In conversation with Neeru Khosla ‪@CK12‬

Introduction to the Guest and CK-12 Foundation

[00:00] Hello and welcome to the Sid Warrior Podcast. In today's episode, we are joined by Neeru Khosla, the co-founder and executive director of the CK-12 Foundation. They have recently launched their new AI tutor called Flexi. CK-12's mission is to provide free access to world-class

[00:20] education to students from across the world. This podcast will be useful to all students but also to all parents who want to provide their children with world class education. I hope you learn a lot and enjoy this conversation. Let's dive in. When I was reading about your organization, the CK-12, I read about how

Neeru Khosla’s Journey and Inspiration for CK-12

[00:40] So K-12 is the term used for kindergarten to the 12th standard. Yes. That's not a term that we in India use so much, but the framework still exists. And that's the core of education. That's when we frame the minds of all

[01:00] children. Exactly. That's where we train them to become the adults that they deserve to be. Right. So what was the motivation behind starting this foundation that is the CK-12 foundation? You know, my story

[01:20] from my childhood to today, at least the first part of it is standard Indian family story. So the parents do everything they can to give their children the best education. And everything depends on

[01:40] what they can afford. So my father was the first generation college graduate and the best job you could get was the government job. It was stable. It was there forever. So you had to kind of think about these things

[02:00] in that way that, here I am, I'm educated, now I can educate my kids and they'll have a better life. We went to England, he was transferred to the Indian Embassy in London and there we saw a completely different system, much more child centric. We came back

[02:20] It was a shock. I got married, you know, when I got married and I went to the US. And I remember the first time I went out and there was a library I walked in and I said to the librarian, can I take a book?

[02:40] She goes, surely. So then I said, walked around looking for books and I couldn't decide on a single book. So I said, how many books can I take? And she says, you can take as many as you want. Walked out of that library, arms full of books. Imagine the heaven I was in.

[03:00] Why is that opportunity not available to every child in India? And I have my children. I actually did a molecular biology degree and I was doing research on co-genes at Stanford. I gave that up because I had to deal with radioactivity, pregnancy radioactivity.

The Role of Passion in Learning and Teaching

[03:20] don't get together. Then I had four kids and I said, what can I do for my kids? What was the answer? Education. Education. I found the best school I could for my children. It was child centric and I

[03:40] got involved in education very deeply, spent for years day in, day out in the classroom watching this master teacher teach. She had information on every child in folders, files that she kept. There's so much information you couldn't possibly

[04:00] go through it. And, you know, there was no textbooks in that school. It was all about, you know, what do you want to learn? It's like, you can, you can, I really did realize that you can teach any kind of skill to any

[04:20] learner, if they're passionate about something, wrap everything around in numeracy, literacy, science, math, you name it. You can wrap it around their interest. So when my children left that school to go to other higher levels,

[04:40] I went back to Stanford at the age of 50 to get a degree in education. Because I wanted to know what was wrong, what was I missing? Then I decided you had to have a way to teach, ignite

[05:00] the passion of a child and scale it. Classrooms don't scale. They don't scale because they are dependent on a teacher, the personality, the knowledge, the relationship between a teacher and a child. Of course, there

[05:20] There are all kinds of things like standards, K-12 is regulated. So there's lots of complexities, but the bottom line is to engage someone, to learn something, is to really have

[05:40] You have to have the right level content that they can understand in the right way with the right mentor. All this while in our lives, there have been teachers, there have been

[06:00] other students and they've been our parents. These are our mentors. Yeah. It's very interesting that you talk about mentorship and igniting the curiosity because I've often noticed that people solve for the lowest denominator, which means

[06:20] They solve for whatever they are most scared of. A parent who has grown up in poverty tends to raise kids to just avoid poverty. So they would push their kids to go for the safest jobs, a job where they can't get fired from.

Socioeconomic Impact on Education Choices

[06:40] Whereas a parent who has already been through that socioeconomic class would then push their kids to take risks. So a lot of it depends on the socioeconomic circumstance in which their child grows. Right. Absolutely right. And those are some of the neurologic, you know,

[07:00] neurology, your emotional factors. So I've been very interested in how do you get learning to happen. And it's truly a partnership between teaching and learning. Those don't go

[07:20] go separate. They have to be together. Because the teacher needs to know where the student is, where the mind is, what mistakes they're making, and what misconceptions they hold, what gaps there are from whatever level. And these things don't disappear

[07:40] Once the gap is formed, it'll continue. And then it's harder to kind of fix those gaps and to even remember that in the third grade, this child had trouble with whatever that was. How are you going to fix that?

