Category: Week 2 – Connected Learning

Technology: Help or Hindrance?

I’ll be the first to admit that blogging isn’t really my “be all, end all.” I often find it arduous to sift through an internet community and field saturated with blogs, reading post after post, like….

However, I will concede, that when executed and managed appropriately in a classroom, blogging can be effective for some as a means of connected learning. In an era where anything you want to know is available online for free or a relatively low price, an academic setting is no longer the only place a person can gain expertise on a given topic. Furthermore, technology as a whole (not just blogging) has revolutionized both education and entertainment. No longer are education and entertainment mutually exclusive. With an ever increasing dependency on technology, and the unique attributes of the millennial era, is it really enough to rely on traditional content delivery as a primary mode of educating? I think not.

Teachers from all settings are in a race to reinvent their relevance, redefine their scope, and remix their content. From this standpoint, I think connected learning (i.e. the integration of various forms of technologically enhanced learning to educate and create classroom community) is essential. This idea sounds fantastic right?! Tell your students to get a twitter, web page, blog, or what-have-you, to increase learning! This is extremely effective, and in-fact, there ARE research studies in higher education that show this (albeit they vary in objectivity)*…. But, yep, you knew it… there’s a “but” (in my opinion, at least).. In my academic experience, specifically in higher education, too often educators assume that their students know what social media etiquette is, or what comprises virtual classroom community. To me, this is a pedagogical pitfall in connected learning. I’ve yet to have an instructor mediate this outside of a short paragraph in the syllabus which encourages students to think before they post. However, I think an effective way to remedy some of the ambiguity and proactively facilitate student enthusiasm related to blogging might be to defines etiquette and virtual community with your students.  Create and facilitate a dialogue with each class surrounding what their perceptions are on etiquette (i.e. blogging, tweeting, or commenting on their peer’s work), and build the classroom’s principles for social media engagement. I think this may be a viable solution because it provide some autonomy to an otherwise captive audience and ensures a safe space for expressing one’s ideas and opinions.

What are your thoughts? How have your connected learning experiences gone (as a student and/or an instructor)?!

*Carlson S. Weblogs come to the classroom. . The Chronicle of higher education. 2003;50(14):A33.
Downes S. Educational Blogging. Educause review. 2004;1-6(18):2-2.
Ferdig R. Conent delivery in the ‘blogosphere’. Technological horizons in education 2004;31(7):12.
Huffaker D. The educated blogger: Using weblogs to promote literacy in the classroom Association for the Advancement of Computing in Education Journal. 2005;13(2):9.
Poling C. Blog on: Building communication and collaboration among staff and students. Learning & Leading with Technology. 2005;32(6):1-5.
Richardson W. Web logs in the English classroom: More than just chat. English Journal. 2003;93(1):3-3.

Much ado about blogging

Whether I enjoy the process of blogging is quite irrelevant. I am not Tom Peters, and I seriously doubt I will remember the exact day of my first blog posting or what it was about. Nor do I believe blogging will become some life changing experience for me. I blog because I have to; I make no excuse for the blunt truth of the matter. That said here is my thought for the week.

I wonder if Scott Rosenburg would still consider blogs as transformative as the telephone, six and half years after his initial musings. He was somewhat dismissive of the genuine erosion of the role and importance of public spaces that resulted from the explosion of technology including the phone and in more recent years technology and social media. Robert Putnam has well documented the phenomena in his book Bowling Alone (Simon & Schuster Paperbacks, 2000).

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Is blogging just another way to further separate ourselves from genuine dialogue with others about important issues?

 

Concerns Regarding Connected Learning

 

I personally liked the method of connected learning to educate the people. I think that it can be a modern education system in the future. Because, I believe all students are involved in an appropriate way and could state their ideas. They use this opportunity to learn more about the applications of their knowledge by sharing them with others. Furthermore, they practically implement their knowledge as a tool to help human beings because they will be educated by the instructors those are experts in that filed. But, I think that some concerns should be addressed before global usage of this method of learning beyond hardware and software issues.

