Virtual School Meanderings

September 9, 2022

Here’s Your Chance—Immediate Access to More than 1,700 Presentations from the 2022 AERA Annual Meeting!

An item from the folks at the American Educational Research Association.

Explore More than 1,700 Presentations

from the 2022 AERA Annual Meeting!

The newly launched 2022 AERA i-Presentation Gallery features more than 1,700 open access presentations from the 2022 AERA Annual Meeting. This is your chance to explore and discover groundbreaking research on a wide range of topics presented at the largest and most prestigious research gathering in the world.

 

Visit the AERA i-Presentation Gallery to find ungated presentations from the 2022 Annual Meeting as well as the 2021 and 2020 AERA Annual Meetings. You can access presentations from poster, paper, and roundtable sessions and symposia; search by AERA division, SIG, or other submission unit; and look up by keyword or research method. Users can also search in an open-field box for authors, abstracts, titles, or institutions.

 

The AERA i-Presentation Gallery also allows you to reach out to authors and send messages to schedule a live video or written chat.

 

Don’t miss out on this unique opportunity to discover the best of new education research and to engage with fellow scholars and researchers from around the globe!

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August 17, 2022

AERA 2022 – Teachers’ Perceptions of K–12 Online Learning: An Action Research Project in a Graduate Course [RECORDING]

So over the past few weeks AERA has been harassing presenters from their 2022 annual meeting to upload presentation materials to their iPoster session.  The deadline was Monday, and while my colleague did an excellent job of recreating our in-person presentation, the AERA poster session refused to let us embed it (see https://aera22-aera.ipostersessions.com/Default.aspx?s=7B-05-B0-60-5B-D1-CB-99-F8-AF-49-DC-09-34-1A-20 ).

So in an effort to promote her work, here is the video below.

Teachers’ Perceptions of K–12 Online Learning: An Action Research Project in a Graduate Course

American Educational Research Association 2022 Annual Meeting

Thu, April 21, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), San Diego Convention Center, Floor: Upper Level, Room 2

Abstract – The past 18 months have underscored the importance of teachers knowledge of teaching with technology. However, while the number of K-12 learners in traditional online opportunities has continued to increase, online teaching is still absent in most teacher education programs. In this session, we report the fourth cycle of an action research project examining K-12 online learning curriculum. The data generated four themes: the benefits and challenges of K-12 online learning, success factors need for K-12 online learning, growing acceptance of K-12 online learning, and student self-efficacy for teaching online. Recommendations to improve the course included updating the course readings, adding case studies on student anxiety and in urban settings, and a focus on online teacher readiness.

Authors

  • Michael Kristopher Barbour, Touro University – California
  • Elizabeth Azukas, East Stroudsburg University

In session: Action Research: A Tool to Advance Networks and Foster E-Learning

Session Type: Paper Session

Abstract – Raising academic achievement, increasing student engagement, and promoting equity have long been education reform goals, but have resulted in minimal change. This session examines the application of various technologies to sustain and enhance personalized K-16 learning environments using online and blended learning. Sub Unit: SIG Action Research

Papers:

  • Action Research and a Soft Systems Approach to Organizational Change: The Implementation of an Online and Blended Learning Initiative in a Large Urban School District – Elizabeth Azukas, East Stroudsburg University
  • Ready to Engage? Urban Middle School Teachers’ Responsiveness to Targeted Engagement Interventions – Svetlana Nikic, Saint Louis Public Schools
  • Teachers’ Perceptions of K-12 Online Learning: An Action Research Project in a Graduate Course – Michael Kristopher Barbour, Touro University – California; Elizabeth Azukas, East Stroudsburg University
  • Managing Interdisciplinary Research Software Projects: Learning From Participatory Action Research in Campus Cyberinfrastructure Projects – Kanupriya Singh, University of Missouri – Columbia; Isa Jahnke, University of Münster; Shangman Li, University of Missouri
  • Utilizing Video-Based Pedagogical Action Research to Transform Practice – Kim Lebak, Stockton University

April 26, 2022

AERA 2022 – Preferences, Engagement, and Achievement During Crisis Schooling in the COVID-19 Era (Poster 15)

