The Industrialist and the Craftsman - Differing Views of Instructional Design

There are two fundamental metaphorical views of instructional design that seem to compete with one another: the Industrial View and the Craftsman View. While each of these viewpoints has great merit, they are based on assumptions that are often at odds with one another. In this post, I will share what these two views are and will describe the conflict that inherently comes about when these two views clash.

The Industrial and the Craftsman Views of Instructional

In the "Industrial View" of instruction the goal is efficiency in design and delivery and consistency in quality. It might be characterized as "cranking out courses." This approach is most often favored by the administrator. This standardization yields a sort of baseline quality, but raises the quality to an acceptable level. Unfortunately, it can often inadvertently places restrictions on those who excel and perhaps brings them down to a lower level. This is the the result of the shift to industrialization.

In the "Craftsman View" of instruction, the goal is quality of a higher standard. The value is autonomy. This view is usually taken by the instructional designer. The goal is to exceed expectations of effectiveness, to achieve something above the norm - excellence. The instructional design faculty I work with at Franklin University's i4 strive for this kind of excellence, some of the work I have done with them has produced outstanding instruction. Note: For an incredibly insightful essay on the clash between these two views, I highly recommend reading the classic essay "Quality" by John Galsworthy - an outstanding illustration of the shift from the Craftsman to the Industrial view.

An Illustrative Analogy

We might use the ax as an illustrative analogy. Prior to the industrial age and  mass production of goods, an ax made by a master blacksmith was durable, strong, held a sharp edge, and cut wood in extremely well. However, the work done by the blacksmith was relatively slow and labor-intense. When large manufacturers began mass-producing axes, they produced a very high number of axes at a consistent level of quality, and the work was accomplished quickly. However, the quality of the ax was mediocre when compared to that produced by the skilled craftsman. To the naked eye, these tools look the same but both possessed benefits and disadvantages that the other perhaps did not. In the final analysis, too much emphasis on efficiency will inevitably require a sacrifice of quality.

Tension in Instructional Design and Education

In the related field of instructional design and education, we seem to hold a tension between each of these views. As a field, we have adopted systematic processes in our work, which seem to reflect an industrial view. Yet we still want to hold tight to our autonomy and freedom to design with creativity, carefully crafting instruction as the craftsmen we are. This is likely reflected in many fields today - the competitive environment places great pressure on organizations and employees to produce more, and the priority of quality is potentially placed on the altar of efficiency.

Can this tension be resolved? Is it possible for both efficiency and high quality to exist in the same organization and function? It seems that moving toward this ideal of efficiency while maintaining quality will be a major priority in the field of instructional design and education at large. What is being done in this area?

How I Created Two Short Video Tutorials

I recently built two brief tutorials for a course I have been teaching in the IDPT Master's degree at Franklin University. I am teaching Foundations of Instructional Design, and in this course students are required to write an instructional goal, perform an instructional analysis, and perform a subordinate skills and entry skills analysis. I thought it would be interesting to document the process I went through to develop these tutorials (part 1 and part 2), and I will describe my ideas below.

The Background
When I taught this course in the past, I realized that the students needed additional guidance and examples of how to perform these activities. There were several examples from the course textbook and in the course website; however, all of these examples showed a completed example of the analysis, which (in my opinion) gives a false impression these analyses can be completed it in one draft. I wanted to give a real-world example of what it was like to work through these analyses in real time, showing that it takes some iteration and rework before getting everything in order.

Storyboarding and Visuals in Instructional Design
I realized as I worked on this project that I used visuals and rough storyboards throughout the process. In this blog post, you will see that I went through many different storyboards as I finalized what I wanted the presentation to look like. I think I use storyboards as a way to slowly and surely narrow in on what I want to accomplish. I start with general ideas and iteratively refine them as I get closer and closer to what I believe will work well.  My ideas went from (1) a giant sticky note to (2) a piece of paper to (3) a white board to (4) a PPT file and finally to (5) a finished video presentation. I thought it would be interesting to show how things evolved and show the visuals.

