WEBVTT
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And I have not seen the button come up.
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Up, there we go, okay.
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So we are recording now.
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Yeah, don't worry.
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I do the same thing with screen-sharing,
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'cause as evidenced this morning,
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Teams half the time doesn't like me,
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so I try to screen-share and then it's just like,
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no, I don't want you to screen share so.
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I'm glad that it actually did it.
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All right, I am gonna start.
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We are at 2:16.
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So good afternoon, everyone.
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We are very glad that you could join us today.
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This is Desire2Learn demonstration
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of their learning management system called Brightspace.
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My name is Wendy Verrei-Berenback.
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I'm with the Center for Teaching and Learning
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and co-chair of the LMS Coordinating Committee,
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along with Alice Messenger
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of Continuing and Distance Education.
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On behalf on the entire committee,
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many of whom are with us this afternoon,
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Thank you for taking the time out on a Friday afternoon
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to attend this session.
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We're really glad that you're here
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and we're thankful that you're staying engaged
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in the process and hope that you continue to do so.
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This session will be led by the Desire2Learn team
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who will introduce themselves in just a minute.
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But before we begin, I just wanted to quickly go over
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the agenda for the afternoon.
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We'll begin with an overview of
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the Brightspace learning management system,
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and then a bulk of the time,
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the D2L team is going to respond
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to use case scenarios,
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and these use case scenarios were written by
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the Coordinating Committee.
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And when we were gathering information last spring
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via a survey and faculty focus groups,
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we identified certain functions of an LMS
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that our faculty were particularly interested in
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and used on a regular basis.
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So these are functions of the LMS
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that were of great importance and interest
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to the folks that gave us feedback over time.
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So the bulk of the time that
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we're gonna go over these use case scenarios,
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if you want to read them yourself,
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they are posted on the LMS blog website.
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And in a minute, we'll drop that URL in the chat
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so you can access them and look at what is coming up.
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And then we have a lot of time also dedicated
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for questions and answers,
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and those can be whatever are on your mind today,
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or perhaps things that did not come up
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when we were talking about the use case scenarios.
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We're gonna ask that during the overview
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and during the discussion of the use cases,
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please use the chat to enter your questions.
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The D2L team is monitoring the chat
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and man, they're fast.
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And we are-
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They can handle a barrage of questions, so have at it.
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But then when we get to the Q&A, of course,
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you can just raise your hand
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if you want to speak your question,
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or you can continue using the chat,
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whatever feels the most comfortable for you.
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We are also gonna put in the chat the URL for a survey.
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We are very interested in your feedback
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about today's session,
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and so we have a survey to capture that feedback,
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and you can access that at any time.
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Some folks find it easy to fill it out as they're listening,
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and some folks just want to do it at the end.
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And finally, you might have noticed
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that we are recording the session,
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so it will be available for you to review afterwards.
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And if you know of folks, your colleagues
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who have not been able to attend today's sessions,
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if you please share the URL,
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or let them know that if they go to the LMS blog,
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that they will have access to the video.
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And so with that,
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I think I am just gonna hand it over to the D2L team
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and you guys can take it from here.
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Thank you.
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Wonderful, thank you, Wendy.
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Appreciate the introduction.
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Let me just get this PowerPoint pulled up,
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and first time it's gonna cooperate.
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Yes, okay, we're better than this morning.
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All right, so officially good morning.
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Or not good morning.
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Man, I'm still in morning mode.
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Good afternoon, everyone.
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Thanks so much to everyone here for taking the time today.
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We're gonna be walking through, as Wendy mentioned,
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a faculty focused presentation of the Brightspace platform.
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So quick overview of the agenda
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and what we're going to be going through.
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We'll do some quick introductions of the D2L team here.
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We'll give you a brief overview
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about the Brightspace platform
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and how it's different than what you might be used to
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or what you might see within the LMS market.
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We'll spend the majority of our time today
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in doing technical demonstrations.
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We'll focus most of our time actually within the platform.
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But then of course, we'll set aside some designated time
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for questions at the end,
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at which time you are more than welcome
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to come off mute, talk through any specific use cases
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you might have, and our team will be
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addressing those as we go.
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But quick introduction of our team.
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So my name is Greg Sixt.
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I am one of our senior account executives here at D2L
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supporting Vermont and some of the surrounding states.
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Been with D2L for just shy of five years
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and really excited to be with you this afternoon,
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walking through the platform.
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With me, I have two other colleagues, Danielle and Scott,
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who are both part of our solutions engineering team.
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Danielle's going to be walking you through the demo today,
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and Scott is our designated question master,
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and he was awesome this morning, as Wendy articulated.
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But I will let Danielle and Scott
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give some quick intros of themselves as well.
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Thank you so much, Greg.
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And hi everyone, good afternoon.
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My name is Danielle Burt, and I'm a solution engineer
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here at D2L.
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I've been at D2L for about three years,
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and the first half of that time here
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was actually on our implementation team.
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So I was working with teams like yourselves,
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groups of faculty members to actually implement
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Brightspace for their institution.
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And so I'm happy to answer any and all questions.
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And then my later half of my years at D2L
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has been in solution engineering.
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So we are ready for all of your questions.
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I really love your use cases.
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They really showcase the breadth of experience
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that you folks have and where you want to take your LMS.
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And with that, I'll toss it over to Scott.
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These guys.
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Nice to meet everyone.
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As mentioned, my name is Scott.
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I'm a senior solutions engineer on the team.
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I appreciate all the shout outs for my great chat support.
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As mentioned, I'll be running the chat today.
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My fingers are well warmed up from this morning,
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so I'll do my best to get back to everyone's responses,
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and I think we'll even have a chance to
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turn some things over to Danielle to present
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if they're more thematic questions.
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But throw anything you have at me
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and I'll answer as best I can.
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Wonderful, thank you both.
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So just quick level set and overview on who D2L is.
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Some of you may be familiar with us.
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Some of you, it might be your first time
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seeing the platform,
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but we have been in the LMS industry
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for just over 21 years now.
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So back in the late 90s,
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it's certainly been awhile,
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in that time, though, we have grown to support
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over 1500 academic institutions worldwide,
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the vast majority of those being located
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here in North America, so the United States and Canada,
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and currently support over 30 million users worldwide.
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So got a lot of experience in this industry
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working with faculty like yourself,
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supporting students and also administrators
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of higher education.
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But let's get right down to it and look at
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what makes Brightspace special?
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What's different about it in comparison
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to what you might see in upcoming presentations
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or what you've been used to so far?
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So the first thing that we're gonna talk about
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is that D2L is the leader in accessibility
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in the platforms.
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Other LMSs like a Blackboard,
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what you're used to like Canvas and so on,
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they have always kinda had accessibility
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as a bit of an afterthought.
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They incorporate the use of third party tools
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and integrations to cover those accessibility standards
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and make sure that students are supported in that way.
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But you do have challenges with integrations.
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It doesn't necessarily cover everything
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within the platform natively.
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Brightspace, you don't have that issue.
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Everything was built and tested, designed
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from our accessibility team from the ground up
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right from product.
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So anything as it relates to those WCAG 2.1 standards,
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ADA, looking at students that have accommodation needs,
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we've got you completely covered.
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You're never gonna have to worry about that
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as you're going through and teaching your class,
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whether your students are able to
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see their content correctly, as an example.
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And then building off of that,
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the real objective that we're trying to help you with
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is to create experiences to engage your students.
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Now, we'll talk a little bit more about the tools
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and how we can empower you as faculty members
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to be able to do that.
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But at the end of the day, if your students are engaged,
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if they are excited about the platform,
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if they're paying attention,
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that is what's going to make your life easier
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as a faculty member.
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We don't want students to be confused about the platform,
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not know where to go and then come to you
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as their primary point of contact and say,
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"I don't know where to find my course material.
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I don't know where to find my assessments.
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Like where do I go for this material?"
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The student experience is just as paramount
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as your own personal experience
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to make sure that we are saving you
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as much time as possible
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and making it as easy as possible for you
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to teach on an LMS throughout the course of a semester.
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Third point here is around tools
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that are going to save you time.
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So there's the common core tool
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that you probably come to expect within an LMS.
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That's like assignments, discussions,
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quizzes and tests, content areas.
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But how do we optimize that?
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What does it look like between the different LMS providers
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to really save you time on those common workflows?
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So stuff like assessing and grading.
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We know historically that has been
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an incredibly time-consuming part of your day to day.
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It takes a lot of effort and a lot of energy
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to go through and grade within an LMS.
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So our team has spent a long time looking at
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how do we optimize this experience for you?
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How do we make it easier?
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How do we make it faster for you
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to get meaningful feedback to your students
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and not have you spend a ton of time
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on grading and assessing?
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So Danielle, as we go through the presentation,
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is going to really showcase some of these items.
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The fourth thing is around providing you actual data
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and improving your student learning outcomes
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and overall success.
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So giving you as faculty members visibility
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into how students are performing,
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which students might be doing really well in your course,
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and respectively, which ones are maybe at risk
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of failing the course.
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How much time have they spent in their content?
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How can you engage with them to help bring up their grade
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and ultimately get them over
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that thresholding goal for them in the courses?
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We provide you all of that data at your fingertips
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so you can easily see what's going on at your course
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at a granular level for each particular student
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and provide opportunities to intervene, speak with them,
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involve groups like academic advising and so on
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to make sure that we're getting
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every student as successful as possible.
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And then the final point on here is being able to partner
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with a community of learning experts.
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So this just doesn't include the institutions
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that we work with, and the community
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is incredibly active on this front.
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It includes the D2L team.
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The D2L team is in large part made up of people
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that have education experience.
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A lot of folks here have been consultants
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or teachers and faculty members themselves.
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They know the position that you're in
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and they're working every single day
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directly with folks like you to make sure
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that the course experience is as optimized as possible,
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while continuing to develop and innovate the tool
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to best serve you and your courses going forward.
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And then the other thing that a lot of folks here
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is gonna empathize with that ties in here
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is around course migration.
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So we talk a lot about LMS transitions
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and how they can be really daunting.
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You've probably got questions like,
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"Am I going to have to recreate all of my course content?
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How easy is it for me to be able to use the system?
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00:12:28.210 --> 00:12:30.390
What kind of training and support resources
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am I going to have access to
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throughout the course of the semester?"
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Our community is incredibly robust on this.
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We've got a ton of resources available for you
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to make this as easy as possible.
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And the D2L team is here to make sure
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that all of that is taken care of for you,
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whereas other LMS providers might not provide you
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the same degree of support
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as you're getting your courses transitioned and set up.
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Now, one particular quote that I really like
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00:12:57.130 --> 00:12:58.810
to pull out as an example for this
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is the University of Arizona.
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So Mark Felix, who directs Institutional Support there,
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I've got a good relationship with him.
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He talks a lot about the LMS and he supports,
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you know, over 50,000 students in a semester,
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thousands of courses that are getting copied
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and migrated semester to semester.
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He constantly tells me that he receives feedback
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that rolls into his inbox every semester that says,
321
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"Thank you, I can't believe it was so easy.
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I didn't have to do anything.
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I didn't have to email anyone.
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My course was just there, ready to go.
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I logged in, my students were there,
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and I was able to teach."
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And that's what we're trying to do here at D2L
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to help you, so you don't have to stress
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when you come back from the Christmas holidays
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as an example about,
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"Is my course gonna be set up?
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Is it gonna be ready to go?"
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We want to make sure we're taking care
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of all of that for you
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and making this as smooth as possible.
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Now, as far as how the platform can be used,
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you know, a lot of LMSs will talk about kinda usability,
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ease of use and the flexibility of the tool
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00:13:59.570 --> 00:14:03.410
and what kind of robust features do you have available?
340
00:14:03.410 --> 00:14:08.410
But the LMS market has historically done a very bad job
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00:14:08.660 --> 00:14:12.730
of riding this middle or providing flexibility
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while providing ease of use.
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As an example, you would have a current system like,
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Blackboard, I'll take for an example,
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00:14:20.980 --> 00:14:22.627
where you probably got a lot of tools
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and a lot of features that you're really familiar with.
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00:14:25.300 --> 00:14:28.040
But we hear from faculty a lot that sometimes
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it can be difficult.
349
00:14:29.210 --> 00:14:31.630
Sometimes it's challenging to figure out where to go,
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or there are certain things that become really difficult
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00:14:33.730 --> 00:14:37.040
from a workflow perspective and waste a lot of time
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00:14:37.040 --> 00:14:40.790
when quite frankly, they should be easier.
353
00:14:40.790 --> 00:14:42.050
On the other side of the spectrum,
354
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you'll get LMSs like, something you might've heard of,
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00:14:44.320 --> 00:14:46.510
Canvas or had experience with Canvas.
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00:14:46.510 --> 00:14:48.080
The platform is designed to be
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incredibly straightforward and simple to use,
358
00:14:50.960 --> 00:14:54.080
but that's the key there is that it's simple.
359
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When you want to push that threshold,
360
00:14:56.000 --> 00:14:59.440
when you want to experiment with new pedagogical models,
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when you really want to get beyond
362
00:15:01.430 --> 00:15:03.780
just those absolute basics,
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00:15:03.780 --> 00:15:05.840
you can't do it or you struggle to do it,
364
00:15:05.840 --> 00:15:08.270
and you run into the same kind of problems
365
00:15:08.270 --> 00:15:12.210
about do I have to start looking for other tools
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00:15:12.210 --> 00:15:13.070
that can tie in?
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Is it really gonna provide me a complete solution?
368
00:15:15.780 --> 00:15:18.480
Can I just not do something that I would expect
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an LMS to do outright?
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00:15:21.750 --> 00:15:24.180
Brightspace has spent the last six years
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doing a ton of research,
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00:15:25.590 --> 00:15:28.750
talking to a ton of different faculty and institutions,
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and has come up with a really nice user interface
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that rides this beautifully
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in terms of helping you as a faculty member
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00:15:37.780 --> 00:15:39.720
teach easily and understand the platform,
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00:15:39.720 --> 00:15:41.610
do your basics of day to day,
378
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but also provide those advanced features,
379
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that flexibility to support accommodations,
380
00:15:47.410 --> 00:15:49.100
look at templates, look at outcomes
381
00:15:49.100 --> 00:15:50.710
and competency-based education,
382
00:15:50.710 --> 00:15:54.397
and really drive that student learning experience at UVM.
383
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Now I talked a little bit earlier
384
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about the community that we work with.
385
00:16:00.760 --> 00:16:03.430
Here is just some examples of institutions
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00:16:03.430 --> 00:16:06.210
we work with across North America.
387
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A lot of them are pretty close to you.
388
00:16:08.380 --> 00:16:10.190
You've got a lot of opportunities for collaboration
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00:16:10.190 --> 00:16:11.030
and partnership.
390
00:16:11.030 --> 00:16:13.170
Groups like the State University of New York.
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All of their colleges and universities use the platform.
392
00:16:16.430 --> 00:16:19.700
Groups like NYU, McGill,
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you've got Southern New Hampshire just up the road as well.
394
00:16:22.140 --> 00:16:24.030
You've got the University of Rhode Island,
395
00:16:24.030 --> 00:16:25.480
University of Maine.
396
00:16:25.480 --> 00:16:27.900
There's a very large community for you
397
00:16:27.900 --> 00:16:32.130
to be able to draw on, experience and collaborate,
398
00:16:32.130 --> 00:16:34.440
to ultimately create a better learning experience
399
00:16:34.440 --> 00:16:36.440
for both yourselves but also the students
400
00:16:36.440 --> 00:16:38.003
that are taking your courses.
401
00:16:40.860 --> 00:16:42.680
With that, I'm going to pause.
402
00:16:42.680 --> 00:16:45.090
Hopefully this provides a really good intro for you all
403
00:16:45.090 --> 00:16:48.240
about who we are in D2L and what drives us every day.
404
00:16:48.240 --> 00:16:50.440
I'm gonna pass it over to Danielle now
405
00:16:50.440 --> 00:16:52.920
who is going to get into the Brightspace platform
406
00:16:52.920 --> 00:16:55.200
and start working through those use cases.
407
00:16:55.200 --> 00:16:57.510
Again, Scott and myself will be monitoring the chat.
408
00:16:57.510 --> 00:16:59.350
Please put your questions in there as we go,
409
00:16:59.350 --> 00:17:02.320
and we will pause and address them as needed.
410
00:17:02.320 --> 00:17:04.890
Danielle, over to you.
411
00:17:04.890 --> 00:17:05.723
Thank you so much, Greg.
412
00:17:05.723 --> 00:17:07.940
And we have hit the ground running in the chat
413
00:17:07.940 --> 00:17:11.670
and I'm loving Scott's ability to respond so quickly.
414
00:17:11.670 --> 00:17:13.920
Donna, fantastic questions.
415
00:17:13.920 --> 00:17:17.810
And I'll definitely showcase a lot of those in reality
416
00:17:17.810 --> 00:17:19.933
that will go through Brightspace today.
417
00:17:21.150 --> 00:17:22.860
So I'll do my usual,
418
00:17:22.860 --> 00:17:26.723
if I could get a thumbs up that we can see Brightspace.
419
00:17:29.480 --> 00:17:31.330
Fantastic, thank you so much, Alex.
420
00:17:31.330 --> 00:17:33.590
So I will do my best to bring as much energy
421
00:17:33.590 --> 00:17:35.930
on this Friday afternoon as I can,
422
00:17:35.930 --> 00:17:37.910
so that we're engaged the entire time,
423
00:17:37.910 --> 00:17:39.040
but I have to be honest,
424
00:17:39.040 --> 00:17:40.550
I don't think I'll have to worry about that
425
00:17:40.550 --> 00:17:43.350
since this team is so engaged and I'm loving it.
426
00:17:43.350 --> 00:17:45.930
So as Wendy mentioned in her intro,
427
00:17:45.930 --> 00:17:48.080
I will be going through our use cases today
428
00:17:48.080 --> 00:17:49.530
that were presented,
429
00:17:49.530 --> 00:17:50.880
but I really wanted to showcase
430
00:17:50.880 --> 00:17:53.193
a bit of an overview of Brightspace,
431
00:17:53.193 --> 00:17:55.830
so just in case you haven't seen it yet,
432
00:17:55.830 --> 00:17:57.030
you have a better understanding
433
00:17:57.030 --> 00:17:58.710
of how we're navigating through,
434
00:17:58.710 --> 00:18:00.010
why I'm clicking the way I'm clicking
435
00:18:00.010 --> 00:18:04.460
so that we can best support you in these workflows.
436
00:18:04.460 --> 00:18:07.190
So I'll start my tour here to just talk through
437
00:18:07.190 --> 00:18:08.460
where I've landed right now
438
00:18:08.460 --> 00:18:11.230
on the top level organizational homepage.
439
00:18:11.230 --> 00:18:13.520
So this is your campus-wide area.
440
00:18:13.520 --> 00:18:16.550
And so we start with a three tier design
441
00:18:16.550 --> 00:18:18.870
and I'll start with this top tier here
442
00:18:18.870 --> 00:18:20.320
at the My Home button.
443
00:18:20.320 --> 00:18:22.310
And so this is where we've dropped your logo here
444
00:18:22.310 --> 00:18:24.210
for that consistency and branding,
445
00:18:24.210 --> 00:18:26.530
but it's the ability for any user to click here
446
00:18:26.530 --> 00:18:29.470
and navigate back to this homepage.