The final of the K-12 Online Learning sessions from the 2022 annual meeting of the American Educational Research Association that I am blogging is:

Preferences, Engagement, and Achievement During Crisis Schooling in the COVID-19 Era (Poster 15)

  • In Event: AERA Virtual Poster Session 9
    In Poster Session: Integrating Technology in Education

Tue, April 26, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), SIG Virtual Rooms, SIG-Studying and Self-Regulated Learning Virtual Poster Session Room

Abstract

The COVID-19 pandemic resulted in a near universal shift to virtual crisis-schooling that both laid bare and magnified existing structural inequities. We leveraged administrative, survey, and virtual learning data to examine patterns in familial preferences for virtual learning. We subsequently examined patterns in student attendance, hours logged virtually, and test scores by the proportion of days students attended school virtually using covariate-rich OLS and instrumental variable approaches to elucidate patterns. Some positive associations appeared primarily driven by higher rates of attendance among students attending more days virtually with students identified as Black and qualifying for FRPL experiencing the largest positive associations. Insights from this study can be used to better target and refine virtual learning in a post-COVID-19 society.

Authors

  • Jennifer Suzanne Darling-Aduana, Georgia State University
  • Henry Woodward
  • Sarah Sterling Barry, Georgia State University
  • Tim Sass, Georgia State University

Which was part of this larger session:

Integrating Technology in Education

  • In Event: AERA Virtual Poster Session 9

Tue, April 26, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), SIG Virtual Rooms, SIG-Studying and Self-Regulated Learning Virtual Poster Session RoomSession Type: Poster Session

Sub Unit

  • Division C – Learning and Instruction / Division C – Section 3b: Technology-Based Environments

Papers

  • 14. Detection of Student Confusion in MOOCs: Feature Extraction Methods for EEG Signal Processing (Poster 14) – Dany Aina, University of Utah; Eric G. Poitras, Dalhousie University; Monika Lohani, University of Utah
  • 15. Preferences, Engagement, and Achievement During Crisis Schooling in the COVID-19 Era (Poster 15) – Jennifer Suzanne Darling-Aduana, Georgia State University; Henry WoodwardSarah Sterling Barry, Georgia State University; Tim Sass, Georgia State University
  • 16. Probabilistic Skill Acquisition Model for Adaptive Task Sequencing in MITutor (Poster 16) – Kent EllsworthEric G. Poitras, Dalhousie University; Zac Imel, The University of Utah; Robert Zheng, University of Utah; Derek CapertonGrin LordJake Van Epps, The University of Utah; Michael Tanana, The University of Utah; David Atkins, University of Washington

As folks who have been following along know, I’m back home now.  However, the presenters did upload a copy to the iPresentation system, so I have taken screens shots of it below.

April 25, 2022

AERA 2022 – The Promise and Limitations of Parent Pandemic Innovation for K–12 Policy and Practice

There was another K-12 Online Learning session from the 2022 annual meeting of the American Educational Research Association that I didn’t see – as I’ve returned back home and this session was in person only – but I did want to reference.  The full session was described as:

The Promise and Limitations of Parent Pandemic Innovation for K–12 Policy and Practice

Mon, April 25, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), Manchester Grand Hyatt, Floor: 3rd Level, Seaport Tower, Cortez Hill ABSession Type: Symposium

Abstract

This panel considers how parents stepped in as educational leaders and shaped their children’s education during the COVID-19 school closures. Throughout the pandemic, many parents and community organizations initiated unique education innovations. However, little research has interrogated what these COVID-19 innovations might mean for K-12 education leadership, policy, and practice going forward. We bring together prominent and emerging scholars who examine parent pandemic solutions across a variety of contexts. Authors draw on varied methodologies and theoretical approaches to investigate these issues. Together, these papers showcase the challenges and opportunities in parent pandemic innovations.

