Week 6 - What did I do?

"You're traveling through another dimension, a dimension not only of sight and sound but of mind. A journey into a wondrous land whose boundaries are that of imagination. That's the signpost up ahead - your next stop..."

OK, it hasn't been the Twilight Zone, but it has felt like that a few times this term. I don't have a next stop from this class, but it is time to take the exit to the next set of classes...continuing the journey. Before leaving, though, I need to wrap up by writing what I did for the last week of the class:

• Reviewed every produsage 2 project for the class and participated in several, which was a joy - such wonderful creativity in our class, and refreshing diversity among projects
• Wrote on my blog
• Wrote on the class discussion board
• Skimmed the Bruns reading
• Read all of my classmate's blog and wrote on a few (love banana pudding)
• Submitted my team's produage project and my accompanying paper
• Solidified some new friendships that, hopefully, will carry over to OSSA for a long time to come
• Continued recruiting for OSSA, which will be an ongoing effort long after this class ends today.

Thanks everyone for the ride. It was a fun adventure, to say the least. :)

Ethical Responsibility

So I was done posting, except for the "what I did" post, and then I watched Nancy's Youtube Video. She brought up something I hadn't really thought about, aside from academic and copyright issues. What if we observe some Web 2.0 behavior that is threatening?

I've certainly seen my fair share of teen angst on the internet, with people talking about suicide or wanting to get even with someone who has wronged them, but I never really take any of it seriously. The Internet is awash with a sea of anonymity and people saying things they would never say to someone face to face. Some of that is venting, but based on a few recent incidents (like murder-suicides, school shootings, and violent rampages), it's obvious that some of that chatter is real.

I'm not sure about the answer to this, much as Nancy left the question unanswered, but it is something to keep an eye on with our own produsage. Perhaps seeing this type of activity on our own produsage sites will make us feel differently. Hopefully, the time won't come.

Web 2.0, Decisions, and The Road Ahead

I've learned a lot in this class, about Web 2.0 technologies, and how Web 2.0 can support learning and instruction. I suppose that's good, considering the original purpose of the class. But I also found out something interesting about Web 2.0 that I had never really thought of before (at least not deep thought).

The world of Web 2.0 is really crowded, with many, many, many sites trying to attract users and do things better than other, similar sites. The idea behind produsage, as I came to know from the course readings, is to build a community of produsers, or hive, that creates collaboratively for the betterment of the community as a whole, leaving individuals to find their reward in contributing rather than owning the work. But there is certainly no utopia to be found on the Internet and groups still fight to be the "best" place to create produsage works, often splitting efforts, which seems to result in smaller communities with less brain power. I suppose that's in the spirit of Web 2.0 as well, as produsers are free to head in whatever direction suits them at the time.

In our class alone, we created about 50 new sites, each vying for attention from other Web 2.0 users. 50 more places are now competing among the millions of sites on the Internet, looking for the few users that may or may not find the sites useful, for a minute, for a season, or for a lifetime. At least, as Bruns and Shirkey both point out, creating the sites is relatively inexpensive and failure doesn't mean losing a life's savings on the effort. For many, like our students, using Web 2.0 is a matter of finding a place to use. For us, as leaders and teachers, we are in the business of creating those spaces, or at least organizing the choices by filtering for the students.

I am thankful to have been immersed in the technology and competing on the landscape. I'll take my lessons learned and continue ahead on the journey, where I'll, no doubt, learn a whole bunch more.

Thank you to everyone I had the pleasure of interacting with this term and thank you to Vanessa for creating a usable and useful space in which to learn. It was certainly an adventure to remember.

Produsage 2 Reflection

I had a great time developing the produsage 2 assignment with Chris, Lea Ann, and Barbara and feel like I have developed some new friends in the process. I was reading Kent's Blog post and nodding in agreement. Web 2.0 isn't just a web-based tool for networking, or learner support, it is also a mechanism to foster friendships that live outside the learning environment.

With my UF site GOSA, I have built lasting friendships in a web-space where distance learning students bridge the space between computers by really getting to know each other. Tomorrow, I'm attending graduation at UF with more than 40 friends, only 18 of which are graduating. The other 22 people (more than those actually graduating) are GOSAns (as we call each other on the site) showing up to support their friends. There are people driving from all over the state of Florida to have a "meet up" and support and cheer friends...real friends, created in web-space.