How to Record It?
I wanted to simulate how I have taught this kind of analysis in the classroom setting because I wanted it to feel more conversational in nature. My initial idea was to just get a camera and record me doing the presentation on a white board. I presented this idea to with my colleague/friend/elearning guru Julie Wuebker, who recommended using a SMART Podium so that I could draw it out on the screen capture it with a desktop capturing tool. This would, she reasoned, create a cleaner presentation and would allow me to stick to my goal to keep the presentation conversational. She drew out her ideas of how this would work on a giant sticky note as she explained her ideas in my office:

Julie's artifact - she used this to describe how I could use SMART Podium to record the videos.

Iterative Storyboarding

I thought about this off and on for a couple of weeks, and about a week before recording I brainstormed what I thought should be included in the presentation onto a blank sheet of paper. I tried to visualize the main pieces that I thought would provide an organizing structure and also provide examples of how to perform each of the tasks. I thought it through and mapped out the components I thought would be helpful. This was my initial storyboard:

My initial storyboard brainstorm. I tried to document everything I thought would be important to include in the short tutorial videos.

Whiteboard Storyboarding
The day before I recorded the videos, I wrote out some of the examples I thought I would use in the videos. I kept these pretty rough because I wanted to make sure the students could see the first attempt would not be perfect.

I wrote examples that I might use in the presentation on the whiteboard. This helped me to think roughly about what I would do.

After this brainstorming, I created a PPT presentation. I used this presentation (a) to present some of the concepts that I was teaching to the learners, and (b) to have a nice backdrop for the examples I would be sharing in the presentation.

My PPT file, which I used to present concepts and also used as a backdrop for the examples I was sharing.

Recording the Presentation
I used a SMART Podium. so that I could draw on the screen as I shared examples of how to do the instructional analysis. I wore a headset and recorded the raw video and audio using Microsoft Lync, which has a built in desktop capturing tool that is surprisingly easy to use (once you figure out where to go to start recording). I didn't write out a script for these tutorials because I wanted to maintain a conversational tone and show how the analysis might be done in a natural way.

I used a SMART Podium so that I could draw out my instructional analyses manually. I wore a headset and recorded video and audio using Lync.

Editing the Presentation
The recording produced an MP4 file which I uploaded from the computer with the SMART Podium to OneDrive for Business and returned to my office where I edited the videos using Camtasia Studio 8. I added in the visual call-outs with Camtasia. It took me about an hour to an hour and a half each to edit the videos into their final state.

My office where I edited the videos using Camtasia Studio 8. It took about 3 hours total to edit the two videos.

The Final Presentation
I published the videos from Camtasia as MP4s on my desktop and then uploaded them to my YouTube channel and also shared them with my class in the course website in our university's Learning Management System BlueQuill. Here are the final videos:

I am pretty happy with the quality of the videos, keeping in mind that one of my goals was to convey the iterative nature of an instructional analysis. I am hopeful it will give the students a little more context and some more ideas for the work they are doing in the course.

I hope this has been a useful view into my process for creating these videos. It is a rather rough approach, but I hope it gives you some ideas.

Improving Your Instructional Design Process

In this post, I will share my ideas on maximizing the effectiveness and efficiency of an instructional design process. A design process is integral to effective instructional design. It can increase quality and efficiency and decrease waste and errors. However, very often these processes are very general in nature, and the individual is left alone to determine how to implement it effectively. This can result in varying degrees of quality and can cause designers to waste energy recreating work that might be reduced through an effective, supported process.

Methods for Improving Your Instructional Design Process
Based on my experience, processes can be used to empower instructional designers and give them tools and support that will help them be more efficient and produce work that is of high quality. Below are some excellent strategies for improving an instructional design process:

1. Document the process. Do a job analysis and gain some clarity on what the process and what the work entails. Be clear about what is going on and what is expected. 
2. Clarify the goals and outputs for each phase. Make sure that there is clarity on exactly what the designer should produce for each phase of the design process.
3. Provide rubrics and checklists. How can a designer know the work is done it properly? Create easy to use checklists and so the designer can easily pass his or her work on to the next phase.
4. Constantly refine the process. Gather data, discover gaps, and work toward the ideal. Encourage and facilitate sharing and enable the designers to continuously improve. Designers are good at designing, so enable them to design how they design!
5. Provide tools for design. Create and provide templates, examples, technologies, and other tools for making the work more efficient, effective, and enabling.
6. Create a performance support page. (I describe this concept in detail near the end of this post). The support page should include the documentation, goals, outputs, rubrics, and tools for the design of the course.