Sub Unit

  • Division A – Administration / Division A – Section 4: School Contexts and Communities

Chair

  • Julie A. Marsh, University of Southern California

Papers

  • A Year Like No Other: Parents’ Pandemic Educational Experiences and Priorities – Tong Tong, University of Southern California; Julie A. Marsh, University of Southern California
  • Reimagining Education: Learning From Black, Indigenous, and People of Color Mothers’ Experiences and Engagement During the Pandemic – Linn E. Posey-Maddox, University of Wisconsin – Madison; Erica Owyang Turner, University of Wisconsin – Madison; Amy Hilgendorf, Wisconsin Department of Children and Families
  • Inequality in Pandemic Times: The Potential and Pitfalls of Learning Pods – DeMarcus A Jenkins, The Pennsylvania State University
  • Fever Dreams: Black Parents Creating Radical Education Imaginaries During COVID-19 – Eupha Jeanne Daramola, University of Southern California

Discussants

  • Ann M. Ishimaru, University of Washington
  • Huriya Jabbar, The University of Texas at Austin

As you can see from the paper titles, potentially a lot of relevant content for readers of this space.  The actual individual paper descriptions were:

1. A Year Like No Other: Parents’ Pandemic Educational Experiences and Priorities

  • In Event: The Promise and Limitations of Parent Pandemic Innovation for K–12 Policy and Practice

Mon, April 25, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), Manchester Grand Hyatt, Floor: 3rd Level, Seaport Tower, Cortez Hill AB

Abstract

Purpose
The landscape of public education has changed dramatically since the start of the COVID-19 pandemic. The disproportionate impact of the pandemic on low-income communities of color along with growing national awareness around racial injustice have heightened concerns about inequity and spurred well-publicized and politicized debates around how schools should respond. Yet parents’ perspectives are often missing from these debates. Drawing from parent surveys and interviews in five states, this paper examines 1) how parents experienced school responses to the pandemic and heightened attention to racial injustice, and 2) how the crisis shaped parents’ priorities moving forward.

Conceptual Framework & Literature
This study is informed by organizational theory and research. Punctuated equilibrium theory (Jones & Baumgartner, 2005; 2012; Tushman & Romanelli, 1985) suggests that crises can trigger organizational change and innovation, and new roles for stakeholders (e.g., parents). One such innovation we explore in depth is the creation of learning “pods” or “hubs” in which groups of students learn together with the help of an in-person adult. Additionally, organizational resilience and learning literature (Duchek, 2019; Weick, 1988) indicates that organizational context likely shapes crisis response and parent experiences (e.g., regulatory arrangements of private schools might position them well for nimble crisis response). We explore these contexts in our comparative analyses of survey and interview data.

Methods
The study employs an embedded mixed-methods design (Creswell, 2012) to understand how parents experienced schooling in 2020-21 and what they prioritize for the future. We administered an online opt-in survey to 3,654 parents/guardians of school-aged children in Colorado, Florida, Louisiana, Michigan, and Oregon. For the majority of our analysis, we relied on summary statistics to provide a descriptive picture of parent educational experiences in and across the states. We then interviewed a purposive sub-sample of parents in the five main urban areas in each state (n=52), probing on issues that emerged from our survey analyses. Parent interviewees come from a range of economic and racial/ethnic backgrounds, school sectors, childrens’ schooling levels, and partisan affiliation. All interviews were transcribed and analyzed with guidance from the conceptual framework.

Results
Overall, we find significant variation in parents’ experiences during the pandemic (e.g., the take up of pods), by state policy context, by race and class, and by school sector. However, our findings also point to commonalities across contexts and families, namely that a majority of parents are more concerned about addressing social-emotional needs over academics in light of COVID; most prefer schools spend resources on mental health supports versus extending the school year or week in terms of recovery efforts from COVID; almost half are considering remote options for the coming year, and a majority want to see more emphasis on race, equity, and diversity in the school curriculum. Interviews further reveal complex tradeoffs parents faced in the broadened choice environment.

Scholarly Significance
Our study results provide insights into how the global pandemic shaped parents’ values and priorities, as well as their conceptualizations of “school choice.” The paper concludes with implications for policymakers and district leaders.