I hope that now OSSA will become a place to make lasting friendships as well, and that the site will spur face-to-face meet ups, just as the other site has done. I realize that OSSA will have members all over the United States and maybe even the world, so organizing face-to-face meetings will be harder, but friendships can transcend space, just like distance learning really doesn't have to be so distant.

When I have the opportunity to speak about using technology for community building, beyond the brick and mortar existence of the campus, I'd love for OSSA to be another example of students banding together to take the distance out of distance learning. Vanessa told me early in the term that "we get out of the class what we put into it". I think the same applies to social networking. If students need connection, OSSA is a place to find that connection and ultimately members will get out of it whatever they put into it.

I'm really looking forward to the journey of OSSA growth and friendships.

No documents exist for "angry customer"

My girlfriend is trying to pay our Comcast bill (for cable and Internet) and Comcast has merged their .net and .com addresses to make it easier for customers to navigate with one username and password. Not only is it not easier, but it also doesn't work.

She called and the voice prompt kept hanging up on her. Finally she saw a live chat icon and clicked on it. When the chat box appeared, it asked for a description of the problem, to which my girlfriend filled in "angry customer".

Immediately, a message appeared and said "no documents exist for angry customer".

Then she typed in "pissed off customer" and that worked.

What is happening to customer service in this world?

Week 5 - What did I do?

The class is winding down and I'm going to miss the experience of producing projects for the class, although I'm pretty sure there will be plenty of deliverables to keep me busy in future courses. So what did I do this week?

• Read the Bruns assigned reading
• Worked with Chris, Lea Ann, and Barbara on the OSSA site (OK, this took the bulk of my time, but we wanted it to look really good before introducing the site to everyone)
• Posted to the course discussion board
• Posted on my blog
• Read classmate blogs and posted on the course blog
• Posted in OSSA discussions topics, including helping Lea Ann with connection problems, recommending new computers for Chris, and marveling at how much Barbara can cram into one week of her life.
• Worked with Chris, Lea Ann, and Barbara on the OSSA site (I know, this one is here twice, but I did a lot of work on it ;)
• Submitted produsage assignment 2 and the accompanying paper
• Kept my word to never use Twiddla again

The rest of the class seems as though it will be reflective and I'm thankful for the opportunity to slow down and remember that I took the class to learn, as much as I took it to produce...or produse, perhaps.

Week 5 is in the books! Week 6, here we come.

Community of Practice, State of Confusion

We've (meaning me, Chris, Lee Ann, and Barbara) been working on produage assignment two for several weeks now and during the construction of the site we've had to make many decisions about who would use the site and what would attract them there initially. Equally important, we've also had to decide what would make them stay once they got there.

So this leads to the community of practice thought. I certainly understand what a community of practice is, but when designing a project using web 2.0 technologies, it is quite difficult to define a community. We set out working just for Instructional Systems students in the community, but are there enough IS students to really support a community of practice on our site? Then we decided to include the College of Education as the community, but one of our team members graduated from the Information Studies program, which has a lot of online students too. So why should we leave them out? Then we expanded the scope again to include any student at FSU, online or otherwise, that shares interests with other users on our site.

We've expanded from a community to the size of a state and the organization of such a large undertaking is confusing, to say the least. However, I think we've created a site where multiple communities of practice can share one giant umbrella community as FSU students. Diversity often creates opportunity for growth. I'm hoping that this is the lesson we learn from the Online Seminole Student Association as it grows and survives long after then end of this course.

To Share, or not to Share...

My issues with authorship, copyright, and open access depend on the context, both professionally and personally. In some instances, such as the Online Seminole Student Association, I freely engage in produsage with no reservations. I post personal and professional knowledge to share with other students and fellow site members, in addition to a lot of other silly things that have very little value, other than a chuckle, perhaps.

With other sites where one might share information, whether personally or professionally, I am careful about what I post. Personally, I don't post anything I wouldn't want my grandmother to see (although my grandmother is quite progressive and enjoys living life). Professionally, I don't post anything that could affect my ability to earn a living. For example, anyone can go on the Internet and find an answer to a question, but will that answer solve their problem? Does the information found on the Internet provide a solution to a problem, or just more information? Often, my job is taking information and creating solutions that work. Why would I post those solutions on the Internet for free?