  • This type of learning method may conflict between different nations and countries. The mother language of each country should be considered as the official language for education. The language of each country is its identity. The students should know other languages, particularly English language. But, they do not need to consider a foreign language as their own language instead of their mother language. The education in each country should respect to the culture and customs of that country as a pioneer. Therefore, I believe that the connected learning in each country should use the mother language of its region. This is obstacle for global usages of connected learning.
  • Another issue regarding this type of learning method is grading method and degree. How do the instructors evaluate their students? You can imagine two students in the same major. They have passed the same courses via connected learning, but one of them took courses with some instructors who took easy. Therefore, their GPA are completely different. But, they have the same level of knowledge. They apply for a specific job and the investigator observes their GPA. Who will be hired? Absolutely, the person who has higher GPA.  So, I believe that connected learning as an education system is not fair. All of the students follow their majors to get degree. But, this degree cannot be an appropriate indicator of their qualifications.  We should find another method to certify the students about their knowledge. We may suggest certifications instead of degrees. Certifications may be awarded to certify that the students know some skills in that area. Therefore, the employers should evaluate their applicants with more effective ways to select most qualified individuals for their jobs.
  • Is there any specific age for connected learning? I believe the age for learning is completely subjective. I agree that youths have more chance to learn the knowledge compared to the adults, but I do not think that this is a limitation for adults’ learning. However, I personally believe that one concern for adults is that their performance will be compared to youths, therefore they are afraid to participate in the course via connected learning.

Consequently, there are some problems that should be solved before using the connected learning globally.

Dreaming, Connectivity, and Learning

Connected Learning in a Connected Age, oh how convenient?!

We live in an age, where connectivity is integrated within everything. You can count the number of steps you take everyday using a gadget that reports to your phone. In fact, you can even count steps with your own phone. Connectivity in general is being in touch with the world at the tips of your fingers, very conveniently. This could be emailing your friends, or this could be googling a certain concept that lacks clarity.

On the other hand, learning is something we are accustomed to do, since the day we’re born. We learn some things, because it’s cool. And we go to school, either because it’s fun, or because we’re forced to. However, in order to have a career in something, we either have to have enough motivation to learn it, or be tortured to do it. Sometimes the motivation comes from liking a particular subject area and enjoying it. Sometimes it comes from a good teacher, who had great passion for a certain subject area, and was able to transmit it to his students. Sometimes, it’s a teacher and her passion for the success and well-being of her students. Other times, people are motivated to learn something to make money.

Connected-learning is allowing students to have access to whatever they would desire to learn, through proper resources and through the support necessary. This includes schools that have further resources for both their talented students and those with disabilities. At the same time, it is necessary to allow students to experiment with different learning methods, and have hands-on labs that they need to help them excel in their fields of study.

One important thing to keep in mind, in a connected learning perspective, is that people learn in different ways. Many times, people use different senses to learn. Some people learn things the most when they use their vision, or when they see something. At the same time, there are others who learn better by hearing someone explain something. There are others who learn well, by physically putting something together or trying it using their hands. Because of this, in a connected learning atmosphere, it is necessary to help students learn in the most efficient manner for them. This will help them enjoy the experience, and learn better.

In a connected learning atmosphere, students would have the ability to both participate in a classroom and in a virtual classroom, for the necessary pedagogy needed. Students can leverage the best within them, and learn in the most efficient manner with the best resources available. Students can feel in control of their education. Students can work hard, and excel.  Finances shouldn’t be a cap to a students resources. There should be other ways to get where one wishes, through scholarships,  and  good grades.

Connected learning is having aspirations, and pursuing them. When one follows their dreams and aspirations despite all road-blocks available, they are truly in a connected learning atmosphere.

Connected Learning–From the POV of a skeptic

I come from a small town with limited technological resources, particularly regarding education. Every course, every lecture, was done on PowerPoint or paper handouts which the instructor elaborated on throughout the class period. PowerPoint is a good tool for a lecture–it serves as a way for the lecturer to emphasize certain points throughout the lecture and serves to improve and cater to the audience’s visual literacy, in addition to traditional one-way communication methods (e.g. teacher to classroom of 20+ students). One of the biggest takeaways from this kind of lecture, however, was that, if unfettered or left in the hands of an unenthusiastic professor, these methods fall flat, leaving students frustrated.