447
00:18:29.470 --> 00:18:31.310
If I go over to my right here,
448
00:18:31.310 --> 00:18:32.660
we'll click on our Course Selector,
449
00:18:32.660 --> 00:18:35.800
or what I more commonly like to call the waffle icon.
450
00:18:35.800 --> 00:18:37.940
And so you can search through your courses here
451
00:18:37.940 --> 00:18:41.993
and even pin some courses for easy access in the future.
452
00:18:42.910 --> 00:18:44.900
And then our global communication center,
453
00:18:44.900 --> 00:18:46.830
and this is gonna aggregate all of the alerts
454
00:18:46.830 --> 00:18:49.830
that you have as faculty members up to the top level
455
00:18:49.830 --> 00:18:52.030
across all of the courses that you teach.
456
00:18:52.030 --> 00:18:54.120
So a great way to stay in the know
457
00:18:54.120 --> 00:18:56.990
and on top of all your updates.
458
00:18:56.990 --> 00:18:58.610
And then I don't normally talk too much
459
00:18:58.610 --> 00:19:00.140
about the My Profile area.
460
00:19:00.140 --> 00:19:03.220
Pretty standard stuff for setting your profile information,
461
00:19:03.220 --> 00:19:05.470
understanding your notification preferences.
462
00:19:05.470 --> 00:19:07.070
But what I really want to showcase here
463
00:19:07.070 --> 00:19:08.830
is this View As function.
464
00:19:08.830 --> 00:19:13.117
So if any of you folks are the individuals in the platform
465
00:19:13.117 --> 00:19:14.700
designing the course,
466
00:19:14.700 --> 00:19:16.400
you might want to jump in or toggle
467
00:19:16.400 --> 00:19:18.870
to this View As Student functionality.
468
00:19:18.870 --> 00:19:21.760
And so it's one quick toggle to be able to understand
469
00:19:21.760 --> 00:19:24.670
what your students are gonna see as you design that course,
470
00:19:24.670 --> 00:19:26.593
so a really nice toggle with ease.
471
00:19:27.780 --> 00:19:30.930
Then we move down to our second tier of our navigation
472
00:19:30.930 --> 00:19:32.670
and this is our navigation bar.
473
00:19:32.670 --> 00:19:35.500
And so this is your quick links area to different tools.
474
00:19:35.500 --> 00:19:39.000
Most likely your LMS admins are gonna set this up
475
00:19:39.000 --> 00:19:42.150
for what tools make sense for you as faculty members.
476
00:19:42.150 --> 00:19:44.550
But this is configurable for what UVM needs
477
00:19:44.550 --> 00:19:45.730
to have access to.
478
00:19:45.730 --> 00:19:48.883
Maybe it's some library resources or an external help desk.
479
00:19:50.100 --> 00:19:53.430
And then we move down below into our homepage area,
480
00:19:53.430 --> 00:19:56.010
and Brightspace is a widget-based homepage.
481
00:19:56.010 --> 00:19:57.700
And what's great is that your institution
482
00:19:57.700 --> 00:20:00.040
has the flexibility to be able to pick
483
00:20:00.040 --> 00:20:02.270
from a suite of over 25 widgets
484
00:20:02.270 --> 00:20:04.260
to actually put on this homepage,
485
00:20:04.260 --> 00:20:07.020
including custom widgets, if you so choose.
486
00:20:07.020 --> 00:20:10.950
And I already did see a comment about using an iPad
487
00:20:10.950 --> 00:20:12.930
or a device to actually grade.
488
00:20:12.930 --> 00:20:16.330
So I will speak to our mobile story at a high level
489
00:20:16.330 --> 00:20:18.160
in that we designed our platform
490
00:20:18.160 --> 00:20:20.770
to be completely mobile responsive,
491
00:20:20.770 --> 00:20:22.770
with the added benefit on top of that
492
00:20:22.770 --> 00:20:24.850
of creating an app experience.
493
00:20:24.850 --> 00:20:27.200
So we have both a mobile platform,
494
00:20:27.200 --> 00:20:28.990
a mobile responsive platform
495
00:20:28.990 --> 00:20:31.950
throughout our entire tool sets, including grading,
496
00:20:31.950 --> 00:20:33.820
including this homepage experience
497
00:20:33.820 --> 00:20:36.220
that is consistent through the platform.
498
00:20:36.220 --> 00:20:38.950
But you can also access Brightspace from our Pulse app,
499
00:20:38.950 --> 00:20:41.220
which is our free mobile app.
500
00:20:41.220 --> 00:20:43.690
And I'll showcase that in real time here.
501
00:20:43.690 --> 00:20:46.660
You'll see that I've shrunk my screen down here
502
00:20:46.660 --> 00:20:48.510
and it's really nice in terms of how
503
00:20:48.510 --> 00:20:51.090
that live responds in the moment.
504
00:20:51.090 --> 00:20:52.550
I don't have to pinch and zoom,
505
00:20:52.550 --> 00:20:55.363
and I can easily scroll through all of my functionality.
506
00:20:56.690 --> 00:20:58.680
I'll head back into my full screen.
507
00:20:58.680 --> 00:20:59.930
And I just want to scroll through
508
00:20:59.930 --> 00:21:02.340
a couple of these widgets on our homepage
509
00:21:02.340 --> 00:21:05.310
before I jump into the course experience for us today.
510
00:21:05.310 --> 00:21:07.820
And the one I want to showcase is a bit of a teaser.
511
00:21:07.820 --> 00:21:09.220
It's our Quick Eval tool,
512
00:21:09.220 --> 00:21:10.960
and we designed this widget
513
00:21:10.960 --> 00:21:13.320
to make your grading lives easier.
514
00:21:13.320 --> 00:21:15.080
And so this is intending to be
515
00:21:15.080 --> 00:21:16.620
all of the students' submissions
516
00:21:16.620 --> 00:21:18.250
across all of the assessments,
517
00:21:18.250 --> 00:21:20.210
across all of the courses you teach
518
00:21:20.210 --> 00:21:23.410
in this one nice widget display.
519
00:21:23.410 --> 00:21:25.600
And you see these actionable icons show you
520
00:21:25.600 --> 00:21:27.900
how many students submissions have been submitted
521
00:21:27.900 --> 00:21:29.800
for that assessment.
522
00:21:29.800 --> 00:21:32.170
So you could jump right in and evaluate
523
00:21:32.170 --> 00:21:34.233
in line as you see fit.
524
00:21:35.810 --> 00:21:37.870
I'll head back up and I'm gonna jump into
525
00:21:37.870 --> 00:21:40.500
our course experience through the My Courses widget,
526
00:21:40.500 --> 00:21:43.760
which is this nice tiled approach here for our courses.
527
00:21:43.760 --> 00:21:45.250
And what you'll notice as I jump
528
00:21:45.250 --> 00:21:46.810
into the course experience
529
00:21:46.810 --> 00:21:49.270
is we have a very consistent look and feel
530
00:21:49.270 --> 00:21:52.200
from that homepage into a course homepage.
531
00:21:52.200 --> 00:21:54.600
And so if you look up at our navigation bar,
532
00:21:54.600 --> 00:21:57.280
we now have our course-based quick links available,
533
00:21:57.280 --> 00:21:59.330
including our assessment suite,
534
00:21:59.330 --> 00:22:02.860
information and tools about our students' grades
535
00:22:02.860 --> 00:22:04.633
and their progress and performance.
536
00:22:05.530 --> 00:22:08.960
And then we also have our course-based announcements,
537
00:22:08.960 --> 00:22:11.920
and you'll notice it's actually calling me out by name here.
538
00:22:11.920 --> 00:22:13.200
And what this is using is
539
00:22:13.200 --> 00:22:15.070
our replace strings in Brightspace.
540
00:22:15.070 --> 00:22:17.530
And that's leveraging our first name replace string.
541
00:22:17.530 --> 00:22:20.070
And what that means is any user looking at this page
542
00:22:20.070 --> 00:22:22.810
is going to see their first name leveraged here.
543
00:22:22.810 --> 00:22:25.940
And that's a way you can personalize the learning platform,
544
00:22:25.940 --> 00:22:28.180
but at a scale to all your students.
545
00:22:28.180 --> 00:22:30.170
And it's really hard to ignore something
546
00:22:30.170 --> 00:22:31.880
that's calling you out by name.
547
00:22:31.880 --> 00:22:33.480
So I'm more likely to read it,
548
00:22:33.480 --> 00:22:35.790
more likely to engage with that content,
549
00:22:35.790 --> 00:22:39.043
and stay focused on my announcements.
550
00:22:40.440 --> 00:22:42.244
I also understand that you folks
551
00:22:42.244 --> 00:22:44.960
are a Microsoft Team institution,
552
00:22:44.960 --> 00:22:47.090
so I did want to showcase that I've dropped
553
00:22:47.090 --> 00:22:50.600
at the bottom here our Microsoft Teams widget,
554
00:22:50.600 --> 00:22:52.590
which is allowing you a one single click
555
00:22:52.590 --> 00:22:54.903
to be able to create a new Teams meeting.
556
00:22:55.740 --> 00:22:57.510
When we jump into the course content
557
00:22:57.510 --> 00:22:59.900
of how you actually create course materials,
558
00:22:59.900 --> 00:23:02.400
course assessments all in one area,
559
00:23:02.400 --> 00:23:05.330
you could also create a meeting link from there as well
560
00:23:05.330 --> 00:23:07.283
to support a linear learning model.
561
00:23:09.110 --> 00:23:11.070
I'll go into a bit more detail
562
00:23:11.070 --> 00:23:14.280
of the MS Teams full integration capability
563
00:23:14.280 --> 00:23:17.143
when we get to that use case in our list.
564
00:23:18.640 --> 00:23:23.053
As I jump into content through our modules area,
565
00:23:24.230 --> 00:23:27.670
we're gonna see a nice structure that we're met here
566
00:23:27.670 --> 00:23:29.940
that really supports a linear learning model,
567
00:23:29.940 --> 00:23:33.947
but supports some of the course components that we might see
568
00:23:33.947 --> 00:23:37.490
are top of mind for both students and yourselves as faculty.
569
00:23:37.490 --> 00:23:39.880
And we use our overview area most commonly
570
00:23:39.880 --> 00:23:42.130
to house a course syllabus.
571
00:23:42.130 --> 00:23:44.100
So students can keep an eye on the goals
572
00:23:44.100 --> 00:23:45.740
and outcomes of the course.
573
00:23:45.740 --> 00:23:47.500
And then we have our course schedule,
574
00:23:47.500 --> 00:23:50.290
which is a nice extension of our calendar functionality.
575
00:23:50.290 --> 00:23:52.630
It's gonna aggregate all of the course dates
576
00:23:52.630 --> 00:23:55.260
associated with assessments and content
577
00:23:55.260 --> 00:23:57.453
right into one place for our students.
578
00:23:58.730 --> 00:24:00.710
And then we have our Table of Contents,
579
00:24:00.710 --> 00:24:02.110
and you'll notice I've approached this
580
00:24:02.110 --> 00:24:04.220
with a unit nomenclature,
581
00:24:04.220 --> 00:24:06.330
but I could use week-based.
582
00:24:06.330 --> 00:24:08.210
I could use modular-based.
583
00:24:08.210 --> 00:24:10.040
I could use even competencies.
584
00:24:10.040 --> 00:24:12.660
So if I wanted to outline this is the competency
585
00:24:12.660 --> 00:24:14.030
you're hoping to accomplish
586
00:24:14.030 --> 00:24:15.623
with this grouping of content.
587
00:24:16.580 --> 00:24:19.010
So in order to tackle our first use case,
588
00:24:19.010 --> 00:24:22.310
and I will disclaimer that it might be slightly out of order
589
00:24:22.310 --> 00:24:25.416
from your blog access to the use cases,
590
00:24:25.416 --> 00:24:27.680
so I was given a priority list
591
00:24:27.680 --> 00:24:30.580
and I'm hoping we'll tackle all of them in our time today.
592
00:24:31.490 --> 00:24:34.250
So I'll create a unit for us to tackle.
593
00:24:34.250 --> 00:24:36.400
The first one, which is related to
594
00:24:36.400 --> 00:24:39.230
course building and content creation.
595
00:24:39.230 --> 00:24:42.590
And in order to do that, I'm gonna create a modular area
596
00:24:42.590 --> 00:24:44.090
for us to work in together,
597
00:24:44.090 --> 00:24:46.290
where we can build all of our course components
598
00:24:46.290 --> 00:24:47.363
in one place.
599
00:24:48.250 --> 00:24:50.870
In other LMSs, you might have to navigate around
600
00:24:50.870 --> 00:24:53.170
to different areas, to different tool sets,
601
00:24:53.170 --> 00:24:56.920
and actually then bring things together into a linear way
602
00:24:56.920 --> 00:24:59.920
or in different folders as I commonly see in Blackboard,
603
00:24:59.920 --> 00:25:02.140
which puts that navigation burden on students
604
00:25:02.140 --> 00:25:04.280
to be able to navigate to the different folders,
605
00:25:04.280 --> 00:25:06.880
that different areas in order to complete
606
00:25:06.880 --> 00:25:09.070
all of their course tasks.
607
00:25:09.070 --> 00:25:11.140
In Brightspace, we want you to be able to do that
608
00:25:11.140 --> 00:25:12.830
all in a linear fashion.
609
00:25:12.830 --> 00:25:16.060
So students are just simply navigating to the next page,
610
00:25:16.060 --> 00:25:17.840
which will prompt them on content,
611
00:25:17.840 --> 00:25:21.173
assessments, quizzes, even discussions, and more.
612
00:25:22.800 --> 00:25:24.570
So to tackle the use cases
613
00:25:24.570 --> 00:25:27.320
within content creation and course building,
614
00:25:27.320 --> 00:25:30.890
I'm gonna just first use our UI here
615
00:25:30.890 --> 00:25:35.140
and simply just drag and drop a few files into our content.
616
00:25:35.140 --> 00:25:37.580
And with a few seconds, we actually will have
617
00:25:37.580 --> 00:25:40.820
three pieces of content dropped right in there
618
00:25:40.820 --> 00:25:45.263
so that we can start delivering this content to students.
619
00:25:46.470 --> 00:25:48.330
Now, the three tasks that I saw
620
00:25:48.330 --> 00:25:50.170
in content creation and course building
621
00:25:50.170 --> 00:25:53.933
were really around the focus of an HTML editor.
622
00:25:54.897 --> 00:25:55.950
And within Brightspace,
623
00:25:55.950 --> 00:25:57.810
we're gonna use our Upload and Create button
624
00:25:57.810 --> 00:25:59.800
to create any course components
625
00:25:59.800 --> 00:26:02.760
specifically around an HTML file.
626
00:26:02.760 --> 00:26:06.340
And we'll go through more of this suite here in this list,
627
00:26:06.340 --> 00:26:09.750
including our assessment creations here as well.
628
00:26:09.750 --> 00:26:11.550
So I'll jump into the Create A File,
629
00:26:12.700 --> 00:26:15.240
and this is gonna open our Brightspace editor.
630
00:26:15.240 --> 00:26:17.930
And I will call this out as we navigate through Brightspace,
631
00:26:17.930 --> 00:26:20.600
but this is a consistent experience
632
00:26:20.600 --> 00:26:22.490
in terms of the suite of features
633
00:26:22.490 --> 00:26:23.970
within the Brightspace editor.
634
00:26:23.970 --> 00:26:26.116
It's consistent through assignment creation,
635
00:26:26.116 --> 00:26:28.650
quiz question creation, discussion creation.
636
00:26:28.650 --> 00:26:30.430
We wanted to give you this tool set
637
00:26:30.430 --> 00:26:32.050
consistently through the platform.
638
00:26:32.050 --> 00:26:34.610
And that really speaks to that ease of use
639
00:26:34.610 --> 00:26:36.800
and making your lives easier as faculty
640
00:26:36.800 --> 00:26:39.233
to have these tools available at all times.
641
00:26:42.440 --> 00:26:44.390
So we're gonna create a file together.
642
00:26:44.390 --> 00:26:47.110
We'll create maybe a welcome message here,
643
00:26:47.110 --> 00:26:50.540
and we'll actually see our replace strings live in action.
644
00:26:50.540 --> 00:26:53.980
So welcome to, we're in unit four,
645
00:26:53.980 --> 00:26:56.230
and we'll use that first name replace string.
646
00:26:58.100 --> 00:27:01.027
Okay, I just like capitals, so we'll do that.
647
00:27:01.027 --> 00:27:04.510
Okay, and just to call out the first tool set
648
00:27:04.510 --> 00:27:07.830
that I want to highlight in our HTML editor
649
00:27:07.830 --> 00:27:09.180
is this dropdown.
650
00:27:09.180 --> 00:27:10.610
And this is an important feature
651
00:27:10.610 --> 00:27:12.290
that we wanted to give you access to
652
00:27:12.290 --> 00:27:14.820
in speaking to that breadth of what
653
00:27:14.820 --> 00:27:17.540
an LMS can give you in terms of complexity,
654
00:27:17.540 --> 00:27:22.540
achieving the first time user to the power user of the LMS.
655
00:27:22.970 --> 00:27:26.210
And this was designed by our instructional design team
656
00:27:26.210 --> 00:27:28.000
to give you beautifully designed,
657
00:27:28.000 --> 00:27:31.420
intentionally designed HTML pages
658
00:27:31.420 --> 00:27:34.143
that you can simply drop in with one click.
659
00:27:35.130 --> 00:27:37.140
So if you wanted that consistent look and feel
660
00:27:37.140 --> 00:27:40.100
across your content, we wanted to give you that dropdown,
661
00:27:40.100 --> 00:27:42.110
that suite of options there.
662
00:27:42.110 --> 00:27:44.210
And this is a simple point and replace here
663
00:27:44.210 --> 00:27:48.033
to get your formatting to match that HTML template.
664
00:27:49.570 --> 00:27:52.130
I will also highlight within our HTML editor
665
00:27:52.130 --> 00:27:55.300
that we have our accessibility checker.
666
00:27:55.300 --> 00:27:57.830
And Greg mentioned this, that we are a leader in this
667
00:27:57.830 --> 00:27:59.750
from our differentiators at the beginning,
668
00:27:59.750 --> 00:28:01.010
the Brightspace difference.
669
00:28:01.010 --> 00:28:03.740
And this was intentional that we built this functionality
670
00:28:03.740 --> 00:28:05.850
throughout our HTML editor.
671
00:28:05.850 --> 00:28:07.730
And so with one simple click,
672
00:28:07.730 --> 00:28:10.260
we're prompted with the issues or warnings
673
00:28:10.260 --> 00:28:12.230
that we can repair within our content
674
00:28:12.230 --> 00:28:15.780
to make it as accessible as we can for our students.
675
00:28:15.780 --> 00:28:17.490
We want them to be able to access
676
00:28:17.490 --> 00:28:19.190
all of the learning we're providing
677
00:28:19.190 --> 00:28:21.173
in the most accessible way we can.
678
00:28:22.820 --> 00:28:26.680
If we maybe wanted to add some multimedia options here,
679
00:28:26.680 --> 00:28:28.240
so video content,
680
00:28:28.240 --> 00:28:31.070
I'm gonna shut off my own a webcam here
681
00:28:31.070 --> 00:28:32.737
so we can leverage the one in Brightspace
682
00:28:32.737 --> 00:28:36.190
that's going to be through our Insert Stuff button,
683
00:28:36.190 --> 00:28:38.280
and it's aptly named in that it inserts
684
00:28:38.280 --> 00:28:40.900
a lot of different stuff, including YouTube,
685
00:28:40.900 --> 00:28:43.490
including multimedia options that are
686
00:28:43.490 --> 00:28:46.037
integrated through third party softwares.