Keep in mind that this advice is not given so that a manager or director can more easily control the instructional design process. The goal should be to remove barriers and enable the designer to be successful. Instructional design is a creative process, and the manager's goal should be to remove barriers, to eliminate wasted effort, and create a process that enables designer creativity and energy.

Criteria of a Quality Instructional Design Process
The general criteria of a good instructional design process include:

1. Efficient - Your process should be efficient and waste as little time on unnecessary tasks as possible. You must identify what level of efficiency is possible and work toward that ideal through improved efficiency.
2. Effective - Your process should create quality instructional products that reach the goals of the instruction. You must define what quality is and create a process that will support designers to achieve that level of quality.
3. Enabling - Your process should enable designers and other stakeholders to design outstanding materials. There are always inherent restrictions in instructional design, but your process should enable and empower designers as much as possible.

An Instructional Design Performance Support Website
One effective method is to create a Performance Support Website that houses the goals, outputs, templates, rubrics, and other resources used in the ID process. The idea is that designers could easily use this site to support their work. The site should be something that is created collaboratively by the design team and that is constantly updating and improving. The image below is my very rough conceptualization of what that site might look like.

Layout of a generic Instructional Design Performance Support Website.

Evaluating And Improving Your Own Instructional Design Process
The following questions may help you as you scrutinize and work to improve your own instructional design process:

• What is our instructional design process? Is it documented? If not, why?
• How do we know our process is working effectively? 
• How long does it take to build a course?
• Where are we wasting our time or repeating work in an unnecessary fashion? 
• How can we eliminate the time wasters and decrease overall time for building a course?
• How do we measure the quality of our work? What is a better way to do it?
• How do we evaluate and improve our process?
• Does the process we use restrict or enable our instructional designers to create quality instruction?
• How can we empower our instructional designers in their work?
• What tools will make our work more efficient and effective?
• What tools will enable our instructional designers to work with greater power?
• What tasks can we eliminate, automate, or delegate?

There are my current thoughts on improving instructional design processes. I will continue to think about this as I work with and around the excellent designers here at Franklin. Do you have any insights on how to improve the process of designing instruction?

Video - What Does an Instructional Designer Do? 5000 Views

Several months ago I uploaded together a video that describes in basic terms what an instructional designer does. It has been  viewed over 5000 times in the last 10 months, so I thought it would be fun to repost the video here.

New Videos: Explaining Instructional Design

I have been working on developing some multimedia for the IDPT Program at Franklin University. We have put together a couple of videos that introduce instructional design. They should give a nice overview of some of the basic concepts of instructional design. Enjoy!

Instructional Design Process

What is Instructional Design?

 

ADDIE Process- Evaluation

This post is part 5 in a 5-part series on the Phases of the ADDIE Process of Instructional Design. 
<< Previous post: Implementation

A critical phase in the ADDIE Process of instructional design is evaluation. To evaluate means to judge effectiveness.  This "phase" is a little misleading, because in reality you should be continually evaluating your work at every phase through formative evaluation, described below 

 Summative evaluation is performed to determine how effective a given piece of instruction is at improving student learning and usually takes place after a piece of instruction has been implemented.

Gathering Formative Feedback
A formative evaluation is performed to solicit feedback and guidance during the design process with the purpose of improving and refining the instruction. Formative feedback is gathered during this process, and there are several important things to remember: 

• Gather data iteratively and at every step in the design process. You should make sure you are on the right track as you move through the design phases.
• Focus on refining and improving instruction. Your goal should be to make the instruction more effective, more efficient, and more engaging for the students.  Gather feedback from many different sources, including:

1. Experts. Ask people who know the content to review your instruction. This will help ensure that the content is accurate.
2. Designers. Ask other instructional designers to review your instruction and give you feedback on how you could make it more clear and effective. Instructional design is the creative application of research-based principles, and creativity can be enhanced through collaboration and brainstorming.
3. Editors. Have a course editor review your materials to help improve their quality. This could be seen as part of the design process, but I mention it here because it is formative in nature and improves the quality of the instruction.
4. Learners. Test your instruction on your learners to see how it is received. Your instruction should be tailored to the needs of your target audience, and their feedback will help you improve the quality of your instruction.