[08:00] Sorry, yeah, so I have this question, which is now that we know that this is a gap. Yes. Today in 2024 with all the technological advances we have can be turned towards digital technology to bridge that gap to solve this problem.

Technology’s Role in Bridging Learning Gaps

[08:20] Yes. I am of firm belief, yes. Till today when you think back on all the technological advancements we made in history, and particularly in education, the use of those in education has been

[08:40] very underwhelming. And the reason it's underwhelming is because the technology wasn't complete to be able to kind of holistically put everything together so that we can really have

[09:00] complete learning happening. Nothing, if you can tell me any one example where something is driven by, is explained by one concept in real world. Can you even think about one? No, there's always multiple factors at play.

[09:20] And yet, because of the way we acquired knowledge, because of the way we did scientific research, we had to isolate. The golden standard was you isolate things and you focus on one thing. But the problem is the true nature of that isolation and

[09:40] And the things that impact it won't show up until you really put it back in the real environment. Yeah, the in vivo versus in vitro testing. Exactly. Absolutely. And that's what the problem has been with medicine as well when you think about it.

[10:00] 100%. So now we have enough technology that we can think about putting things back together. If we teach young kids not to just write, learn the meaning of a concept, but really think about what does this

[10:20] concept mean? How does it apply to anything? So when we started building this, I realized if I wanted to help every child, we needed to make it scalable. And we couldn't scale it depending on one human being the teacher in the classroom.

The Need for Scalable Education Solutions

[10:40] We had to give the teacher the right tools. Surely we gave them the tools of exams, tests, how they're performed. But that was not putting it all together. I'm going to push back a little here.

[11:00] Sure. In schools in India, the best schools are considered the ones where the student-teacher ratio is very small. So, one teacher to 12 students or 20 students. And a school where there's one teacher

[11:20] managing say 100 students is considered to be less not as good because how can one teacher pay attention to so many students? So in a situation like that how could technology change anything? Oh boy, why wouldn't it change anything?

[11:40] When you think about it properly, when you think about a teacher, when you think about two human beings, they're so different. Their thought processes are different. Put in a third person, put in four, five, six, it's very hard for a human being to be able to

[12:00] pay attention to all the five or six people around. So the school had very low teacher-student ratio. They even brought the student-to-teacher ratio even further down by educated parents coming in

[12:20] to help. And that also was not enough because learning is happening at every moment that you're awake. And you said, don't know what I'm thinking, what I'm learning talking to you.

[12:40] So how the hell are we going to help this many students with this many variations in their capabilities? Pre-knowledge is depending on where they come from, the support they get from externally that has been a black

[13:00] box in education. Right. Right. Absolutely. A teacher might tell a fact or explain a particular thing. And if there are 30 students, then 30 students have taken home 30 different lessons from that same class. Yes.

[13:20] Yes, or not taken anything. Or zero, yes. Probably majority of those teachers, students that can't deal with that particular system who are behind already are not going to take anything home. They're going to go home and say, I'm glad I

[13:40] survive the day and you know do you have a homework? No or even if the homework is just standard repetition you're not going to learn much. I know that your organization has taken a pretty significant step ahead in this direction

[14:00] with the use of artificial intelligence. Now, the use of AI in education is very exciting because for the first time, we are dealing with the possibility of a teacher to student ratio one. Technically, every student could have

Flexi AI – A Personalized AI Tutor for Students

[14:20] have a teacher that is trained to teach them. And this is a very exciting possibility. So can you talk more about what is it that your organization is doing and what is Flexi AI? You know, so we when I went started CK 12, there was no tech

[14:40] digital intelligent content for K-12. It was all textbooks, printed textbooks. We had to create technically intelligent content so that we could follow what the content was, the concepts, the meanings, the questions that can

[15:00] come out of that. All that capability we had to build in. We built in, I think the most important thing we built at that time was our adaptive system, which asked based on the content that was created or on the subject, based on that content,

[15:20] We created a system that would adopt to what you know and adopt to what I know. Right. And then we could help them based on that. But still there was lots of black boxes and there was a big black box still, which is right

[15:40] And in the moment, we could tell from a test when they answered what was the answer. Was that right or not? We couldn't tell why it was wrong to the student why they were getting it wrong. So this is where we started building this technology. AI just came along.