687
00:28:46.970 --> 00:28:49.540
But we're gonna use our Video Note tool today,
688
00:28:49.540 --> 00:28:51.760
and this is gonna open our webcam.
689
00:28:51.760 --> 00:28:52.593
There we go.
690
00:28:52.593 --> 00:28:54.550
And I can say hello to my students.
691
00:28:54.550 --> 00:28:57.440
I can welcome them to this new course
692
00:28:57.440 --> 00:28:59.510
and let them know maybe the learning outcomes
693
00:28:59.510 --> 00:29:03.120
they can achieve if they complete this module.
694
00:29:03.120 --> 00:29:07.770
And continuing on that accessibility story,
695
00:29:07.770 --> 00:29:12.160
we can automatically caption this video for our users.
696
00:29:12.160 --> 00:29:15.210
So with one click, we automatically generate captions
697
00:29:15.210 --> 00:29:17.740
as we enter this video into our content.
698
00:29:17.740 --> 00:29:20.460
Again, speaking to that accessible content delivery
699
00:29:20.460 --> 00:29:22.220
to our learners.
700
00:29:22.220 --> 00:29:24.380
I hit Next and it's gonna drop that
701
00:29:24.380 --> 00:29:26.203
right into our content piece.
702
00:29:28.160 --> 00:29:32.010
A few more things, I did take a glance across to our chat.
703
00:29:32.010 --> 00:29:34.470
I did see a prompt about an equation editor.
704
00:29:34.470 --> 00:29:38.130
So we do have a full suite of equation editor options.
705
00:29:38.130 --> 00:29:41.120
And once again, this is leveraged throughout the platform
706
00:29:41.120 --> 00:29:45.243
in assignment creation, in quiz creation and the et cetera.
707
00:29:46.740 --> 00:29:49.210
I'll say hello again via video.
708
00:29:49.210 --> 00:29:52.030
A few more things to call out here.
709
00:29:52.030 --> 00:29:55.140
I did see a question in your use cases
710
00:29:55.140 --> 00:29:57.210
around copying and pasting.
711
00:29:57.210 --> 00:29:59.390
And so you will get to see that
712
00:29:59.390 --> 00:30:01.720
if you have it configured this way,
713
00:30:01.720 --> 00:30:04.320
the system, and I'll use your own document
714
00:30:04.320 --> 00:30:06.220
of use cases to do this,
715
00:30:06.220 --> 00:30:09.770
is we will simply copy from a Word doc and paste it,
716
00:30:09.770 --> 00:30:11.990
and it's gonna allow you to remove formatting
717
00:30:11.990 --> 00:30:13.180
or keep that formatting.
718
00:30:13.180 --> 00:30:16.360
So if I remove it here, it's gonna drop that content
719
00:30:16.360 --> 00:30:18.130
right into your HTML page
720
00:30:18.130 --> 00:30:21.510
and match the formatting of that HTML template.
721
00:30:21.510 --> 00:30:23.543
So a great way to keep that consistency.
722
00:30:25.430 --> 00:30:28.360
I did also see a prompt there
723
00:30:28.360 --> 00:30:30.040
for understanding source code,
724
00:30:30.040 --> 00:30:32.670
and so we do have this HTML button
725
00:30:32.670 --> 00:30:33.810
that you could jump in,
726
00:30:33.810 --> 00:30:36.090
more of that power user use case,
727
00:30:36.090 --> 00:30:39.910
and understand your HTML code or code directly from here
728
00:30:39.910 --> 00:30:41.363
if you are that power user.
729
00:30:44.470 --> 00:30:46.790
I'm just gonna toggle over to your use cases
730
00:30:46.790 --> 00:30:48.590
and make sure I didn't miss anything.
731
00:30:48.590 --> 00:30:50.980
And so the last one I just saw was have access
732
00:30:50.980 --> 00:30:53.220
to a robust text editor in all areas.
733
00:30:53.220 --> 00:30:55.470
That's that message I keep driving home
734
00:30:55.470 --> 00:30:57.530
that this is consistent throughout the platform,
735
00:30:57.530 --> 00:31:00.350
and don't worry, I'll call it out every time we see it.
736
00:31:00.350 --> 00:31:02.093
So if we save and close this,
737
00:31:03.200 --> 00:31:05.310
it's gonna plop unit four into
738
00:31:05.310 --> 00:31:08.076
our linear learning pathway of unit four.
739
00:31:08.076 --> 00:31:11.580
And you'll notice my video is rendered in the content,
740
00:31:11.580 --> 00:31:14.103
so we have this welcome message for our students.
741
00:31:14.970 --> 00:31:16.430
We can use our breadcrumb trail
742
00:31:16.430 --> 00:31:18.140
to get back to that unit four
743
00:31:18.140 --> 00:31:19.930
or open our tray and jump to
744
00:31:19.930 --> 00:31:21.840
a different content piece if we wanted,
745
00:31:21.840 --> 00:31:24.333
just to speak to that navigation ease of use.
746
00:31:25.200 --> 00:31:27.000
So I'll head back to unit four here,
747
00:31:28.060 --> 00:31:29.780
and we can see that that welcome message
748
00:31:29.780 --> 00:31:31.370
is right where we were working.
749
00:31:31.370 --> 00:31:33.940
And so I can simply drag that up as a welcome message.
750
00:31:33.940 --> 00:31:36.250
I might want that up at the top here,
751
00:31:36.250 --> 00:31:38.630
so that we're welcoming our students
752
00:31:38.630 --> 00:31:40.173
right away in the course.
753
00:31:41.840 --> 00:31:46.120
So from here, I did see a prompt in our next use case
754
00:31:46.120 --> 00:31:48.020
our brown student engagement,
755
00:31:48.020 --> 00:31:49.870
but before I go to that next use case,
756
00:31:49.870 --> 00:31:51.270
Scott, I'll do a little pause
757
00:31:51.270 --> 00:31:53.350
and see if there's anything we need to demo
758
00:31:53.350 --> 00:31:55.283
with respect to content creation.
759
00:31:56.600 --> 00:31:57.433
I don't think so.
760
00:31:57.433 --> 00:31:58.830
I think we covered it all.
761
00:31:58.830 --> 00:32:00.550
There was a few questions earlier on
762
00:32:00.550 --> 00:32:04.250
about things like the course schedule and the homepage,
763
00:32:04.250 --> 00:32:06.940
so I just wanted to reinforce that,
764
00:32:06.940 --> 00:32:08.130
you know, we have full flexibility
765
00:32:08.130 --> 00:32:10.030
over what that course homepage looks like,
766
00:32:10.030 --> 00:32:12.690
if you'd rather have more list-based views,
767
00:32:12.690 --> 00:32:14.810
we have our own 40 widgets that we've built
768
00:32:14.810 --> 00:32:16.640
that you can incorporate.
769
00:32:16.640 --> 00:32:18.296
And, you know, just because they're widgets
770
00:32:18.296 --> 00:32:19.830
doesn't mean that they need to be overly,
771
00:32:19.830 --> 00:32:21.110
you know, visual or complex,
772
00:32:21.110 --> 00:32:24.100
they can be just a simple course navigator
773
00:32:24.100 --> 00:32:26.310
with links to all the materials.
774
00:32:26.310 --> 00:32:28.450
We can also even bypass that and have students
775
00:32:28.450 --> 00:32:31.010
land right here at the content tool.
776
00:32:31.010 --> 00:32:33.740
And then there was another question about-
777
00:32:33.740 --> 00:32:34.850
I just want to make sure I got this.
778
00:32:34.850 --> 00:32:35.990
Oh, the scheduling.
779
00:32:35.990 --> 00:32:37.640
Really, really important in Brightspace.
780
00:32:37.640 --> 00:32:39.650
Whenever you add a date to anything,
781
00:32:39.650 --> 00:32:41.880
whether it be content or an assignment,
782
00:32:41.880 --> 00:32:43.440
a discussion, anything,
783
00:32:43.440 --> 00:32:46.050
that date propagates everywhere in the platform.
784
00:32:46.050 --> 00:32:48.650
So in the calendar, in the course schedule,
785
00:32:48.650 --> 00:32:51.540
in the student's notifications, in their Pulse app.
786
00:32:51.540 --> 00:32:53.020
So it doesn't have to be just assignments.
787
00:32:53.020 --> 00:32:55.370
You can actually date everything in Brightspace
788
00:32:55.370 --> 00:32:56.960
to give them that really holistic view
789
00:32:56.960 --> 00:32:59.350
of all of the upcoming activities and work
790
00:32:59.350 --> 00:33:01.903
that they have over the next few weeks and days.
791
00:33:05.300 --> 00:33:06.440
Great, thank you so much, Scott.
792
00:33:06.440 --> 00:33:07.680
I appreciate that.
793
00:33:07.680 --> 00:33:10.950
And Donna, your prompt about loving to see
794
00:33:10.950 --> 00:33:13.140
the screen-share functionality through
795
00:33:13.140 --> 00:33:15.080
the tool set that we have for that,
796
00:33:15.080 --> 00:33:17.210
which is called Virtual Classrooms,
797
00:33:17.210 --> 00:33:18.850
where it allows for that screen-share,
798
00:33:18.850 --> 00:33:20.980
I'm happy to showcase just a screenshot
799
00:33:20.980 --> 00:33:22.930
of what that looks like, so we can see it,
800
00:33:22.930 --> 00:33:23.970
but I'll save that one.
801
00:33:23.970 --> 00:33:26.590
Greg, if you don't mind reminding me on Donna's question,
802
00:33:26.590 --> 00:33:29.740
I'm happy to drag that over and showcase that experience.
803
00:33:29.740 --> 00:33:30.880
Yeah, absolutely.
804
00:33:30.880 --> 00:33:33.680
And maybe the one thing that I'll mention there
805
00:33:33.680 --> 00:33:36.390
is that there is a breadth of options here.
806
00:33:36.390 --> 00:33:39.610
This morning, we talked a lot about Microsoft Teams
807
00:33:39.610 --> 00:33:42.030
and how a number of faculty
808
00:33:42.030 --> 00:33:44.170
really liked to use Teams for that.
809
00:33:44.170 --> 00:33:46.020
You're absolutely able to use Teams
810
00:33:46.020 --> 00:33:47.490
as a screen-sharing tool.
811
00:33:47.490 --> 00:33:50.300
You can use Zoom very easily as a screen-sharing tool.
812
00:33:50.300 --> 00:33:51.710
There there's a few different ways
813
00:33:51.710 --> 00:33:54.870
that we can incorporate that within to the platform.
814
00:33:54.870 --> 00:33:57.510
So whatever you are most comfortable with
815
00:33:57.510 --> 00:34:01.200
or whatever method or methods that the university supports,
816
00:34:01.200 --> 00:34:03.050
we're more than happy to accommodate.
817
00:34:04.220 --> 00:34:06.440
Yeah, we don't need to reinvent the wheel
818
00:34:06.440 --> 00:34:08.240
if you already have a process that works.
819
00:34:08.240 --> 00:34:09.756
We integrate with all of those
820
00:34:09.756 --> 00:34:12.670
web conferencing capabilities.
821
00:34:12.670 --> 00:34:14.820
Yeah, and I'll just reiterate to,
822
00:34:14.820 --> 00:34:16.030
again, sorry to add on to this,
823
00:34:16.030 --> 00:34:18.050
but Donna's question about copyright.
824
00:34:18.050 --> 00:34:19.940
You know, we don't hold any rights
825
00:34:19.940 --> 00:34:21.370
to your content in Brightspace.
826
00:34:21.370 --> 00:34:25.060
It's all protected under your agreement with D2L.
827
00:34:25.060 --> 00:34:26.970
So whether it be video-based content,
828
00:34:26.970 --> 00:34:30.660
documents, anything that you load is UVM property.
829
00:34:30.660 --> 00:34:32.590
We hold no rights to that and it's all protected
830
00:34:32.590 --> 00:34:34.883
under those copyright rules.
831
00:34:37.130 --> 00:34:38.590
Thanks, Scott.
832
00:34:38.590 --> 00:34:41.520
So the next use case on our list
833
00:34:41.520 --> 00:34:43.010
was around student engagement.
834
00:34:43.010 --> 00:34:44.960
So it reads, as an instructor,
835
00:34:44.960 --> 00:34:47.070
I want my students to be able to participate
836
00:34:47.070 --> 00:34:49.070
with their peers and myself
837
00:34:49.070 --> 00:34:52.280
so that they meaningfully engage using text
838
00:34:52.280 --> 00:34:53.720
and/or multimedia.
839
00:34:53.720 --> 00:34:55.770
And the second one is as an instructor,
840
00:34:55.770 --> 00:34:58.100
I want to easily create multiple groups
841
00:34:58.100 --> 00:35:01.950
and provide each group with the same discussion prompts.
842
00:35:01.950 --> 00:35:04.410
So I'm gonna showcase just how you would create
843
00:35:04.410 --> 00:35:06.770
a discussion within this linear learning path
844
00:35:06.770 --> 00:35:09.150
within our Modules area,
845
00:35:09.150 --> 00:35:12.070
where you wouldn't have to navigate anywhere else to do so,
846
00:35:12.070 --> 00:35:14.670
but then I'll show you some fully made discussion threads
847
00:35:14.670 --> 00:35:18.320
so you can see how the more complex workflows look.
848
00:35:18.320 --> 00:35:21.730
So I'll again use my Upload and Create button here,
849
00:35:21.730 --> 00:35:24.110
and I'll just grab a new discussion.
850
00:35:24.110 --> 00:35:27.870
And from here, we're going to create a new discussion topic.
851
00:35:27.870 --> 00:35:32.183
And so we'll say UVM Discussion.
852
00:35:33.430 --> 00:35:35.360
And then from here, we can associate it
853
00:35:35.360 --> 00:35:37.180
with a forum that exists.
854
00:35:37.180 --> 00:35:39.880
I think of forums like a folder within a Brightspace
855
00:35:39.880 --> 00:35:44.790
to house groups of topics, topic discussions,
856
00:35:44.790 --> 00:35:47.350
or I can create a new one here as well.
857
00:35:47.350 --> 00:35:49.163
So we can say, yeah.
858
00:35:52.300 --> 00:35:56.130
And then you'll notice this familiar Brightspace editor here
859
00:35:56.130 --> 00:35:58.450
allows you to add multimedia options,
860
00:35:58.450 --> 00:36:00.450
that same Insert Stuff functionality
861
00:36:00.450 --> 00:36:04.270
as well as the equation editor and accessibility checker.
862
00:36:04.270 --> 00:36:06.570
So lots of capabilities that are consistent here
863
00:36:06.570 --> 00:36:08.980
with that discussion creation.
864
00:36:08.980 --> 00:36:11.660
If I hit Save, it's going to then prompt me
865
00:36:11.660 --> 00:36:14.550
that I can start a new thread within that topic
866
00:36:14.550 --> 00:36:16.900
and simply edit the options below.
867
00:36:16.900 --> 00:36:19.700
So if you wanted users to post
868
00:36:19.700 --> 00:36:21.690
that they can't post anonymously
869
00:36:21.690 --> 00:36:23.740
or that there's an approval process
870
00:36:23.740 --> 00:36:26.880
to gate or moderate that discussion thread,
871
00:36:26.880 --> 00:36:30.280
or if you wanted users to only see other threads,
872
00:36:30.280 --> 00:36:32.290
ones they've posted themselves,
873
00:36:32.290 --> 00:36:35.130
and finally, a rating scheme can be applied,
874
00:36:35.130 --> 00:36:36.870
both a star rating scheme
875
00:36:36.870 --> 00:36:39.600
or an upvote, downvote type of model.
876
00:36:39.600 --> 00:36:41.470
So lots of functionality here that you can add
877
00:36:41.470 --> 00:36:42.900
onto your discussion thread,
878
00:36:42.900 --> 00:36:45.410
and simply starting a new thread is gonna open
879
00:36:45.410 --> 00:36:47.963
that same HTML editor here.
880
00:36:49.040 --> 00:36:50.970
So that multimedia is consistent
881
00:36:50.970 --> 00:36:52.840
throughout all of our assessment tools,
882
00:36:52.840 --> 00:36:55.003
so that suite of features.
883
00:36:56.090 --> 00:36:58.600
If I head into our Discussions tool itself,
884
00:36:58.600 --> 00:37:01.053
we can see some already created discussion threads
885
00:37:01.053 --> 00:37:02.760
in our system.
886
00:37:02.760 --> 00:37:05.730
So we have one dedicated to peer evaluation,
887
00:37:05.730 --> 00:37:09.270
where users can post their poems and then evaluate
888
00:37:09.270 --> 00:37:12.160
via a reply to that read
889
00:37:12.160 --> 00:37:16.080
and evaluate their students' and peers' responses.
890
00:37:16.080 --> 00:37:18.420
I've also highlighted that if I had
891
00:37:18.420 --> 00:37:22.030
my course divided into sections or groups
892
00:37:22.030 --> 00:37:25.030
that I could simply create with one button click,
893
00:37:25.030 --> 00:37:28.030
a graded discussion or a discussion thread
894
00:37:28.030 --> 00:37:30.300
for each of the sections or groups.
895
00:37:30.300 --> 00:37:32.950
And so within the Groups and Sections,
896
00:37:32.950 --> 00:37:37.210
I'm able to click that I want to automatically create
897
00:37:37.210 --> 00:37:40.910
restricted topics to maybe a group or a section
898
00:37:40.910 --> 00:37:42.900
that is created in Brightspace.
899
00:37:42.900 --> 00:37:46.113
So one simple click and I have that management in place.
900
00:37:51.130 --> 00:37:54.220
I will pause there to see if there's any questions
901
00:37:54.220 --> 00:37:59.190
before I toggle into the testing use cases here.
902
00:37:59.190 --> 00:38:02.280
There was one question I thought we could answer live,
903
00:38:02.280 --> 00:38:03.460
which is really important,
904
00:38:03.460 --> 00:38:05.310
which is the integration of third-party tools
905
00:38:05.310 --> 00:38:08.030
such as Yellowdig for discussions.
906
00:38:08.030 --> 00:38:09.820
So really important to note about Brightspace,
907
00:38:09.820 --> 00:38:11.790
and I think we'll cover this again in more detail,
908
00:38:11.790 --> 00:38:14.400
but Brightspace is and open standards platform.
909
00:38:14.400 --> 00:38:16.820
And what that means is you can integrate
910
00:38:16.820 --> 00:38:20.540
any third-party tool that follows those same standards.
911
00:38:20.540 --> 00:38:24.170
So Yellowdig, as an example, publisher content,
912
00:38:24.170 --> 00:38:27.660
things like Respondus LockDown Browser, plagiarism tools.
913
00:38:27.660 --> 00:38:29.240
Because of the openness of Brightspace,
914
00:38:29.240 --> 00:38:31.020
it's really easy to bring those tools
915
00:38:31.020 --> 00:38:33.050
into the Brightspace ecosystem
916
00:38:33.050 --> 00:38:35.610
and have them all exist within the course path
917
00:38:35.610 --> 00:38:37.550
so that students don't have to remember passwords
918
00:38:37.550 --> 00:38:38.900
and go to external sites.
