Saturday, 7 April 2018

How Important is Fun in Learning?

So yesterday was my first Minecraft Education Edition Teacher Starter Academy, as part of my new role, which I am still not fully able to share the details of just yet (sigh). However this day was set up as a 'taster' for Minecraft in Education, taking attendees through things like "What is Minecraft?" and "How can it be used to reach educational outcomes?" as well as giving them the absolute basics of logging into M:EE using their O365 account, the basic controls and what is available to support them to get started and use it in their classrooms.

It was a great day, and there are more coming up over the next few months that I am very much looking forward to. However, throughout the day there were people on social media, helpful people, sharing ideas that they thought would support me in the workshop I was running. This raised some kind of conflicting thoughts for me, that I am going to try and 'decompress' here into something coherent as it has been weighing on my mind for the last 24 or so hours. OK, so if I am being honest, I was awake a fair bit last night trying to resolve an issue, and I don't want to do that again tonight. Selfish? Yes, but hopefully worthwhile for both me, and you!

The problematic thought kind of centers around the title of the post. How important is fun in learning? A lot of the resources shared were around ensuring that the lesson was fun, and game like. In a lot of respects I understand that is a key part of what Minecraft CAN offer in a classroom, however when are new to Minecraft educators 'ready' for that change in thinking? Because if I think honestly, it is a very big change in thinking, a change in the way you design lessons, a change in the way you assess outcomes and consequently a change in how your classroom operates.

Should brand new teachers to Minecraft, (notice I didn't say Minecraft in education there, just Minecraft since over 60% of the teachers in attendance at the academy yesterday had never set 'foot' in the game.) get introduced straight away into this whole idea of making learning tasks in Minecraft like a game? Part of me thinks "Yeah, why not, start as you mean to continue." But the realist part of me sits back and scoffs at the other part (Can you tell I am in quite a bit of conflict internally over this?) and thinks "Think back to how you started, you started with 'teacher controlled' demonstrations, how much 'game' was in that?"

I look at the change in my lessons over the last 7 or 8 years and think about the development I went through as an educator, the changes in the way I thought about education, games and assessment. Is it right to say to teachers starting today "Trust me, this is where you should be trying to get" or should we be a bit more 'open' to the idea that getting them to start will mean that teachers will develop over time and in future their Minecraft lessons may, or may not, incorporate the 'game' parts of Minecraft based on their own specific learning outcomes, expertise and students?

So I guess this leads to the next question, does every lesson need to be fun or should every learning activity be fun for students? I enjoy creating maps, I enjoy 'crafting' playful learning tasks in Minecraft for classrooms. But if I look at, for example, the Animal Cell map I am currently re-configuring for M:EE, that has very few elements of what I would classify as 'fun' or 'game like', however I think it is a highly valuable lesson/experience for students. Feedback from students who did the map with me, and from teachers who have used the map in their own classrooms has been very positive, but is it a fun activity? I am not entirely sure.

Conversely the Energy Transfer map I am currently also working on, is highly based in a game type situation and I would expect that to be fun for students. Does that mean the Energy Transfer map is more 'valuable' than the Animal Cell map as an educational experience?

I cannot, despite my newer thinking processes around fun activities in Minecraft, (since the map was originally created in either 2012 or 2013, probably over both of those years given how many hours it took to create it.) think of a way to make this Animal Cell activity 'more fun'. I guess you could possibly look down the scavenger hunt aspect, but that might destroy the 'immersion' that I think is a really key aspect of that map and in reality what is the goal of the scavenger hunt?

So we come to yet another couple of questions. How essential is it that every experience students have in Minecraft in school be 'fun'? How much do we risk 'schoolifying' Minecraft if they don't have fun? I don't think I 'ruined' Minecraft for any of my students by incorporating it in my classrooms, in the many changing forms it has taken since 2011.

So should we let teachers develop along their own path, or should we be pushing them towards a particular path?

Having written that last question just above has certainly clarified why I have been so conflicted over this. I have always tried to let educators find their own path, supporting as much as I can, but trying not to 'dictate' the path they take. Letting them try, fail, reflect, learn and try again, with support where needed, has been the way I have tried to operate since the beginning.