In this course, keeping a consistent blog is the primary assignment for each student. And at first I was a skeptic. What do I have to say that is more important than an academic–a so-called-expert in the field of contemporary pedagogy? How are we going to learn if we aren’t given the information we need? Aren’t we all just going to be lost in the wilderness for the next four months? I have no credibility. But here’s the thing: This type of thinking is a byproduct of old-school pedagogy and traditional academic models. People have been learning from the instructor to body of students dynamic for generations. But this is the 21st Century, perhaps it is time to open up our classrooms a little bit, to explore what we each have to contribute to a body of knowledge that is constantly changing, evolving, and expanding.

So, my goal at the end of these 15 weeks is to broaden my horizons, to overcome my biases and move past the following misconceptions:

1.  Technology is scary. I’m not what one would term a techno-wiz. I’m not the person you call to fix your computer (my advice is limited to “Did you turn it off and on again?” “Is it plugged in?” “Um…Control/Alt/Delete, maybe?” and “Throw it out the window and buy another”). This may stem from an overall lack of exposure to technology, and also a discomfort at the association of the technology field’s relationship to mathematics, which has consistently given me nightmares: “OH NO!! Not differential equations!! GAHHHH!!!!” (clutches heart, dies dramatically). But the fact of the matter is that technology, namely the Internet, is a powerful tool that allows for greater inter-connectivity for individuals that is unprecedented.

Scott Rosenberg explains in his Salon article “How Blogs Changed Everything” that the Internet has changed our lives in a fundamental way, more like the telephone than the television. For Rosenberg, the agency of a technology and its ability to permeate our lives in a fundamental way, are the result of how we use it. “Like the telephone before it,” Rosenberg writes, “the Web will be defined by the choices people make as they use it, constrained by — but not determined by — the nature of the technology.” The Internet has integrity when we use it that way and not just as a dispensary for cat photos, pornography, and obnoxious commenters.

2.  Blogs are just online diaries. When blogs first burst on the scene, they had a certain stigma attached to them. It seemed that some people viewed them as personal forums where they could post all of the frivolous details of their lives, like snail photography, or internet stamp collecting. And while these are perfectly fine uses of cyberspace, they may not be the most credible or ambitious. The impetus of the blogosphere is to share a piece of your world with others who have similar interests. The thing is, the same goes for much of academia; it’s all about finding your niche.

Tim Hitchcock talks about this in a post from his academic blog, The Impact Blog at The London School of Economics and Political Science: “The best (and most successful) academics  are the ones who are so caught up in the importance of their work, so caught up with their simple passion for a subject, that they publicize it with every breadth. Twitter and blogs, and embarrassingly enthusiastic drunken conversations at parties, are not add-ons to academic research, but a simple reflection of the passion that underpins it.” Who is a better expert on your research than you? And it seems against the ethics and principles of the academic community to monopolize your ideas and work for your own personal gain. Why not promote, share, and add to your existing research with the community who can benefit the most from it? This academic sharing contributes to what Rosenberg calls “a new kind of public sphere, at once ephemeral and timeless, sharing the characteristics of conversation and deliberation.”

3.  Technology is killing discourse. Actually, if anything, it is making it grow. When in human history was it as easy to communicate with people, down the street, in the next town over, out of the state, across the country, around the globe? Technology is just the incubator that fosters our fecund impulse to share and consume new information faster and more efficiently than ever before. To dive into the “global academic community” discussion, what is a classroom, but the most basic academic community? It is literally a place designated to make learning happen. We live in a world where the classroom doesn’t have to exist in the traditional brick-and-mortar sense, but through a forum where students and instructors are connected 24/7. Using blogs in an academic setting is a good way to encourage discourse and improve interactive learning.

W. Gardner Campbell contextualizes the use of blogging in the classroom through the framework, “Narrate, Curate, Share.” “Blogs are stories,” Campbell writes, and when put into that context it makes sense that creating a running narrative to not only the content learned in the classroom, but also as a gateway into the learning process in general, suddenly we begin to see the benefits of blogging as an academic tool. Students would then have to “curate” their blogs, meaning they would have to arrange them in a way that is accessible to an audience (much like a museum curator arranges displays for public consumption). This is particularly important because a blog is a public forum. Anyone can see it. If students are told from the beginning that whatever they post will be seen by a public audience, including academics and specialists in the field, suddenly they have to rethink the way they write. They have to take into consideration their audience, how what they write will look like in the eyes of experts and amateurs alike. In the words of Seth Godin “Blogging is free. It doesn’t matter who reads it. What matters is the humility that comes from writing it. What matters is the meta-cognition of thinking about what you are going to say. How do you explain yourself to the few employees or your cat or whoever is going to look at it?” Taken in this context blogging is more than an exercise in frivolity; it becomes a legitimate voice in a field or discourse. Campbell also emphasizes sharing as a crucial part of the process: “Sharing means finding and creating connections. It means creating a ‘serendipity field’ that brings new opportunities for learning and creativity. Don’t just wait for the world to come to you. Look for creative ways to get the word out about your blog, about the blogs in your Colloquium, or your other courses, or your residence hall. Network thyself!” If we look at blogs as a unique personalized space on the web designated for the purpose of learning as a community, then it opens up a new means of conveying and consuming information created exclusively for the Internet Age.

