruited diversity for the influx of different ideas. In my mind however, this was more a PR stunt than an acknowledgement that these different ideas are essential to helping that organization continue to move forward, to adapt, to grow, to learn.

I was very pleased to read Dixon’s example about the innovative hospital who pays its employees to visit other hospitals while on vacation. I’m hoping this type of benchmarking research at the ground level will catch on and become mainstream.

I wonder how I could work to help that evolve. Seems like a huge undertaking when thinking about some of the larger corporations I’ve come to know. But like in grassroots social causes, which I’d bank are more difficult to mold due to budget pressures, one step at a time. I need to think more about this. Maybe my paper investigating a corporate culture, I could position to some of the above.

ADLT 623 - Reflections from Class #2

I continue to be incredibly comfortable in this adult education class room discussion. While this is only my 2nd course, and my 2nd session of this Organizational Learning course, it just feels right. Still need to ponder what to do about it - how to turn this interest, curiosity of mine, into a type of paying job, but I figure learning more structurally and theory is a good continued way to go.

And not surprisingly, as the subject of the course is essentially discussion on how organizations can learn, can maintain knowledge, and the struggles it can take, I felt my irritation at 'Corporate America' rise in my head, and in my commentary. Even after 3 years in corporate america, and 10 years in an advertising agency (aka professional business work environment) I'm surprised at my consistent surprise at finding large businesses inefficient, absurd, un-nice, wasteful.

I greatly appreciated Dr Carter's comment to several of the students working in the business world - that if our environments are not as they should be, we would be served best to work to change them to the better or to leave. There are so many things wrong with Company X, but I don't want to have this course turn into a rationalization of that fact. Rather, I'd like to use it as a grindstone or wall perhaps to bounce ideas and possibilities for my making improvements.

While I know I don't feel helping a company make more money is a nobel profession and definitely not something than can give me value, I want to avoid becoming so negative at the business world that i fail to remember/appreciate the benefits it does for society/economy. I want to look at Company X as a opportunity ripe for improvements. See the half full side.

To my mirror classmates reading this first shared post - please forgive my stream of consiousness thougths above. This reflection thing was new to me last semester and I'm still learning the difference between journaling and intelligent reflection. Would appreciate any suggestions/advice at perspective you can provde. Also apologize for my tardiness in posting this until Monday afternoon - I had planned to write & post Friday afternoon once I arrived at my weekend in the mountains, but realized to late that I wouldn't have internet service. If you don't have time to comment before class Tuesday, its completely my responsibility. THanks anyways and see you tomorrow afternoon!

Amanda

Starting a new Fall '09 blog for my Organizational Learning class ADLT 623 @ VCU - my 2nd of 3 MBA electives helping me focus my MBA on corporate training/education.

Need to figure out how to send this blog to someone else - so will try that now.

4/16 class & my demonstration

4/16 class and my teaching demonstration experience

I believe I’ve finally passed the threshold of understanding the purpose of the blogging assignment. While writing my reflection paper on my teaching demonstration, I found myself commenting on the MBA 8-hour sample that was posted for the class to review.

I had so many thoughts on this that I began a different document that, once finished after about 8 minutes, I turned into a blog entry. I’m doing that again right now. Use a word document to write/think/revise and then post a blog. If my blog were worthy, and one day I might have one I believe is indeed worthy, and I could post my individual thoughts out there for anyone in the world to react to, is amazing. No one might see it, but someone may and that person and I could start a conversation. How very cool. I’ve been struggling all semester considering the blog as a diary (or journal if you will) and never felt as if I was doing the reflection thing “right.”

My thinking “out loud” (via this very keyboard that is) about what I’m observing, what I’m reading, and experiencing directly can be a learning tool all in itself. The idea that teachers should be reflective and self-critical – not in a negative way, but in a self-improvement way is genius.

I’m glad to know that the School of Ed master’s program at VCU encourages blogging. And not just for adult education teachers, but for all teachers.

Another insight I’ve developed from this course is the idea of andragogy and the other pedagogy word… There are some who feel adult education requires substantially different skills than K-12 teaching. I agree there are definite differences and distinct strategies and theories must be targeted to both groups. But the idea of teaching not automatically equaling learning or knowing, the importance of active learning, and Vella’s learner-centered focus to instructional design – these concepts/theories I believe should be universal for teaching/training. Not just adult education.