I think that trying to tell the people I am supporting, whether they are beginners, or whether they are experts, that one particular way of using Minecraft in their classrooms is 'best' is definitely not what I want to do, nor do I think that is what the helpful tweeters were indicating I should do. Having more options for development, and more access to information that will support each teacher in their own developmental journey in using Minecraft in their classroom is going to be the key that shifts their thinking and hence their classrooms, hopefully schools, and really hopefully systems.

If I am going to share resources around, I need to make a conscious effort to ensure that I am also telling those I am sharing with, that what this resource depicts, or talks about is not the only path forward, but might help them define their own path. That whole sentiment of try, fail, reflect, learn and try again is the process of learning, why should we step in the way of those who are along that path?

Wow, if you got to here, despite my ramblings, thanks so much for reading. I am certainly feeling better in myself, and hopefully sleep will come easier tonight now that I have resolved the main conflict I was having. Thanks internet (and faithful readers) for being a sounding board for my thoughts! As always feel free to leave a comment below if you want, I am open to any and all thoughts around this and think that a discussion may help us all in our respective journeys!

Thursday, 29 March 2018

Workaround for Custom Skins

I have not been this excited in a fair while, I just need to share a great success I had earlier today. I have managed to figure a way to get custom skins for students in Minecraft Education Edition. Which means that teachers can collate a 'skin pack' for the class (or classes) and students will be able to choose these skins in game.

Check out my very excited 'tutorial' that doesn't really show you how to do it properly here.

I will record a 'proper' tutorial showing the steps to take the skin pack available in the video description and make it your own. It is simple, but likely to be time consuming, so don't let students change their skin every week. Or if you do, you may want to keep file names consistent between changes.... hmmmm.... more info for the tutorial.

Thanks for reading. Comments are welcomed as always.

Wednesday, 21 March 2018

Limitations and Workarounds

So, I have been doing a fair bit of map making over the last week or so. I have almost completed the Animal Cell map, I am working on a Reaction Times recreation, with more automation so that anyone can pick it up and run with it, and I also, just yesterday converted my Contour Maps world from Java to EE. A huge shoutout to Joel Mills, @iLearningUK for the tutorial showing how easy it is to do it. Here is his playlist of support videos if you are interested.

I keep running into limitations within EE that I don't expect. Don't get me wrong, this is not a complaint, I am really enjoying hitting these walls. It brings back memories of 'the good old days' when we used to run into limitations in MinecraftEdu and we would work together to try to find workarounds to achieve what we wanted. I am very glad to still be part of the community that is still supporting each other to find those workarounds.

The biggest limitation I have right now, and the thing that is holding up the Animal Cell release is simply there is no 'great' way of getting relatively large amounts of text into the world without breaking the immersion I want in that map. The NPC's can have a bit of 'front facing' text, and then you can use commands to /whisper or /say the information to students nearby, but this just feels 'unclean' and has a few problems associated with it if it is a multiplayer experience, not to mention the 'wall-o-text' that students will have on the 't' screen after they have visited a few of the NPCs.

I would also like to be able to 'know' when students have gone to each location in the cell, but I am running into issues there also. Without scoreboard like commands, I have no ability to 'tag' players with extra data. So I had a look at using /give to give students named items, and then detect when they have all those items in their inventory, but can you believe it, there is no way to /give named items in EE/Bedrock edition without a whole heap of other mess involved. So I can do it, hence the workaround, but it is a very messy process that involves cloning chests on top of players, then destroying chests and hoping the item that was in the chest jumps into the correct players inventory. Which would be fine if this was only a single player experience, which it can be, but if a teacher gets multiple students in the map, a lot of things could go pear shaped with that solution.

Coupled with that, it appears that I cannot detect when players have particular things in their inventory. I could detect when those blocks are placed however, and that would be the next workaround. Essentially what I wanted, was once students have spoken to each NPC, they get swapped to creative mode and can fly around the cell having a look from different perspectives and being able to take more pictures if they so desired. I know that the teacher can do this manually, but for some silly reason I have it in my head that these things can/should be automatic, making it easier for others to use the map.

The other limitation I am working around is the lack of build tools. The /fill command, using relative coordinates is pretty neat, the lack of undo is a bit of a pain though. I have taken to grabbing a copy of the world folder before attempting any /fill (or /clone) that could take a while to undo manually. I haven't had to use the backup yet, the /fill with air command has been an adequate undo so far. I have also begun having a bit more of a crack at the /clone command, but this confuses me more times than it makes sense. It depends on which 'order' you put the coordinates in, and I am yet to see why it picks the particular corner it does for the start of the clone. I am sure there is logic there, and one day I may understand, but it is going to take some more trial and error.

