The Fabulous Learning Nerds

We also have. To look forward to very, very soon is our special guest this week, and we're gonna learn all about her in a little topic that we call What's your deal?

Hey man, what's your deal?

Lauren here. Oh, what's your deal, my friend? I think I just summed it up with that one word, yo. Wow. Alright. We need to explain to our audience, although it'll be probably be in the show notes if they read ahead of themselves like, what's going on? You're, you're a self-proclaimed learning. Pirate. Yeah, I gotta update that.

I don't think it's self-proclaimed anymore. I think everyone else just like has, now, you know, I don't even have a name to most people anymore. It's like, oh, the pirate's here. I'm like, yeah, I am. Hello, by the way. Hi, my name is Lauren and I am a scientist, a learning scientist. I do all the things that, uh, help people understand their brains and learning, but it's okay.

I'm also a pirate. I, I have to ask. I gotta ask, I gotta, I gotta ask that transition from, oh, I'm a learning scientist. How do you get from learning scientists to learning pirate? What, what brings that forward? I mean, the pirate came first, right? Like I, I tried to steal my parents' car when I was like four.

I think there's a picture of me and my, my sister, my little co-captain trying to steal their car. Uh, we didn't know that. We Oh, that's awesome. I know, right? Um, little legs couldn't reach the pedal, so we were safe. But, uh, right, this, uh, the pirate came first, the curiosity and the little adventure and, you know, um, the little.

I guess we should say shit, disturber came, came, came first, and then years later, years later when we matured, just that little bit, uh, the scientist emerged and, uh, you know, all the schooling and all the education and all the professional stuff and yeah. Still maintain the pirate though. That's, yeah.

Awesome. That is fantastic. You've got the best, um, journey of probably any one of our guests, which I think is great, and the fact that you own it like you're a pirate and you own it. I think that's, I think that's fantastic and it's great. I think you're own more than I'm right. Well, you know, I have the guys gotta have fun sometimes, right?

Especially with the week that I've had. So that's really great and we've got some really awesome stuff that we're gonna be talking about from a scientific learning perspective as well as pirate stuff. So, without further ado everybody, let's go ahead and get into our topic of the week.

Alright. This week we're gonna be talking about the evolution of learning. In an industry through science. Awesome. So talk to me, Lauren, what, um, what do you mean by that? Evolutional learning through science? Well, I think it's something that's been incredibly neglected over the years. When we look at the, the history of how our sort of educational systems have been cultivated over what, a few hundred years, if, if not more, and, It's, it's pretty amazing that we're, we're all sitting here in the year 2023 and I'm finally having to have this conversation with everyone going, Hey, um, you know, that thing you learned with, it's called your brain.

And, uh, it's really cool and maybe you should know a little bit about it. Oh, and by the way, there's all these amazing proven scientific methodologies and theories that help us to learn. Anyone interested in that? Oh, yeah. That's awesome. Oh yeah. My experience is that when I start talking learning science, the um, people around me, their eyes glaze over.

I don't know if you have that problem, but I do. It's like, oh, well, you know that the brain tells us this, and. Can you get that one pager done for me anyway? Like, well, I think that's why I lean less towards the, the sort of the lecture and let me, let me tell you all of the, you know, scientific facts and all of the research and all of the people and all the things, and I'd rather look at you and go, I.

Hmm. Let's activate that thing by conducting a little experiment, shall we? And mm-hmm. It's, you know, because again, traditionally we've all been taught to sit down, be lectured at, wrote, memorize, um, highlight, reread. And I mean, I'm even putting myself to sleep as I'm even like listing this all off. Whereas, and that's just not the way that we operate.

And I think it's that, that fine point of. No one ever taught us about our brains when we were younger. And as far as I'm, I know, I mean, I didn't come with an operational manual of myself. I don't know if you guys did, but there's no like, you know, page right. It's like, did you Google that earlier, Daniel?

There's no operational manual for us, and, and therefore, how could we possibly know or understand what we are capable of until we sort of, even at a foundational level, understand what does our operational system do? You know, if I had the, if I had the IKEA manual to my own brain, what would that look like and what could I do?

To be a better person, to change my behaviors faster and more efficiently, to learn more efficiently, um, just to be in better control of my cognitive processes, my emotions, just as an everyday human. What would that look like and what would that feel like? I can tell you from my own personal experience as much as I, I started my journey to be better as a professional in the learning and development industry.