919
00:38:38.900 --> 00:38:41.730
It all just flows through the same pathway
920
00:38:41.730 --> 00:38:43.440
that we've looked at with creating discussions
921
00:38:43.440 --> 00:38:45.390
and content and all the other tools.
922
00:38:45.390 --> 00:38:46.900
So let us know in the chat
923
00:38:46.900 --> 00:38:48.240
if there's other tools you're thinking about,
924
00:38:48.240 --> 00:38:50.980
but again, you know, any third-party tool
925
00:38:50.980 --> 00:38:53.020
that is out there on the marketplace we can integrate with.
926
00:38:53.020 --> 00:38:55.390
Last year, we launched something like 2,500
927
00:38:55.390 --> 00:38:58.510
unique, different tools across our client base.
928
00:38:58.510 --> 00:39:02.053
So very, very easy to integrate and bring those systems in.
929
00:39:04.410 --> 00:39:08.210
And I'm gonna deviate slightly from my shift into testing
930
00:39:08.210 --> 00:39:11.070
because I love Dawn's questions so much.
931
00:39:11.070 --> 00:39:12.643
So Dawn's asking about-
932
00:39:14.080 --> 00:39:15.520
Oh, sorry, Victoria.
933
00:39:15.520 --> 00:39:17.300
Oh, there's too many comments coming in.
934
00:39:17.300 --> 00:39:20.900
But Victoria, sorry to give your credit away to Dawn
935
00:39:20.900 --> 00:39:23.680
for adaptive release in the question.
936
00:39:23.680 --> 00:39:25.600
So the question is, for example,
937
00:39:25.600 --> 00:39:27.760
release modules after a certain date
938
00:39:27.760 --> 00:39:30.290
and/or release modules after a student scores
939
00:39:30.290 --> 00:39:32.210
acts on a self assessment quiz,
940
00:39:32.210 --> 00:39:36.030
and that truly is Brightspace's specialty.
941
00:39:36.030 --> 00:39:37.230
We are a leader in the market
942
00:39:37.230 --> 00:39:39.320
as far as how many release conditions
943
00:39:39.320 --> 00:39:42.410
or adaptive release criteria you can allow
944
00:39:42.410 --> 00:39:44.730
for content pieces, for assessments,
945
00:39:44.730 --> 00:39:46.610
for learning objectives, awards
946
00:39:46.610 --> 00:39:49.130
consistently through our platform.
947
00:39:49.130 --> 00:39:52.000
So before I had into our grade book,
948
00:39:52.000 --> 00:39:54.700
I did just want to toggle back to our Modules area.
949
00:39:54.700 --> 00:39:56.770
That unit four, we were working in,
950
00:39:56.770 --> 00:39:58.610
and I'll showcase wherever this shows up,
951
00:39:58.610 --> 00:40:02.230
but if we simply click on Dates and Restrictions,
952
00:40:02.230 --> 00:40:06.090
we have the ability to create a release condition,
953
00:40:06.090 --> 00:40:07.360
an adaptive release.
954
00:40:07.360 --> 00:40:10.260
And when I say Brightspace is the leader here,
955
00:40:10.260 --> 00:40:14.930
I truly mean it in that we have over 36 release conditions,
956
00:40:14.930 --> 00:40:17.433
so the most of any LMS in the market.
957
00:40:18.460 --> 00:40:20.930
But we have it consistently through our tool sets.
958
00:40:20.930 --> 00:40:23.740
So not just in certain areas of the platform.
959
00:40:23.740 --> 00:40:25.660
We have it consistently throughout
960
00:40:25.660 --> 00:40:27.500
that you have this expansive list
961
00:40:27.500 --> 00:40:30.500
of release condition criteria to really create
962
00:40:30.500 --> 00:40:32.810
or elevate your pedagogical approach
963
00:40:32.810 --> 00:40:35.410
or learning path within the system.
964
00:40:35.410 --> 00:40:38.760
So maybe you want to send communications to students
965
00:40:38.760 --> 00:40:41.120
who haven't visited content topics
966
00:40:41.120 --> 00:40:43.460
or encourage students who haven't posted yet
967
00:40:43.460 --> 00:40:47.030
in their discussion thread to do so before the due date.
968
00:40:47.030 --> 00:40:49.770
Potentially adaptively release content
969
00:40:49.770 --> 00:40:52.120
if they scored a low score on a quiz.
970
00:40:52.120 --> 00:40:54.080
The possibilities are truly endless
971
00:40:54.080 --> 00:40:58.460
for how you can pair these criteria with that learning path.
972
00:40:58.460 --> 00:41:00.730
So I will go into an example of this
973
00:41:00.730 --> 00:41:02.160
within another use case,
974
00:41:02.160 --> 00:41:03.970
but I wanted to just call that out, Victoria,
975
00:41:03.970 --> 00:41:05.020
since you asked that.
976
00:41:06.200 --> 00:41:09.326
And thanks, Scott for tackling Dawn's question in the chat.
977
00:41:09.326 --> 00:41:11.026
Didn't want to leave Dawn hanging.
978
00:41:12.000 --> 00:41:17.000
All right, so our next use case in here is around testing.
979
00:41:17.070 --> 00:41:19.530
So as an instructor, I want to be able to give tests
980
00:41:19.530 --> 00:41:22.220
in a way that limit academic dishonesty
981
00:41:22.220 --> 00:41:24.570
and as an instructor, I want to be able to provide
982
00:41:24.570 --> 00:41:26.830
formative assessment to students
983
00:41:26.830 --> 00:41:29.460
so they can get automated feedback.
984
00:41:29.460 --> 00:41:31.620
So I'm gonna highlight a few features
985
00:41:31.620 --> 00:41:34.000
within our tool suite of quizzes,
986
00:41:34.000 --> 00:41:36.100
and we could simply,
987
00:41:36.100 --> 00:41:38.780
if we were creating a quiz from scratch,
988
00:41:38.780 --> 00:41:40.910
just add it into this linear learning path
989
00:41:40.910 --> 00:41:42.760
as we've been doing so far.
990
00:41:42.760 --> 00:41:44.540
But I'm gonna jump into an existing quiz,
991
00:41:44.540 --> 00:41:47.270
'cause I actually have a knowledge check set up
992
00:41:47.270 --> 00:41:48.770
that is going to really compliment
993
00:41:48.770 --> 00:41:50.693
that formative assessment workflow.
994
00:41:52.030 --> 00:41:54.240
So we open our quiz editing experience,
995
00:41:54.240 --> 00:41:56.700
and if I toggle into Assessments here,
996
00:41:56.700 --> 00:41:59.980
it's going to showcase that I don't have to
997
00:41:59.980 --> 00:42:02.200
link this quiz with a grade book item.
998
00:42:02.200 --> 00:42:04.140
And just to back up a little bit
999
00:42:04.140 --> 00:42:06.710
in terms of our philosophy around grading,
1000
00:42:06.710 --> 00:42:09.940
we want that flexibility that any of our assessments
1001
00:42:09.940 --> 00:42:13.470
can or cannot be tied to a grade item.
1002
00:42:13.470 --> 00:42:15.500
So you really have that flexibility
1003
00:42:15.500 --> 00:42:16.990
if you want to do a knowledge check,
1004
00:42:16.990 --> 00:42:18.230
a formative assessment,
1005
00:42:18.230 --> 00:42:20.710
without affecting a student's final grade,
1006
00:42:20.710 --> 00:42:22.720
giving them an opportunity to have feedback
1007
00:42:22.720 --> 00:42:24.500
prior to that summative assessment,
1008
00:42:24.500 --> 00:42:26.503
you can do so with this flexibility.
1009
00:42:28.100 --> 00:42:32.520
I'll highlight the academic dishonesty component
1010
00:42:32.520 --> 00:42:34.320
of that use case that I saw,
1011
00:42:34.320 --> 00:42:37.420
and to do that, I'll jump into our Restrictions tab.
1012
00:42:37.420 --> 00:42:39.850
I know Scott did mention in the chat and verbally
1013
00:42:39.850 --> 00:42:41.470
that we do integrate with a lot
1014
00:42:41.470 --> 00:42:43.200
of third-party proctoring solutions,
1015
00:42:43.200 --> 00:42:44.730
if that was of interest,
1016
00:42:44.730 --> 00:42:47.690
but just in our tool suite out of the box,
1017
00:42:47.690 --> 00:42:50.590
we do have a few functionalities that will help
1018
00:42:50.590 --> 00:42:52.300
limit academic dishonesty,
1019
00:42:52.300 --> 00:42:54.843
one being setting up a password for the quiz,
1020
00:42:55.836 --> 00:42:58.630
restricting the IP range,
1021
00:42:58.630 --> 00:43:01.760
maybe making it a very limiting time
1022
00:43:01.760 --> 00:43:04.300
associated with how long on average it should take
1023
00:43:04.300 --> 00:43:08.110
versus an expansive amount of time to complete the quiz.
1024
00:43:08.110 --> 00:43:11.730
A few of these options to actually limit
1025
00:43:11.730 --> 00:43:13.303
the overall quiz management.
1026
00:43:15.180 --> 00:43:16.410
And then in order to talk through
1027
00:43:16.410 --> 00:43:18.380
that automated feedback component,
1028
00:43:18.380 --> 00:43:22.400
I'm gonna jump into the actual quiz question creation,
1029
00:43:22.400 --> 00:43:23.650
that's a tongue-twister,
1030
00:43:23.650 --> 00:43:25.440
and talk through some of the features
1031
00:43:25.440 --> 00:43:27.190
that we have available.
1032
00:43:27.190 --> 00:43:28.427
So we're gonna add a new question here.
1033
00:43:28.427 --> 00:43:31.500
I'll note that you could add from a question pool
1034
00:43:31.500 --> 00:43:35.440
in this quiz interface or import quizzes as you see fit.
1035
00:43:35.440 --> 00:43:38.280
But I'll jump into a multiple choice question set.
1036
00:43:38.280 --> 00:43:40.260
And like I said, you can toggle between
1037
00:43:40.260 --> 00:43:41.460
the question types here.
1038
00:43:42.330 --> 00:43:46.080
But you'll notice that we have that same suite of features
1039
00:43:46.080 --> 00:43:50.570
with the Brightspace editor within this nice condensed view
1040
00:43:50.570 --> 00:43:53.340
that you could expand into that full screen,
1041
00:43:53.340 --> 00:43:55.550
but including Insert Stuff,
1042
00:43:55.550 --> 00:43:58.385
so you could add that multimedia suite in here
1043
00:43:58.385 --> 00:44:01.840
as well as the equation editors.
1044
00:44:01.840 --> 00:44:04.020
And so it's great to have this full suite
1045
00:44:04.020 --> 00:44:09.020
within the quiz question creation experience.
1046
00:44:09.090 --> 00:44:12.080
You have that similar functionality within the answers,
1047
00:44:12.080 --> 00:44:15.560
and this nice drag-and-drop to reorder the answers.
1048
00:44:15.560 --> 00:44:17.050
To speak to that feedback option,
1049
00:44:17.050 --> 00:44:19.130
we do have the option to add feedback
1050
00:44:19.130 --> 00:44:20.580
within the quiz structure.
1051
00:44:20.580 --> 00:44:22.900
So if it's a common feedback phrase
1052
00:44:22.900 --> 00:44:24.320
you want to give to your students,
1053
00:44:24.320 --> 00:44:27.463
or even a hint as they complete the quiz, you could do so.
1054
00:44:29.210 --> 00:44:31.850
To support that academic dishonesty component,
1055
00:44:31.850 --> 00:44:34.703
we do have the ability to randomize the answer order.
1056
00:44:36.250 --> 00:44:39.100
And my final thing that I'll highlight that is important
1057
00:44:39.100 --> 00:44:42.430
or valuable in terms of quiz creation,
1058
00:44:42.430 --> 00:44:46.160
if we wanted to do something like a written response,
1059
00:44:46.160 --> 00:44:47.620
we could allow students to also respond
1060
00:44:47.620 --> 00:44:51.910
with the full HTML editor that I've been highlighting.
1061
00:44:51.910 --> 00:44:54.140
So that consistent experience could be applied
1062
00:44:54.140 --> 00:44:55.853
to a student response as well.
1063
00:44:57.870 --> 00:45:00.540
Before I leave this a quiz question creation experience,
1064
00:45:00.540 --> 00:45:03.970
is there anything I wanted to highlight there, Scott,
1065
00:45:03.970 --> 00:45:06.130
from the questions in the chat?
1066
00:45:06.130 --> 00:45:08.380
Yeah, there was a really good question from Lubin
1067
00:45:08.380 --> 00:45:11.490
about setting accommodations.
1068
00:45:11.490 --> 00:45:14.497
So this is a really important component of Brightspace,
1069
00:45:14.497 --> 00:45:17.970
and as Greg talked to the accessibility story
1070
00:45:17.970 --> 00:45:20.200
of Brightspace and how it's integral
1071
00:45:20.200 --> 00:45:22.660
into everything that we do in the platform.
1072
00:45:22.660 --> 00:45:25.040
Things like accommodations and extra time
1073
00:45:25.040 --> 00:45:28.010
or extra submissions is really easy to configure,
1074
00:45:28.010 --> 00:45:30.350
and that can actually be configured
1075
00:45:30.350 --> 00:45:32.940
at the quiz by quiz basis.
1076
00:45:32.940 --> 00:45:34.240
So you could do it just a one-off
1077
00:45:34.240 --> 00:45:36.600
for one individual assignment or quiz.
1078
00:45:36.600 --> 00:45:38.180
But Danielle will be showing a little bit later,
1079
00:45:38.180 --> 00:45:40.340
you can actually set that at a global level
1080
00:45:40.340 --> 00:45:42.500
across an entire course.
1081
00:45:42.500 --> 00:45:44.530
So if you know accessibility requirements
1082
00:45:44.530 --> 00:45:46.860
for a student should be applied to all quizzes,
1083
00:45:46.860 --> 00:45:49.910
you can actually set it on their profile in your course
1084
00:45:49.910 --> 00:45:51.930
so that you don't have to worry about doing it quiz by quiz.
1085
00:45:51.930 --> 00:45:55.193
It'll apply those settings to all quizzes in one step.
1086
00:45:57.530 --> 00:45:58.750
That's a great call-out, Scott,
1087
00:45:58.750 --> 00:46:02.800
and I think as I'm navigating to our grade book,
1088
00:46:02.800 --> 00:46:05.040
I'm actually gonna do a quick stop
1089
00:46:05.040 --> 00:46:08.230
on our Classlist, which is where you would do that
1090
00:46:08.230 --> 00:46:11.070
accommodations at the class level
1091
00:46:11.070 --> 00:46:13.880
for all the quizzes for that student.
1092
00:46:13.880 --> 00:46:15.580
So if I jump into the Classlist,
1093
00:46:15.580 --> 00:46:17.930
which is showing my course roster,
1094
00:46:17.930 --> 00:46:20.580
I can highlight over here to see this icon
1095
00:46:20.580 --> 00:46:23.090
highlighting that Michael has accommodations
1096
00:46:23.090 --> 00:46:26.460
or special access set across his quizzes.
1097
00:46:26.460 --> 00:46:29.650
But if I wanted to edit accommodations for a specific user,
1098
00:46:29.650 --> 00:46:31.700
I can simply with this dropdown access
1099
00:46:31.700 --> 00:46:35.040
that time limit editing experience
1100
00:46:35.040 --> 00:46:36.920
where I can do it as a multiplier
1101
00:46:36.920 --> 00:46:39.830
or add extra time in terms of minutes.
1102
00:46:39.830 --> 00:46:43.010
So that capability then applies to all quizzes
1103
00:46:43.010 --> 00:46:44.623
for Marcus moving forward.
1104
00:46:47.410 --> 00:46:48.253
Great call-out.
1105
00:46:49.310 --> 00:46:51.580
Okay, so I said this was a stop of my tour
1106
00:46:51.580 --> 00:46:52.780
to the grade book,
1107
00:46:52.780 --> 00:46:55.410
which is our next area within our use cases,
1108
00:46:55.410 --> 00:46:57.660
so I'll just pop up in the use cases again.
1109
00:46:57.660 --> 00:47:00.490
So we have a few different items in this use case.
1110
00:47:00.490 --> 00:47:03.180
As an instructor, I want maximum flexibility.
1111
00:47:03.180 --> 00:47:04.260
I love that phrasing.
1112
00:47:04.260 --> 00:47:07.640
Maximum flexibility in how I can figure my grade center.
1113
00:47:07.640 --> 00:47:10.060
As well, I want to be able to incorporate
1114
00:47:10.060 --> 00:47:11.920
extra credit opportunities
1115
00:47:11.920 --> 00:47:14.690
that not all students will complete,
1116
00:47:14.690 --> 00:47:16.550
or provide final grades to students
1117
00:47:16.550 --> 00:47:18.850
that represent weighted percentages
1118
00:47:18.850 --> 00:47:21.530
or turn off automatic summation of columns
1119
00:47:21.530 --> 00:47:24.150
to avoid confusion regarding actual
1120
00:47:24.150 --> 00:47:26.183
course grade and total summation.
1121
00:47:27.140 --> 00:47:29.620
That last phrasing there, as an instructor,
1122
00:47:29.620 --> 00:47:32.340
I want to accept multiple file types,
1123
00:47:32.340 --> 00:47:35.330
annotate, grade student assignments within the browser
1124
00:47:35.330 --> 00:47:38.550
and ability to download, annotate and upload again,
1125
00:47:38.550 --> 00:47:42.930
I'll save as a pause for after I go through the grade book,
1126
00:47:42.930 --> 00:47:45.620
'cause I'll tackle just those bullet points first.
1127
00:47:45.620 --> 00:47:48.700
But when I said I love the phrasing maximum flexibility,
1128
00:47:48.700 --> 00:47:50.950
we really in Brightspace wanted to deliver
1129
00:47:50.950 --> 00:47:53.350
a grades tool that accomplished just that.
1130
00:47:53.350 --> 00:47:55.420
'Cause that was an ask we were constantly hearing,
1131
00:47:55.420 --> 00:47:58.490
especially from a users coming over from Blackboard,
1132
00:47:58.490 --> 00:48:01.740
is it was so tough to edit, manage
1133
00:48:01.740 --> 00:48:04.370
and adapt the structure of the grade book
1134
00:48:04.370 --> 00:48:06.560
once it had been set or once it had been copied
1135
00:48:06.560 --> 00:48:08.290
over from term over term.
1136
00:48:08.290 --> 00:48:09.790
And we just didn't want that to happen,
1137
00:48:09.790 --> 00:48:12.197
so we give full granularity in this grade book,
1138
00:48:12.197 --> 00:48:15.713
and I'll go through a few of those features soon.
1139
00:48:17.160 --> 00:48:20.710
So if we scroll down, we'll see this full grade book here
1140
00:48:20.710 --> 00:48:24.390
and you'll see I have color coding for grade ranges
1141
00:48:24.390 --> 00:48:25.830
within my environment.
1142
00:48:25.830 --> 00:48:28.710
And we can even see that we have multiple schemes in here.
1143
00:48:28.710 --> 00:48:31.710
So I have a pass/fail, I have a percentage,
1144
00:48:31.710 --> 00:48:33.820
and you could do as many schemes as you would like
1145
00:48:33.820 --> 00:48:35.720
within the grade items.
