[00:00:00] Welcome to the show, where I guide therapists to attract their ideal client, scale their impact, and increase their freedom and flexibility by creating online educational resources. This is the Scaling Therapy Practice.
[00:00:24] in order to, to change for any kind of online course, our motivation to change has to be greater, has to overcome the inertia. the status quo of what's familiar, you know, of getting out of our comfort zone. And that's where the role of the teacher comes in, or the course creator or the facilitator, you know, we have to basically create a safe space. You're basically helping people who want to make an omelet. the eggshell. That's their comfort zone.
[00:00:57]
[00:01:00] It was a typical New York winter, meaning 6 to 12 inches had just fallen in the afternoon, and my brother and I were tasked with shoveling the driveway. Not my favorite chore, but I didn't mind the snow, so we went out, grabbed our shovels, and started shoveling. And the driveway where we were at Just loomed large it.
[00:01:31] It was, uh, we were at a friend's house and the driveway was twice or three times as long as our driveway and I would take a shovel and it looked like I did nothing like I did no work and I take another shovel and do no work and what's it after what seemed like hours, which it was probably only 15 minutes, I looked up and I saw how long we had to go.
[00:01:59] And I just got discouraged. And I turned to my brother and was like, Oh man, we're never gonna get done. And in a moment of brilliance that I I don't think my brother realized he was being brilliant at the time. But in a moment of brilliance he looked back and he said Yeah James, but just how just look how far we've come.
[00:02:23] And I looked back and we'd done at least a third or maybe half of the driveway already. without even realizing it, just putting one shovel, you know, one, one action in front of the other, one shovel of snow in front of the other. And that looking back and seeing how far and how successful we've been was super encouraging to me.
[00:02:47] And. It's kind of stuck with me in life, like if I look forward and to see how far I have to go and how much I haven't gotten done and I manage, I, I compare myself to either other people or compare myself to like what my ideal is or my expectations, I get discouraged and disappointed and it makes it harder to go forward, but really, when I take that a look back in this year or the last five years and see how far I've come.
[00:03:23] It's really encouraging and it motivates me to keep, keep pressing on, you know, keep taking one more shovel full to go forward. So if you're struggling right now, the end of 2024 and you, you're looking ahead and seeing how far you've gone, Or how far you have to go. I encourage you to take a look, make it a practice to take a look back and just recount your wins.
[00:03:48] If this has been a particularly tough year, look back the last five years and recount your wins. And then look at some of the things that you would see as losses and reinterpret them as wins. As lessons learned or strengths that you are gaining, because we are, we are the author of our own history in our head, and if we can reinterpret those losses as wins, then we're that much further ahead.
[00:04:20] So. Take a look at your wins. Take a look at what you've done. If you find me on social media, I'm, uh, I'm on here, James Marland, um, or Course Creation Studio or I have a community group you can find on course creation studio dot com and just recount your wins. What are the wins for the year and that that is going to do far more to energize you than almost anything could because really, We are, you're a winner.
[00:04:50] You know, you, you have things that other people need. You are doing things that are spectacular. Sometimes when we just focus on what we haven't done, uh, we get this distressed and discouraged. So focus on the wins and then share them, please share them with me. And I'm going to share mine in the community group and we're going to end 2024, really strong.
[00:05:14] If you want to start 2025 out strong, and you're thinking about Creating online educational resources. I'm starting a, cohort in January.
[00:05:24] So, uh, go, go to the website and take a look and, apply to be a part of the cohort starting in January. And I'll work with you until you have developed and launched a pilot course
[00:05:36] hello, and welcome to the Scaling Therapy Practice. This is your host, James Marland. This is the show where we empower mission driven leaders to launch life changing online courses. I'm really thrilled today to have my special guest, Rebecca Cuevas. She is the author of Course Design Formula, how to teach anything to anyone online.
[00:06:02] I've gone to some of her trainings already and, uh, I really enjoyed her presentation and her easy to follow information and steps. And I'm really just thrilled to have her. You know, a giant here who understands, uh, course creation and how to arrange things on the show. So Rebecca, welcome to the show.
[00:06:25] James, thank you so much for that wonderful introduction. I think this is the first time I've ever been called a giant, so I'm very honored.
[00:06:32] We all stand on the shoulders of people who came before us and you've got male multiple years of experience. And, uh, I've benefited from some of your training. So I'm just really glad to bring you to the audience.