Reaction to the sample MBA 8-hour Seminar Design

For many reasons, I was enthralled by this 30-page story. For one, because I’m in the MBA program and know first hand some of the issues. For another, I’m just beginning my awareness into training and adult education theories. And another, because I’ve worked in marketing for fifteen years and see this effort as a process enhancement tool to improve the product being sold. Good for them.

I expect academic institutions are beefing up their marketing budgets as they need to compete for students. Even thought the product being sold here is a 2-year masters degree, academia does not forgo its responsibility to deliver a valued product to a target audience that wants it.

Seeing this type of self-correction / evaluation in an MBA program to me is evidence of the more recent evolution from push to pull marketing. As consumers are being more and more diversified, and their power to seek and ask for what precisely they want, businesses have more pressure to deliver wanted products. The days of Ford saying they’ll only sell black cars are well over. To stay in the game, Ford needs to design cars that consumers want. They have to pull consumers in by offering products consumers want.

The same goes for academia. Its why the past few years I’ve noticed many billboards around town advertising the VCU MBA programs (regular and executive). Early on I thought this was silly, that a college needn’t advertise. But of course they should. They’re selling a product and need to get the word out that it’s a good product. They also need to constantly evaluate the product to determine what improvements can be made.

I applaud the department for acknowledging that several professors, maybe those very well respected, are very proud and confident that their teaching style of straight PowerPoint lecture is well received. And retained. It’s crazy.

While I was in college and had a few friends getting education degrees. When it was time for them to do their student teaching semesters, I remember asking my father the professor about where he had done his and what he thought about it. His response surprised me then, and I recall my surprise even to this day. He told me that to teach K-12 teachers are required to take education courses. To teach college and beyond, none are required. I asked him, “well how did you learn how to teach?” His response, “I just started doing it and learned on the fly.” It must have worked out for him as he’s retiring at the end of this month after 40 years of teaching across 4 different colleges and one large university. But I’m sure if he took ADLT 603, there would be one or two nuggets that he’d find helpful.

Class 3/26

Wow. I'm amazed at how clearly Aaron Paula was able to make the complicated subject of credit. And how cleaver and simple the neumonics lesson was.

It takes forethough and planning. Both of which I've not been able to make available to myself in my new temporary job as a trainer / line manager of 25 hourly workers reviewing documents.

Its essential to making myself look respectable and to ensuring comprehension. I've got to make changes in this job. The same way I'm approaching plannign out my 8-hour seminar and the 20 minute demo - I absolutely can and should use the lessons of this class in my new position. Even thought its temporary. Like I did today at work, I need to escape for an hour away from all their questions and think about how to motivate and engage them. How to double check everyone knows what their doing and is working fast & efficient enough.

Must connect with audience. Must establish clear objectives that they care about (even if only by $$). Must lay out what they need to do in clear simple steps. get them to tell the other what I just said. Get them to train new ones as they file in. That helps treat them with the respect they deserve. My 25 temporary hourly workers for the next month are my first group of adult learners. I want to use them to practice on. See if this training thing is really something I want to do and if i'm good at it and can enjoy it. I think so, but this is a great opportunity for a "pilot" for my own career asperiations. I need to take full advantage of it.

Reaction to Class 3/19

It was great to see 3 teaching demonstrations. I've very glad I am signed up to do my demo towards the end because each demo I watch I gain a few more suggestions for my own.

Such as I need to be crystal clear what my purpose is, lay it out, and summarize before I close. I need to remember to pause between sections. If i'm giving a list of 4 things, I need to count what they are each time to make sure they're following me.

Like my professor father says, always do this when doing a presentation: Tell them what you're gonna tell them. Tell them it. Then recap what you just told them.

Class #8 3/5/09 - guest professor & 1st DEMO

Meeting our tuest speaker Erica, who does instructional design as a job, added another person to my list of hopeful informational interviews in the future. I'd love to hear how she ended up where she is. I like what she does - althought I'm not sure I'm as tech-y as I would need to be to one day be able to do her job.

I was amazed at the different quality of e-learning she shared with us. Found it interesting she agreed with the text about the need to pilot things. I thought that was a bit silly in the text, but once hearing it from a lay person, was convinced.

I've decided I'd like to include in my 8-hour seminar plan: job aid, takeaway, card gaem, photo time line, hopefully some computer IT games to engage the tween audience.