[16:00] Before that, there were lots of algorithms that came machine learning, deep learning that came along, reinforcement learning that came along that we started using. We started following knowledge tracing, which meant we created these concept maps that

[16:20] We are new from look, you have to do addition in mathematics. You start with numbers. You start with addition, single units, tens, hundreds, etc. That's a process, a linear process for learning numbers. Then you have to

[16:40] learn multiplication, subtraction, all that. Then you can combine those for much more complex ideas. This is a process. But then if a student goes to these complex processes and they

[17:00] They made mistakes. They forget to carry over. Every time they add two plus nine is 11, they only write one, but they forget to carry 10 to the 10 one over. That child doesn't know, the teacher doesn't know why that's not helping. This child is still making mistakes.

[17:20] we can catch those mistakes. What has happened with chat GPT, these generative AI offerings, we can have a conversation the moment

[17:40] Because we built in the back end, we can tell, hey, teacher, your student didn't even read all this. How is she or he going to get the answer right? Right? We can see the flow of the page, how much time.

[18:00] We have a graph running that we can follow and say, child didn't do that reading. Or even if they did the reading, they didn't understand it. Today with Flexi, you can say, mark something, highlight something.

[18:20] to ask Flexi. Flexi, I'm going to ask you this later. Okay, so there is a very deep interaction going on between a child and the AI tutor. So as a child is reading, say, a

Enhancing Student Engagement with AI Tutoring

[18:40] paragraph in the history textbook. Yes. And they have a doubt. Yes. They can just highlight it and ask Flexi immediately. They can ask immediately or they can say, I want to ask that later because I'm focusing on this whole thing. Right. Right. Interlinks are very bad.

[19:00] because they disrupt you. I don't know when I try to read things, I'm constantly disappearing into some other page. Absolutely. I have never started a Wikipedia page and ended on the same page. It's never happened in my whole life. Yes. Yes. That's pretty smart.

[19:20] because that's one of the problems of educating through digital media because children are notoriously difficult to keep in one place and of course their attention can jump from point to point because if it can happen to adults it can definitely happen to children.

[19:40] It doesn't happen to you. It happens to me all the time. So imagine a pure poor child. Firstly, they're not even aware of what they're studying and why they're studying something. When I was going to school, I was told, you can't ask why. It just is.

[20:00] Am I going to learn deeply if I can't ask why, if I can't rationalize something? Right. Absolutely. These are the things that we have over the years done so much. So we just didn't slap on chat GPT on our system. We actually took all the things

[20:20] we know about learning and teaching. And we combined it in a way with the machine learning, the algorithms. We worked with Carnegie Mellon University to see, not to give the answer, but how do we know which

[20:40] tend to give each child. So they don't get the answer, but it makes them think. I find this so beautiful because one of the beauties of an adaptive system is that we can adapt the difficulty level. Yes. As per a child's learning capacity.

[21:00] Absolutely. So there have been neurological studies that have shown what is the ideal failure rate. And this is something that I wish I was introduced to in school because back in school, the ideal failure rate was zero. Yeah. Any failure. Yeah. Correct. It's a lot of people. Right.

[21:20] And that is biologically untrue. The ideal failure rate is somewhere around 25 to 30%. You are supposed to fail that much. Otherwise you don't grow. So if there is an adaptive system that can do this for me, that's a game changer. I challenge you to go use it.

[21:40] I will. I absolutely will. But you have to pay me back. Your payback is you have to give me feedback. I would love to. Okay. Absolutely. Can I do it on a live stream? Can I do it in front of my YouTube subscribers? Absolutely. Okay.

[22:00] I love that. That's a good idea. All right, cool. So I can actually do it live stream and see how the system adapts to how much I'm feeling, how much I'm succeeding. But remember one thing, if you're going to be a new user online, you have to remember it needs to know a little bit about you.

[22:20] The way it already knows a little bit about you is the question you asked. If you say, tell me what is photosynthesis, it will know what grade you should have been to be able to answer that question. Oh, interesting. Okay.