[00:06:45] Thank you. It's an honor to be here, James.
[00:06:48] So how I like to start out is just, uh, letting people, uh, introduce themselves because most people didn't start out doing online work or online course creation or any of what we're doing right now. So there's a story or a backstory. So Rebecca, could you fill us in on how you came to become an online educator and supporter coach?
[00:07:08] Sure, James. Well, my first adventures in teaching was after my first day of kindergarten when I came home and lined up all my stuffed animals and there may have been an unwilling younger sibling involved as well and taught them everything I'd learned in school that day. I just thought it was the best thing since sliced bread.
[00:07:27] So I love teaching. And, uh, so I, you know, I was a teacher and, um, I, for 15 years, I ran the school education program for two public utilities here in Southern California, reaching thousands of, uh, students in, you know, 12 school districts, teaching them about how the water gets to your house, how the electricity gets to your house. Um, you know, don't stick a fork in the toaster, you know, electrical safety, you know, and what was so exciting about those programs was that I got to design them from the ground up. I was already doing instructional design and teaching live in classrooms and around 2007, I started noticing that every classroom had a digital smart board. And I thought, gosh, there's a lot of potential to reach more people to do things online, but I knew zero about doing things online. So I ended up going back to school and getting a second master's in instructional technology. I have two master's degrees in education. The first one is in curriculum development.
[00:08:31] The second one's in instructional technology. And, but what I still discovered was. You know, at first I thought what everyone thinks, which is you've got a great program, it works on in person, turn it into a video, you know, digitize it, put it online. what I very quickly discovered was that things that worked so well in person, taking the whole class out on the playground and doing an interactive, you know, at movement activity, it was just like watching paint dry.
[00:09:00] If you turn it into a
[00:09:01] You
[00:09:15] so I said, what is the secret here? How do I, you know, I know how to teach so well, but there's something missing here. 10 years of trying all the things that don't work. So you're welcome.
[00:09:29] Um,
[00:09:30] I can, that's, that's actually one of the most valuable things about this is that I can save people a tremendous amount of time because most of the things that we normally intuitively think are going to be great, like making an hour long talking heads video of ourselves explaining our stuff, you know, that's not going to create an engaging learning experience. eventually I discovered, you mentioned standing on the shoulders of giants and one of the really big giants whose shoulders I stand on is Robert M. Garnier, who is a very leading educational researcher and theorist. And he discovered that you could divide the types of transformations people get from learning into five different kinds. And especially for your audience of of therapists. One of the really important ones is mindset change, know, and, and the thing is, so how do you structure? He, he did research into how you can structure your learning to deliver the actual transformation you want. So if you want someone to change their mindset, Here's how you need to set that up. And interestingly enough, you start with, here's all the things that you could do, but don't work, know? So, and you know, it seems counterintuitive because we go, well, shouldn't we start with the positive, but actually when it comes to mindset change, you, you have a choice. You could continue to, you know, be a couch potato or whatever you're doing that isn't working, right?
[00:10:57] So it's important to understand that you do have that option, but it's not going to get you to the result you want. So another important part of mindset change teaching is helping people connect with their why. their immediate why, like I want to, you know, lose weight for my friend's wedding in three weeks and their long term why, which is I want to, you know, live to a hundred so I can play with my great grandchildren, so I want to be healthy, so I, I have to change my mindset from me be a couch potato to let me get up early and exercise, something like that.
[00:11:29] I have a question about that because often we know what we want, like, I want to lose weight for the wedding or I want to have a healthier lifestyle. Like we're, we're connected to that, but we don't change. Why, why don't we?
[00:11:45] One of the biggest reasons, why we don't change is, But there's a couple of reasons. One could have to do with our own motivation. We want it, but not as much as, not enough to overcome the other factors that are, for example, maybe, I mean, this happens to me all the time. There's things I want to do, but I don't have time in the day to do them, you know? Um, so that's why the first thing you have to look at when designing instruction is, is instruction the answer to the problem? And I'll give you a case study that was in a, one of my books I read for my master's. So imagine you have a company that has noticed that the employees are smoking. So they just, you know, too much smoking going on. So they say, let's have an employee train improvement program. You
[00:12:30] Oh, yeah. Yep.