Authors

  • Tong Tong, University of Southern California
  • Julie A. Marsh, University of Southern California

2. Reimagining Education: Learning From Black, Indigenous, and People of Color Mothers’ Experiences and Engagement During the Pandemic

  • In Event: The Promise and Limitations of Parent Pandemic Innovation for K–12 Policy and Practice

Mon, April 25, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), Manchester Grand Hyatt, Floor: 3rd Level, Seaport Tower, Cortez Hill AB

Abstract

This paper examines the myriad ways BIPOC mothers sought to support their children’s education during the COVID-19 pandemic. The pandemic exacerbated racial and economic inequities faced by BIPOC families (Moen, Pedke, & Flood, 2020; Pirtle, 2020), and working mothers experienced high levels of stress when juggling employment, health, remote schooling, and caregiving (Calarco et al., 2020). Little is known about the ways BIPOC mothers supported their children’s education and well-being within these broader contexts and the implications of their efforts in regards to racial justice. Based upon interviews with BIPOC mothers in a midwestern city challenged with vast racial disparities in education, health, and employment, this paper highlights mothers’ educational experiences and engagement during the pandemic and the implications for racial justice in education.

The research takes an ecological approach that treats parent engagement as a dynamic process influenced by relationships, resources, and broader social contexts (Calabrese Barton, Drake, Perez, St. Louis, & George, 2004). Our analysis attends to how intersecting oppressions (Collins, 1999) shape mothers’ experiences and engagement and how the intertwining systems of racism, capitalism and patriarchy shape education (Ladson-Billings & Tate, 1995). Our project is also guided by an understanding that BIPOC families often support children’s education in ways that go unrecognized or are devalued by schools (Baquedano-López et al, 2013) and that a more culturally relevant “reset” in education necessitates parents’ engagement (Ladson-Billings, 2020).

The data is based upon a larger qualitative study of educational supports for BIPOC families provided during the 2020-2021 school year that includes semi-structured interviews with parents/caregivers as well as interviews with community-based educators or service providers. This paper draws on interviews with BIPOC mothers whose children are enrolled in the local school district. Interviews focused on mothers’ experiences and engagement during the pandemic and any supports they provided or received from individuals, groups, schools, and community-based organizations in the city.

Preliminary data analysis suggests the pandemic created new stressors for mothers as well as unique opportunities to engage in their children’s education in ways not afforded during in-person, school-based learning. Mothers described the loss or limits of caregiving supports and the stress of remote learning and juggling multiple roles throughout the day. Yet many mothers also shared how remote learning provided new opportunities to engage with their children in “hands-on” and culturally relevant ways. While all mothers supported their children’s education, low-income and working-class mothers relied primarily on remote schooling and resources offered by teachers and/or community-based organizations. More economically advantaged parents were able to create multiple learning opportunities that made up for the shortcomings they perceived in the schools before and/or during the pandemic, often in ways that provided a more racially just education for their children and others in their networks. The findings highlight the promise and possibilities of out-of-school learning opportunities created by and for BIPOC families, while also suggesting private efforts alone are not a panacea for racial justice.

Authors

  • Linn E. Posey-Maddox, University of Wisconsin – Madison
  • Erica Owyang Turner, University of Wisconsin – Madison
  • Amy Hilgendorf, Wisconsin Department of Children and Families

3. Inequality in Pandemic Times: The Potential and Pitfalls of Learning Pods

  • In Event: The Promise and Limitations of Parent Pandemic Innovation for K–12 Policy and Practice

Mon, April 25, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), Manchester Grand Hyatt, Floor: 3rd Level, Seaport Tower, Cortez Hill AB

Abstract

The purpose of this paper is to examine educational stakeholders’ perspectives of and experiences with learning pods in a single mid-sized urban school district. Learning pods can take a variety of forms, from parents forming a co-op to take turns supervising online learning through their school district to parents withdrawing their children from public schools and hiring tutors to teach a small group of children. As schools were forced to turn to remote learning due to the global coronavirus pandemic, many parents and community members turned to alternative learning options. Several media outlets report on the promise and potential of learning pods claiming that they offer students safe learning in smaller settings. However, this reality does not bear out for all communities. In this study, I focus on a single Black pod-community in Denver, Colorado to examine their experiences and perspectives on learning pods. I was interested in Black parents who decided to enroll their child in a learning pod as well as those parents who decided to remain with the public school. In particular, this study asks the following research questions: How do Black parents frame their reasons to support or oppose learning pods? What are the experiences of Black middle-school youth and their parents with learning pods? What are the experiences of Black middle-school youth and their parents who remained in traditional public schools?