The other workaround I am trying to get happening is the "execute detect setblock" group of commands, which is super helpful at swapping out large groups of blocks for another type, without ruining a structure. I used this to change the ER from netherrack to red glass in this video. I am thinking that this could be a very powerful tool if we get the ability to /summon command blocks with commands already in them, but until then, it is a tool for use in particular situations, rather than an auto-build tool. I can see this setup being able to 'auto build' almost anything for you, depending on what block you place down, but I am a long way from having that fully functional and easy to pick up and use.

I have also been streaming my lesson creation when the house is quiet enough to do so and I really enjoy it. I have been exporting these from Twitch to YouTube, so check out my YouTube channel if you want to watch my madness in almost 'real time' or follow me on Twitch if you want to see the madness in real, real time while throwing questions at me and trying to confuse me even more.

Thanks as always for reading, feel free to leave a comment below if you have another workaround I should try for any of the limitations I have mentioned, or if you have anything to say really. :D

Tuesday, 13 March 2018

I Am Back.... For Real This Time!

Hey there! I know I have said this multiple times over the last few years, but I am serious this time, I promise! I don't know how many of you follow my YouTube channel, I did release an update video a few weeks ago saying that I was actually finally returning to this space in a more active capacity than I have been for the last few years. Make no mistake, I have still been a part of the community, I am still a Global Minecraft Mentor and keep my fingers on the pulse and my thinking processes active in thinking of new maps or lessons I could create, but I acknowledge that have been quiet in the public space, mostly due to time constraints with 3 young children and new jobs and associated travel where Minecraft did not quite fit fully.

However, the great thing is, in my 'personal life' I have been beginning to find the time, limited of course, and energy, to work on converting some of my old MinecraftEdu maps like the Animal Cell to work in M:EE. Not only that but I have also been working on developing some new ideas, some in collaboration with multiple other Global Minecraft Mentors which is super fun and very exciting. I would like to thank to my youngest child for finally starting to sleep through the night multiple nights in a row. It is due to this somewhat regular unbroken sleep that the time and energy have started to return to my life. I am very pleased to say that I have been able to stream my thinking processes and decision making via Twitch when making maps/lessons in Minecraft Education Edition (thanks new computer and faster internet).

I encourage you to drop by and collaborate on map creation with me if you have time by interacting with me via the twitch chat while I am creating lessons. I know that the more ideas and perspectives we have incorporated into a map, the more students the map will be suitable for, and the greater the end result will be for the community. So far I have found this experience very enjoyable, is the place to find me live if you are interested, but I am also uploading these to YouTube afterwards, because, why not, so you can watch them there afterwards if you want, you just miss out on the interaction with me and the others involved. A word of warning, I am learning the process and software involved in streaming, next step is to figure out how to get the Twitch chat as an overlay on the YouTube videos so that my one sided conversation makes sense. I am also streaming my 3D modelling process there as well, so if you start watching and it doesn't look quite like Minecraft, feel free to watch, or disappear if you want and try again another time :D

All that being said, I can see you sitting there if you are a long time reader saying "Yeah sure Elfie, you have said this like 5 times over the last 2 years alone." and you are right, so what is different this time? I am super excited to be able to be more active in this space in a professional capacity over and above my personal passion. A change in role has meant that Minecraft is a part of my job again, rather than an add on and entirely passion driven volunteer activity. I cannot announce the full details just yet, but I will once it has all been finalised and made official. However I can tell you that a large part of this role will be coaching teachers in the use of M:EE in their classrooms and developing projects/lessons/maps to support them in this. Which of course means that these projects/lessons/map development is likely to be shared here, as will the reflections.

So, while I know I have said this several times in the past, and once already in this post, expect more regular and meaty updates from me around Minecraft in education, the projects, successes, failures and everything in between. The 'good old' days of me brain dumping here on a regular basis will be returning soon. So stay tuned!

Thanks as always for reading, feel free to leave a comment below. I look forward to posting more in the coming weeks and months as my new role picks up speed.

Thursday, 9 November 2017

Minecraft: Education Edition; 2 Years On.