[00:12:31] You know, and we'll bring an expert in to teach about the dangers of smoking and why smoking is bad. And it's going to be mandatory over time. They have to come blah, blah, blah. So it doesn't work. People smoke more after this program.
[00:12:44] Why? Because they didn't get to the root cause of why people were smoking, which is that all the already existing mandatory overtime was stressing them out so much and they were tired and stressed out. So forcing them to more mandatory overtime to tell them why smoking is bad is not the solution to that problem.
[00:13:04] So, so somebody else described it this way is that smoking did its job. They did it because smoking solved a problem for them that they, they wanted solved. They wanted the stress to go away. Relief gone. They wanted to engage in something that made them feel good. They wanted
[00:13:22] Exactly.
[00:13:23] out with their friends and like chat about nothing.
[00:13:26] Well, you know, oh, isn't stress so bad. They wanted to commiserate over whatever. And smoking is how that was done. It did the job just like a milkshake might solve that your need for a sweet treat or hunger or desire, or maybe your kid, you know, it's doing its job. What is the job? To be done and instruction did not solve the problem that the people were having.
[00:13:53] in another really important part of mindset change, which is that part of mindset changes showing first of all, what doesn't work, then what does work, which obviously the part of the thing, but and the find your why that I mentioned, but then this is the key that addresses what you just said, inspiring role models and case studies.
[00:14:11] In other words. people who were exhausted and had kids and that's why they were having milkshakes at 2am really wanted to train for a marathon and this is what they did and they switched their milkshake for a green drink and now they, you know,
[00:14:24] Yeah.
[00:14:25] the sponsor of some, you know, marathon or something. You need to have those inspiring role models so that you can see people who have done this because many people, for example, people who are trying to break out of generational poverty, generational trauma, they may not have any positive role models. They have may never have seen anyone who isn't a smoker or who went to college or whatever it is that they're trying to achieve. and I know for myself, for example, when I set out to write a book, I mean, I didn't know anyone who had personally written a book and I think most people probably don't. And I joined like a wonderful online community self publishing school of people who were writing books. And there I saw other people go from, Hey, this is my PDF.
[00:15:13] Can you check it for spelling to, Hey, my book got number one in its category on Amazon. And this became a regular occurrence. So now I'm like. This is what people do. People write books. It's normal. You know, they did it. I can do it. And, and that's exactly what happened. And now almost everyone I know has written a book. So, you know, I think that we need to surround ourselves with role models and also become a positive role model. The other part of mindset change that's super important to answer your question, why don't we change is you have to have long term support. And again, for your audience, if someone wants to create a course to promote some kind of positive mindset change, important that either you provide the long term support, which a therapist, for example, could do by creating a membership community for their audience, you know, which is a great way to get recurring revenue, um, or whatever. you don't want to do it or can't do it for some reason, build in a way for them to get support and I'll give you an example. This is not really a therapy example, but let's say your course is on how to grow orchids in, you know, California, right? It's or how to grow orchids worldwide. You know that people are going to need support for their for their personal growing experience. You can't provide it, but because you're not in all those locations, but you can hook them up. You can have a resource list of here's how to find your local agricultural extension service, you know, in other words, there, there may be existing support available that people don't know about and your job as a consultant.
[00:16:53] Course creator is to connect people with those resources or help them find their own resources, you know, for, for support. So mindset change requires all those components, understanding what doesn't work, understanding what can work better. That's the heart of it. The program connecting with your why for short term win and long term success.
[00:17:15] Why do you need both? Because otherwise you fit into the outfit for the wedding and then you're back to eating Pop Tarts, you know, again, the kids are stressing out at 2 a. m. And then there's, um, the role models and the support. James, I think what you brought up is key, which is that we do things for a reason because they solve a purpose in our life.
[00:17:34] They solve a problem in our life. in order to, to change for any kind of online course, our motivation to change has to be greater, has to overcome the inertia. the status quo of what's familiar, you know, of getting out of our comfort zone. And that's where the role of the teacher comes in, or the course creator or the facilitator, you know, we have to basically create a safe space. You're basically helping people who want to make an omelet. the eggshell. That's their comfort zone. you know, think about if you were the egg, right? I mean, you're breaking your eggshell. You're in a hot pan. They added some smelly onions. I mean, it's hard to learn
[00:18:16] It's a tough, tough process for, for change and transformation.