As for our first teaching demo - I was very impressed. And excited. I hope to do as good of a job. It will require much preparation.

Class #7 - 2/26 with discussion on Evaluation

I enjoyed the discussion on levels of evaluation. Everything we're doing in class is going to help me build my 8-hour seminar. I'm excited to do it, but don't feel organized like I should.

Another hint for the 8 hour: I can include any of these media: transparencies; computer; CD; DVD; guest speakers; audio recording; video clips; job aid as a visual takeaway.

Evaluation wise - I never realized the different levels that folks can evaluate us. I appreciate that it's something that is taught and required in our 2 assignments. To not only practice designing lessons, but presenting them, and evaluating them. For my 8 hour, we discussed what I could likely do is one/or all of the following:
Level 1 = a quick hand out survey with 6-7 questions on satisfaction, including question would you refer a friend to take this class if it were offered in the future?
Level 3 = one year later, include a follow up survey by mail or phone. This would test the sharing hypotesis I have for the material as well as the did it affect your behavior at all.
Level 4 = I won't likely do this, but could do some type of ROI by the number of schools &/or parents that might hire me in the future.
I know much more thinking needs to be done here.

Class #6 Feb 19th, posted 2/26/09

I continue to be surprised at how much work goes into quality instructional design. I'm sure poor lesson plans don't, but in order to be effective, efficient, engaging, the teacher must to substantial prep work. As I read through the two texts, abotu the steps required to do this. I know I can do it and appreciate the instruction step by step guiding me. It's something I want to dive into. I equate it to my inability to draft a good marketing plan or write a solid CapitalOne powerpoint deck. For that, I didn't care about finding out how to do it. But for the purposes of presenting & teaching & working with an audience fo students, I'd be much more interested. As long as I'm not trying to influence the audience to my recommended strategy for a marketing problem, I'm in.

As I was reading for tonight's class, about implementation and execution of lesson plans/tasks, I appreciated Vella's idea that a new role for teachers is to sit still & keep quiet in Chapter 7. It resignates with her statement that learning and teaching are not the same thing. How true. But what a new novel concept. I wonder how accepted this idea is in today's education/training industry. In my experience of undergrad & public school, which albeit is near 20 years old, lecture and teacher-giving-insights was the norm.

I'm confused by Vella's very brief discussion on Epistemological questions on page 78... I'll need to do some further research here. She puts significant weight on it, but fails to explain it -- simply says it's "those pricipals and practices" that apply to all educational events.

Feb 12th Class discussion/commentary

I was surprised to hear that many in our class did not enjoy the Piskurich text.

I loved it. I like Vella as well. Guessing because Piskurich is so not school of education, he's definitely more corporate america... training. But it works for me. I appreciate the structure.

I was very pleased and proud that my version of my first draft at the teaching philosophy was in line with what was expected than the rest of the class. Made me feel like I might be in the right place. The idea of finding a job/career somewhere inbetween corporate business and academia. I hope so.

As I was reading Piskurich, I've realized I should clarify/define some of the concept terms for myself:

• Insturctional Design - is just the formal name for a lesson plan
• Instructional Design theory - ex: adult learning theory, learning styles, cognitive science
• Instructional Design methods - ID software, learning objective-based design; rapid prototyping; performance support based design; the ADDIE model
• Training Delivery Methods - tactics: on the job training; tech/web based (CBTs); self-instruction; classroom; lecture...

Another area of interest to me in my 13 years of marketing experience has been market research. It was good to see that the same research tools apply in education, i.e. Piskurich's needs assessment discussions. Another transformational skill I can bring from my old career into a new one. Good.

Class #4 Feb 5, 2009

I was glad to have the class time to devote to a small bit of curiculum development in small groups. I continue to be surprised at how much time is required. As a past learner, recipient, student, trainee... I had no appreciation or understanding at how much preparation was done by the trainers/teachers (or should have been).

In the class exercise, each break out group was tasked with teaching exactly the same material to very different audiences. After my years of marketing training, where I do understand how important the target audience characteristics are to the channel/tone/delivery/crafting of the message, I should not have been surprised by the significant differences in teaching method to these different audiences. The exercise was illuminating to me. The information to be taught to each "target audience" is exactly the same, but the way to grab attention, to get engagement, to inspire integration within each audience group must be addressed differently. I'm quite excited to realize this - that much of what I've done (& my skill set) thus far in my career should feed nicely into some type of training role should I find a way to get there. Transferrable skills.