In our MS Degree at Franklin University, we follow a stronger formative evaluation process to improve the quality of each of our courses. Each course undergoes at least two revisions based on data gathered from each of the sources described above. We see a dramatic increase in student satisfaction with our courses as we continually refine and improve them.


Here is an excellent video providing more ideas on evaluation in instructional design:

ADDIE Process - Implementation Phase

This post is part 4 in a 5-part series on the Phases of the ADDIE Process of Instructional Design. 
< Previous post: Development    |    Next post: Evaluation >
 

After you have developed your unit of e-learning, you are prepared to implement your instruction. This can take place in a traditional classroom, in a Learning Management System, etc. Depending on the environment, the implementation is different. Here are some things to consider when you are ready to implement your unit of instruction:

1. Pilot test. If you can conduct a pilot test of the instruction and make revisions based on how the pilot went, you will have a much higher quality piece of instruction. This is discussed in greater detail in the upcoming post on evaluation.
2. Notify all stakeholders that the course is ready to run. This includes managers, administration, facilitators, and learners.
3. Select and train facilitator. Make sure they are confident in their ability to facilitate the training.
4. Gather print materials. Make sure any student workbooks or job aids are prepared.
5. Secure needed technology. This includes projectors, laptops, ipads, or any other needed technology.
6. secure training space. Make sure the space provides all needed resources.
7. Create schedule of training or instruction.

There are likely dozens of other considerations, but the above list should get you started. For a nice explanation of the Implementation Phase, watch the video below:

How to Set and Reach Career Goals

Several years ago in my Masters degree program I created a goal-setting booklet for setting and reaching career goals. If you use this booklet, you will do the following:

1. Identify and write down your goal
2. Plan and write down the steps to reach that goal
3. Do the plan by following the steps outlined
4. Evaluate and adjust your plan based on how it went

 I followed a solid instructional design process for creating the booklet, and I feel pretty good about the content and the strategies used. It was a really fun project and I think the booklet is useful for those who want to reach their career goals. I thought it would be worth sharing the finished product- feel free to use it or share it as desired! Here is the Career Goal-Setting Booklet.

ADDIE Process - the Analysis Phase

This post is part 1 in a 5-part series on the Phases of the ADDIE Process of Instructional Design. 
Next post: Design >


One of the tools instructional designers use to create effective instructional materials is instructional design process. This is important because following a process can help ensure that there is greater quality to the finished product that is created.

In a previous post, I wrote a basic overview of the ADDIE Process for instructional design. Over the next few weeks, I am going to write a series of posts of each of the individual phases or steps in the ADDIE Process. These steps include Analyze, Design, Develop, Implement, and Evaluate. In this post, we will focus on the Analysis phase.

Analysis
The purpose of the analysis phase is to orient yourself toward creating a successful learning experience for your learners. In this phase, you answer key, fundamental questions about the instruction you are designing. At a general level, this includes the following questions:

1. Who are we designing this instruction for? Who are the learners? This question may seem obvious at first, but gathering information about your learners' background, cultures, prior relevant knowledge, age, time constraints, etc. will give you knowledge that will help you provide effective instruction for that group.
2. What specifically do we want our learners to know and do? Most often, instructional designers will work to create a series of instructional or learning objectives. These objectives should state very clearly what the student will be able to do by the time they finish learning. If these objectives are not clear, then it is difficult to know if the instruction is successful.
3. How will we evaluate student learning? Knowing how you plan to evaluate learning will guide the manner in which you design your instruction. 
4. What is the learning context? Where will the students learn from the instruction? This is an important clarification because it affects the later phases of the instructional design process.
5. What is the performance context? Where will students apply this knowledge in the future? Knowing how and where students will use their newly acquired knowledge will help you design instruction that can be applied more readily by the learner.

Remember, there is a lot to this phase of instruction, so I encourage you to learn more about how to perform it effectively. Click here to learn about the next Phase: Design. To learn more about the Analysis Phase, read the following:

1. Read Boise State's page on Analysis
2. Read The Systematic Design of Instruction
3. Watch this introductory video on the Analysis Phase:

Click Here for next phase: Design

The "Learning Styles" Fallacy

As I have taught my graduate students over the past few semesters, it is surprising how many bring up learning styles as a valid frame of reference for a trainer or an instructional designer. A learning styles approach assumes that different people learn more effectively in different ways; for example, people view themselves as "visual learners" or as "kinesthetic learners."