As a consultant, companies hire me for my ability to make things work. Although I do provide information, which the client could probably find on the Internet, I provide a custom framework to mold information into a tool to complete a specific task. When the Internet can provide solutions straight from my head, then I'll start freely sharing information. Until then, I'll reserve the good stuff to help me earn a paycheck.

A Nice Surprise for Me Today

A few months ago I was invited to submit a presentation to the Sloan-C International Conference on Online Learning by Jill Lingard, Associate Director of Online Programs at UF's College of Business, who would be my co-presenter if our workshop was accepted. Happily, a short time later, we received notice that we would be allowed a 35 minute spot in a breakout session to present our work "Creating Connections: Using Technology to Build Student Community".

Today, I got an email from Jill telling me that Sloan-C notified us that our presentation has been awarded Best in Track, doubled to 70 minutes, moved to the largest track room, and will be streamed live and recorded for future use on their website.

I considered myself very fortunate to have Jill's support and UF's dollars to attend and participate in this event. Now I consider myself very lucky for this new honor. Hopefully, I can live up to all the hype on presentation day.

If you're attending the event in Orlando the end of October, please say hello. I'd love to meet some FSU classmates face to face. :)

Week 4 - What did I do?

This week just flew by. On Monday, it was Monday, on Tuesday, it was Saturday. Where did the week go?

Anyway, for week 4 I:

• Submitted Produsage 1
• Reveiwed and commented on Produsage 1 for other students
• Wrote on the course blog
• Wrote on my own blog
• Worked with Chris and Lee Ann on Produsage 2
• Had a knock-down drag-out with a wiki software package
• Wrote on the course discussion board
• Refinished a 56 year old oak dressing cabinet (what, did you think all I did was this class?)
• Tried out twiddla.com for the first and last time (not all Web 2.0 technology is great...apparently)
• Got super excited that a few people created some stuff in SL from my tutorial (it was an empty island when I started and now it is slowly growing).
• Read the Bruns book (are we almost done reading that thing?)

I can't believe it, but Week 4 is in the books. Only two weeks to go. I'm having way too much fun for this to end. Maybe we can have a class for the fall called Web 2.0.1 - if we do, I'll register.

Expert or Pretender?

I judge the value of expertise on the web by looking for other instances of work from the same author, as well as checking on credentials online. However, I also find the term 'expertise' to be a bit subjective.

In our exploration of Pro-am throughout this course, we've seen that experts don't necessarily come with traditional credentials, such as degrees or certifications. In some of the open source communities I frequent, the 'experts' are people brave enough to try something and fail often. Would most people consider someone who fails 9 of 10 times an expert? Well, it depends on the context.

I try to define expert using the context in which I am researching. Once I have defined expert for myself, then I look for articles or writings which match that definition. In an open forum, where I can ask questions, I do that too. Often, asking a question will also prove valuable in determining the real skill of an author.

In person, I ask a lot of questions, but the basics of the the process are still the same. Expertise is always determined in the context of the search for knowledge. For example, if I'm consulting, it would seem most prudent for me to go to senior leadership for expertise on the business. I prefer, instead, to go to where the action is and ask the employees. Even though society would tell us that expertise is how managers rise through the ranks, I know that senior leaders lose touch with the process, often leaving the employees with the real expertise.

Beat up by a wiki

I've been working on produsage 2 with Chris and Lee Ann and it's going well. We spent several hours online today, working on Twiddla (a web-based whiteboard and conferencing program that I will never, never use again and wouldn't even suggest to my worst enemy). We made a lot of progress and the discussion board is coming along nicely.

After adjourning from our brainstorming and private messaging, I turned to integrating the site wiki, for which I am using Mediawiki. I researched wiki software extensively and decided that the database format of Mediawiki would make it better for the site and, more important, scalable as the site grows. Chris and Lee Ann are waiting patiently (I hope) for me to complete the integration so they could start adding content, so I was working diligently to get it running. But then the wiki reared its ugly head, showed all of its razor sharp teeth and, with a snort of smoke and fire, proceeded to beat me like a heavyweight prizefighter punching a 98 pound weakling.