It profoundly changed me as a human being. And that is why I'm so passionate about all of this. What are some examples you have, you know, about how learning about our brains and how they work and how they function, how they can make us better learners, and also as you said, like just an overall better human being.

I mean, one of the things that we know, you know, when we look at learning from the inside out, Right when we actually like look at the function of the brain itself, we understand that we are just full of different chemistry and mechanisms that all harmoniously work with one another to allow us to do absolutely everything that we do.

One of the, the best examples that I think everybody can relate to is when we're in a state of stress. What that feels like. And that's not just a, you know, that's not just a, a sort of a mind thing. That's a body thing as well. And when we are in high levels of stress, or even when we're just in a high level of emotion, this part of our brain called the amygdala, which is our emotional processing center, it is going to act four to 10 times.

Faster than our prefrontal cortex, our executive function. So what does that tell us? Well, I could probably learn then how to down regulate, how do I down regulate that like crazy emotional response that I now know is gonna happen at the speed of light before I can cognitively process something and think, you know, with my executive level function, and even knowing that and knowing what can I do to regulate well?

I can take a very calm, drawn out, intentional breath. It's really can be that simple. I. So I can bring my executive function back online so that I don't lose my absolute mind in that, you know, in that meeting that I'm sitting at or that when I'm feeling a certain level of, of stress when I'm learning, which by the way, we do want a certain amount of stress when we're learning.

Learning is hard. It should be hard. But we don't wanna cross that threshold where we have lost our executive function abilities and we're just like in this world of like, I can't, I won't, this is hard. Like, you know, under the table with a bottle of Jack Daniels game over. I just wanna say, I love that. I love, I love what you're talking about.

And for me, like that really rings home. I, um, like I, I've got a bad manic streak, just runs through my family. I've, it's really bad for me. And if I'm not very aware of like my emotional state and like my thinking state, Before I know it, I've been up for two days on some crazy task and like lost my job and like, what am I doing?

Why did I do this? Uh, it hasn't happened in a long time. And uh, but still it's one of those things where it's like, you know, like I'll, I'll, I'll, I'll talk to like my partner and be like, Hey, I think I'm, I'm having a manic episode coming on. I'm, I'm gonna go lay down or I'm gonna go do something. Mm-hmm.

To be in charge of that situation. 'cause if I'm not, it will be in charge of me. So I love, I love what you're talking about. It totally rings the bell. Awesome. Yeah. It is a challenging thing though to do, isn't it? Right. And I think that this is what people really under, it's, it's, it's, we underestimate, and myself as well, when I started all of this, we underestimate how challenging it is to be in that moment.

To recognize my heart rate's accelerating, my body temperature is going up, my mind is spinning right now. Ah, you know, and, and down the rabbit hole we go. And it does take, I, you know, I don't want anyone listening to think that this is something that we can just magically, you know, read a book or snap our fingers and all of a sudden we know how to do these things.

We're yeah, working with a functional system that can change and that can grow and that can manipulate, and that is our, the physical part of the brain itself and these networks that we are strengthening and tapping into and our neurochemistry, what we can trigger and we can activate. In order to better what I call join forces with our brains, but it's a skill that we need to practice.

Definitely. I think the first step though is, is realizing what's happening and understanding that. There is a process, right? Mm-hmm. Mm-hmm. Definitely. Yeah. No, that's great. It's almost like having like cliff notes or your brain, you know, like being able to hack your mind. Exactly. That's, that's, that's, that's beautiful.

I really wish they would teach that in school of like, Hey, when you're going through this, when you're going through that learning process, 'cause like you said, it's uncomfortable, um, maybe you can try this path. The other thing that's really important around the example that you, uh, set, and I love that you started off with the amygdala.

I. Which I love to talk about, which is really great, but it, it, it allows us to take a step back and detach when we watch people struggle. Like if you're a parent, your child very often can, well have their amygdala hijack their entire system. We call that a temper tantrum. And I know that as an adult, when I watch that, I go, what did I do?

We didn't do anything wrong. And there's absolutely probably nothing you can do about it till the whole thing gets done. But there are other situations even in adult life where we can see what's going on and we can make adjustments and all other good stuff. Um, when it comes to how we react to people, when we know what's kind of going on in their, in their brain, right?

So we watch teenagers make really terrible decisions and they're not thinking about the future. Well, well they're not capable of thinking about future. 'cause frontal cortex doesn't evolved to that state yet. Right. So are there any other examples where that might help us from. Just from being someone that can be helpful when it comes to how we deal with people and, you know, and, and what's going on in their brain.