In order to understand Black families’ experiences with learning pods, I draw on Stovall’s (2013) concept of politics of desperation. For Stovall, the politics of desperation can be understood as the complex assemblage of thoughts and actions that guide educational decisions in periods of uncertainty.

This qualitative case study draws on 20 semi-structures interviews with Black parents and middle-school youth. Each interview lasted between 45 and 80 minutes and focused on the following topics: origins of learning pod, district supports, students’ experiences, and challenges and advantages. Semi-structured interviews took place virtually via Zoom, Google Hangouts, or Microsoft Teams and were recorded and professionally transcribed. I used the constant comparative method (Glaser and Strauss, 1967; Chazman, 2014) of joint coding and analysis. Qualitative coding occurred in three stages. In stage one, I used open coding to identify segments of the data related to the following: “equity/inequality”, “academics”, “social/emotional”, “policies/practices” and “supports/resources.” I then grouped the open codes by similarities or developed axial codes (Charmaz, 2014; Corbin & Strauss, 2015). In the final coding stage, I re-analyzed the data and compared it with the extant literature and theoretical framework to test emerging categories throughout the data analysis process (Boeije, 2002).

Based on analysis of interview transcripts, there were several findings that were unearthed in this study. One finding suggests that Black middle-school parents were concerned with their child’s academics and wanted to avoid their child “falling behind” their peers. A second finding suggests that Black middle-school parents were enticed by the innovation of learning pods as an alternative to traditional public schools. This study is significant as it has the potential to contribute to a nuanced understanding of Black parents’ engagement with school choice and microschools.

Author

  • DeMarcus A Jenkins, The Pennsylvania State University

4. Fever Dreams: Black Parents Creating Radical Education Imaginaries During COVID-19

  • In Event: The Promise and Limitations of Parent Pandemic Innovation for K–12 Policy and Practice

Mon, April 25, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), Manchester Grand Hyatt, Floor: 3rd Level, Seaport Tower, Cortez Hill AB

Abstract

Purpose
Anti-Blackness is embedded in the justifications and designs of education policy such as school desegregation and school discipline (Dumas, 2016; Dumas & Ross, 2016). Due to anti-Black realities, there are social movements toward Black educational equity. One contribution of Black social movements is that they create radical Black imaginaries or visions of an emancipatory future (Kelley, 2002). Scholarship employing the concept of the Black imaginary is limited in the K-12 education field. The work that does exist is largely theoretical (Love, 2019; Stoval, 2017, 2018). Research has yet to use the radical Black imagination as a conceptual lens to examine policy actors or policy design. To contribute to this gap, I examine two Black parent advocacy organizations and their work during the COVID-19 pandemic. I ask: What visions of education did two Black parent advocacy organizations build during the COVID-19 pandemic? How might the organizations’ COVID-19 work shape their policy advocacy moving forward?

Theoretical framework
This study is guided by Kelley’s (2002) scholarship on the Black radical imagination. Kelley writes that the “existence of social movements enable participants to imagine something different, to realize that things need not always be this way” (p. 9). Imaginaries allow Black communities to conceptualize an existence outside of oppression. Further, Black imaginaries create a vision of the policies and practices worth fighting for (Kelley, 2002). As Kelley writes, without imaginaries Black people “don’t know what to build, only what to knock down” (p. xii). I use the concept of Black imaginers to examine programming two Black advocacy organizations built during the pandemic and how their solutions might shape policy and practice moving forward.

Methods
I conducted a cross-case study of two Black parent advocacy organizations during the 2020-2021 school year (Yin, 1994). The Oakland REACH designed a virtual school to supplement students’ pandemic learning in Oakland, California. The Black Mother’s Forum created two micro-schools for Black students in Phoenix, Arizona. Study data were collected virtually and consist of semi-structured interviews from both cases (n=41) and documents (n=12). I used multiple aspects of the constant comparative method (Boeije, 2002) and data displays (Miles & Huberman, 1994) to analyze and refine the findings.