After 4 hours of rolling around through the integration, it still isn't working properly. So the lesson is, Web 2.0 is great when it works for the end users, but can be a real pain in the rear for the administrators. Makes me wonder what goes on behind the scenes at Facebook and Twitter. Ever seen the "Facebook has experienced a problem" quote? They're probably fighting the same heavyweight prizefighter who just whooped me. ;)

This is a promise though: fsuonlinestudents.com will be ready for submission on the produsage 2 due date...and it will be great. Come check it out now if you want to have some fun interacting with other online students. The discussion board is ready now for posting (though I'm sure we'll add more stuff before submission).

Produsage 2, Web 2.0, and Changing Lives

I'm working on Produsage Assignment 2 and I'm enjoying creating something from scratch, although I have a good working knowledge of what I'm doing already. The general idea is to create a community that will be a student run association, built to be a place to meet and interact with like-minded individuals, building teamwork and friendships as we tackle our programs at FSU.

So far, the home page is built and the discussion forum is fully integrated. By the end of the weekend, I'll have the associated wiki running smoothly (if I can figure out how to edit the custom skin for mediawiki and integrate the auto-login so that users only have to log in once on the home page). I'm happy with the progress so far.

(The web address is http://fsuonlinestudents.com/. If you're reading this, come check it out and make suggestions on how it can be better.)

Saturday, I'm speaking again at UF's orientation for the Online Business Program. It's a chance to get to know new students from the program and tell them about my other site, which is very similar to what I'm building now. After working on the FSU Online Students site a lot over the last week and a half and posting on GOSA, the other site I run, I'm reminded of the disconnect that occurs with distance learning. There are course discussion boards in almost every LMS, but those boards rarely work to forge friendships because they end when the class ends. Also, the knowledge of one class dies when the class is over, because the discussion boards get purged and a new class starts over from zero posts. It's a shame too, because learning isn't static. Learning is a cumulative effort, yet classes don't usually interact from one term to another, aside from the student carry-over that happens naturally from one course to the next course.

I remember when we created GOSA. I remember 4 students registering the first month. I remember messing up the forum so bad technically that we had to crash the whole site and start over. But the registered students were patient and came back a week later when it was fixed. Then something strange happened. The next month, we had 43 new members, then 45 the next month. The original 4 students told their friends and then the 43 told their friends, and three months in we had 92 members. The fourth month was the start of the fall term and we added 104 new members, more than doubling the size of the membership in one month. By that time, people had met more friends than many campus students do and the site took off.

Saturday, I get to share what GOSA does for the UF Online Business Program, but after being in this class I understand that it's much more than I really new. Web 2.0 has changed the life of more than 1050 GOSA members, forging lasting friendships, raising the average GPA of GOSA members, and creating a body of knowledge that can't be found anywhere else. And who did all of that? Me?...not really. Students did it, for themselves and for future students, using Web 2.0 technology and a desire to be connected.

I'm hoping that several of the current Web 2.0 students will come and join me for their Produsage 2 project, in a collaborative effort. It's exciting being in at the beginning and cheering each new member as they join.

Week 3 - What did I do?

In week 3 I worked like a crazy person on the produsage assignment, trying to get it done and posted on Sunday. Unfortunately, I spent so much time developing the Second Life Island and the corresponding wiki that I didn't do a lot of anything else.

I did:

• Finish my produsage assignment, including Second Life Development and a new wiki
• Post to my own blog
• Post to the course blog a bit
• Participated briefly in the course discussion board
• Read the Bruns chapters
• Slept and ate a little
• Prematurely looked at everyone's posted produsage assignments (really good stuff too!)

I was more active on my own this week, spending many, many hours on the produsage assignment, but I neglected the class participation a little over the course of the week. Thank goodness the participation grade is over a three week period, rather than week by week.

Now, I'll turn in my 3-5 pages tomorrow and start on Week 4.

Week 3 is in the books!

Collaborative Wiki

Recently, I had a conversation about developing a collaborative wiki for a company instead of the usual training manual. The company is growing tired of constantly updating the print version of their manual, so recently we created a dynamic PDF document for use on their company servers and VPN. This solved the problem of making sure that hundreds of printed manuals were properly updated each time a revision was necessary and tremendously cut production costs. Moving to the PDF version allows updates to happen instantly in one electronic file, so that every person viewing the updated page is looking at the same information within seconds of saving the new version of the file on the corporate server.