I think it's really powerful not only to look at those sort of, um, the internal, the internal emotional, you know, triggers that are happening, right? Because let's, you know, when we look at our emotions, our emotions are really these neurochemical responses that are being burst out in our brain, but our feelings are those, those tangible, conscious experiences of that reaction.

I think even knowing that sort of levels, the playing field of as, as humans, when you can look across to the other human and go, okay, that's, this has been activated in there and they either know how to deactivate that and sort of down regulate, or I can try to help them if that, if that's, you know, an appropriate response in, in that environment.

But even, you know, when we look at the context of having a conversation with somebody, One of the gateways to learning. One of the biggest gateways to learning is focus, but focus is a skill as well. And it's becoming harder and harder and harder for people to focus and to use their attentional networks, of which there are several in the brain to attend to the thing that they want to focus on.

Attention is the mechanism to focus, so, How and what I'm giving my attention to, if it's so divided into so many different places, well, I'm not helping myself focus. I'm splitting it and I'm not focusing at all. So that helps when A, we wanna learn, and B, just on a general everyday conversation with a human being.

Is, you know, I'll, I'll ask myself in my head, you know, sometimes we're talking with somebody and we're, the words are still coming out of our mouth, but we've drifted, we, we've, we've just drifted off for a minute, and then when you ask yourself, what am I paying attention to? You know, silently in your head, you go, oh, I just, I was looking at that dog that just walked by because like, oh, I'm not paying attention to this person in front of me.

My focus is now, Split. So in a day-to-day conversation with somebody and being able to engage in better communication, it's just another way that we just enhance ourselves as humans. When we are able to work with the attentional networks in our brain in order to help us focus better, that's awesome. I, I mean, I, everybody knows I'm a terrible multitasker, just, just the worst.

And I. When I was younger, I could, I could get away with it a lot more, but definitely it's one of those things I've noticed that I've gotten older where it's just like I'll, my attention will dart someplace. I'll look back at somebody and their two sentences past where I last left them, and obviously two very important sentences happened because now they're waiting on me for an answer and I don't know what's going on.

And I'm like, ah, hey, I'm really sorry. There was a tall building over there that was really cool. And I looked at it and I thought about how tall it was, and I thought about the sun hitting it. And now we're here. And I'm very sorry. See, I'm terrible at I I'm sorry, go ahead. No, say that happens to us all.

What are you terrible at? Say? I'm terrible at multitasking. I was gonna jump in on there. Um, I'm terrible at multitasking. Is there a way to like become better at that, to like use that motivation to like increase your focus? Do you, do you have a. Like a way to hack that or a path for success? Yeah, I mean, so I mean, okay, multitasking not a thing as far as the brain, brain is concerned, right?

Because it's, it's a task switch, right? The brain can't, you can't, the brain doesn't multitask like that. It's a task switch. And we can see that depending on the activation of the certain areas and the certain, you know, networks that are being activated in order to allow you to do any one given thing. Um, when I am.

Teaching on these things and it's, you know, some of the things that show up in the, the series joining forces is those things. Data is how do we give people practical ways that they can practice these things and, you know, not just practice. I found it was a lot more useful in my own journey, and I'm thinking the people who I've engaged with, you know, thousands of people around the world at this point, I said, don't practice, because I think when we say practice, you automatically go to a.

Place of like have to, but if you experiment with yourself, like I'm gonna experiment with myself and I'm gonna go out for this walk, this is one that a lot of, um, a lot of people have tried because we all go outside at some point or we're just walking around a various area. But if you sort of experiment, say, I am going to look for something obscure, it's kinda like the Where's Waldo of your walk?

I'm going to look for lime green. I wanna find the color lime green, and all of a sudden I have primed my brain to look for these things as I'm walking. So I'm just guiding my attention to see if I can't find those things, and it's very simple. Or if I'm, you know, I, this is a, this is an interesting example, but when I was younger in drama class, our teacher had all of us sit in groups of two or three, and I don't even know why we were doing this, but now it's a great example is she would say, okay, everyone start talking and start telling stories or whatever.

But we want you to also, uh, pay attention or try to listen to the story happening next door to you. And I loved this, right? Because I'm like, oh, cool, I'm gonna eavesdrop on. And I cultivated this skill very well, but again, it was a different intentional network that I was training to strengthen, you know, my auditory network in order to really hone in and listen.