The Fallacy
While this theory seems to make some sense, there is actually little or no empirical evidence that learning styles are a legitimate way to view learners when designing instruction. This has been reported on in some news sources, (for example here or here), which are based on this research study. The researchers in this study conclude that there is currently no evidence supporting the use of learning styles when creating training and designing instruction.

What to do?
So, if learning styles don't give a good foundation for creating instruction or training, what should we consider? This is an important question and there is an answer: To have the greatest chance of designing and delivering effective instruction, trainers and instructional designers need to base their instruction on research-based principles and instructional theories. (I've described how good instructional designers use these and other "tools" in a previous post entitled What is Instructional Design? part 2).

Here is a very short list of instructional theories and principles that a trainer or instructional designer can refer to when considering how to design and develop high quality training and instruction:

1. Gagne's 9 Events of Instruction. These best practices are based on decades of research. They provide specific steps to take when delivering instruction to a learner.
2. Merrill's First Principles of Instruction. A more current theory of instruction, these principles prescribe effective, research-based methods for teaching complex skills and knowledge. I describe these principles in more detail in a previous post entitled Merrill's First Principles of Instruction.
3. Principles of e-learning.  Clark and Mayer (2011) summarize these principles extremely well. The share how to create online training and instruction that adheres to best practices based on the evidence.

There are many, many more resources out there, but these provide a basic foundation for implementing instruction that is based on evidence instead of on unfounded ideas.

What Would You Add?
What else would you add to this list? What other research-based practices are available to help budding trainers and instructional designers create effective learning experiences for their learners? Do you agree that learning styles should be eliminated from our vocabulary as professionals and scholars?

What is the Difference Between Instructional Design, Instructional Science, and Instructional Technology?

What is the difference between instructional design, and instructional technology, and instructional science? There are many different subsets of the field of instructional design, and in this post I will clarify the differences between these different terms.

Science* is "knowledge, as of facts or principles; knowledge gained by systematic study" (http://dictionary.reference.com/browse/science). Instructional Science, therefore, is knowledge about instruction and learning and is based on systematic research and study of what works in instruction. Much of this knowledge is produced through research, and practicing instructional designers also acquire useful knowledge through experience.

Instructional Technology is a tool or technology used to aid learning. I perceive three main types of instructional technologies or tools (and describe them in more detail in another post):

1. Instructional Theory - a set of prescriptions describing what the instruction should be like when it is finished. Instructional theory "offers explicit guidance on how to better help people learn and develop" (Reigeluth, 1999; also, see Wikipedia's article on Instructional Theory).
2. Instructional Design Process - systematic guidance on specific steps or phases to follow to help ensure that the instruction is of high quality. Examples include the ADDIE Model and the Dick & Carey Model (Dick, Carey, & Carey, 2006). Both of these are briefly described in Wikipedia's article here.
3. Physical Technologies and Tools - physical objects used to create and represent the knowledge that is being taught in the instruction. These technologies are be used by the instructional designer to create the instruction.

So then what is Instructional Design? It is the deliberate planning and creation of materials used to provide knowledge to learners. I discuss this in more detail in previous posts entitled What is Instructional Design part 1 and What is Instructional Design part 2.

A degree in instructional design is different than a degree in instructional technology. Clearly there is a lot of overlap, but different programs have different emphases. I earned a master's degree in instructional technology, so in my courses we spent a fair amount of time focusing on the tools. In contrast, a degree in instructional systems design might place more emphasis on the instructional design process. I currently teach in the Master Program in Instructional Design and Performance Technology at Franklin University. This program focuses more on the design process and on linking design to business results.

*Random side-note: When I think of science, I think about 10th grade chemistry class. I thought the girl in front of me was really cute, so that was where my mind was, a lot of the time. The teacher did a bunch of experiments with test tubes and bunsen burners and by the end of the class, I knew two things: (1) there is a periodical table of the elements and (2) I was too scared to even talk to the cute girl.

References

Dick, W. O., Carey, L., & Carey, J. O. (2005). The systematic design of instruction (6 ed.): Pearson/Allyn &; Bacon.

Reigeluth, C.M. (1999). What is instructional design theory? In C.M. Reigeluth (Ed.) Instructional design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 5-29). Manwah, NJ: Lawrence Erlbaum Associates.
 