The Future of Customized and Adaptive Learning

[22:40] about if you're asking about anything, it should be able to pinpoint down to where you might be in that vicinity of knowledge. But it gets better if you continue to use it. So it builds a profile

[23:00] of me as a student. Now the idea of profiles has become very negative. Sure. Okay. issues. Yeah, of course. Right. Yeah. It builds this. So what we did when we built a flex book, which was nothing but a customizable textbook with many modalities that

[23:20] was the medium that students used to learn. Now, Flexi is learning from the students what they know, so they can help you. So we are at that phase. And we are at such a deep phase that we

[23:40] can help with assessment, true assessment. I don't think so. We can say what are your aspirations, higher education, your career aspirations. We can give you things so you think more and more about those career aspirations you want.

[24:00] want. You want to be a doctor, you want to be a neurobiologist, we can help you with that so that you keep your examples in that sense. If you want to be a cricketer, you can be a cricketer. We have interactives. We

[24:20] We can go in there and we can give you analogies. We can give you translations. I think somebody, your friend tried it and he was like blown away with the translations. The typed

[24:40] questions in English but in Hindi words. Yeah. So there is something that I might do. Just putting it out there that after this podcast, I'm going to go and try it. I'm going to record it. And if it seamlessly adds up, I'll add it to this

[25:00] action of the podcast. I think that will be awesome. Yeah, I think I'll do that. It will be awesome and I'm really confident that you will find it still. We've done a lot of work on our content with teachers. We worked with NASA, we worked with the School of Engineering at ASU, we worked with Stanford.

[25:20] We worked with normal teachers to create content at different levels. We could start teaching the machines based on that three levels and then fork it out in very different ways.

[25:40] I had this sudden vision of me sitting next to my friend in school and both of our curriculums looking very different. Is that where we are heading? Why not? Doesn't that seem scary almost?

[26:00] Because a big part of education is learning together with your friends, kind of learning the same things. Where does competition lie in such a world? I think competition will be in a different form. It won't be the competition to be the highest paid.

[26:20] It won't be to do. The competition will become in what can you create for society, what solutions. That's the ultimate goal of having an educated society. Yeah.

Education vs. Social Media – Shifting Learning Paradigms

[26:40] It's not to suppress you or your friend from going on your own level continually. Instead of having a great based education, you will have a continuum.

[27:00] is currently the way the education system is structured, the differences between each class, so class one, class two, class three, or even the differences between each subject is quite arbitrary. And it takes a long time before a student realizes that, oh, it

[27:20] doesn't matter if I pick science or commerce, eventually I need to know both. Exactly. So this seems to be the first step in breaking down those barriers. Yes. We built very early on the relationship between every concept in science, chemistry, biology,

[27:40] etc. physics. And we built relationships between math concepts. And then we built math and science, their relationship. Now those times the algorithms are crude, but now because of machine learning, because of air

[28:00] And we can actually go so deep, so deep into this knowledge tracing that our human brains can't do that. But imagine if a teacher had that as a tool, as an assistant to help the students learn.

[28:20] the students' continuous learning. Neeru, how does this fit in with our current digital revolution of social media? Because more and more children find themselves on social media. It's not really adding to their education, but this is also the way through which they interact with their

[28:40] phones. And so if we bring in something like Flexi AI where they're interacting with their phones, but now to educate themselves, how does this stand in parallel with social media? I think we give too much credit to social media. Oh really? I love that take.

[29:00] If you think about TV, think about radio, think about movies, what was our parents' response to them? You're spending too much time on TV, you're spending too much time on video games, blah, blah, blah, blah, blah, because there was nothing that gave them

[29:20] more pleasure than instant gratification you get from social media gains, etc. What if we change that gratification of the success? You can do this. Look what you just did. You thought you can add.

[29:40] Now what can you create with this going forth? It's not going to happen overnight. Right. But we have to keep moving towards it. Would you want to be operated upon by someone who has had

[30:00] training with differences in the human body, heart if you're having heart surgery. Would you let someone open up your heart, chest, and do that? No. There still needs to be.

[30:20] very far away from a lot that we really need to do as a society. These are good steps towards that. Yeah. Another question that often keeps me up at night almost is virtual reality because I have tried those devices.

Virtual Reality in Education – Potential and Challenges

[30:40] I've had very surreal experiences with them where you really do lose track of space and time. I can see how it can be very useful in education. I can also see how it can be so immersive that you can lose sight of where you are.