And so experiment. Experiment with yourself. Find those things that you want, those obscure things that you wanna look out for or like challenge yourself if you, you know, again, if you wanna listen for something very specifically, and these are little things that we can do in our everyday just to cultivate the skill of being able to focus.

Really simple. One that I advise people to do is if you just take a post-it note and stick it on your laptop or your desk, wherever you're gonna look, and every so often look down on it because that piece of paper is gonna say, where's my attention? Ah, I like that. I just wanna say, I just wanna say, I think it's awesome that your first example basically is you play I spy.

Like I'm, I'm, I'm pretty good at that game, so, so I dig that. That's awesome. It's an intentional, I spy. Very, yes. Intentional. Yeah. Yeah. It definitely makes a walk much more interesting though when you're like on the lookout for something new, different and interesting. Well, When you think about how, you know, Scott, you were talking about children earlier, when you think about how enamored children get with very specific things for a long time.

Right. You know, I'll sit, I'll sit out on the lawn with my niece, um, who, she's seven. She's seven now. I've started teaching her about her own brain since she was three years old. Just because she was, she was curious. She saw brains rotating around on, on auntie's screen and want to know what the heck is that?

And we, um, we started training her and, and teaching her about these things. And she's probably one of the most emotionally regulated, cognitively aware. Um, humans that I know, and I'm scared at some point because she might take over the world, but, we'll, we'll lie on the, we'll lie on the lawn and we'll look up at the clouds.

Something as simple as just, I'm just looking up at that clouds, or, we'll look up at the, the trees and we'll watch the leaves blowing in the wind. It can be that simple just to and in, in those moments, we're not only, you know, using our attention to focus on things, but we're also just enjoying grounding and downregulating and understanding that this is what my body and my mind feels like when it's a state of focus and calm.

So when you think about, you know, the learning brain and all these really great stuff, right? We wanna apply it to what our audience is, you know, here for really learning and development, design facilitation. What, what are we getting right and what could we be doing better? When it comes to merging those two topics together, you know, just like me, um, we all, anybody who, who comes into this profession, we're doing it because we, we, we genuinely have the heart of teachers and we're here to serve and we're here to, you know, we, we just love the learning itself.

Where we get it wrong is often we're thinking too much about what we want and how we enjoy it and, and what, how we want it created and the things that are gonna be, and. It's not about us, it's just not about us. It's about everybody else who, who we're trying to help. And it's about, you know, getting constantly going onto the other side of that screen and trying to put ourselves in the position of the other person.

And that means what does that person's environment potentially look like? How distracted are they gonna be? How do I use everything I know about attention and focus to design the experience to help those networks, those neural networks and that brain. As best I can to focus in on the thing that I need them to learn right now.

So, you know, even knowing those foundational principles of focus and even more so Scott, is memory. You can't say learning without memory, but I can go into almost any l and d team. Any, any teach, you know, I wanna say a lot of teachers and, and professors even and say, can you. Explain to me the process of how a memory is created in a human brain and they'll all give me faces like all three of you just did.

Sure, sure, sure, sure. Yeah, I have an idea, but I don't, I don't know if it's right, 'cause since you're the, the scientist, but isn't it kinda like just making new connections between your neurons and making more pathways? And that's why like pneumonic devices work is because you're basically making bridges between all the information, so it's kind of supported in the mind and can be accessible.

Not necessarily, you're, what you've just described is if somebody, no, you're, you're, you're partially right there, Sada, because what hap I think this is where it gets really interesting because there's two, there's, there's different learning that we've got to take into consideration. There's learning that is built upon preexisting memory, but what happens if there is no memory?

What happens if you're just learning it for the very first time? You have now? We're we're playing. Yeah. We're, we're creating, we are literally and physically creating these tree branch like structures, called mites that are growing to represent. The creation of a new experience, memory, behavior, habit, et cetera.

And then they are creating connections with neighboring neurons. And then we are strengthening even at a, at a even more minute, you know, we've got billions of neurons in our brain, but we have trillions of synaptic connections. So that is all. And think about that. Think about that. You've got trillions of something in your head.

Yeah. It's beautiful and it's allowing, allowing you to do absolutely everything that you do in your own existence. So it's, it really, I think that's again, something that learning and development professionals, this is why it's so, and, and any education. Educational professional really needs to understand what is it that we are playing with as far as a structure in trying to help someone create a memory and things like schemas, which is, which is sort of what you were, you were playing with there.