Nearly 2 years ago (20th Jan 2016) I wrote a blog post detailing my concerns about Microsoft acquiring MinecraftEdu and planning on releasing their own version. I read that post again today while I had a spare few minutes, I sometimes revisit old posts to see what I was thinking at the time, and that one happened to be the one I read.

What is interesting is I had 5 concerns, and looking at the current version of Education Edition 3 have been, to what I would consider, fixed. This is the list of initial concerns from that post.

1) Licensing
2) Ethos of the team behind MC:EE
3) Mod support
4) OS support
5) Lack of features in code base

Licensing is still a mild concern for me, $5 per head per year still stings, but I think I have mentioned this before, in my new role I work with a lot of school leaders, and to them, this is not a huge barrier. So while I as a teacher have concerns, it may not be a huge barrier to some others.

The ethos of the team behind MC:EE, I have zero concerns here now, having worked with them over the last 12 months as a global mentor, and throughout the beta the team in the background are absolutely on the right path. They definitely have the right ethos, in my opinion at least, take that as a recommendation or disregard and make your own mind up.

Mod support, still a fairly significant concern for me. I am beginning to explore "Addons" and I know this allows me to change the textures of blocks and items and such, but interestingly in my explorations so far also the behaviours of existing mobs. I am not entirely sure how far these addons allow customisation of the game, but it is at least mostly functional for the kind of lessons I like to build and run with students.

OS support, again from a selfish perspective, this has been resolved. Mac and Windows 10 are all I need, I am still a little disappointed they have not given Linux any love, or any previous versions of Windows, as I can see that schools might still utilise these OS's thus limiting their ability to get involved.

Features in the code base. Now this is perhaps where the biggest shift has happened, at least for me. It was always going to happen, but upon reading my previous post, I realised just how far it has come. There are now comparable commands and command blocks. Most of the basic features in the current Minecraft Java version are now available in the Windows 10 edition, which means they are available in EE, so all my desired redstone contraptions and command block magic can now be created.

So what does all this mean? For me at least, it means I am beginning to look at re-creating some of my maps/lessons/activities/experiences in MC:EE. Currently I am still not in the classroom, so I cannot use them with kids myself, but it is time for me to begin exploring just how far MC:EE has come in terms of helping me to create the kinds of lessons and activities I really enjoyed crafting and teaching with. Also within my role I may get the opportunity to trial some of these activities in schools, various schools, which would be an awesome opportunity, both for me, and the teachers and students involved.

I also have a few untested ideas that I would like to play around with, all I need to do is find the time. I think that some of the ideas I have been sitting on for years to try and implement, still the have the time issue, but the functionality is now there, as some of them were still not possible in 1.7.10, and 1.8.9 was not quite stable enough for full scale implementation within classrooms.

So, fingers crossed, I will start sharing more posts about my MC:EE creations, both here and on the MC:EE lesson site as I begin to develop and re-develop some of my thoughts and ideas around educating students using Minecraft game mechanics.

Thanks for reading, I hope to not be quite so 'absent' in the future and as always if you have any comments, feel free to drop them below.

Friday, 7 July 2017

Factorio Day 4

I realised today, writing that previous blog post, just how much I miss trying new things in a classroom. Pushing my own limits in terms of what I do in my classroom is something I hadn't realised I had missed this much. Being in a room, feeling the passion and enjoyment that students (and I) have in these lessons/projects, the underlying tension I feel when I have no idea how what I have planned is actually going to play out.

Anyway, enough of that, how did today go? It was yet again a very interesting experience, I did manage to convert the multiplayer map into a 'creative' single player map for students to try and 'fix' or improve something in the factory we are currently working within, and I think that was a really fantastic choice, and I wish I had started that earlier in the week. It is something I will be repeating tomorrow, as I really feel that allowed the students to safely explore options for incorporation into the group factory.

After they worked on their improvement, I did a quick tour around the room checking what people had built, and then started 'grouping' people together that had worked on the same production. That worked very well also, as students already had ideas about what they wanted to build, so were more readily able to discuss and defend what they wanted to build.

Having learned a whole heap of new commands and manipulations of the Factorio world, we took the last 25 minutes of todays session to see what happens when the aliens attack. We are definitely not going to achieve the nuke by the end of tomorrow, today we basically started automating the third science pack, we need around 6000 more of the first 6 tiers of science packs to even get close. The students were so excited when I said to them, "I am standing in the middle of an alien base, you have 2 minutes to prepare, as I think my finger is going to slip onto the shoot button."