[00:18:20] yeah.
[00:18:21] I think, um, we're afraid, like, we're afraid to make those mistakes or invest those resources, knowing we are going to make mistakes. Something I found, though, is if I don't make mistakes, I'm not making progress. I'm not learning what to do.
[00:18:37] I think therapists are actually in a they have a kind of I always like to say What's what's your special sauce or your? Your unfair advantage therapists actually have an unfair advantage over other kinds of experts who are creating online courses, which is that they're trained to help people overcome resistance. That's their expertise. And, you know, an important thing is that when you're creating an online course, you're not practicing therapy. That's a, that's a distinction I make with all my clients who are therapists and they make it for themselves because they know, you know, the licensing rules, but nevertheless, there's a. kind of resistance that comes with learning something new that people have to overcome. Therapists are also naturally very empathetic and supportive, and that's an important part, part of this, you know. So,
[00:19:22] So, yeah, um, probably talk about why a little bit longer and motivation, but you mentioned something very interesting that I want to spend the last, you know, bit of our show on is, uh, you had to try a bunch of mistakes and things that didn't work. And to get to what does work. So if you could give us a couple of things that you tried that didn't work, and then maybe some tips for somebody who has, Oh, I have a great idea, but how do I organize it?
[00:19:48] Or how do I design this course? Um, just get us started here with something, though, what didn't work and what did work when you're trying to organize your ideas for delivering a course.
[00:19:59] so what does it work? And for those that are, have access to the video, I'll show you and for everyone else, I'll describe it. So I'm holding up this beautiful gem. This represents your gems of content, your valuable content that you're really attached to. What doesn't work is to try to structure your course based on your content. And I know that sounds very unintuitive. what do you mean, Rebecca? It's all about the content, right? Well, if you want to get. A gem from your head to someone else's head you need a crown to hold the gem you need a structure what I discovered the key is that the structure you use isn't based on your content that will just walk you all around the block a million times the structure needs to be based on those five mentioned mindset change that's one of five different types of transformation. Your course may offer people, you need to be super clear. How are people going to be different and better as a result of my course? You know, is, are they going to change their mindset or are they going to learn a new skill or are they going to be able to talk about things in a different way? Or will they have be doing some kind of movement or yoga or breathing exercises, you know, physically, or will they be discovering a strategy to learn how to learn, you know, in some area of their life?
[00:21:14] You have to pick the one. That fits the change you want your course to produce for people. And that's not easy because sometimes we think we're teaching a skill, but then we realize, oh, they're not ready for the skill till they change their mindset or something like that. So once you get that right, the transformation, it has to be just one, then you structure the course.
[00:21:34] And that's what my book explains how to do it. You structure the course based on Garnier's research into what makes that transformation happen. Because as you said, If you try to change your mindset, but you don't have all the pieces in place, you're not going to have results. So you must structure your course properly to deliver that transformation.
[00:21:55] And that's the secret of the course design formula, which I discovered. The things I tried that didn't work were, know. Let's do fun things that teachers do in classrooms again, using my prior knowledge, you know, my past experience. So, for example, I created this online scavenger hunt to look for a certain type of words in a foreign language with and then realize my students are beginners.
[00:22:18] They can't. Read anything in that language. They won't even be able to go to the website and find any words, you know, so another thing that doesn't work is to start building a lot of stuff without having a design plan. If you were going to build a house, consult an architect, right? You wouldn't go out and get some bricks at Home Depot and just start building. I mean, you could, but that's not going to get past the
[00:22:43] Wouldn't get very far.
[00:22:45] So that's what people do with it all. And of course they go, Oh, let me make a video. No, you don't even, might not even need a video. In other words, you have to have a clear plan based on learning design best practices on the transformation you want your course to deliver.
[00:23:01] And what I've done is make it very simple. I call it minimum viable learning design. You know this, you don't have to go get a master's degree and become an instructional designer. You know, I can make it very easy and I keep coming up with more and more ways to make it easier and simpler for people to.
[00:23:18] And I also have a course called streamlined course creation that just walks people through this basically apply the research into how. to get people to the transformation you want to see them make. And so that's what does work. But I, I try, like I said, I tried all the other things, you know, digitizing scavenger hunts, um, you name it.