1146
00:48:35.720 --> 00:48:37.780
We also have these actionable icons here
1147
00:48:37.780 --> 00:48:40.060
that even show you alerts for a new post
1148
00:48:40.060 --> 00:48:43.540
within that submission versus one we've already reviewed.
1149
00:48:43.540 --> 00:48:45.520
And so we wanted you to be able, from here,
1150
00:48:45.520 --> 00:48:48.060
from that grading experience, jump into the submission
1151
00:48:48.060 --> 00:48:49.723
if you need that as a reference.
1152
00:48:51.040 --> 00:48:53.100
Wherever we leverage data in Brightspace,
1153
00:48:53.100 --> 00:48:56.480
we really wanted to showcase that actionable story
1154
00:48:56.480 --> 00:48:59.320
to take that data into your conversations.
1155
00:48:59.320 --> 00:49:00.920
And so if I highlight here,
1156
00:49:00.920 --> 00:49:04.230
I can simply email my classlists in bulk
1157
00:49:04.230 --> 00:49:06.330
or one-off students if I see
1158
00:49:06.330 --> 00:49:08.653
that I need to talk to CJ, for example.
1159
00:49:09.550 --> 00:49:12.620
Although CJ's doing pretty well, so I probably won't.
1160
00:49:12.620 --> 00:49:15.090
I will also highlight, since we talked about
1161
00:49:15.090 --> 00:49:18.280
sections and groups that we do have this nice View By
1162
00:49:18.280 --> 00:49:21.110
that if we want it to view by a group or a section,
1163
00:49:21.110 --> 00:49:23.700
it's a really easy toggle in the interface,
1164
00:49:23.700 --> 00:49:25.960
so you can tackle your grading by group
1165
00:49:25.960 --> 00:49:27.353
or section with ease.
1166
00:49:29.890 --> 00:49:31.660
I'll jump into what we call
1167
00:49:31.660 --> 00:49:33.640
the Spreadsheet View in Brightspace,
1168
00:49:33.640 --> 00:49:37.430
and this is really powerful in terms of grade entry
1169
00:49:37.430 --> 00:49:39.720
in an easy user interface.
1170
00:49:39.720 --> 00:49:42.000
So it's the exact same grade book,
1171
00:49:42.000 --> 00:49:43.870
but provided in that spreadsheet view
1172
00:49:43.870 --> 00:49:46.290
so I can quickly toggle in those grades
1173
00:49:47.240 --> 00:49:50.153
and continue on my course delivery.
1174
00:49:52.940 --> 00:49:55.390
Outside of that, I want to highlight our managed grades.
1175
00:49:55.390 --> 00:49:57.610
So we talked about the student workflows,
1176
00:49:57.610 --> 00:49:58.950
jumping into the assessments,
1177
00:49:58.950 --> 00:50:00.940
jumping into emailing them directly
1178
00:50:00.940 --> 00:50:02.610
or entering their grades.
1179
00:50:02.610 --> 00:50:04.300
But I want to talk about actually managing
1180
00:50:04.300 --> 00:50:05.980
the structure of Brightspace.
1181
00:50:05.980 --> 00:50:09.320
And in order to do that, I'll toggle over to Manage Grades.
1182
00:50:09.320 --> 00:50:12.030
And something that is just revolutionary
1183
00:50:12.030 --> 00:50:13.150
in terms of the grade book
1184
00:50:13.150 --> 00:50:14.793
is to be able to bulk edit.
1185
00:50:15.810 --> 00:50:17.580
And so I jumped into this experience
1186
00:50:17.580 --> 00:50:20.850
and I have the ability at a whole bird's eye view level
1187
00:50:20.850 --> 00:50:23.260
to actually edit my entire grade book,
1188
00:50:23.260 --> 00:50:25.010
including adding a bonus,
1189
00:50:25.010 --> 00:50:28.240
or adding a bonus setting an assessment
1190
00:50:28.240 --> 00:50:30.210
or to a grade item,
1191
00:50:30.210 --> 00:50:32.570
so that if students needed that extra credit
1192
00:50:32.570 --> 00:50:35.330
or even setting it that it can exceed that total
1193
00:50:35.330 --> 00:50:37.563
again for that extra credit workflow.
1194
00:50:38.550 --> 00:50:40.260
I can toggle really easily
1195
00:50:40.260 --> 00:50:42.560
through different grade schemes that I've set up,
1196
00:50:42.560 --> 00:50:45.400
including custom ones or formula-based ones
1197
00:50:45.400 --> 00:50:47.500
so that I have the flexibility
1198
00:50:47.500 --> 00:50:50.783
to have multiple grading schemes in one single grade book.
1199
00:50:54.020 --> 00:50:55.600
I'll head out of here.
1200
00:50:55.600 --> 00:50:58.790
And this talks through the actual fully made
1201
00:50:58.790 --> 00:51:00.930
grade book from here,
1202
00:51:00.930 --> 00:51:02.990
but if we're starting out from scratch
1203
00:51:02.990 --> 00:51:04.670
the first time that we want to design
1204
00:51:04.670 --> 00:51:07.640
just a beautiful grade book right out the gate,
1205
00:51:07.640 --> 00:51:09.470
I'm just gonna highlight and click through
1206
00:51:09.470 --> 00:51:10.780
our Setup Wizard.
1207
00:51:10.780 --> 00:51:13.730
And we designed our Setup Wizard to be six simple questions
1208
00:51:13.730 --> 00:51:16.820
so that you can have a fully customizable
1209
00:51:16.820 --> 00:51:19.780
grade book launched as a result of your entries
1210
00:51:19.780 --> 00:51:21.470
to these questions.
1211
00:51:21.470 --> 00:51:23.571
And so I'll start the wizard here so we can just see
1212
00:51:23.571 --> 00:51:26.370
how easy it is to click through.
1213
00:51:26.370 --> 00:51:28.010
The first step is actually
1214
00:51:28.010 --> 00:51:31.100
choosing that underlining grading system.
1215
00:51:31.100 --> 00:51:33.060
So whether we have it as weighted points
1216
00:51:33.060 --> 00:51:36.610
or a formula-based structure, we can set it here.
1217
00:51:36.610 --> 00:51:39.410
And I will caveat that none of this is set in stone,
1218
00:51:39.410 --> 00:51:41.720
so you can come back and edit or toggle these
1219
00:51:41.720 --> 00:51:42.723
as you see fit.
1220
00:51:43.880 --> 00:51:46.330
We can talk through that final grade component,
1221
00:51:46.330 --> 00:51:49.060
so whether we want it to be calculated or adjusted,
1222
00:51:49.060 --> 00:51:50.790
'cause you want that manual intervention
1223
00:51:50.790 --> 00:51:52.793
before it gets released to students.
1224
00:51:53.900 --> 00:51:56.010
As I continue on to step three,
1225
00:51:56.010 --> 00:51:57.930
we're gonna talk through grade calculations.
1226
00:51:57.930 --> 00:51:59.860
Do we want to drop ungraded items
1227
00:51:59.860 --> 00:52:01.380
so students don't see them?
1228
00:52:01.380 --> 00:52:03.360
Or do we want to treat them as zero?
1229
00:52:03.360 --> 00:52:05.550
So we have that flexibility here
1230
00:52:05.550 --> 00:52:08.083
and to affect that final grade ongoing.
1231
00:52:09.670 --> 00:52:11.380
Our step four is gonna talk through
1232
00:52:11.380 --> 00:52:13.210
the actual default grading scheme,
1233
00:52:13.210 --> 00:52:14.740
but like I mentioned in Manage Grades,
1234
00:52:14.740 --> 00:52:17.590
you have that flexibility to toggle between
1235
00:52:17.590 --> 00:52:19.513
the grading schemes per grade unit.
1236
00:52:20.740 --> 00:52:23.830
And then we'll stop at step five to talk through
1237
00:52:23.830 --> 00:52:26.970
just a simple decimal display for your own benefit.
1238
00:52:26.970 --> 00:52:29.690
And then the last screen is actually setting
1239
00:52:29.690 --> 00:52:30.790
what students will see.
1240
00:52:30.790 --> 00:52:33.320
So you have the flexibility as faculty members
1241
00:52:33.320 --> 00:52:36.150
to set what information you want your students to see
1242
00:52:36.150 --> 00:52:38.513
on their view of their own grade book.
1243
00:52:40.220 --> 00:52:42.030
On our final page it's gonna summarize
1244
00:52:42.030 --> 00:52:44.300
all of those decisions you just made
1245
00:52:44.300 --> 00:52:48.870
and launch that grade book by clicking Finish.
1246
00:52:48.870 --> 00:52:51.300
So with an easy six step entry,
1247
00:52:51.300 --> 00:52:53.700
you have a fully baked grade book
1248
00:52:53.700 --> 00:52:56.100
that you can then start assessing your students.
1249
00:52:57.730 --> 00:53:00.470
I'll pause there, as we just rounded out
1250
00:53:00.470 --> 00:53:03.610
our grade book flexibility use case.
1251
00:53:03.610 --> 00:53:04.840
Is there anything that we need
1252
00:53:04.840 --> 00:53:06.883
to highlight there in the chat, Scott?
1253
00:53:07.760 --> 00:53:10.890
There is one from Jen and I posted the response,
1254
00:53:10.890 --> 00:53:12.252
but it's something that may need
1255
00:53:12.252 --> 00:53:14.620
a little bit more explanation verbally.
1256
00:53:14.620 --> 00:53:16.120
But to Jen's question about having
1257
00:53:16.120 --> 00:53:18.250
grad and undergrad students in the same course
1258
00:53:18.250 --> 00:53:20.720
that possibly have different assignments,
1259
00:53:20.720 --> 00:53:23.030
Danielle talked about the really robust set
1260
00:53:23.030 --> 00:53:26.020
of release conditions, and what you can do is
1261
00:53:26.020 --> 00:53:27.460
configure assignments that maybe
1262
00:53:27.460 --> 00:53:29.560
are only for those grad students,
1263
00:53:29.560 --> 00:53:33.260
apply release conditions to that so that they only see it,
1264
00:53:33.260 --> 00:53:34.680
but then in the grade book,
1265
00:53:34.680 --> 00:53:37.530
students only see assignments that are available to them.
1266
00:53:37.530 --> 00:53:39.610
So if the undergrad students
1267
00:53:39.610 --> 00:53:41.370
don't have that extra assignment,
1268
00:53:41.370 --> 00:53:44.800
they'll never see in the grade book that it exists.
1269
00:53:44.800 --> 00:53:46.440
And then you would just do a calculation
1270
00:53:46.440 --> 00:53:48.730
in the grade book formula to say, you know,
1271
00:53:48.730 --> 00:53:50.580
take all of these assignments and exclude
1272
00:53:50.580 --> 00:53:52.150
if they're not visible.
1273
00:53:52.150 --> 00:53:54.060
So absolutely, there's ways to do it.
1274
00:53:54.060 --> 00:53:55.860
Release conditions will be the backbone
1275
00:53:55.860 --> 00:53:59.320
of being able to deliver separate grading schemes
1276
00:53:59.320 --> 00:54:01.953
for different groups of students within the same course.
1277
00:54:02.900 --> 00:54:05.390
And while I'm off mute, I'll just mention it,
1278
00:54:05.390 --> 00:54:07.890
Erica, yes, you can drop the lowest.
1279
00:54:07.890 --> 00:54:10.330
So when you're configuring categories
1280
00:54:10.330 --> 00:54:11.360
like Danielle has here,
1281
00:54:11.360 --> 00:54:13.860
like assignments and quizzes and discussions,
1282
00:54:13.860 --> 00:54:15.160
you group those together,
1283
00:54:15.160 --> 00:54:17.590
you can just drop X number of assignments
1284
00:54:17.590 --> 00:54:19.053
from that calculation.
1285
00:54:20.773 --> 00:54:22.975
Do you just want me to keep going Daniel?
1286
00:54:22.975 --> 00:54:25.970
I was happy to take Susan Marie's question,
1287
00:54:25.970 --> 00:54:30.860
because I did see contract grading in the use cases.
1288
00:54:30.860 --> 00:54:34.840
And so I'll talk through the flexibility of that mastery
1289
00:54:34.840 --> 00:54:37.550
or competency-based education model in Brightspace.
1290
00:54:37.550 --> 00:54:40.280
But then I would love to hear from Susan Marie
1291
00:54:40.280 --> 00:54:42.800
or your colleagues around what you would define
1292
00:54:42.800 --> 00:54:45.070
as contract grading so we can talk through
1293
00:54:45.070 --> 00:54:47.260
how we would specifically support that.
1294
00:54:47.260 --> 00:54:49.510
But competency management within Brightspace
1295
00:54:49.510 --> 00:54:54.510
is really something that we have been doing for many years,
1296
00:54:54.530 --> 00:54:56.140
because we knew it was going to be
1297
00:54:56.140 --> 00:54:58.360
an important part of delivery,
1298
00:54:58.360 --> 00:55:01.020
educational delivery for the future.
1299
00:55:01.020 --> 00:55:03.250
And so understanding that students can learn
1300
00:55:03.250 --> 00:55:05.500
from a competency-based structure,
1301
00:55:05.500 --> 00:55:08.027
rather than more of a traditional learning model.
1302
00:55:08.027 --> 00:55:10.410
And so we can associate learning objectives
1303
00:55:10.410 --> 00:55:12.780
at the institution level, at the program level,
1304
00:55:12.780 --> 00:55:14.500
at the course level and tie that
1305
00:55:14.500 --> 00:55:17.110
to learning activities throughout the system.
1306
00:55:17.110 --> 00:55:19.490
So we can associate it with a rubric,
1307
00:55:19.490 --> 00:55:22.430
with an assignment, a quiz question
1308
00:55:22.430 --> 00:55:24.220
at its most granular level.
1309
00:55:24.220 --> 00:55:27.680
Even a grade item, if you hit a certain threshold,
1310
00:55:27.680 --> 00:55:31.440
could launch the mastery of that competency
1311
00:55:31.440 --> 00:55:33.600
or learning objective in the system.
1312
00:55:33.600 --> 00:55:35.640
And so we can even tie that to awards
1313
00:55:35.640 --> 00:55:37.690
if you really wanted to add that gamification
1314
00:55:37.690 --> 00:55:40.000
or that evidence-based learning
1315
00:55:40.000 --> 00:55:42.407
towards their lifelong learning.
1316
00:55:42.407 --> 00:55:44.407
And we do have that flexibility as well.
1317
00:55:46.370 --> 00:55:48.170
And definitely not too in the weeds.
1318
00:55:48.170 --> 00:55:50.143
I love talking about competency-based education,
1319
00:55:50.143 --> 00:55:52.470
so I loved the question,
1320
00:55:52.470 --> 00:55:54.850
but you said you have people using specs grading
1321
00:55:54.850 --> 00:55:56.660
where students earn a semester grade
1322
00:55:56.660 --> 00:55:58.010
by doing different numbers
1323
00:55:58.010 --> 00:55:59.800
of different types of assessments.
1324
00:55:59.800 --> 00:56:00.800
Fantastic.
1325
00:56:00.800 --> 00:56:05.030
So if it's manually granted whether the student
1326
00:56:05.030 --> 00:56:07.960
in terms of you as the faculty member
1327
00:56:07.960 --> 00:56:09.990
are granting whether they are getting
1328
00:56:09.990 --> 00:56:12.360
their final pass of the course,
1329
00:56:12.360 --> 00:56:15.100
based on how you're seeing their progressing
1330
00:56:15.100 --> 00:56:17.370
or performing in those different assessments,
1331
00:56:17.370 --> 00:56:20.600
you can absolutely do that grade book structure
1332
00:56:20.600 --> 00:56:23.450
where you would manually trigger that learning outcome
1333
00:56:23.450 --> 00:56:25.280
to actually be achieved for that student
1334
00:56:25.280 --> 00:56:28.550
based on that visual representation of the grade book
1335
00:56:28.550 --> 00:56:31.180
summarizing all of their assessments.
1336
00:56:31.180 --> 00:56:33.590
And within the assessment or learning path,
1337
00:56:33.590 --> 00:56:37.610
let's say you wanted to start with assignments,
1338
00:56:37.610 --> 00:56:40.700
and if they perform fantastically, they get that pass,
1339
00:56:40.700 --> 00:56:42.450
but if they don't perform fantastic,
1340
00:56:42.450 --> 00:56:44.850
you want to actually release a quiz to them
1341
00:56:44.850 --> 00:56:48.290
as an alternate method of that assessment for that topic,
1342
00:56:48.290 --> 00:56:51.140
you could absolutely use our release conditions to do so.
1343
00:56:52.570 --> 00:56:53.810
Assignments are pass/fail,
1344
00:56:53.810 --> 00:56:56.380
semester grade depends on number of completed
1345
00:56:56.380 --> 00:56:57.690
in different categories.
1346
00:56:57.690 --> 00:56:59.810
Absolutely, so you could set up different categories
1347
00:56:59.810 --> 00:57:03.830
related to the outcomes that you are hoping
1348
00:57:03.830 --> 00:57:05.330
the students are to accomplish,
1349
00:57:05.330 --> 00:57:09.730
and then have the assignments tied to a grade item
1350
00:57:09.730 --> 00:57:12.283
that is leveraging a pass/fail scheme.
1351
00:57:13.480 --> 00:57:14.583
Absolutely possible.
1352
00:57:15.510 --> 00:57:16.820
Okay.
1353
00:57:16.820 --> 00:57:20.760
So I did mention I was going to pause the last use case
1354
00:57:20.760 --> 00:57:22.830
in our grading section.
1355
00:57:22.830 --> 00:57:25.590
As an instructor, I want to accept multiple file types,
1356
00:57:25.590 --> 00:57:27.560
annotate and grade student assignments.
1357
00:57:27.560 --> 00:57:29.560
And I did tease this from the widget,
1358
00:57:29.560 --> 00:57:31.650
but the Quick Eval widget that I showcased
1359
00:57:31.650 --> 00:57:33.160
at the very beginning
1360
00:57:33.160 --> 00:57:34.830
highlighting those students' submissions,
1361
00:57:34.830 --> 00:57:37.320
that has a full tool suite that I'm gonna jump into
1362
00:57:37.320 --> 00:57:38.720
in a couple of minutes.
1363
00:57:38.720 --> 00:57:40.270
But I did just want to speak through
1364
00:57:40.270 --> 00:57:44.530
that our Assignment tool within the course experience,
1365
00:57:44.530 --> 00:57:47.470
you can download all the students' submissions,
1366
00:57:47.470 --> 00:57:50.570
annotate within MS Word or Microsoft Word, for example,
1367
00:57:50.570 --> 00:57:52.040
and then re upload them,
1368
00:57:52.040 --> 00:57:54.750
maintaining that annotated feedback.
1369
00:57:54.750 --> 00:57:56.530
So students could download that attachment
1370
00:57:56.530 --> 00:57:58.433
and see that annotated feedback.
1371
00:57:59.280 --> 00:58:01.291
So just to give a little check mark to that use case,
1372
00:58:01.291 --> 00:58:04.490
I wanted to say that before we leave the course experience.
1373
00:58:04.490 --> 00:58:07.410
And then one more item before we leave
1374
00:58:07.410 --> 00:58:08.490
that course experience,
1375
00:58:08.490 --> 00:58:12.750
I am gonna skip ahead to our keeping track of students.
1376
00:58:12.750 --> 00:58:14.350
So as an instructor, I want to be able
1377
00:58:14.350 --> 00:58:16.530
to track my student's performance
1378
00:58:16.530 --> 00:58:19.260
and clearly see who's at risk of failing.