Data is, you know, if we have something that's already categorized and organized in our brains that we can build upon, that's wonderful, but schemas can also work against you. Ah, yeah. Because what if something is so similar? But you need it to be different, right? If I wanna learn something and it's different, but I've got something very similar to it in my head, well now I've gotta work even harder to distinguish a, what's the difference and to create a pathway that's gonna compete with the other one.

Hmm. And it's almost like the running in parallels you might get skipped, you know? Um, also unlearning, I was gonna say, I've, I've had the opportunity to work, uh, just in like really some policy heavy, uh, environments. I. A hundred percent what you just said like rang a bell for me because it's like I will be looking at like, okay, here's this policy.

We're gonna roll it out. And it's just like this other policy, but they only do it in this specific case at this specific time when the moons and stars have aligned, yada, yada, blah, blah, blah. And it's like, oh man. Like I know that's gonna be bear of a course. I know that like the red flag behavior's gonna shoot up no matter like how, like amazing I can get in there and build because.

People will mistake when things are very similar. Like you just get mistakes. You just, people will be like, oh, I have to remember this and I do know this. Uh, I'll just default to that. Or I think it's this because, you know, brains they make, they make memories and sometimes they get a little bit, uh, photocopy wary when you've got too much stuff going on.

Static and, mm-hmm. Yeah. A hundred percent. Yeah. But this is why this is so immensely important to, to even, you know, and again, I don't expect anybody in, in the profession to go as deep down the rabbit hole as I did. You know, I got one certification in neuroscience and then I got a second one, and then I got a third one and I was like, oh man, I'm in, I'm in.

It's to win it. I've got a board of advisors full of nerds. I'm in the scientific community because I act as a translator now, and I understand my role, um, and the responsibility that I, I share. Uh, to bring the science in a very practical way. So I don't expect, and there should not be an expectation for people in the industry to go far down the rabbit hole, but to utilize the translators like myself in order to help elevate the profession.

But the problem is, and I think Scott, you're saying like, what is it that we're doing wrong? I can tell you with certainty. With certainty that. The expectations of people to learn are so far off in the human capability, and we put the cart before the horse. Time and time and time again, an organization will go and say, we need, we need, uh, people to learn this, and we need them to upskill in this, and we need this behavior, this habit to be cultivated.

I'm like, great. How many people in your organization understand the process of cultivating a habit First?

You want them to learn something that requires them to do it regularly, but how do they do that? Right. That is what we need to be, and this is why the sciences, and this is why bringing brain science into, you know, organizational learning development and education on a whole is so critical because we need to understand how our operational system works so that I can learn those things.

When you say, I need you to learn this new process, it's, it's very similar to something that we've done before, but there are differences and my brain will go, okay. I understand that that's in my head right now, but I need to focus even harder now to make a distinguished different pathway so I can see the difference, but I now have the knowledge to be able to take that authority of my own operational system to be able to do that.

If we don't start learning these things, learning is gonna continually going to fail.

Yeah, I totally agree. A lot of people just like. What's gonna be new, better or different? We're done. How am I gonna reinforce it? Right? So learning happens over time. Training happens at a specific point in time, and I think that's where a lot of the process ends. Um, I do wanna piggyback on this idea. Of memory.

'cause I think it was really, really powerful. And if you have any other tips, that's great. But one of the things that I learned not too long ago is this idea of really tying in emotion to what's going on. Because we have a tendency to remember how we feel about something, which is really kind of tricky, right?

So how do I, how do I create an emotion around process or how do I create an emotion around, around a topic? But that's one of the things that I've been challenging my team's, like, hey, Let's find a way to build emotion into what we're doing. So we're, we're focusing less on that retention and more on that experience.

Are there any other things that maybe any, any tips or tricks that you might be able to share with folks as they think about design and think about how they wanna approach ings from a, again, memories where it's at, behaviors, where it's at. That's why we do what we do. Not just that. Did I get 80% of my quiz?

You know, it's funny because, um, emo, you know, people wanna play with that, with the, with emotions and it is critical. You know, emotions are part of almost all of our cognitive processes, so they do play a part. It's how. Prevalent a role? Do you want that to play in your learning? And how much are you pressing on that button?

Right. So, um, we talk a lot about novelty, right? We love excitement. We like surprise, we like things that are new. But you press on that novelty button too many times and the brain's just gonna be looking for that as opposed to look, you know, as opposed to the learning itself. That's why gamified learning, although games are amazing and the stories that come with them can be very powerful.