[00:23:40] I tried it. And, uh, those things can be done later. Once you know exactly what you're trying to accomplish. I don't even teach about media in my master course until halfway through a 14 week process, because, you know, first, we start with who's the audience and what do they already know? And what's the change you want to help them achieve?
[00:24:02] And, you know, setting up all that groundwork and design work behind your course so that, you know, none of that's going to show in the course. People will just go. Your course is amazing. know, just like, you know, when you. Which you put on makeup. You don't want people to go. What's the name of your lipstick?
[00:24:21] You want them to go? You look fabulous, you know, so in other words, I want your course to look fabulous and to get fabulous results and the number one secret is you need to design it intentionally using research into how people can achieve the result. You want them to have. It's not just about sharing content from our brains.
[00:24:42] I call that serving a whole cow. You know, in other words, You know, someone, someone comes to your house for dinner, you know, they're expecting a steak dinner and they get to your house and there's this live cow running around the kitchen. That's what a lot of courses are. They're unprocessed, undigested, you just throwing, you know, Your whole body of knowledge of people, you know, so what I do is help people understand which aspects of their expertise are needed to create the transformation they want to deliver for people.
[00:25:16] Awesome. I like your I the idea for people after they they work with a course creating coaches like. Your, your course is awesome. Like, like, not, yeah, that is absolutely a, uh, desired result. A couple quick questions. Um, do you have a view on long or short videos for your online course?
[00:25:41] Oh, yes. So I actually have a video that I will send you called Talking Heads Horror Show. Perfect for Halloween. We're, we're making this the day before. Um, and it's a, it's a, it's a very funny video, but the idea is that, you know, You people have a limited attention span and. You need to, again, design your video and have graphics that illustrate your points so that people can follow along.
[00:26:11] You know, the only time you should really be the subject of the video is when it's about you. Like you're introducing yourself to your students. That's all about you. But if you're talking about subject matter, they should be looking at the subject matter. You can still be there to kind of be the guide on the side, you know.
[00:26:26] But people can't Remember all this stuff while just looking at your smiling face, you know, and so I would say, I mean, it should, a video should be as long as it needs to be to accomplish what you need it to accomplish. Um, so I'm not saying, and, you know, obviously if you're teaching a class, you're going to have class replays that are an hour or two hours long, people sign up for, that's not a designed video.
[00:26:52] That's, you know, a replay of a live class, but if you're designing a video, I recommend starting with a PowerPoint or a Canva. know, that you've built on again, I teach you how to do this. nine things that have to be in every lesson to make sure people actually learn it, of which presenting the instruction is only one of the things. So.
[00:27:16] I've, uh, two, two last questions and we'll get to, get to where we can find more resources. One of the big trouble I've seen and I've had myself is cutting material. I have all this information. Oh, they need to know 50 things before they do 1 thing. And then that leads to, like, exhaustion and student, you know, burnout, because you've given him 2 stuff.
[00:27:39] So that A lot of the videos I appreciate cut, well they're shorter and they cut a lot of stuff, they're designed for that, but I find it difficult sometimes to cut things. Do you have any quick advice on, uh, how to cut things?
[00:27:53] well, exactly. So, you know, Michelangelo is famous for having said that it was so easy for him to make the Statue of David because he just looked at the block of marble and then he removed everything that wasn't David, but we're not Michelangelo. So, you know, so, but the real key there is, you know, Understand what the statue of David.
[00:28:12] In other words, understand the beautiful, magnificent thing that you want your students to achieve and then ruthlessly cut anything that doesn't lead directly to that. And again, if you start from your content, if you're attached to that block of marble, it's going to rip your heart out to cut anything out of it.
[00:28:30] And as an expert, we're attached to the block of marble. That's what I also call your whole cow. In other words, your expertise. So that's why I'm saying it requires a complete mindset shift from I'm sharing my expertise. Now, how do I cut it up to I'm producing a transformation? What does research tell us must be included?
[00:28:49] And then you don't even have to, then you look at your block of marble or your stuff or your content, your treasure chest of gems as just a resource or palette that you can get things from. So in other words, don't. Don't cut. You'll drive yourself crazy. You do a totally different process, which is have a design based on research of how people are going to get to the result you want, and then take aspects of your expertise that fit in certain places of the design. You know, so instead of like, I had a client once who said, Oh, I've got, you know, thousands of hours of video of live presentations I've done, and I've got to watch all of them. I said, no, you absolutely don't. And that will not get you the result you want. Instead, let's design this new thing that you're creating, and then you may have some video that you could take some pieces of, or just make some short new video. But, if, my first piece of advice is if you're thinking of watching thousands of hours of video, or ruthlessly cutting all your stuff, that's the, that, don't do that. You got to learn my approach, which is what's called backwards design, which is saying, what's the result we want? then how do we work backwards from that?