1379
00:58:19.260 --> 00:58:20.450
Specifically, I want to see
1380
00:58:20.450 --> 00:58:22.260
when students logged into the course,
1381
00:58:22.260 --> 00:58:24.750
what pages they viewed per session
1382
00:58:24.750 --> 00:58:27.110
and how long they stayed on each page.
1383
00:58:27.110 --> 00:58:29.630
And in order to do that, I'm gonna showcase a tool
1384
00:58:30.470 --> 00:58:34.110
that we designed specifically with that feedback in mind.
1385
00:58:34.110 --> 00:58:36.820
So that was becoming a theme from our client base,
1386
00:58:36.820 --> 00:58:39.900
asking for a tool that displayed that with ease.
1387
00:58:39.900 --> 00:58:43.390
And so we designed our Class Progress tool to do just that.
1388
00:58:44.881 --> 00:58:46.860
And so this was a bird's-eye view-
1389
00:58:46.860 --> 00:58:48.470
We'll let my screen load for a second.
1390
00:58:48.470 --> 00:58:49.770
It's thinking on a Friday.
1391
00:58:50.740 --> 00:58:52.920
This is a bird's-eye view dashboard
1392
00:58:52.920 --> 00:58:55.760
of your students' performance across course metrics
1393
00:58:55.760 --> 00:58:59.420
that make sense to display based on our client feedback.
1394
00:58:59.420 --> 00:59:01.990
We do have a suite of 10 different metrics
1395
00:59:01.990 --> 00:59:05.620
that you can choose to display in this column set,
1396
00:59:05.620 --> 00:59:08.120
but I've chosen Content Completed, Objectives,
1397
00:59:08.120 --> 00:59:09.473
Quizzing and Grades.
1398
00:59:10.970 --> 00:59:13.490
And the power of this is to actually use this dashboard
1399
00:59:13.490 --> 00:59:15.570
to then go from the bird's-eye view
1400
00:59:15.570 --> 00:59:18.360
to at a quick glance, see who's struggling.
1401
00:59:18.360 --> 00:59:20.570
So we can see Michael's not performing too well.
1402
00:59:20.570 --> 00:59:24.700
So we can jump into Michael's specific user performance
1403
00:59:24.700 --> 00:59:26.910
and get a better idea of how he's progressing
1404
00:59:26.910 --> 00:59:28.990
through our content and through our objectives
1405
00:59:28.990 --> 00:59:30.240
of the course.
1406
00:59:30.240 --> 00:59:31.750
And so if I jump into content
1407
00:59:31.750 --> 00:59:35.940
to speak to that specific use case of time spent,
1408
00:59:35.940 --> 00:59:39.140
we can see at a glance how much time Michael has spent
1409
00:59:39.140 --> 00:59:41.130
in the entirety of the course,
1410
00:59:41.130 --> 00:59:42.720
how many topics he's visited,
1411
00:59:42.720 --> 00:59:44.760
and even scroll down to see the areas
1412
00:59:44.760 --> 00:59:46.860
he hasn't even checked into.
1413
00:59:46.860 --> 00:59:48.910
And so if Michael, for instance,
1414
00:59:48.910 --> 00:59:51.187
comes into my office hours and says,
1415
00:59:51.187 --> 00:59:53.550
"I don't understand why I'm not getting good grades.
1416
00:59:53.550 --> 00:59:56.170
I've read all of your content, it's just not working."
1417
00:59:56.170 --> 00:59:59.010
I can say, "Well, actually let's tackle a plan,
1418
00:59:59.010 --> 01:00:01.830
because I can see that unit three didn't resonate with you.
1419
01:00:01.830 --> 01:00:03.690
So let's jump into it."
1420
01:00:03.690 --> 01:00:05.850
And so in order to have that educated conversation,
1421
01:00:05.850 --> 01:00:08.860
we wanted to give you access to your course data,
1422
01:00:08.860 --> 01:00:11.340
but as well, that actionable workflow.
1423
01:00:11.340 --> 01:00:14.680
You can hover over his name and send him an email
1424
01:00:14.680 --> 01:00:16.603
or instant message directly from here.
1425
01:00:18.010 --> 01:00:20.290
So that workflow of going from the bird's eye view
1426
01:00:20.290 --> 01:00:21.810
into his granular performance,
1427
01:00:21.810 --> 01:00:23.780
and then being able to communicate with him
1428
01:00:23.780 --> 01:00:26.280
to actually set up a call or a message
1429
01:00:26.280 --> 01:00:28.000
that will better support the remainder
1430
01:00:28.000 --> 01:00:29.203
of his learning program.
1431
01:00:30.910 --> 01:00:33.340
And this is talking about having a good insight
1432
01:00:33.340 --> 01:00:36.250
into your student performance at a glance.
1433
01:00:36.250 --> 01:00:39.740
But if we wanted to have certain methods in place
1434
01:00:39.740 --> 01:00:42.700
to support that early alert system
1435
01:00:42.700 --> 01:00:46.200
or alerting us of students who maybe
1436
01:00:46.200 --> 01:00:49.490
aren't performing well out the gate of the content,
1437
01:00:49.490 --> 01:00:53.040
I'm gonna use a tool that we call a Intelligent Agents.
1438
01:00:53.040 --> 01:00:55.490
And I like to think of Intelligent Agents
1439
01:00:55.490 --> 01:00:58.250
as secret agents behind the scenes helping you teach.
1440
01:00:58.250 --> 01:01:01.890
And so they're set up as an automated workflow
1441
01:01:01.890 --> 01:01:04.630
that you can personalize at scale
1442
01:01:04.630 --> 01:01:06.040
that's gonna help you teach
1443
01:01:06.040 --> 01:01:08.020
and deliver this learning program
1444
01:01:08.020 --> 01:01:09.850
in a way that engages with students
1445
01:01:09.850 --> 01:01:12.323
and keeps their performance top of mind.
1446
01:01:13.787 --> 01:01:16.510
And so you can see some examples of ones that I've set up.
1447
01:01:16.510 --> 01:01:20.550
Maybe we want to have a flag around academic risk.
1448
01:01:20.550 --> 01:01:24.800
Maybe we want to understand if the grade goes below 80%,
1449
01:01:24.800 --> 01:01:26.880
maybe we want to even congratulate a student
1450
01:01:26.880 --> 01:01:29.350
on a good job on a quiz.
1451
01:01:29.350 --> 01:01:30.940
But the one I'm gonna jump into today
1452
01:01:30.940 --> 01:01:32.913
is actually the low score on a quiz.
1453
01:01:34.770 --> 01:01:38.090
And Intelligent Agents need two things in order to work.
1454
01:01:38.090 --> 01:01:39.470
They need criteria.
1455
01:01:39.470 --> 01:01:40.740
When should I run?
1456
01:01:40.740 --> 01:01:42.070
And then they need an action.
1457
01:01:42.070 --> 01:01:44.910
What should I do when that criteria is met?
1458
01:01:44.910 --> 01:01:46.410
And so you may have guessed it,
1459
01:01:46.410 --> 01:01:49.000
but the criteria that you have available to you,
1460
01:01:49.000 --> 01:01:51.460
a few different options, but you may have guessed it,
1461
01:01:51.460 --> 01:01:55.100
you do have that full suite of release conditions available.
1462
01:01:55.100 --> 01:01:59.090
So that extensive 36 item list that you can have
1463
01:01:59.090 --> 01:02:01.970
as adoptively or adaptive release,
1464
01:02:01.970 --> 01:02:04.973
you can set those conditions on Intelligent Agents.
1465
01:02:06.040 --> 01:02:08.320
So the one we've used today for this example
1466
01:02:08.320 --> 01:02:12.240
is less than or equal to 60% on a poetry terms quiz.
1467
01:02:12.240 --> 01:02:14.480
So this is a quiz I've set up in the course.
1468
01:02:14.480 --> 01:02:16.670
I've manually set this threshold
1469
01:02:16.670 --> 01:02:18.550
as the one I want to monitor.
1470
01:02:18.550 --> 01:02:20.970
And then if any students meet that criteria,
1471
01:02:20.970 --> 01:02:23.790
they get less than or equal to 60%,
1472
01:02:23.790 --> 01:02:25.750
the action that this agent is gonna take
1473
01:02:25.750 --> 01:02:27.023
is to send them an email.
1474
01:02:28.170 --> 01:02:30.470
And so you get to personalize this email
1475
01:02:30.470 --> 01:02:33.190
using our replace strings for initiating user.
1476
01:02:33.190 --> 01:02:35.960
It's gonna put that student's name in that field
1477
01:02:35.960 --> 01:02:37.710
and in this hi template.
1478
01:02:37.710 --> 01:02:40.100
And so you get to structure that email
1479
01:02:40.100 --> 01:02:42.530
in whatever you want, however you want,
1480
01:02:42.530 --> 01:02:45.490
including adding quick links to different content pieces,
1481
01:02:45.490 --> 01:02:47.060
maybe supplemental resources
1482
01:02:47.060 --> 01:02:49.020
that you've adaptively released,
1483
01:02:49.020 --> 01:02:51.733
or maybe offering a second shot on that quiz.
1484
01:02:52.950 --> 01:02:55.300
And this is really speaking to that student success story
1485
01:02:55.300 --> 01:02:56.970
that Greg mentioned at the beginning,
1486
01:02:56.970 --> 01:03:00.780
that we wanted to give you a tool set that was scalable,
1487
01:03:00.780 --> 01:03:04.250
but still contributed to that overall student success.
1488
01:03:04.250 --> 01:03:06.330
It has the ability to engage with students
1489
01:03:06.330 --> 01:03:08.640
if they're struggling in certain areas of the course
1490
01:03:08.640 --> 01:03:10.373
based on those release conditions.
1491
01:03:11.910 --> 01:03:13.360
To take it one step further,
1492
01:03:13.360 --> 01:03:17.060
just to highlight one more feature of Intelligent Agents,
1493
01:03:17.060 --> 01:03:20.250
we do have a replace string that is used for
1494
01:03:20.250 --> 01:03:21.550
what we call auditor,
1495
01:03:21.550 --> 01:03:23.320
but what we more commonly see called
1496
01:03:23.320 --> 01:03:25.660
as the advisor relationship.
1497
01:03:25.660 --> 01:03:27.650
So if you have that set up in the system,
1498
01:03:27.650 --> 01:03:29.350
you include this replace string.
1499
01:03:29.350 --> 01:03:32.230
This copy of this email is going to go to the advisor
1500
01:03:32.230 --> 01:03:34.270
of the initiating student.
1501
01:03:34.270 --> 01:03:37.590
So it's a way, again, to connect that success story
1502
01:03:37.590 --> 01:03:39.320
to the advisor relationship,
1503
01:03:39.320 --> 01:03:41.749
and hopefully manage that student's performance
1504
01:03:41.749 --> 01:03:43.853
for the remainder of their course.
1505
01:03:46.840 --> 01:03:47.989
So that speaks to that,
1506
01:03:47.989 --> 01:03:51.600
that keeping track of students use case.
1507
01:03:51.600 --> 01:03:53.300
It's something we've seen our clients
1508
01:03:53.300 --> 01:03:54.850
do some pretty powerful things
1509
01:03:54.850 --> 01:03:56.820
with this Intelligent Agents tool,
1510
01:03:56.820 --> 01:03:59.730
including change their enrollment
1511
01:03:59.730 --> 01:04:01.520
to enroll them in a new course.
1512
01:04:01.520 --> 01:04:04.480
So if they perform very poorly in this English course,
1513
01:04:04.480 --> 01:04:07.820
I'd toggle them over to be enrolled in an English workshop
1514
01:04:07.820 --> 01:04:11.150
to help them improve their writing skills and try again.
1515
01:04:11.150 --> 01:04:13.370
So the power of what you can do with this tool set
1516
01:04:13.370 --> 01:04:14.970
is truly endless.
1517
01:04:14.970 --> 01:04:16.880
So I'll pause there and see if there's any questions
1518
01:04:16.880 --> 01:04:20.670
we need to tackle related to tracking
1519
01:04:20.670 --> 01:04:21.970
and engaging with students
1520
01:04:22.830 --> 01:04:24.100
There aren't, it's quiet in the chat.
1521
01:04:24.100 --> 01:04:26.650
I think you've sufficiently blown everyone's minds.
1522
01:04:27.580 --> 01:04:29.337
Yeah, the quiet shock that everybody has
1523
01:04:29.337 --> 01:04:31.270
at the power of Intelligent Agents.
1524
01:04:31.270 --> 01:04:32.103
I love it.
1525
01:04:32.970 --> 01:04:37.180
All right, so I wanna move to the next one,
1526
01:04:37.180 --> 01:04:39.980
which is transitioning to a new LMS.
1527
01:04:39.980 --> 01:04:43.210
And this one I'll talk to a little bit more verbally.
1528
01:04:43.210 --> 01:04:46.640
I don't have a course package handy from UVM
1529
01:04:46.640 --> 01:04:48.310
to really showcase this,
1530
01:04:48.310 --> 01:04:50.500
but I want to talk to course migration
1531
01:04:50.500 --> 01:04:52.670
as a philosophy at Brightspace.
1532
01:04:52.670 --> 01:04:55.360
Greg mentioned in his intro about our partnered approach
1533
01:04:55.360 --> 01:04:56.670
to implementation,
1534
01:04:56.670 --> 01:04:59.200
and from my experience in implementation,
1535
01:04:59.200 --> 01:05:01.490
it really isn't just words that we say.
1536
01:05:01.490 --> 01:05:03.370
It's truly a partnered approach,
1537
01:05:03.370 --> 01:05:05.430
and in terms of course migration,
1538
01:05:05.430 --> 01:05:08.020
we come together jointly in a workshop
1539
01:05:08.020 --> 01:05:11.130
to get a sample set of courses that make sense for UVM
1540
01:05:11.130 --> 01:05:13.920
and transition them through our bulk tools
1541
01:05:13.920 --> 01:05:17.410
to then review together to see how they come across.
1542
01:05:17.410 --> 01:05:19.810
And that course migration tool set
1543
01:05:19.810 --> 01:05:23.890
that we're bringing the bulk of the courses in through
1544
01:05:23.890 --> 01:05:26.630
is proprietarily designed to intake
1545
01:05:26.630 --> 01:05:28.780
specific components of Blackboard
1546
01:05:28.780 --> 01:05:31.060
and transition them to Brightspace tools.
1547
01:05:31.060 --> 01:05:33.370
So you don't lose all of your hard work,
1548
01:05:33.370 --> 01:05:35.150
and you're able to hit the ground running
1549
01:05:35.150 --> 01:05:37.050
to Donna's question at the very beginning
1550
01:05:37.050 --> 01:05:38.920
where you're just rearranging some stuff,
1551
01:05:38.920 --> 01:05:42.150
but you don't lose that core suite of course components
1552
01:05:42.150 --> 01:05:44.090
that you've worked so hard to build.
1553
01:05:44.090 --> 01:05:47.960
And so if anything doesn't come across as expected
1554
01:05:47.960 --> 01:05:49.340
in that review session,
1555
01:05:49.340 --> 01:05:51.670
we actually go back to our product management team
1556
01:05:51.670 --> 01:05:54.310
to improve those course migration tools,
1557
01:05:54.310 --> 01:05:57.080
because we want to transition those courses
1558
01:05:57.080 --> 01:05:59.900
as best we can from your current LMS.
1559
01:05:59.900 --> 01:06:02.240
We hear that that's the biggest anxiety
1560
01:06:02.240 --> 01:06:04.810
over change management is that course migration,
1561
01:06:04.810 --> 01:06:06.960
so it was a real crucial component
1562
01:06:06.960 --> 01:06:10.253
for our implementation teams to support you through.
1563
01:06:11.710 --> 01:06:14.950
I will just highlight that if you do have a one-off course,
1564
01:06:14.950 --> 01:06:17.140
that you do have the ability within the UI
1565
01:06:17.140 --> 01:06:20.130
to import a course package directly here.
1566
01:06:20.130 --> 01:06:22.150
We don't limit you for the amount of courses
1567
01:06:22.150 --> 01:06:24.600
you can migrate in both through our bulk tools
1568
01:06:24.600 --> 01:06:26.463
or through the import course UI.
1569
01:06:27.420 --> 01:06:29.760
So I'll pause there just to see if there's any concerns
1570
01:06:29.760 --> 01:06:32.010
we want to air around course migration,
1571
01:06:32.010 --> 01:06:34.410
or if that speaks to mitigating
1572
01:06:34.410 --> 01:06:36.543
some anxieties around course migration.
1573
01:06:39.680 --> 01:06:42.150
Danielle, were you planning on talking about
1574
01:06:42.150 --> 01:06:46.310
the date offsetting in this section, or is that coming up?
1575
01:06:46.310 --> 01:06:48.373
I can absolutely jump into date setting
1576
01:06:48.373 --> 01:06:49.690
if that makes sense.
1577
01:06:49.690 --> 01:06:52.090
Well, I'll give you a break here and hey,
1578
01:06:52.090 --> 01:06:53.640
you've been talking by yourself.
1579
01:06:53.640 --> 01:06:56.313
But let me take a little bit and you grab some water.
1580
01:06:57.785 --> 01:06:58.618
But for everyone on the call,
1581
01:06:58.618 --> 01:07:00.440
one of the questions that we got this morning
1582
01:07:00.440 --> 01:07:02.790
and quite often see from faculty
1583
01:07:02.790 --> 01:07:04.600
is when you're thinking about
1584
01:07:04.600 --> 01:07:06.240
your course in the fall semester
1585
01:07:06.240 --> 01:07:08.820
and taking it over to the next semester,
1586
01:07:08.820 --> 01:07:12.423
how does the LMS handle dates?
1587
01:07:13.997 --> 01:07:16.690
Do I have to manually change all of the dates
1588
01:07:16.690 --> 01:07:19.690
on all of my assessments going from semester to semester?
1589
01:07:19.690 --> 01:07:20.950
The answer is no.
1590
01:07:20.950 --> 01:07:23.990
Brightspace takes care and can bulk offset
1591
01:07:23.990 --> 01:07:27.210
all of these dates for you based on the semester schedule,
1592
01:07:27.210 --> 01:07:31.860
so you don't have to go in and manually change them all.
1593
01:07:31.860 --> 01:07:34.130
Now you do have the ability to, of course,
1594
01:07:34.130 --> 01:07:35.940
bulk change them if you would like,
1595
01:07:35.940 --> 01:07:38.420
but as a default, the system will do that
1596
01:07:38.420 --> 01:07:39.430
automatically for you.
1597
01:07:39.430 --> 01:07:41.940
So it is a huge time-saver as you're going
1598
01:07:41.940 --> 01:07:43.973
from one semester to the next.
1599
01:07:45.250 --> 01:07:46.083
Thank you, Greg.
1600
01:07:46.083 --> 01:07:48.710
I appreciate that little breather break as well,
1601
01:07:48.710 --> 01:07:51.480
but I'll just showcase that tool suite
1602
01:07:51.480 --> 01:07:53.720
in our course admin in Manage Dates.