Ok, so I won’t say that I’m a complete convert just yet, but I am keeping an opening mind and being more and more convinced as my exposure to the idea of incorporating a blog into the classroom is increased. Let’s all take this opportunity and dive in. Who knows what we can do together?

Works Cited

Campbell, W. Gardner. “Narrate, Curate, Share: How Blogging Can Catalyze Learning” CampusTechnology.com. Public Sector Media Group, 10 August 2011. Web.  25 January 2016.

Hitchcock, Tim. “Twitter and blogs are not just add-ons to academic research…” TheImpactBlog.com. LSE Impact of Social Sciences, 2015. Web. 25 January 2016.

Innerpreneur. “Seth Godin and Tom Peters on blogging.” Online Video Clip. Youtube. Youtube, 18 April 2009. Web. 25 January 2016.

Rosenberg, Scott. “How Blogs Changed Everything.” Salon.com. Salon Media Group Inc., 6 July 2009. Web. 25 January 2016.

Whether or Not to Jump on the Bandwagon

Society is shifting as whole with the introduction of new technology, social media platforms, and access to more information. The way we teach future generations should be adapted to the changing world. How do we do this in an efficient manner? I’m not really sure. How do we make something highly individualized and provide that same level education to the masses? I’m still not sure. I strongly agree with the idea of connected learning. I feel like most graduate students would agree, as they are continuing their education to pursue their specific interests, whether be science, history, or architecture. Future generations should still be exposed to different forms of education and be supported/encouraged to pursue their specific interests. I think content learning does have a place in the hierarchy of learning, the basics are important. However, connected learning seems to push individuals out of their comfort zone to think out of the box/apply what they are learning. Will technology and today’s media (blogging, twitter, etc.) help?
During the first semester of my masters degree, I was instructed to get a Twitter account by one of my professors. I was then soon after signed up to become part of the Twitter team for the American College of Sports Medicine meeting. Not knowing what I just got myself into, I just agreed. After learning how to get the most information possible into such a small character count and entering into the hashtag world, I realized Twitter wasn’t so bad. The students that were unable to attend the meeting could follow the meetings official hashtag and receive valuable learning information from the speakers. And soon after I learned that my mentor, now was able to live tweet his lecture in real-time using a program called hootsuite, enabling a discussion to form. I honestly took more away from that meeting when I had to tweet than I would have just simply taking notes. This was because I had to dissect the information and make it concise enough to fit in the character account limit. As Gardner Campbell said the way to use Blogs effectively is to “Narrate, Curate, and Share.” Blogging in away forces you to process the information and formulate an opinion. All the readings, present strong points advocating that blogging has potential to enhance learning and communication with others. So why not try it out?

Connected Learning through the Arts

For those of you who know me, I am a huge advocate for the arts in education. I believe the arts offer an intrinsic exploration into the human experience that is necessary for creating well rounded, knowledge hungry students. I believe the arts and design are related to every discipline and can be used to deepen connections, expand breadth and depth of knowledge, and create generations of lifelong learners who are civically engaged and eager to explore endless possibilities.

Connected Learning is an educational approach that placed focus on the student rather than the outcome. Connected Learning is built upon personal interests, peer to peer relationships, digital technologies, social platforms, and strives for achievement in academic, civic, and career-relevant areas. What strikes me are the similarities between Connected Learning and Arts Integration particularly in the areas of creativity and interest-driven learning.

