diff --git a/slides.tex b/slides.tex
index 2f6e3c6..2ca2adc 100644
--- a/slides.tex
+++ b/slides.tex
@@ -4,6 +4,9 @@
 \usepackage{booktabs}
 \usepackage{csquotes}
 
+\usepackage{xcolor}
+\newcommand\todo[1]{\textcolor{red}{#1}}
+
 % section frame
 \AtBeginSection[]{
   \begin{frame}
@@ -61,38 +64,65 @@
 
 \begin{frame}
   \frametitle{What is the gap I've identified}
+  \todo{Cite and professionalise this slide}
+  \begin{itemize}
+    \item Much research into degging education for students more recently is focused on generative AI models and some new paradigms that come from that \cite{}. This is to be expected with a whole new paradigm in education in this area.
+    \item Before this focus however much research into the area of first stage computer science debbugging was focused on teaching debugging in closed controlled environments \cite{}, This allowed for experimentation with making fixing coding problems more accessible, in terms of compiler error messages and scaffolding of the processes a student might take when they ran into a problem.
+    \item I think that we can take these classical educational tools and use them combined with more recent generative AI computing education technologies to.
+      \begin{enumerate}
+        \item Remove the need for locked down highly controlled debugging environments.
+        \item Improve the human element to debugging messages and tools with how much more human the AI can appear to be to students.
+      \end{enumerate}
+  \end{itemize}
 \end{frame}
 
 \begin{frame}
   \frametitle{The fields this gap interacts with}
+  \begin{itemize}
+    \item Computer science education
+    \item The Phychology of learning
+    \item Artificial Intelligence
+  \end{itemize}
 \end{frame}
 
 \section{How do I plan to address this space}
 
 \begin{frame}
   \frametitle{How am I addressing the gap}
+  \todo{talk about gidget and offer scaffolding tools, then talk about how we can create a tool to aid intervention}
 \end{frame}
 
 \begin{frame}
   \frametitle{The intervention}
+  \todo{Talk about methodology and the type of intervention that's taking place. Why this method over other methods etc}
 \end{frame}
 
 \begin{frame}
   \frametitle{What is the variable. What does better look like} % what research methods will analyse this
+  \todo{Students drop out less, produce higher quality code? What do other interventionist studies look at?}
 \end{frame}
 
 \section{Challenges and ethical considerations}
 
 \begin{frame}
   \frametitle{Key challenges in the study}
+  \todo{Talk about the time to develop the software and more about the study structure and issues with pedagoginal research in general}
 \end{frame}
 
 \begin{frame}
   \frametitle{main ethical concerns}
+  \todo{This research should be limited to adults as gen ai and children = bad.}
+  \todo{Making the AI friendlier and having it say something outside my control could also be very bad}
+  \todo{Ethical AI models should be a requirement}
 \end{frame}
 
 \begin{frame}
   \frametitle{Key challenges in this area}
+\begin{itemize}
+  \item \todo{First stage programming generally has a high drop out rate because overcoming programming problems can be distressing without a degree of self-efficacy.}
+  \item \todo{Having a guide help students learn through the process one on one is a time intensive process for staff and fairly cost ineficient in terms of time spent with educators.}
+  \item \todo{This tool is also an attempt to scale the amount of human support a student can recieve outside of the classroom}
+\end{itemize}
 \end{frame}
 
 \section{Me, My Skills, And why I want to study at Falmouth University}