Thanks, Maha and Tim. Iterative is also at the heart of solving wicked design problems which is what learning presents. In any design problem the design intent (pedagogy in the case of education) and the technology to achieve the design intent, must develop concurrently – as Bryan Lawson (2005) so very aptly describes. You have also helped answer the question I have regarding how we distinguish between blended and hybrid. I now understand that hybrid is a specific kind of blend where, at any given moment, there are multiple modes available and a student might even, at any given time, select only the remote and virtual/online option, or only the in-venue/on-ground option, whereas in a blended learning design, at any given moment, one mode might be foregrounded. I worry about hybrid/hyflex that you end up with neither mode optimally used. To illustrate my reservations, I will use an analogy from architecture. To allow choice, an architect may label a space ‘multi-functional’. So, for example, a large open space can be used for a lecture, a cat show, a book display, a fund-raising auction or a covid testing center. Labelling does not make it a suitable space for diverse activities and experiences. Instead, the space should be purposefully designed and tested with all known intended scenarios, considering access, storage, movement of people, furniture layouts etc. Adding a label does not make it multi-functional. Or flexible. Or hybrid. Looking forward to being challenged on these ideas.