1603
01:07:53.720 --> 01:07:55.860
And I would encourage you to ask
1604
01:07:55.860 --> 01:07:58.220
your other presentations next week
1605
01:07:58.220 --> 01:08:00.100
to really showcase a lot of these workflows
1606
01:08:00.100 --> 01:08:00.940
that are important to you,
1607
01:08:00.940 --> 01:08:03.450
so you can see it live in the system
1608
01:08:03.450 --> 01:08:05.820
and you can see that Brightspace has this granularity
1609
01:08:05.820 --> 01:08:08.875
to filter by specific tools that have dates associated
1610
01:08:08.875 --> 01:08:12.110
or even bulk offset them or bulk edit.
1611
01:08:12.110 --> 01:08:14.470
So you have that full capability,
1612
01:08:14.470 --> 01:08:17.570
both at the specific tool level
1613
01:08:17.570 --> 01:08:19.973
or bulk in that aggregate way.
1614
01:08:21.210 --> 01:08:22.260
Great call-out, Greg.
1615
01:08:24.120 --> 01:08:24.953
All right.
1616
01:08:24.953 --> 01:08:29.890
So I've been teasing the Quick Eval tool this entire time.
1617
01:08:30.760 --> 01:08:32.620
I know we're all sitting on the edge of our seat
1618
01:08:32.620 --> 01:08:33.630
waiting to see it.
1619
01:08:33.630 --> 01:08:36.340
So I'm gonna head back to our top level homepage
1620
01:08:36.340 --> 01:08:39.220
and actually showcase that tool suite.
1621
01:08:39.220 --> 01:08:41.570
And this was again, a tool that was designed
1622
01:08:41.570 --> 01:08:43.720
with client feedback in mind.
1623
01:08:43.720 --> 01:08:48.260
And the ask consistently through our expansive community
1624
01:08:48.260 --> 01:08:53.260
of current clients was make my grading and workflows easier.
1625
01:08:53.480 --> 01:08:55.930
So we designed the Quick Eval tool to aggregate
1626
01:08:55.930 --> 01:08:59.280
all assignments across all of the courses you teach,
1627
01:08:59.280 --> 01:09:00.380
all assessment stories,
1628
01:09:00.380 --> 01:09:04.920
so inclusive of discussions and quizzes, into one area,
1629
01:09:04.920 --> 01:09:08.290
so that repeatable grading can be quite easy for you.
1630
01:09:08.290 --> 01:09:09.560
But that might be a daunting list,
1631
01:09:09.560 --> 01:09:11.370
so we put these filters in place
1632
01:09:11.370 --> 01:09:14.760
so that you can actually tackle a specific course,
1633
01:09:14.760 --> 01:09:18.030
maybe a date range or specific activity.
1634
01:09:18.030 --> 01:09:19.510
So we'll use our sample course
1635
01:09:19.510 --> 01:09:22.060
that we've been editing in so far,
1636
01:09:22.060 --> 01:09:24.380
and we'll actually jump into somebody's
1637
01:09:24.380 --> 01:09:29.330
actual assignment submission so we can see it in real time.
1638
01:09:29.330 --> 01:09:30.700
And so this is gonna bring us
1639
01:09:30.700 --> 01:09:32.740
into the evaluation experience.
1640
01:09:32.740 --> 01:09:35.020
And this was an intentional design
1641
01:09:35.020 --> 01:09:37.660
for our evaluation experience,
1642
01:09:37.660 --> 01:09:39.540
because we wanted to put you submersive
1643
01:09:39.540 --> 01:09:41.710
in the actual assessment and give you
1644
01:09:41.710 --> 01:09:44.230
a full suite of annotation tools,
1645
01:09:44.230 --> 01:09:47.080
while tucking the evaluation and grading components
1646
01:09:47.080 --> 01:09:48.353
on this right area.
1647
01:09:49.310 --> 01:09:52.220
This is also mobile responsive.
1648
01:09:52.220 --> 01:09:54.100
So if I shrink this down again,
1649
01:09:54.100 --> 01:09:56.270
you'll notice my rubric and grading components
1650
01:09:56.270 --> 01:09:57.890
are in this nice tray here,
1651
01:09:57.890 --> 01:10:01.100
but I can simply minimize and annotate from my iPad
1652
01:10:01.100 --> 01:10:04.050
and even phone if you really wanted to squint a little bit.
1653
01:10:05.510 --> 01:10:08.060
So we'll go back out into our tray here
1654
01:10:09.330 --> 01:10:11.360
to see those grading workflows
1655
01:10:11.360 --> 01:10:13.277
in real time and our desktop view.
1656
01:10:13.277 --> 01:10:16.860
And so we gave a full suite of annotation tools here
1657
01:10:16.860 --> 01:10:20.370
where we can highlight the text, for example.
1658
01:10:20.370 --> 01:10:22.553
Even add in a post-it note.
1659
01:10:24.270 --> 01:10:27.103
We'll do an X, awkward paragraph.
1660
01:10:29.940 --> 01:10:31.611
If we can spell today.
1661
01:10:31.611 --> 01:10:34.050
Tell Marcus to improve his wording.
1662
01:10:34.050 --> 01:10:38.110
We can even put in arrows here directly into the document,
1663
01:10:38.110 --> 01:10:40.760
lots of flexibility to annotate inline.
1664
01:10:40.760 --> 01:10:42.430
And the power of this is the student
1665
01:10:42.430 --> 01:10:47.430
is going to see this inline to their feedback.
1666
01:10:47.800 --> 01:10:49.080
So they don't have to download it
1667
01:10:49.080 --> 01:10:51.060
or see it in an external software.
1668
01:10:51.060 --> 01:10:53.000
They can actually see this inline feedback
1669
01:10:53.000 --> 01:10:55.420
in their assignment submission area.
1670
01:10:55.420 --> 01:10:56.830
And so to speak to the grading
1671
01:10:56.830 --> 01:10:59.090
a little bit here on the right,
1672
01:10:59.090 --> 01:11:02.630
so we do have a rubric associated with this assignment
1673
01:11:02.630 --> 01:11:04.460
and I can simply drop it down,
1674
01:11:04.460 --> 01:11:06.590
and it's a simple point and click
1675
01:11:06.590 --> 01:11:09.960
to actually see the different scores available
1676
01:11:09.960 --> 01:11:10.793
for this rubric.
1677
01:11:10.793 --> 01:11:13.030
And you'll notice as I click through,
1678
01:11:13.030 --> 01:11:17.140
that the criteria and feedback is actually going to
1679
01:11:17.140 --> 01:11:18.570
adapt as we click through.
1680
01:11:18.570 --> 01:11:21.970
And this is a way for you in the rubric creation experience
1681
01:11:21.970 --> 01:11:23.670
to template feedback.
1682
01:11:23.670 --> 01:11:26.490
So you're not consistently copying and pasting
1683
01:11:26.490 --> 01:11:28.940
for that feedback based on that score.
1684
01:11:28.940 --> 01:11:30.640
And so you have to simply click
1685
01:11:30.640 --> 01:11:33.830
and it's going to adapt as you see it.
1686
01:11:33.830 --> 01:11:36.310
We also have the overall grade area
1687
01:11:36.310 --> 01:11:40.030
that is going to live populate from that rubric scoring
1688
01:11:40.030 --> 01:11:42.240
down to the overall grade.
1689
01:11:42.240 --> 01:11:45.573
And we have the ability to add some text feedback overall.
1690
01:11:46.690 --> 01:11:48.600
That video note tool that I was highlighting
1691
01:11:48.600 --> 01:11:51.570
from the content creation,
1692
01:11:51.570 --> 01:11:53.930
we also have that tool suite within here
1693
01:11:53.930 --> 01:11:56.410
to record audio or video feedback.
1694
01:11:56.410 --> 01:11:58.540
I heard of a professor who exclusively
1695
01:11:58.540 --> 01:12:00.620
gave video feedback to his students.
1696
01:12:00.620 --> 01:12:03.130
He did not write any text in that feedback,
1697
01:12:03.130 --> 01:12:04.780
which I found really interesting.
1698
01:12:05.740 --> 01:12:08.630
If you had OneDrive documents or Google Drive documents
1699
01:12:08.630 --> 01:12:10.670
that you wanted to add in here as well,
1700
01:12:10.670 --> 01:12:12.020
you could absolutely do so.
1701
01:12:13.230 --> 01:12:15.350
In terms of that repeatable grading model,
1702
01:12:15.350 --> 01:12:18.080
if you wanted to save as draft for the student
1703
01:12:18.080 --> 01:12:20.070
and simply progress to the next student,
1704
01:12:20.070 --> 01:12:21.120
you absolutely could.
1705
01:12:21.120 --> 01:12:23.396
And then you could publish them all in bulk.
1706
01:12:23.396 --> 01:12:26.130
So you could do it with one click that I'll showcase.
1707
01:12:26.130 --> 01:12:28.720
But if you wanted to give Marcus his feedback right away,
1708
01:12:28.720 --> 01:12:30.793
you can absolutely publish it from here.
1709
01:12:33.410 --> 01:12:34.940
Sorry, Danielle, I just want to come in.
1710
01:12:34.940 --> 01:12:39.940
So Louis had a question as well, as I believe.
1711
01:12:40.200 --> 01:12:42.110
This was something that Donna mentioned right off the top
1712
01:12:42.110 --> 01:12:44.720
was around grading with a stylus.
1713
01:12:44.720 --> 01:12:46.530
And I do wanna highlight this,
1714
01:12:46.530 --> 01:12:49.570
because this is a really important call-out
1715
01:12:49.570 --> 01:12:52.660
in comparison to other LMS platforms.
1716
01:12:52.660 --> 01:12:55.610
When Danielle showed you and shrunk the screen down
1717
01:12:55.610 --> 01:12:57.780
to that mobile experience,
1718
01:12:57.780 --> 01:13:01.160
that is not to be understated here.
1719
01:13:01.160 --> 01:13:04.090
LMSs can be sometimes be quote, unquote
1720
01:13:04.090 --> 01:13:06.580
mobily responsive, or certain pages can be,
1721
01:13:06.580 --> 01:13:09.700
but when you get to that evaluation experience, it's not.
1722
01:13:09.700 --> 01:13:14.550
Because Brightspace is, it allows you to do that annotation
1723
01:13:14.550 --> 01:13:16.820
straight on an iPad with a stylus.
1724
01:13:16.820 --> 01:13:18.110
I've done this before.
1725
01:13:18.110 --> 01:13:20.200
I've tested it myself multiple times.
1726
01:13:20.200 --> 01:13:23.060
It absolutely works full functionality with a stylus.
1727
01:13:23.060 --> 01:13:25.150
So you have that capability there.
1728
01:13:25.150 --> 01:13:28.120
You would not run into problems with using a stylus
1729
01:13:28.120 --> 01:13:30.023
on a tablet with Brightspace.
1730
01:13:32.360 --> 01:13:33.210
Great call-out.
1731
01:13:34.090 --> 01:13:38.363
Yeah, mobile grading can be truly mobile in that case.
1732
01:13:40.446 --> 01:13:42.103
Sorry, I just wanted to add on to that
1733
01:13:42.103 --> 01:13:44.263
because it is such a great component.
1734
01:13:46.050 --> 01:13:47.360
Yeah, so Surface absolutely.
1735
01:13:47.360 --> 01:13:49.850
Apple Pen, Surface Pen, they'll all work.
1736
01:13:49.850 --> 01:13:52.090
Any stylus is fine.
1737
01:13:52.090 --> 01:13:54.780
But to talk about that grading experience on mobile,
1738
01:13:54.780 --> 01:13:58.090
we've actually recently updated our interface
1739
01:13:58.090 --> 01:13:59.660
as of a few months ago,
1740
01:13:59.660 --> 01:14:02.140
to improve the mobile experience when grading.
1741
01:14:02.140 --> 01:14:05.320
And so actually the screen that Danielle showed you before,
1742
01:14:05.320 --> 01:14:06.740
the rubric and things like that
1743
01:14:06.740 --> 01:14:08.420
actually go into a really nice system tray
1744
01:14:08.420 --> 01:14:09.740
at the bottom on your phone
1745
01:14:09.740 --> 01:14:12.060
so you get full access to student's document,
1746
01:14:12.060 --> 01:14:14.630
or you can mark it up and highlight and everything.
1747
01:14:14.630 --> 01:14:16.100
And then if you want to get to the rubric,
1748
01:14:16.100 --> 01:14:18.080
it's one click, it's out of your way,
1749
01:14:18.080 --> 01:14:19.810
but really easy to access.
1750
01:14:19.810 --> 01:14:22.100
So you can click through the rubric, all thumb navigation.
1751
01:14:22.100 --> 01:14:24.580
You can record video, type in comments,
1752
01:14:24.580 --> 01:14:25.980
and you have that full interface,
1753
01:14:25.980 --> 01:14:27.780
but optimized for mobile experience.
1754
01:14:30.700 --> 01:14:31.533
Absolutely.
1755
01:14:32.700 --> 01:14:35.150
So before I leave my Quick Eval tool,
1756
01:14:35.150 --> 01:14:36.830
I just wanted to finish that story
1757
01:14:36.830 --> 01:14:39.810
about being able to publish all the feedback in bulk.
1758
01:14:39.810 --> 01:14:43.350
So if I've saved multiple assignments as draft,
1759
01:14:43.350 --> 01:14:45.650
with one click here from my Activities view,
1760
01:14:45.650 --> 01:14:48.150
I can publish all of those evaluations.
1761
01:14:48.150 --> 01:14:50.110
And so this is just a different view
1762
01:14:50.110 --> 01:14:52.550
to showcase in a more dashboard approach
1763
01:14:52.550 --> 01:14:55.333
of all of your assessments within all of your courses.
1764
01:14:56.750 --> 01:14:58.890
And so this tool was specifically designed
1765
01:14:58.890 --> 01:15:01.070
with client feedback in mind,
1766
01:15:01.070 --> 01:15:03.260
we made that consistent experience
1767
01:15:03.260 --> 01:15:05.100
in discussions as well as quizzes,
1768
01:15:05.100 --> 01:15:07.810
so you can jump into that evaluation experience
1769
01:15:07.810 --> 01:15:09.253
directly from Quick Eval.
1770
01:15:10.600 --> 01:15:11.853
And the one other thing that'll call out
1771
01:15:11.853 --> 01:15:15.530
just about this tool that really does make it unique
1772
01:15:15.530 --> 01:15:18.870
and stand out is, in other LMS platforms,
1773
01:15:18.870 --> 01:15:22.110
you will see tools that are similar to this,
1774
01:15:22.110 --> 01:15:26.050
but the difference is whereas this aggregates
1775
01:15:26.050 --> 01:15:28.240
all courses and all assessments
1776
01:15:28.240 --> 01:15:31.460
and allows you to filter straight from the tool,
1777
01:15:31.460 --> 01:15:34.570
in other platforms, it is tool-specific.
1778
01:15:34.570 --> 01:15:36.160
So you need to go into your course,
1779
01:15:36.160 --> 01:15:38.330
you need to go into the specific assessment
1780
01:15:38.330 --> 01:15:40.330
and then get to this tool.
1781
01:15:40.330 --> 01:15:42.500
So it's a lot of jumping back and forth,
1782
01:15:42.500 --> 01:15:46.200
it's a lot of extra clicks and can be time-consuming,
1783
01:15:46.200 --> 01:15:48.350
especially when you start to consider the fact
1784
01:15:48.350 --> 01:15:50.360
of like, when you're teaching multiple sections
1785
01:15:50.360 --> 01:15:52.240
and you've got to go into each individual section
1786
01:15:52.240 --> 01:15:53.580
to do this grading.
1787
01:15:53.580 --> 01:15:55.430
With this tool being right at the top,
1788
01:15:55.430 --> 01:15:57.640
you've got everything right here one-stop shop.
1789
01:15:57.640 --> 01:15:58.870
You're not having to jump around,
1790
01:15:58.870 --> 01:16:00.510
which saves a ton of time
1791
01:16:00.510 --> 01:16:04.343
when you're doing these assessments at midterms or finals.
1792
01:16:07.350 --> 01:16:08.400
Great call-out, Greg.
1793
01:16:08.400 --> 01:16:09.340
Appreciate that.
1794
01:16:10.365 --> 01:16:13.365
And I'm really reinforcing the message behind this tool set.
1795
01:16:14.290 --> 01:16:18.247
So that does bring me to the end of my primary use cases.
1796
01:16:18.247 --> 01:16:20.270
The team had separated it into a list
1797
01:16:20.270 --> 01:16:22.750
of secondary resource or secondary use cases
1798
01:16:22.750 --> 01:16:25.220
that if we have time permitting, we would show.
1799
01:16:25.220 --> 01:16:28.810
I know that we are still within our time,
1800
01:16:28.810 --> 01:16:31.970
so I'm happy to open questions first
1801
01:16:31.970 --> 01:16:35.270
and then toggle into those secondary use cases.
1802
01:16:35.270 --> 01:16:38.243
We did have an option this morning, or sorry,
1803
01:16:38.243 --> 01:16:40.060
a question this morning asking about
1804
01:16:40.060 --> 01:16:41.910
the student view and the student experience,
1805
01:16:41.910 --> 01:16:44.100
so I'm happy to showcase that as well
1806
01:16:44.100 --> 01:16:45.803
if that's a priority for folks.
1807
01:16:47.350 --> 01:16:48.350
So I'll pause there.
1808
01:16:57.040 --> 01:16:58.300
I do have something from the chat
1809
01:16:58.300 --> 01:17:00.450
that actually fits into the secondary priorities,
1810
01:17:00.450 --> 01:17:02.770
and that's things like multi-section courses
1811
01:17:02.770 --> 01:17:05.140
and managing multiple different groups of students.
1812
01:17:05.140 --> 01:17:08.430
And actually this is driven from one of Lubin's questions
1813
01:17:08.430 --> 01:17:11.380
about having two separate labs in the same course
1814
01:17:11.380 --> 01:17:13.780
and structuring different due dates.
1815
01:17:13.780 --> 01:17:15.240
And so within Brightspace,
1816
01:17:15.240 --> 01:17:17.390
it's actually really core to our tool set
1817
01:17:17.390 --> 01:17:19.830
to be able to allow you to manage
1818
01:17:19.830 --> 01:17:21.100
multiple groups of students,
1819
01:17:21.100 --> 01:17:22.560
multiple sections of students,
1820
01:17:22.560 --> 01:17:24.610
and teach all from the same course.
1821
01:17:24.610 --> 01:17:28.400
So if we, you know, use Lubin's example as one option,
1822
01:17:28.400 --> 01:17:30.510
you can actually define different groups of students
1823
01:17:30.510 --> 01:17:33.030
within that course, use the same course,
1824
01:17:33.030 --> 01:17:34.340
use the same assignments
1825
01:17:34.340 --> 01:17:35.820
and just structure different due dates
1826
01:17:35.820 --> 01:17:37.177
for the separate groups.
1827
01:17:37.177 --> 01:17:39.270
And that holds true for sections as well.
1828
01:17:39.270 --> 01:17:41.140
So if you were teaching three or four sections
1829
01:17:41.140 --> 01:17:42.570
all from the same course,
1830
01:17:42.570 --> 01:17:43.977
you can centrally manage your content
1831
01:17:43.977 --> 01:17:46.060
and your assignments and everything,
1832
01:17:46.060 --> 01:17:48.750
but using those really robust release conditions,
1833
01:17:48.750 --> 01:17:51.430
you can deliver different due dates for each section
1834
01:17:51.430 --> 01:17:53.360
or even completely separate assignments
1835
01:17:53.360 --> 01:17:54.890
for different sections.