Arts Integration encourages students to explore topics through creative approaches that create deeper connections to identified learning outcomes. An example of Arts Integration would be having students draw or sculpt the various phases of cancer on a cellular level to demonstrate how cancer cells spread through the human body. Another example would be for a group of students to write a short play or a series of monologues that discuss cancers effect on group dynamics or a family system. These performances could also include explorations of the arts and healthcare by providing deeper connections to the impact cancer has on our current society. Other students could write and compose a short musical piece that highlights music therapy as one of the many holistic treatment options for patients. Another student could develop a photo series showing developing cancer cells on a micro level through the use of microscopes and other digital technologies. While another student could write and publish a children’s book that explains what it means if a parent or loved one is diagnosed with cancer. These are just quick examples that draw interdisciplinary connections between numerous fields including science, engineering, healthcare, humanities, arts, and design.

It seems to me one of the biggest similarity between arts integration and Connected Learning is the ability to approach a problem through multiple disciplines that use creativity as a core driver of knowledge growth. Connected Learning and Arts Integration urge students to think creatively and draw connections between multiple topics simultaneously. Both Connected Learning and Arts Integration suggest that disciplines are not silos, but interconnected avenues of possibilities in contemporary problem solving. Then why do these two pedagogical approaches seem to be operating independently of each other rather than inclusive of one another?

At the core of Connected Learning is the idea of openly networked, production centered, and shared purpose learning that focuses on academia, peer culture, and individual/shared interests. This ideology is what the arts are all about. Open network and collaboration, production centered outcomes, and shared purpose. What amazes me is contemporary pedagogy often overlooks the contributions of the arts and design and attempts to establish new paradigms that in reality are achieved through arts and design integration and interdisciplinary approaches towards contemporary problem solving.

How do we work together? How do my skills as an artist contribute to your problem as a scientist? How does your knowledge of physics and engineering influence my ideas on human centered design and infrastructure? And how do we create a curriculum that encourages life long learners to work together by combining and transforming disciplines rather than isolating them? These questions are at the heart of Connected Learning and Arts Integration. So what are some of your thoughts? Comments welcome in the section below.

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The Modern Integrated Mind

There is no doubt that computers and the internet have changed the world by connecting people on an unprecedented level and creating easy access to information. The wealth and format of this information has far reaching implications for how people will learn today and in the future and what they will need and want to know.

The global network has increased the opportunity for competition and collaboration on much grander scales. In turn, this has created new demands on the people and organizations that have or desire a global presence. Writing effectively remains a efficient way to share ideas with large audiences but the internet facilitates much more than sharing the written word. Youtube channels and podcasts for instance allow those who maybe don’t like writing or do not do it well to share ideas in a more personalized way. Likewise, audiences that prefer to read less have several other sources of information and entertainment.

Social and information technologies have moved the goal posts for education. Before, having very specialized knowledge may have been enough to build a successful life. Today, information is so easy to find success depends much more on your ability to find information effectively, evaluate its reliability, and utilize it in flexible and creative ways to solve problems.

Ultimately, people have always made their greatest achievements by working together and sharing ideas. When we collaborate, we challenge each other and grow. I look forward to learning to blog together. Cheers!

Who do blogs connect?

The last blog I wrote for the Preparing the Future Professoriate class last semester, “To blog or not to blog after this semester?”, actually comes full circle quite nicely to the readings for this week. The consensus seems to be, at least among the authors of the assigned readings and Godin and Peters, that blogging is awesome. I definitely raised my hand in class last week when Dr. Nelson asked, “who in here hates blogging?”. While I am not a huge fan of blogs, I do see the value in the activity. As I wrote in my previous blog entry on the topic and as the articles describe, a blog is a great place to practice writing, much in the same manner as the journal or diary of yesteryear. I certainly saw improvement in my writing over the course of mandatory blogging last semester. According to Hitchcock, blogs have great potential in academia. Many professors and scientists struggle with connecting their research to non-experts and “normal” people but often also have trouble communicating in general (I call it as I see it). Writing a blog forces authors to think through the information they want to convey in order to present a coherent argument. The benefits of this practice are two-fold: one advantage is the practice in communication, but organizing information into a digestible format also helps the authors better understand and form deeper connections with their own material. One big plus for blogs over old-school journals is the possibility for two-way dialogue with readers, which Rosenberg likens to the telephone, and what can be nearly immediate feedback. Another beauty of the digital blog is the ability to modify, update, and correct posts after publication—a “freedom to fail,” if you will. This freedom should be liberating to academics who normally must conform to rigid formatting guidelines of scholarly journals and get caught up in what reviewers might think.