Once we got the initial "emergency" taken care of, we delved further into the revision process, examining what caused changes in the training manual. After some research, we determined that some of the changes came from changes in laws relating to the service provided, but that most of the changes actually came from employee suggestions during streamlining brainstorming sessions. Their employees had great ideas to speed up processes, improve quality, and cut costs along the way.

After discussing the outcome of the research, we talked about developing a training wiki rather than a training manual. The wiki would be a launch pad for all training and, because it was entirely electronic, could include any type of training media all in one location. Printed training documents could be replaced with electronic descriptions and audio and video tutorials further explaining the process, making sure that the learning needs of all employees were met appropriately. At this point, the company is almost sold on the idea and wants to do a beta site for one area of training which is currently a problem area.

For management, the implementation will be much cheaper than the printed manual and revisions will be faster and easier, but there will also be some challenges. Employees have to learn a new technology in order to use the wiki and management will feel the need to control revisions, which cuts down on the autonomy employees have to add their great ideas and feedback. The gap between the employees and management in the decision process will need to narrow for the wiki to be a true success, with employees contributing directly, rather than sitting through process improvement meetings and waiting for a final decision.

For employees trying to start their own wiki to improve processes and cut costs, management will likely feel out of the loop and threatened by employees making too many of their own decisions without examining the true long-term effect of those decisions.

In my opinion, the only way a wiki could work for training is from a top-down approach, with employees adding to a current body of approved knowledge, rather than starting from a non-approved blank page.

Perpetuity

While I was reading the course blog and the discussion board and previewing some of the produsage assignments already posted (which are quite impressive so far), my thoughts were drifting back to all the discussion board topics in the class so far.

The recurring them is "yes, but how do we use it in the classroom?" Some are embracing the concepts and some are still apprehensive about it all. Some need a lesson plan to have a start and a finish, so "produsage" just doesn't work in the traditional model of instruction. If it isn't complete, how do we grade it?

The whole thought process sent me back in time to the 2008 WCET Conference, where one of the speakers was Edward Ayers, President of University of Richmond. I remember him talking about his project The Valley of the Shadow: Two Communities in the America Civil War and how the project developed into a usable model over time. The project is a very detailed historic learning portal on the Web, which chronicles two communities during the American Civil War (http://valley.lib.virginia.edu/). The project is not Web 2.0, as access to changing the site is limited to just a select few. However, Ayers might have provided the answer for how to grade incomplete works in a Web 2.0 environment.

Ayers' project took many years to get to the point it is at now. During that time, he continued to teach history and tried to find a way to tie his teaching and the project together in a useful way. His answer was to assign students with the task of coming up with one piece of historic data for his database, with a final paper of 3-5 paragraphs maximum explaining the event or person. He took the finished papers and included them in his searchable database. Students were using the database to find something to research and write about, such as a person mentioned in a letter but not yet researched, and then writing a brief paper that would be included in the database, which the next class would use to do their research.

With one class completing just one small piece of the overall project, the students completed something, but the project continues to be an incomplete living document, of sorts. In our produsage assignment, we have done the same thing. We have created a living "document" to which new generations of students can add. Our course wiki is a perfect example. We created the wiki and seeded it with lots of information. By the end of the course, it will probably be even better populated with information. Will it be complete on the last day of class? It can't be, because there's no such thing as complete in a Web 2.0 world that is constantly changing. When the class is offered again, the course wiki can once again be introduced and a new crop of students can work on it some more. Four or five course offerings down the road, it could easily be one of the best sources of Web 2.0 tools and explanations anywhere on the Web, with each class contributing along the way.

That excites me.

Sucked in by Second Life

As Vanessa so eloquently put it in her summary blog posting, I've been sucked in by Second Life, leaving most of the blog and discussion board responsibilities on hold until today. I've also been sucked in by Wikispaces, where half of my Produsage 1 assignment currently resides. I realize what I've done (or am still doing as of this morning) is probably overkill, but I wanted to build something that would not only introduce people to Second Life, but would also entice them to stay and play a while, keeping the project alive well into the future.

I remember watching Max Headroom back in the late 80's and then a few years later The Lawnmower Man (both the original and the sequel) and thinking how great it would be to be able to live in "cyberspace" and experience true virtual reality. Of course, at that point I didn't realize that I would be wandering around, years later, in a virtual world, creating 3-D effect of my own for my classmates to enjoy. The computer has certainly changed our lives, especially since the Internet became a public place to hang out and develop.