Most of the learning that was designed was like, we're gonna give you a badge here and we're gonna make this ping and it's gonna give you this wonderful hit of dopamine, and you're gonna keep searching for those hits. Mm-hmm. As opposed to paying attention to what I need you to learn. So it has to be used incredibly intentionally and incredibly strategically.

But Scott, what you're saying as far as what you're, you know, the emotions are one thing where I think a lot of people forget that is where do the emotions come from? They come from context. When we want someone to learn something for a professional environment and we immediately start training them in the context of that professional environment, I've already lost the opportunity to scaffold on something outside of it.

I need to feel. A real life experience that I've had first, and then once I understand that's how that feels and that's how I might be thinking during that time, now I can contextually switch it over to the professional environment and I can learn that thing. 'cause now I'm understanding that I've made that connection from something I previously know and understood.

To something that I need to work on in the future. So context is incredibly important. Right? And I think so often I only, I see people just go right in for the kill, so. So how about a little humanity? Oh dude, I definitely agree. Definitely agree. You need that foundation before you start building, right?

Put it in context. That's great. Whenever, whenever I'm teaching like people how to do like instructional design, I, yeah, it's, it's one of those things where if you're not making a motion part of like what you're teaching, what you're training, what you're building, you're just building a dictionary and you know, nobody has those on their bookshelves anymore.

Well, not, not nobody, but very few people do, and so. It's one of those things where it's like, yeah, like there's a whole thing of Bloom's taxonomy for, you know, emotive learning. It's the effective domain and just nerdy moment. I'd never see it used and it's, that's, I'm glad you brought it up, Scott. I'm glad you talked about it.

Yeah. I could give you like a very distinct example that came out of, uh, a client called Salt I was doing, and this particular client, um, they work for emergency dispatchers and they hire emergency dispatchers. They train them, and then they are, they're, you know, put onto the field and, you know, what does an emergency dispatcher do?

They're dealing with people on the other side of that phone in crisis. Some sort of a crisis. And so I, they said, Hey, can you, would you mind coming in and, and taking a look at what we've got, do a little audit on it? And I read maybe two pages and I stopped and made a couple of notes and I said, let me ask you one incredibly important question.

I said, when these people come to you and you're, you're, you know, you go into your training sessions because we're talking about communication and, and different styles. I. Do you ask them if they have ever had to call 9 1 1 themselves? And they looked at me and then they're like, oh. I'm like, have you ever called 9 1 1?

Have you ever had to call for emergency services? Right? So they automatically don't have that emotional connection to what's about to happen. Calling 9 1 1 can be very scary and calling 9 1 1 is, we're doing it usually in a state of stress. Now, I'm not saying we should all just start crank calling 9 1 1,

but the point again,

okay, we shouldn't be. Yeah, that's a, that's a, that's, that would be way, way too priority. Um.

Oh, Lauren, man, I, I swear I could talk to you all night. Um, we don't have all night, and that's unfortunate, but I, you know, as we start to think about wrapping things up here today, um, is there, is there something that you really wanted our audience to remember or understand or you haven't had the opportunity to talk about that you'd like to share before we close things up?

I think, you know what I wanna share and, and sort of the, the comfort that I'd like to give to the people listening is that, We say brain science and we say neuroscience, and that can sound really overwhelming and intimidating, but when you find the good translators and when you approach it from a sense of experimentation and curiosity, it just makes it that much easier to embrace.

So it's not something we we're not looking to study ourselves. That's what the scientists do. But explore, be curious, and who knows? Maybe you'll learn to join forces with your brain just like I did. Well, it certainly is Fantastic. Love it. This is great. Really good stuff. Lauren, could you do our audience a favor?

Could you let them know how they can get ahold of you and some really groovy things you might be working on? Okay. Well, my phone number is no, definitely most active on LinkedIn, and you can find me as Lauren Waldman Learning Pirate. Uh, for those of you who are not on LinkedIn, uh, learning Pirate dot. Com is the website.

And what I'd love for everybody to check out is the series joining Forces with Your Brain scientifically designed by me. Um, it's got pretty much the same tone as this conversation went. Uh, and yeah, it that, that's my gift and my symphony for the world. Oh. Well, that's fantastic. We certainly are glad that you could spend time with us today and, um, we'll be, uh, checking out that, uh, that series and listening to Sym.