[31:00] Where do you see the future of education as far as virtual reality is concerned. That one is not one of my favorites because right now it's like anything else when the first technologies come along they're expensive everyone can't afford it my team tried to push me into doing virtual reality.

[31:20] I said, look guys, kids can't afford it. When we got started, K-12 students didn't have computers. But I have a long-term view on this. I said, let's continue building what we need to build and get the right technology as

[31:40] comes along because we are not in a position to create technologies. We have to depend on others to create that. Yes. It's the same thing will happen in the future. Not everyone is going to have everything. There still be differences in what skills you bring or

[32:00] do based on your interests. And so with virtual reality, what was the point right now of doing anything with it because nothing's really worked yet? Right. It's still a very niche, almost a gimmick

[32:20] in the technology space. Yes. Right. Right. So it'll get better, but we'll deal with it when it gets better. That makes a lot of sense. Coming to something that is much more practical, the difference that you mentioned

Adapting AI Education for Global Use Cases

[32:40] between different families, different people, there are a lot of differences between the countries. So any technology that is built for a Western audience, for students in California, how difficult is it to apply that to somebody in California?

[33:00] in Uttar Pradesh or in Mumbai. Okay, that is the age-old question of this present age we've been dealing with. Yeah. The way I approached this was the ability to provide for customization.

[33:20] Okay, so yes, that's one of the reasons initially we didn't do any histories, social sciences, etc. What we did was very concrete things, math and science, and those ideas go, span across all countries.

[33:40] all ethnics. I mean, if you think about mostly what we produce depending on where we are depends on what's accessible. We created some simulations of a snow machine

[34:00] is sprinkling salt all over because there's snow all over. Now what is the relevant of that to a kid in Kerala or somebody? But the idea that salt brings down or heats up so that water

[34:20] melts or snow melts. Those are very basic things people have to know about. There are so many curiosity questions kids are asking, students are asking Flexi. How does the sun

[34:40] burn when there's no oxygen. Wow. As an adult, we don't even think about that. Yeah. You might know it if we are a scientist or we are aware of that. That's a difference between a chemical reaction and a nuclear reaction. Yes. But that's the curiosity question that's going to lead that

[35:00] cared to think more about these things. And these questions are universal. Wherever you are in the world, that came might have it. And I have strict instruction to the team that takes care of differentiating between the question, procedural question, conceptual questions, you know, homework questions, etc.

[35:20] I said, send me curiosity questions. And now they become like thousands and 10,000 of those questions that are so fantastic. That's what we need them, give them space to do. Curiosity.

[35:40] The ability to solve problems solve climate change is a huge problem. Medicine is, you know, we just had COVID. That was a huge problem. Could we train these children who are coming up to think about these problems and be able to decompose them into

Encouraging Curiosity and Problem-Solving in Students

[36:00] smaller concepts, simpler concepts, and then welcome back to find the solution. Absolutely. Because we have always grossly underestimated the neuroplasticity of a child's brain. Absolutely. And you know, of even

[36:20] Even adults. And adults, yes. And adults. I kept telling my team, look, although I use technology, you know, electron microscopes and all that stuff, but I'm not a technologist. I was so frightened of technology.

[36:40] And I kept saying, I am going to look stupid talking about technologists. I'm not a technologist. I had that thing in my mind. Yeah. And then now look at you. Someone called myself a technologist in front of my team.

[37:00] This actually brings me to an interesting question, which is, the subjects that we've had in school have not really changed much. It's still geography, maths, history, science. After doing all of this work in education, do you think that

[37:20] that it's time for an overhaul? Do you think we need a whole new bunch of subjects in school? Well, what we need is a purposeful exposure because basically these subjects tend to be the same.

[37:40] Chemistry impacts physics, impacts chemistry, impacts biology. Those basic things don't change. They are non-negotiables that we still have to teach students so they can build a foundation on them. This is

[38:00] why K-12 is foundational. This is why we have to have the ability to point out to the student without making them feel stupid how much emotional things they're going through right now. They tell them, so they're dropping out in high school, is they believe they can't do something.

[38:20] It's not a belief thing. It's just knowing what they don't know and how to overcome it. So if we have a companion for them 24-7 that they can say to them, hey, what am I missing here? Can you help me think through it? No, don't give me the answer.