In reading Shirkey and Bruns, I am amazed at the evolution and revolution that Web 2.0 has encited. Each time I read a new account of a woman getting her cellphone back or a couple of people building a new online encyclopedia database or of citizens staging a protest by eating ice cream or smiling in the public square, I am reminded that we take those possibilities for granted everyday, even though many people my age saw the technology develop throughout our lifetimes. For children today, the technologies seem as though they've always existed, as if Fred and Barney were text-messaging Wilma and Betty over the Astrodon Tyrannosarus and Triceratop Network (AT&T for those who aren't paying attention :).

Three weeks into the class and I've been moved by what I've learned so far. I knew all this stuff existed and I use much of it everyday without this class, but I never looked at it all under the microscope of academics. Web 2.0 is an amazing tool with which I look forward to becoming a skilled craftsman.

Week 2 - What did I do?

This week was dominated by a few things and then a few things took a lesser role. Here they are:

• I spent a gazillion hours on Second Life (OK, not a gazillion, but enough that my girlfriend got a little worried about our first life. ;) )
• I spent a few hours at the beginning of the week working on the course wiki, which I've connected to a big wooden ball in Second Life.
• I wrote some posts on the course discussion board answering prompts, responding to other students, making suggestions, and discussing assignments.
• I posted a few responses on the course blog and read much of the content and other responses.

I think, all included, I probably spent about 30 hours working on course topics this week (and that is probably a conservative estimate). The best part was that I enjoyed every minute of it (except maybe the part where I locked a prim in Second Life and didn't realize it, then spent about twenty minutes trying to figure out why I couldn't edit it...grrrrrr :) )

Next week I plan on spending more time on the course wiki, adding content to all the sad, blank pages that are craving attention.

P.S. The new FSU Online Students website is coming along nicely. I didn't include that in my "what I did this week" post because it might not be ready for Produsage Assignment 1. The front page is almost done, though, and forum integration is happening tomorrow night (as long as Joomla cooperates). I think everyone will like the site and, hopefully, will be enthusiastic about adding content.

Week 2 in the books. :)

Am I a Produser?

Am I a produser? If the term officially means a producer of content using Web 2.0 tools, then yes, I am.

I've mentioned in several other posts, on the blog and course discussion board, that I co-created and run an online student association which is really "of the students, by the students". Although we created the framework for the produsage to take place, the site members really added most of the content, which at this point is extensive. I'd say that, so far, my produsage has been of a personal nature. However, because of my produsage I've been called upon to speak professionally about the natural symbiosis between community building and distance education. In this case, my produsage has moved more into a professional context.

I'm only two classes into the IS program and before then I had no idea what to call what I was doing. I did know, however, that in distance learning community was equally as important as well designed courses. This led to my produsage, which I've enjoyed emmensely.

Reporting in from my Second Life journey

I've spent a ridiculous amount of learning Second Life, its tools for building, its scripting language, and all the many check-boxes which can be checked or unchecked depending on what's needed.

I started by watching about 10 hours of video tutorials on how to do things in Second Life (which, incidentally, I watched on Web 2.0 tools YouTube and the official Second Life wiki). Then I went to work on the FSU Island, trying out some of what I learned. After I figured out I still didn't know what I was doing, I went back and re-watched some of the videos, trying the concepts at the same time (which involved lots of pausing and rewinding while I decided why they made it look so easy when it didn't work for me).

Finally, it all started to click and I spent about 12 hours Saturday (until 4:00 am, for which my girlfriend call me insane) and four or five hours on Sunday trying out my new techniques. The result is a one story building with no roof, which is suppose to end up as a multi-story building, and a giant wood sphere that links to our Web 2.0 Course Wiki when you touch it.

Here's the horrible part. I don't like it. After spending all that time building the structure, I now know I could have done it differently and created something much better. I'm going to leave the existing structure and start a new one on another part of the island. Or, I may work on both simultaneously.

I've learned the beginnings of a whole new language and now, much as Shirkey described in his book, I have to use it. I think I can create a pretty cool place for us to visit and get information.

Unfortunately (or perhaps fortunately depending on the perspective), I have let Second Life and self-directed discovery learning dominate my week in the class. My "this is what I did" post is going to be a little more barren than it was last week.