I manipulated the aliens, so that they were the hardest they get and let them go. It was utter chaos, and not the 'great' chaos I have mentioned in earlier posts, this was utter chaos. Students were having an absolute ball as they ran around trying, ineffectively of course, to defend themselves and the base. I do think however that I have more to learn about the mechanics of the game to make that scenario work better, and I think there is value in putting students through a 'defensive' scenario once they are comfortable with the game.

After about 10 minutes of students running around in the game, getting killed by aliens, some students were suggesting a concerted strategy instead of running around like lunatics, which I was very pleased about. They were also looking at what basic resources they needed to build both defences and offensive weapons. So I think, with some more planning, it could be a very powerful lesson in the future, not that the time spent in doing that today wasn't worthwhile, but I wasn't sure it was going to be at the beginning, and it was not the focus of todays session. What I am trying to say is, that in future I think that 'scenario' could be a whole session, instead of just a 'timeout' to give the students a break.

I have promised them that tomorrow, before the end of the session, I will put them all in creative on the server and they can go nuke the aliens, but tomorrows focus will actually be getting more raw resources into our factory, scaling up the third tier science packs or working towards the fourth tier science packs. I think I will suggest that students pick one of those options and work towards it in the first part of the session, in the single player copy, and then they can work as a team towards it once we start up the multiplayer server again.

I am certainly pleased with how the project has gone, and feel that I can say that my original learning outcomes have been met, however I am concerned that the parents will not see exactly what the students have achieved in the time they have spent in this workshop. I don't quite know how to clearly explain that, as a team, your child has created everything you see before you from nothing, and not only have they created it, they have researched and prototyped their designs before creating what you see before you. While doing this they have demonstrated a load of skills, leadership, communication, planning and collaboration are just a few. They now have a good understanding of how supply chains can be affected by not enough materials coming in, or by those materials being sidetracked and used to create other things.

Having written that, it does sound pretty good, but will the parents believe me? Will they truly understand? I hope so, and I also hope that the students will be able to clearly explain and show their parents what part(s) of the factory they had the biggest impact on, and how that ties into the rest of the factory and supports other students parts of the factory. I wonder whether a printed overall map of the base might be something worth having... hmmmm, will think on that one!

Given that the students took screenshots of their chosen area of the factory before and after their build today, and wrote what they did, I am thinking I might also combine these together into a powerpoint with the students images, name and text to show the impact that students had today also. Since we will be doing the same tomorrow, it would be good to put them in as well. I am not sure I will have time to do it, with tomorrows images, and it is already after 11pm here at the moment, but if the students work well in the group factory tomorrow I may be able to incorporate tomorrows images.

Ok, enough ranting, I feel like I have written more this week than I have for about the last 2 years, and honestly I probably have! It is great to have something interesting to share and reflect upon. As always, thanks for reading and feel free to leave any comments down below.

Thursday, 6 July 2017

Factorio Days 2 and 3

Alright, ready for another brain dump? I was trying to write a post each day after the session ran, but unfortunately the last couple of days have been super busy, so I am writing this a couple of hours before the 4th session is about to start to try and get what I have observed in the last couple of sessions down on 'paper' somewhere.

It is very surprising to me to see how focussed the students are, both in their own sandbox world and in the group factory. In the second session we started with a bit of setting up their own sandbox world with basic power and resource collection, with the goal of producing some automation of the red science packs and green circuits. Only a couple of students got to that stage, but many were still developing their basic gameplay skills.

Once we began in the group factory again, they had to try to get some of the automation happening, and they succeeded in automating stone wall production, and also setting up single machines to create 1 red science pack and 1 electronic circuit. We also progressed in the research tree and started producing steel in somewhat small quantities. One student also began building the 'main bus' for our raw resources to try and give the factory some kind of ordered shape, rather than the spaghetti that we had after day 1.

At the end of the session we discussed our progress and had a chat about scalability and how much of the items we might need in the future if we were to get further in the game. The students are keen on launching a nuclear bomb on the aliens in our final session. So with that in mind we finished the second session and I started planning a mode of attack the get them to see the scale of the factory they need to build.