Findings
Preliminary findings suggest that both organizations used the upheaval of COVID-19 to move away from traditional forms of advocacy (i.e., policy campaigns, attending school board meetings) to directly providing educational services to families. In these spaces, the organizations were able to design pro-Black educational programs rooted in community knowledge. Participants across both cases suggested that post-pandemic they would advocate for the replication of their model within schools and districts. Data also indicates that in both organizations there were tensions over racial inclusion, future directions, and partnerships.

Significance
This study conceptualizes how Black imaginaries forged during the COVID-19 pandemic might shape Black parent advocacy in the post-COVID-19 era. These findings offer lessons for researchers, policymakers, and practitioners seeking to address educational inequity.

Author

  • Eupha Jeanne Daramola, University of Southern California

Based on these individual paper descriptions there appears that there is a lot of relevant content focused on how remote learning was and wasn’t supported at the home level and what we can see going forward – both in terms of the next crisis and full-time online learning in general.

AERA 2022 – Homeschooling in Norway During the COVID-19 Pandemic: Unequal Opportunities and Little Digital Innovation

The twenty-ninth of the K-12 Online Learning sessions from the 2022 annual meeting of the American Educational Research Association that I am blogging is:

Homeschooling in Norway During the COVID-19 Pandemic: Unequal Opportunities and Little Digital Innovation

  • In Event: Supporting K–12 Teaching and Learning With Online Resources and Tools

Mon, April 25, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), SIG Virtual Rooms, SIG-Online Teaching and Learning Virtual Paper Session Room

Abstract

The COVID-19 pandemic has forced an unprecedented global shutdown of schools. We report on how school shutdown has affected the students in Grades 1–10 across Norway, where teachers in March 2020 were asked to perform all their teaching from home, through digital devices and remote teaching. Drawing on a national survey administered to parents (N = 4,642) about how digital homeschooling was organized, we have investigated what kind of educational opportunities students were offered during the period of remote teaching. Key findings are that digital homeschooling mostly consisted of students doing individual tasks, with limited support from their teachers, especially in the lowest grades. Despite good technological infrastructure, there was little real time teaching and collaboration.

Authors

  • Cecilie Pedersen Dalland, OsloMet – Oslo Metropolitan University
  • Marte Blikstad-Balas, University of Oslo
  • Kirsti Klette, University of Oslo
  • Astrid Roe, University of Oslo

Which was part of this larger session:

Supporting K–12 Teaching and Learning With Online Resources and Tools

Mon, April 25, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), SIG Virtual Rooms, SIG-Online Teaching and Learning Virtual Paper Session RoomSession Type: Paper Session

Abstract

Preparation and support for K-12 teaching with online resources and tools is a growing area of interest. Supporting K-12 learners is also garnering increasing interest. This session will feature research research about K-12 online teaching and learning. Presentations feature international work as well as work from the United States.

Sub Unit

  • SIG-Online Teaching and Learning

Chair

  • Jacqueline Zweig, Education Development Center, Inc.

Papers

  • Online Teaching in K–12 Education: A Systematic Review – Carla C. Johnson, North Carolina State University; Janet Walton, North Carolina State University; Jennifer Brammer Elliott, North Carolina State University; Lacey Jean Strickler Eppard, University of Toledo
  • Timing of Enrollment and Online Course Completion – Jacqueline Zweig, Education Development Center, Inc.; Erin Stafford, Education Development Center, Inc.
  • A Novel Adoption of Two Online Teaching Self-Evaluation Instruments Among a Public Pre-K–12 Teacher Sample – Virginia Byrne, Morgan State University; Diane Jass Ketelhut, University of Maryland – College Park
  • Factors Influencing Chinese K–12 Teachers’ Intention to Teach Online During the Pandemic – Yu Qing, East China Normal University
  • Homeschooling in Norway During the COVID-19 Pandemic: Unequal Opportunities and Little Digital Innovation – Cecilie Pedersen Dalland, OsloMet – Oslo Metropolitan University; Marte Blikstad-Balas, University of Oslo; Kirsti Klette, University of Oslo; Astrid Roe, University of Oslo

Discussant

  • Mary F. Rice, The University of New Mexico

Again, as the focus of this presentation was quite different than most of what we typically see – and read in the literature – I wanted to capture all of this one verbatim.  So screenshots of all of the slides are below.

[I missed a slide here]

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