I am very much enjoying reading the Vella book. Nothing is brain science she writes - its actually quite intuitive, but its nothing I would have thought to do without direction. Good teachers are not simply subject-matter-experts who decide to share their knowledge. In a way that's what I've grown up thinking because that's what Dad did - not intending to become a professor but enjoying school so much that it became his career. But I'm excited to realize how intentional instructional development must be. It's challenging and difficult and time consuming. It's not easy. Realizing this makes me even more upset at our society that doesn't reward this intense effort in public schools financially.

Response to Class #3 January 29th

I've observed a Manager Fundamentals 2-day workshop this week at the office, I've notices several parallel theories/directives to what I've heard in class thus far and the readings we've done.

It's karma a bit. Again making me think further about how I might find a career doing something related to teaching/training/facilitating... And the basic premise I'm seeing is representative of what I've learned in marketing framework:

1. tailor your message to your audience
2. make sure what you're offering is something that the audience needs/wants/demands
3. deliver it to your audience in a language that will be understood by audience
4. you must prepare and think carefully, to craft this message so that you have the highest chance that you'll offer it to someone who wants it, has access to it and will use it

The thing Vella's book & the readings/discussion from class 1/29 adds is the idea of

Regarding the reading by LONG on the adult learner, I felt it was very basic information presented on the learners itself. But I appreciated their recognition that the typical teacher doesn't do #1-4 that well - that the typical teacher is a lecturer - a giver of information and hopes the audience receives it. I like and am impressed by the fact that there is this apparenly new body of AdultEd teaching research recognizing that marketing framework to teaching can aid in knowledge transfer.

The HARVARD video clip was amazing. Realizing there are so many other smart adults out there that know lots of important facts, but missed the boat on the basic structures (electric current; solar system mechanics). I believe that's one reason I decided to take some business classes - after being in the biz world for 10 years, I knew there was much foundation I didn't have and wanted to. Not everyone is a sponge like me, but from that video, looks like they should be.

In my Info Systems class last night, we heard a fellow student, probably 24 years old, talk through his game plan on his new internet startup business. He mentioned that he's kept a journal of all he's learned, thought in the past 6 months. He said he'd started journaling in middleschool and has kept it up. Hoping I can convert this blog into that type of tool for myself to use in the future to look back on the development of my ideas.

2nd Class 1/22/09

Before taking this class, I'd never heard the word inventory used to refer to a survey/test/self-assessment in the education world. I took both and realized how little I'm going to have in common with the fellow students who are teachers. But how much I can learn from them as well.

I observed a training class at work yesterday and heard a trainer say she'd heard a rule of thumb in adult education is that an engaging activity is needed at minimum every 77 minutes. I thought that sounded funny as I'd heard in the past that adults in the business world typically can maintain focus for 20 minutes. I'm interested to hear all the discreptancies I'm going to observe throughout this course between what I've been taught in business about presentation skills and what I learn about proper adult learning strategies and theory.

Was glad we took class time to spend a few minutes individually thinking up answers to the prod questions for the Teaching Philosophy Statement. I've been in management training classes @ work that suggest mangers need to come up with a Management Philosophy Statement or a Leadership statement... all very similar, but I'm expecting the Teaching to be much more student centered. I'll be interested to see the others in class. and to develop one for myself. to discover what it is I feel.

1st class response

I'm thrilled to be taking this course - my first adult education course in over 10 years, and my 3rd overall I believe. My impressions of our first class were excitement and comfort. I liked how engaged the students were. I'm excited to learn from this professor and while it sounds corney, to have a deeper meaning to what I'll be doing. Not just learning business stuff, but how to help others.

As I have been in the business courses I've taken over the last few years towards my MBA, I'm very interested and excited to learn new things. Things is too broad, but it covers all I'm referring to. The idea that an educator's responsibility is to be critically reflective, to know how to deliver material that will be received, to plan ahead for presentation, to plan how to assess: Everything in the classroom shoudl have an objective. Everything needs an appropriate instructional assessment metric.

I'm excited to develop my understanding of how to plan & teach adults. I'd like to see where it can take me in a career. I've long been feeling some emptiness in my marketinging jobs and wanting to turn my job duties into something that's more fulfilling.

Today is my first blog entry. Hoping it works and I'll know how to find this again and log in.