So the third session begins and the task is to create a factory that can produce 1 red science pack and 1 green science pack per second. I showed them a small spreadsheet that gave them the raw requirements of each of the components needed to create these things and we discussed how we could create 1 per second and how much of each raw resource we would need to do so. We did some math, or at least we tried, the math can get quite involved if you want it to, but we got there in the end, the students understood that to do this, they would need to upscale their production.

I also explained why I had challenged them to produce 1 of each of these items per second, because that, in theory would get us to finish our nuclear bomb research before we finish the workshop. So now they have a long term goal, and some idea of how much production they are going to need to get there. Students were then let go for around an hour in their sandbox world trying to create a factory that would produce the set target.

Many students created working factories, that, according to the math we had done earlier, should be producing 1 item per second, however they were not, and some students even figured out why that might be. The investigative options, and the opportunities for problem solving are blowing my mind. I had figured they would be available, but there are so many different opportunities, and if I was to do a project like this again (which I very much hope to be able to) it would be great to record what happens to the factory in a time-lapse kind of way, with some kind of narration as to what is happening and why, as the thinking behind the build is not always understandable from the finished product.

I am also very surprised at the quality of interactions happening between the students. I have some students that are seen as annoying, very annoying, by others and even in my Minecraft workshop I have one of them and he is very frustrating. Annoying others, breaking their things and generally making a pain of himself. However put him in Factorio, and he is a completely different student. I think it is an 'ownership' thing, if I try and bring it down to the difference. In Factorio, he has a job to do, a fairly clear objective, and he 'owns' part of the factory, as he built it.

For example, yesterday, he wanted to mine a lot of stone, and he has a pretty good set up that he has built. The factory was running low on power, so we asked him to disconnect his stone for a while, until we could get some more power. He happily did this (to my surprise) and then went up to the power plant and started creating more power generation. He took the initiative to fix the issue that was preventing him from doing what he wanted to do, and in the process he was supporting the entire group by making more power.

Other students are also showing great leadership, team work and initiative. The students worked together to re-create some factories that we looked at that were 'optimal' science pack generation. There were 3-5 students working on these at any given time. Another group took the initiative to finish the wall, and then turn off the wall production factory, gather the resources and bring them back to the main factory.

I feel like I am struggling to explain all of the minor problems that are arising within the factory, that students just go and fix, no fuss, they might ask for help from other students, or they may just do it themselves if they know what to do. There have been no arguments, which I find very surprising for 14 13-17 year old boys in a multiplayer server together.

As in the first session, it is absolute chaos to the outside observer, students moving around the room, constant chatter, me constantly reminding the students to speak in English so that I can understand what they are doing and why. But from inside it is such a great chaos, a chaos of amazing engagement, learning and collaboration. A chaos of students fully engaging in a collaborative project with a clear goal in mind, and a single mindedness to get there if they can. Persistence and problem solving are all over the place. I feel alive when in the room, you know how sometimes as a teacher you just 'know' you are achieving everything (and probably more) than you wanted to in your lesson? That is how I feel when I wander the room listening and supporting, I cannot just sit and play with them, as much as I expected to, I just cannot do it, there is too much energy in the room, and so much to go and look at.

So, what is the plan for today and tomorrow. Well today I am going to (hopefully just after I finish writing this post) convert our multiplayer map to a single player sandbox one, so that I can put that on all the student machines and they can use that as their sandbox today to see what they can do to improve the factory. I will be asking them to go around the factory, and look at what might need to be improved, take a screenshot of it, take 30 minutes to try their best to improve it, take another screenshot and then reflect on how they did.

After that, we will have a quick discussion about the successes and failures of their missions, and then start the multiplayer building again. I have said that if they continue to work as successfully as they have the last few days, that I might let the server run for a while to try and help them get to the nuke stage before the end of tomorrows session, but I honestly don't know that we can do it.

If all else fails, I guess we can 'cheat' the nuke in at the end of tomorrow so that they can see what happens, and then they can take the save file home with them, and keep building the factory. I am assuming that many of these students will be buying this game, if they have not already.

I need to do a summary of the Minecraft project so far too, but I want to keep them separate in terms of my thinking here, so I will do that in a different post, and a different time. It is now time to go convert worlds!

Thanks as always for reading, and if you have any comments or questions, please feel free to drop them below for me. Hopefully there will be another post in a few hours 'brain dumping' todays upcoming session.