One potential caveat to the blog hype is that, while blogs are ideally open forums accessible by anyone on the internet, most bloggers will not reach a broad audience but rather a small handful of followers. The readers one is able to attract are generally colleagues (if the blog is in the academic realm) and friends. That is to say, blogs do not necessarily initiate conversations with the uninformed masses and, instead, present an example of confirmation bias: the people that regularly read a particular blog largely do so because they know they will agree with the views presented by the blogger. Not that there is anything wrong with this arrangement. Opportunities for public discussion exist if readers do want to weigh in on a topic, but blogs largely serve the blogger through the action itself of synthesizing information to create a post. Blogging can still be worthwhile, even if no one besides the author ever visits the site. I just wanted to point out that the vision of blogs as an educational tool that invites discussion and collaboration with people around the world is a possibility, but also quite idealistic.

The only other hesitation I have regarding blogging is a fear of too much technology. Not to sound like grandpa or a conspiracy theorist. On the contrary, I am very much on the bandwagon that believes technology is the key to solving many problems in the world. However, I do shudder at this new expectation that we should spend an additional hour or two every week hunched over a keyboard in front of a bright screen working on our digital identity, especially when most of us in higher education already spend most of our days doing just that. I feel that there are other approaches to accomplish the blogging goals, such as writing in a journal or setting up regularly scheduled, informal meetings with peers and colleagues to discuss research. Blogs are definitely a streamlined, glitzy alternative to the traditional ways of doing business, but that does not necessarily mean that everyone should feel like they have to blog. If that sort of thing tickles you, then wonderful. But if not, I think that is also fine.

 

Confessions of a professional secret keeper

I am a professional secret keeper. My official title is Licensed Professional Counselor (think mental health therapist). So I work with other people, sifting and sorting through their tangled thoughts and emotions, while maintaining confidentiality. With that being said, I am great at keeping things private. It is a necessity in my profession. Also, I have become quite skilled in operating in private/stealth mode. Sometimes out of force of habit (we do not always disclose stuff about ourselves to clients) and other times out of a need for safety (sometimes things can get intense!).

As I begin branching out into the world of academia, I am being stretched in every growth direction possible. As exciting and desired as it has been so far, I have to take deep breaths regularly, swallow hard, leap past my nerves, and recite in my head “I’m Ok. This will be ok”. The tiny, little emotional gatekeeper who lives inside me had a minor panic attack when I realized the blogging aspect of connected learning. I have a very strong feeling that this is going to change everything.

So let my confessing begin:

  1. I am excited for this adventure. Yes, trust me readers, it will be an adventure…even if only for me! Countless times I recommend journaling, blogging, or vlogging, to my clients, because it really can be a wonderful tool for insight. Writing/speaking out your thoughts can provide insight, allow connection of thoughts, assist in understanding of feelings, and points of view. It can be enlightening and revolutionary. Even reviewing from the past can give glimpses of how much change has occurred. I have done this, but only on a private platform. Until now.
  2. The thought of the exposure shocks and frightens me. While it is relatively easy for me to think about my personal and professional platforms, but generally I do so on a smaller and more private scale. Publicizing my personal thoughts and professional work, while it is still in development, causes some anxiety for me. I fear I will be in a battle in my head over the seeming exposure and decrease in privacy. I am aware that I am in control of what I say and publish on my own blog; nevertheless, it is still a very real struggle for me.
  3. I am very curious to see how this process will refine and develop me as an educator. By working and thinking openly, I am trying to establish myself in a connected way to my learning community. My hopes are to become a better writer, to become more comfortable with allowing my voice on a public platform, and to get started in having others become familiar with me and my work.

Now you know some of my secrets. In sharing these thoughts, feelings, hopes, and curiosities, I am putting “trust in the process”. If I had a dollar for every time I have said “trust the process” to clients, students, and myself, I could pay tuition for a bleacher full of people at Lane Stadium! In summation, I like what Doug Belshaw stated when he said “progress comes through discovery, serendipity, and joining ideas together” (http://literaci.es/working-openly-a-manifesto). So it seems that I am in for some personal and professional progress as I begin my training as a GEDI knight! Stay tuned for more updates on my journey.


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