[00:29:58] And that will tell you what needs to be in. And you won't have to cut anything. You'll just get stuff from your treasure chest of, wisdom that you can put where it goes. And it'll be much easier.
[00:30:10] That sounds great, uh, you don't have to cut anything if you start with the right design and plan. Great. Um, last, last thing. This is more curiosity. Uh, like what tool or where do you host your, your courses? I use Kajabi. I've used Teachable in the past. What, what do you like and why? Just quickly.
[00:30:29] I like Thinkific. I'm a Thinkific expert. And the reason I like it is that it makes it very quick and easy to structure the learning to set up. It's focused on learning. I think, you know, different, different platforms have different strengths. They all have and minuses, but Thinkific works well with my brain.
[00:30:44] I like it too, because it's sort of like in Lego pieces, like you can create small things. Things and then you can put them together and you can create bundles of courses or you can create a membership site or you can reuse lessons if you need to. So I, I like Thinkific for myself and also for my clients, but I have clients that have worked on all different platforms as well.
[00:31:07] Yeah. Just like you said, everybody chooses something for their own reasons, but I, I just like to know what other people use and I've heard very good things about Thinkific. So, well, uh, Rebecca, I've really enjoyed this conversation and, um, Can you tell us where people can find you online? What courses you're offering and maybe any anything you want?
[00:31:29] Where can we find you?
[00:31:31] Well, the two places, one is Amazon, look for my book, Course Design Formula, How to Teach Anything to Anyone Online, and also my website, learnandgetsmarter. com, I have free resources you can download from the website, I have a free meeting on Saturdays, the public's welcome to come, if you want to connect with other like minded Thank you. People who are creating courses. I do have a lot of therapists. I have, you know, people at all different fields. like a think tank we've been doing since the beginning of the pandemic. Um, I have a streamlined course that you can use to create your course in anywhere from day to a week. the other good thing about it. You don't know AI, you don't need AI. This works faster and better than AI, which is, I'm not opposed to AI for research and things like that, but for creating your course, I highly recommend stick to your own expertise and use the course design formula. Then you have no intellectual property concerns and things like that. so my streamlined course creation course is on my website. Uh, I have a master course, that's two cohorts a year, uh, six months each time. That's for people who, they don't just want to create, you know, A course they want to become transformational online teachers who can literally teach anything to anyone. So if you're planning to really, you know, be a mentor, have a community, create lots of courses. And some people are very passionate about that. The master course is a wonderful place to do that. and people can schedule a free strategy session with me and we can take a deep dive into your vision for what you want to create and come up with a customized plan.
[00:33:07] I also do coaching and consulting, so my website, I would say, and Amazon are the best places to
[00:33:14] Great. I will. I will definitely include that in the show notes so people can find you and engage with some of this wonderful material and I'm just so thrilled that you came on the show and shared your information with us. Thanks. Thanks so much for being here.
[00:33:30] Thanks for having me, James. This was a pleasure. I really enjoyed it, and I hope people have great success with their courses. And if I can support you, I'm here all the way.
[00:33:40] All right. Well, thanks again to our guest, Rebecca, uh, Cuevas. Did I say it right? I'm going to cut this.
[00:33:47] Great job.
[00:33:49] All right. Hold on.
[00:33:49] perfect.
[00:33:52] Why do I second guess myself?
[00:33:54] a model. We want a model that we don't have to be perfect. That's actually, Oh, you know what? Let me add that. That's one of the things I tell people done is better than perfect. There's
[00:34:02] Oh yeah.
[00:34:03] There's no such thing as perfect. Guess what? There's also no such thing as done either. So we should just be fine with that and just get out there and do it, you know?
[00:34:12] Done is better than perfect. Get out there and do it. Do it. Rebecca Cuevas. Thank you so much for being on the show. This is James Marland. It's now time to go put your mission in motion.
[00:34:22] ​