ADDIE Process of Instructional Design

ADDIE Phases

The ADDIE Process (sometimes called the ADDIE Model) is a tool that many instructional designers use when creating instructional materials. This process follows five distinct phases and is used to help ensure quality instruction is created. The idea is that a designer should progress systematically from one phase to another as the instruction is conceptualized and created.

In this post, I will provide a basic overview of the ADDIE Process. Click the title of each phase to learn more about each of them.

1. The Analysis Phase-The analysis phase is the foundation of the instructional design process. In the analysis phase, the designer (along with others) identifies the problem or need, clarifies who the target audience is for the instruction, establishes instructional objectives, and creates a list of the tasks, knowledge, and skills that will be taught.
2. The Design Phase- The design phase should build directly upon the results of the analysis phase. In this phase, the designer plans instructional activities to meet the instructional objectives and teach the tasks, knowledge, and skills being taught. Designers plan for acquisition activities in which students acquire new knowledge and skills and application activities in which students expand and solidify their knowledge through experience.
3. The Development Phase- In the development phase, the instructional designer gathers or creates all the materials that will be used as part of the student learning experience. This includes web-based materials, multimedia, worksheets, activity descriptions, and anything else that will be used as part of the instructional experience.
4. The Implementation Phase- In the implementation phase, the instruction is implemented in the setting it was designed for. The purpose is to teach the tasks, knowledge, and skills that were identified in the analysis.
5. The Evaluation Phase- In the evaluation phase, the instruction is evaluated according to its usefulness and effectiveness. There are typically two types of evaluation: (1) formative evaluation, which is typically used before the implementation phase and is used to improve the instruction, and (2) summative evaluation, which evaluates the effectiveness of the unit of instruction.

It is important to note that these steps are not totally linear. As I design instruction, I find that I often move fluidly between each of the phases depending on the situation. I follow the general sequence of the process, but move regularly between the phases. Here


There are many other instructional design processes that reflect some or all of these general phases or steps. These other processes include (among many more) the following:

• The Dick and Carey Systems Approach Model
• Rapid Prototyping.
• The Pebble-in-the-Pond (Merrill, 2002)
• The OAR Model 

There has been some critique of the ADDIE process in the recent past- people seem to think that this process is outdated, too slow, or useless in the "real world." And while I agree that the way this model is used may differ depending on the designer or the context, I believe that following each "phase" at least in part is essential to an effective unit of instruction.

What do you think? Does ADDIE seem useful to you in your work?  Or is the systematic design of instruction "dead?" I say no, but welcome additional views.

What is Instructional Design? part 2

In my last post (What is Instructional Design? part 1), I explained my idea of what instructional design is. In this post, I want to explain a little further the kinds of tools an instructional designer uses to create worthwhile learning experiences. Instructional designers use 3 main types of tools in their work: (1) instructional theory, (2) instructional design processes, and (3) instructional technologies and tools.

This video explains how these are used. (You can also continue reading below for more details).

The Activity of the Instructional Designer

The picture below demonstrates the activity of an instructional designer as it relates to these tools. First, I want to clarify that the tools designers use are either abstract or physical. Abstract tools are those that instructional designers use to guide their thinking and actions. I categorize them as instructional theory and instructional design processes. Physical tools are those that are used to actually develop instructional materials, which I categorize as instructional technologies and tools.

So, in our picture, the instructional designer uses physical tools and technologies to manipulate content and create materials that the learners will interact and learn with. These physical tools can be a computer, software, a camera, a Learning Management System (LMS), etc. These tools are used to develop physical materials.

A good instructional designer also works with abstract tools as they design instructional materials. He or she considers what is known about good instruction, which should include awareness of current instructional theory. For example, Merrill's First Principles of Instruction is a set of research-based prescriptions for how to create effective instruction. Instructional Designers also think about specific instructional design processes as they develop the material. For example, the ADDIE process walks students through the basic steps of instructional design to help ensure that quality instruction is created. The abstract tools are used to guide the development of the physical materials and help ensure the materials adhere to abstract concepts of what works in instruction.


The important thing here is that instructional design is an activity that involves the use of tools to create instructional materials. If you have any additional thoughts on the activity of an instructional designer, I would love to read them. This view is based on my experience and thinking, and I am sure that others have additional insights to share.