[38:40] I need to think through this myself. That's the only way you'll succeed instead of having an artificial system that measures standardized, oh, in the standardized test, can

[39:00] you and your friend are given the right answer. If you can, you're great. Your friend is dumb because he can't. Yes. I will say this as an adult, I have gone on chat GPD and asked questions and I was so grateful that I was not

[39:20] to feel like I was asking something stupid, that I was asking something that I should have already known, and that nobody else will get to know that I asked these questions. And that I just realized that if I was in school, I would have used this tool so much because there were

How AI Can Remove Fear from Learning

[39:40] so many questions that children would have that they would never ask a teacher, especially not in front of their friends. But this offers them. Yeah. Well, what's what's wrong with that picture? The fear of judgment, maybe. Not if you're doing it with the chat computer, it won't

[40:00] Yes, correct. What are the teachers saying nowadays? I don't know. What are they saying nowadays? They're saying one of the biggest things is that students will cheat.

[40:20] What did you have to do when you used chat GPT? Did you just ask a simple one sentence question? No, it was a back and forth. It's a back and forth. When my team started to work with this, we had to leave it to come with the right answer. Yeah.

[40:40] right paths, the right, you know. They wrote essays, which are what they call prompts. A student who asked the right question to make this thing answer the right way will have to know enough about that subject.

[41:00] to ask that and to formulate it in a way that you get a good answer. Beautiful. The future of education is learning how to ask the right questions. Absolutely. For far too long, our focus has been on who

[41:20] has the right answer. Yes. But we are finally coming to the crux of what knowledge means. I love this. Is this what Flexi AI is bringing? And can people in India can students in India currently use it to augment

[41:40] and their current educational system? F-L-E-X-I dot org. Okay. Go use it. And then if you use it, send me a note. All right.

[42:00] Okay. All right. Have you seen kids use it in front of you? Have you? Yes. Any stories that come to you? Well, right now, not really. It's only the questions they're asking and

[42:20] It's just like the conversations they have. Initially, we were having one interaction between Flexi and now these kids are coming back. We have one million monthly active users just on Flexi.

Rethinking Exams – Creativity Over Memorization

[42:40] not on our CK12 site. That's over 30, 40 million a year. Just a million a month and the questions they're asking and it's just been out less than a year. We are going to be using, it's the beginning.

[43:00] Yeah. And as much as the students are learning from Flexi, Flexi is also learning what it means to educate a student at different age groups, at different intelligence levels, different languages. But it's all for being a support to the student.

[43:20] and the teachers and parents. I have one question about your cheating comment, which is what do exams look like in this world? I think exams may become creations.

[43:40] And explaining those creations, why these creations work, how they work, what is your thought around that? Yeah, because if knowledge is no longer the rate-limiting step,

[44:00] then the next rate limiting step would be creativity. Exactly. Critical thinking. Critical thinking. Beautiful. I love that. Wait, that is the C in CK12. Oh, that was, that's deep.

[44:20] Because it is the next level of education. Yes. For far too long in India there was this concept of the Gurukul which was you strive to join a teacher who will then deem you worthy to give you information that

Future of Education – From Gurukul to AI-Powered Learning

[44:40] only that teacher has. And we have come a long way from that situation where knowledge, gaining knowledge was such a privilege. We have now come all the way to the other end where everyone should have access to knowledge. Lack of knowledge should not be the reason

[45:00] for anyone struggling and now do with it what you will. This is an exciting exciting phase that you're taking us into, Neeru. Thank you so much for this. Thank you. Use it. I will. I will and I will tell everybody in my audience to try it out as well. Is there an A

[45:20] limit for this, a lower age limit, upper age limit. Lower age, there's no upper age limit. But remember, if you're going to use it, it is for K-12. But I'd love to see how high you want to go. It's fine. But the lower age, no, there's no upper age limit. Lower age

[45:40] The average limit is determined by the country. Whether you can use something online or not. In the US, 13 and under have to have permission from their parents. Got it. I think that's fair because this is still not a replacement for school.

[46:00] This is still an additional measure, something that will help the current educational system. Yes. Got it. Thank you. Neeru, thank you so much for joining in. This was a wonderful conversation. I will link the website below. I'm going to try it out myself. I'm very excited to do it.

Final Thoughts and Call to Action to Try Flexi AI

[46:20] And I'll reach out to you. I'll tell you what I feel. Thank you so much for having me on. Thank you. Bye. Take care. Bye.