1836
01:17:54.890 --> 01:17:56.410
You can have unique announcements
1837
01:17:56.410 --> 01:17:58.620
go out to different sections in groups.
1838
01:17:58.620 --> 01:18:01.300
So whenever we're looking at sub rosters of students,
1839
01:18:01.300 --> 01:18:04.000
the release conditions in Brightspace really help you
1840
01:18:04.000 --> 01:18:05.410
take that course to the next level
1841
01:18:05.410 --> 01:18:07.480
and provide really unique experiences,
1842
01:18:07.480 --> 01:18:09.853
but manage it all from one central location.
1843
01:18:12.752 --> 01:18:14.720
I did touch a little bit on the secondary priority,
1844
01:18:14.720 --> 01:18:16.390
but also I think I'll speak a little bit to
1845
01:18:16.390 --> 01:18:18.380
one of the questions in the chat.
1846
01:18:18.380 --> 01:18:19.213
No, I love it.
1847
01:18:19.213 --> 01:18:21.210
We got lots of questions this morning around sections,
1848
01:18:21.210 --> 01:18:23.683
so I think it's a valuable call-out as well.
1849
01:18:24.655 --> 01:18:28.380
And I love Jane's enthusiasm around the student experience,
1850
01:18:28.380 --> 01:18:31.100
so I definitely will toggle in to that.
1851
01:18:31.100 --> 01:18:34.020
I did actually notice that I lied to you folks
1852
01:18:34.020 --> 01:18:35.650
and didn't finish my use cases there.
1853
01:18:35.650 --> 01:18:37.713
I had one more on MS Teams
1854
01:18:37.713 --> 01:18:40.970
that we didn't fully articulate there.
1855
01:18:40.970 --> 01:18:43.470
So I highlighted the widget on the course experience
1856
01:18:43.470 --> 01:18:45.680
to launch a Teams meeting,
1857
01:18:45.680 --> 01:18:48.538
but we do have a bit more of a robust connection
1858
01:18:48.538 --> 01:18:51.460
with our MS Teams integration.
1859
01:18:51.460 --> 01:18:53.840
And that's a little bit more of a feature suite
1860
01:18:53.840 --> 01:18:57.640
around the course experience and creating a Teams space.
1861
01:18:57.640 --> 01:19:00.200
So not just a Teams meeting,
1862
01:19:00.200 --> 01:19:04.170
but I'll toggle over into this clickable path here.
1863
01:19:04.170 --> 01:19:05.620
This is gonna showcase a widget
1864
01:19:05.620 --> 01:19:07.920
on an example of a course here,
1865
01:19:07.920 --> 01:19:10.010
and I'm only using this 'cause I don't have access
1866
01:19:10.010 --> 01:19:11.860
to your actual Teams space,
1867
01:19:11.860 --> 01:19:13.710
but I can create a course team,
1868
01:19:13.710 --> 01:19:16.603
even set whether learners can create a private channel.
1869
01:19:17.510 --> 01:19:21.400
And it's going to allow me to open a team space.
1870
01:19:21.400 --> 01:19:23.150
And so right from within the course,
1871
01:19:23.150 --> 01:19:25.420
and even from within a section or group,
1872
01:19:25.420 --> 01:19:29.900
I could create these specialized Teams areas
1873
01:19:29.900 --> 01:19:31.590
that would include an access
1874
01:19:31.590 --> 01:19:33.700
back to that Brightspace course.
1875
01:19:33.700 --> 01:19:35.820
So a really powerful way to integrate
1876
01:19:35.820 --> 01:19:37.810
both of these platforms
1877
01:19:37.810 --> 01:19:39.620
and showcase a platform that you folks
1878
01:19:39.620 --> 01:19:40.760
are comfortable using
1879
01:19:40.760 --> 01:19:43.783
and how it can be seamlessly integrated into your LMS.
1880
01:19:47.930 --> 01:19:48.763
All right.
1881
01:19:48.763 --> 01:19:49.933
I did just see-
1882
01:19:52.030 --> 01:19:53.730
Oh, Alex Wild, what a great question
1883
01:19:53.730 --> 01:19:55.620
that's topical to teams.
1884
01:19:55.620 --> 01:19:59.810
So wherever you are creating this team space,
1885
01:19:59.810 --> 01:20:03.330
it's going to collect all of the classlists in that area.
1886
01:20:03.330 --> 01:20:05.830
So if you wanted to do it from the section or group level
1887
01:20:05.830 --> 01:20:09.070
or make it visible to those, you absolutely could,
1888
01:20:09.070 --> 01:20:11.090
or you could do it at the full classlist
1889
01:20:11.090 --> 01:20:12.743
if you had one single roster.
1890
01:20:15.080 --> 01:20:18.070
And then before I toggle into the student experience,
1891
01:20:18.070 --> 01:20:20.540
I just saw Lubin's question about
1892
01:20:20.540 --> 01:20:22.350
creating some exam questions
1893
01:20:22.350 --> 01:20:25.480
to show the type of questions available.
1894
01:20:25.480 --> 01:20:28.630
So before I toggle over into impersonating a student,
1895
01:20:28.630 --> 01:20:31.563
I'm happy to showcase that quiz example.
1896
01:20:33.220 --> 01:20:35.250
So you don't have to remind me, Scott.
1897
01:20:35.250 --> 01:20:36.835
I beat you to it.
1898
01:20:36.835 --> 01:20:38.290
(laughs) Thanks.
1899
01:20:38.290 --> 01:20:39.710
I'll take it off my list.
1900
01:20:39.710 --> 01:20:41.360
Perfect, okay, so I'm gonna jump into
1901
01:20:41.360 --> 01:20:43.740
an existing quiz here so we can add
1902
01:20:43.740 --> 01:20:46.020
or edit existing questions.
1903
01:20:46.020 --> 01:20:49.200
And so from here in that add or edit area,
1904
01:20:49.200 --> 01:20:50.870
I can add a new question,
1905
01:20:50.870 --> 01:20:53.850
including this full suite of question types.
1906
01:20:53.850 --> 01:20:55.990
And so this is where we call it the Quizzes tool,
1907
01:20:55.990 --> 01:20:58.090
but you could rename it as the Exam tool
1908
01:20:58.090 --> 01:21:00.860
if you see that more applicable.
1909
01:21:00.860 --> 01:21:02.730
We have very flexible language management
1910
01:21:02.730 --> 01:21:03.630
within the system.
1911
01:21:06.200 --> 01:21:08.340
And Lubin, if there's any particular like,
1912
01:21:08.340 --> 01:21:10.780
particular question type that you were curious about,
1913
01:21:10.780 --> 01:21:11.930
happy to showcase that.
1914
01:21:15.950 --> 01:21:18.430
While we're waiting, if there's anything from the chat,
1915
01:21:18.430 --> 01:21:19.940
the one thing I'll note is this morning,
1916
01:21:19.940 --> 01:21:24.560
we had some questions around being able to attach a file
1917
01:21:24.560 --> 01:21:26.550
or have a user be able to attach a file
1918
01:21:26.550 --> 01:21:30.070
and kind of like an essay style response question.
1919
01:21:30.070 --> 01:21:32.100
When you see that written response,
1920
01:21:32.100 --> 01:21:34.780
which I believe is fourth from the top,
1921
01:21:34.780 --> 01:21:38.300
that allows you to leverage not only the HTML editor
1922
01:21:38.300 --> 01:21:40.070
that we've shown throughout the platform,
1923
01:21:40.070 --> 01:21:43.000
but also allows users to attach documents there
1924
01:21:43.000 --> 01:21:45.320
that they can then upload as part of their response.
1925
01:21:45.320 --> 01:21:47.250
So you do have that quiz type there,
1926
01:21:47.250 --> 01:21:48.390
even though the naming convention
1927
01:21:48.390 --> 01:21:49.520
is probably a little different than
1928
01:21:49.520 --> 01:21:51.220
what you're used to in Blackboard.
1929
01:21:53.080 --> 01:21:53.913
Thanks, Greg.
1930
01:21:53.913 --> 01:21:56.060
And I'm just answering Jane's question
1931
01:21:56.060 --> 01:21:58.120
to showcase that import menu
1932
01:21:58.120 --> 01:22:01.300
where you could upload a file of questions,
1933
01:22:01.300 --> 01:22:02.700
browse the question library
1934
01:22:02.700 --> 01:22:04.620
that you have permission to access,
1935
01:22:04.620 --> 01:22:07.070
or even import from our learning repository,
1936
01:22:07.070 --> 01:22:11.140
which can be set up to be a shared area of resources
1937
01:22:11.140 --> 01:22:12.600
that is searchable.
1938
01:22:12.600 --> 01:22:14.470
So a few different functionalities there
1939
01:22:14.470 --> 01:22:17.853
for pulling in quiz questions.
1940
01:22:20.530 --> 01:22:23.940
All right, so we're gonna head into the student experience.
1941
01:22:23.940 --> 01:22:25.520
To do so, I'm gonna leverage
1942
01:22:25.520 --> 01:22:27.391
our impersonation functionality,
1943
01:22:27.391 --> 01:22:31.307
which allows you to jump into a specific student session.
1944
01:22:31.307 --> 01:22:34.180
And so I could toggle into View As,
1945
01:22:34.180 --> 01:22:37.450
but if we wanted to see student data in real time,
1946
01:22:37.450 --> 01:22:39.870
I want to actually leverage an existing student.
1947
01:22:39.870 --> 01:22:42.963
So I'm gonna jump into impersonating Amy's experience.
1948
01:22:44.630 --> 01:22:48.300
So I'm now participating in Brightspace via Amy,
1949
01:22:48.300 --> 01:22:50.670
and what you'll notice, it's very consistent
1950
01:22:50.670 --> 01:22:53.260
to that instructor view that I was in previously.
1951
01:22:53.260 --> 01:22:55.497
And so we wanted to make sure the UI
1952
01:22:55.497 --> 01:22:56.900
and the look and feel of Brightspace
1953
01:22:56.900 --> 01:22:59.710
was consistent across roles,
1954
01:22:59.710 --> 01:23:02.910
with the added benefit of adding permissions to each role
1955
01:23:02.910 --> 01:23:06.060
to guide that experience through Brightspace.
1956
01:23:06.060 --> 01:23:09.870
So if I head into Modules here as Amy,
1957
01:23:09.870 --> 01:23:12.210
we can see that Amy was just leaving off
1958
01:23:12.210 --> 01:23:13.760
on unit one in her learning,
1959
01:23:13.760 --> 01:23:15.760
so it's gonna bring her back to that same place
1960
01:23:15.760 --> 01:23:17.550
she was working in.
1961
01:23:17.550 --> 01:23:20.130
If I wanted to actually see some content pieces
1962
01:23:20.130 --> 01:23:23.650
that are in unit one, I can jump into Poetry Terms.
1963
01:23:23.650 --> 01:23:26.380
I can see this as an interactive HTML page here
1964
01:23:26.380 --> 01:23:27.920
that has been designed.
1965
01:23:27.920 --> 01:23:31.690
I can progress to the next page in my content,
1966
01:23:31.690 --> 01:23:33.910
use my breadcrumbs trail to get back,
1967
01:23:33.910 --> 01:23:36.550
or even that tray here if I wanted to navigate
1968
01:23:36.550 --> 01:23:37.593
around the course.
1969
01:23:38.460 --> 01:23:41.930
If I keep progressing on to the next content piece,
1970
01:23:41.930 --> 01:23:44.760
we'll note that we have a PowerPoint leveraged in line here
1971
01:23:44.760 --> 01:23:47.290
so I don't have to download it anywhere,
1972
01:23:47.290 --> 01:23:48.573
and I can continue on.
1973
01:23:50.389 --> 01:23:53.460
Now I have a PDF document and I want to click through
1974
01:23:53.460 --> 01:23:55.810
until we get to an assessment here.
1975
01:23:55.810 --> 01:23:58.290
I know there's one in this unit one.
1976
01:23:58.290 --> 01:24:00.210
And what this is gonna showcase is that
1977
01:24:00.210 --> 01:24:01.330
linear learning model.
1978
01:24:01.330 --> 01:24:03.450
So I've just clicked through some content pieces,
1979
01:24:03.450 --> 01:24:06.250
and now I have the option to start a quiz.
1980
01:24:06.250 --> 01:24:07.920
And so that linear learning model
1981
01:24:07.920 --> 01:24:10.610
is gonna support that student navigation
1982
01:24:10.610 --> 01:24:13.270
of easy navigation through the path,
1983
01:24:13.270 --> 01:24:16.490
that means they take in all of the course components
1984
01:24:16.490 --> 01:24:18.070
you've designed them to take in.
1985
01:24:18.070 --> 01:24:19.384
Where they don't miss things,
1986
01:24:19.384 --> 01:24:20.950
there's no chance they have to click around
1987
01:24:20.950 --> 01:24:23.040
to different places in order to get it all.
1988
01:24:23.040 --> 01:24:25.913
It's one single and seamless click through.
1989
01:24:26.960 --> 01:24:29.610
And this is unique to Brightspace in particular.
1990
01:24:29.610 --> 01:24:33.050
So how many times have you as a faculty member,
1991
01:24:33.050 --> 01:24:35.630
like I know my faculty members used to do this all the time
1992
01:24:35.630 --> 01:24:37.550
when I was in university,
1993
01:24:37.550 --> 01:24:39.337
where they would go in and they'd say,
1994
01:24:39.337 --> 01:24:42.560
"Okay, you've got this assignment due this week
1995
01:24:42.560 --> 01:24:45.470
or this quiz that's due for this particular unit."
1996
01:24:45.470 --> 01:24:48.220
And they actually have to put an announcement out
1997
01:24:48.220 --> 01:24:51.260
and link that particular assessment in the announcement
1998
01:24:51.260 --> 01:24:54.010
so that the student knows where to find it,
1999
01:24:54.010 --> 01:24:56.520
because if they don't click into the Quizzing tool
2000
01:24:56.520 --> 01:24:58.900
or the Assignment tool specifically,
2001
01:24:58.900 --> 01:25:02.010
it's not within this content area specifically,
2002
01:25:02.010 --> 01:25:03.770
and they get lost.
2003
01:25:03.770 --> 01:25:07.000
With this linear learning path as Danielle just showcased,
2004
01:25:07.000 --> 01:25:08.329
it eliminates that.
2005
01:25:08.329 --> 01:25:11.460
Students are not missing it because all of the assessments,
2006
01:25:11.460 --> 01:25:13.430
as well as all of the content are right within
2007
01:25:13.430 --> 01:25:15.180
that one module for them.
2008
01:25:15.180 --> 01:25:17.470
So it's really, really easy for them to navigate,
2009
01:25:17.470 --> 01:25:19.630
and it talks back to that student experience.
2010
01:25:19.630 --> 01:25:22.090
You not having to worry and do as much work,
2011
01:25:22.090 --> 01:25:24.530
and the student's not asking you as many questions
2012
01:25:24.530 --> 01:25:26.310
about what might be upcoming
2013
01:25:26.310 --> 01:25:29.353
or what do I need to be doing for this particular class?
2014
01:25:30.500 --> 01:25:32.820
Great call-out and great summary, Greg.
2015
01:25:32.820 --> 01:25:34.880
We did have a question in our morning session
2016
01:25:34.880 --> 01:25:37.450
around what does the grade book look like to students?
2017
01:25:37.450 --> 01:25:39.970
And I want to showcase two tools
2018
01:25:39.970 --> 01:25:44.150
that really highlight data access to the student.
2019
01:25:44.150 --> 01:25:45.690
So we want to give students autonomy
2020
01:25:45.690 --> 01:25:48.490
over their own performance to be able to check in.
2021
01:25:48.490 --> 01:25:50.170
So the first stop is I'll highlight
2022
01:25:50.170 --> 01:25:53.470
the Class Progress tool has a User Progress view,
2023
01:25:53.470 --> 01:25:54.740
which I showcased.
2024
01:25:54.740 --> 01:25:56.600
We jumped into Michael's performance.
2025
01:25:56.600 --> 01:25:58.780
But Amy can jump into her own performance
2026
01:25:58.780 --> 01:26:01.030
and understand how she's progressing
2027
01:26:01.030 --> 01:26:03.260
and performing across the course.
2028
01:26:03.260 --> 01:26:07.003
And so she can see all of the summary in detail here.
2029
01:26:07.870 --> 01:26:10.780
If this was at the top level, the organizational level,
2030
01:26:10.780 --> 01:26:12.940
Amy would see all of her courses listed
2031
01:26:12.940 --> 01:26:14.120
and could click through them
2032
01:26:14.120 --> 01:26:17.883
to see the individual performance of each of her courses.
2033
01:26:19.050 --> 01:26:21.410
I'll then jump into the actual grade book
2034
01:26:21.410 --> 01:26:24.263
so we can see how that looks as a whole here.
2035
01:26:26.040 --> 01:26:28.440
And so I now have this grade book,
2036
01:26:28.440 --> 01:26:32.190
including the ability to view that inline annotated feedback
2037
01:26:32.190 --> 01:26:34.430
from our Quick Eval experience,
2038
01:26:34.430 --> 01:26:37.030
or a graded rubric that I can simply click
2039
01:26:37.030 --> 01:26:38.870
and it will pop out that rubric.
2040
01:26:38.870 --> 01:26:41.580
So I can see the evaluated criteria
2041
01:26:41.580 --> 01:26:44.230
as well as the feedback that's been dropped in there.
2042
01:26:46.560 --> 01:26:48.300
A really nice view.
2043
01:26:48.300 --> 01:26:50.440
Again, you have the flexibility as faculty
2044
01:26:50.440 --> 01:26:53.430
to decide what you want to give students access to
2045
01:26:53.430 --> 01:26:54.970
in terms of their grade book view,
2046
01:26:54.970 --> 01:26:56.610
but I wanted to showcase one that has
2047
01:26:56.610 --> 01:26:59.180
quite a few items in here
2048
01:26:59.180 --> 01:27:02.053
that showcases that more robust grade book.
2049
01:27:04.960 --> 01:27:06.850
I'm going to show one more thing
2050
01:27:06.850 --> 01:27:08.870
from the student perspective.
2051
01:27:08.870 --> 01:27:11.090
It's another widget that we designed
2052
01:27:11.090 --> 01:27:14.280
as a specific ask to student needs in the industry,
2053
01:27:14.280 --> 01:27:16.130
as well as our current client base.
2054
01:27:16.130 --> 01:27:18.090
And that was at that top level.
2055
01:27:18.090 --> 01:27:21.230
The ask was give me one area that I can see
2056
01:27:21.230 --> 01:27:24.100
all of my to-do's across all of my courses.
2057
01:27:24.100 --> 01:27:26.430
Now Amy is very on top of her work,
2058
01:27:26.430 --> 01:27:29.810
so she only has one item to do in her one course.
2059
01:27:29.810 --> 01:27:32.320
But if she was enrolled in 20 different courses,
2060
01:27:32.320 --> 01:27:34.250
had assessments in all of them,
2061
01:27:34.250 --> 01:27:36.690
they would all be listed here for that date range
2062
01:27:36.690 --> 01:27:37.763
of the next week.
2063
01:27:38.670 --> 01:27:40.110
If there was overdue items,
2064
01:27:40.110 --> 01:27:42.740
they would be highlighted as well in their own section
2065
01:27:42.740 --> 01:27:44.833
so she can keep track of what's overdue.
2066
01:27:46.130 --> 01:27:48.210
We could leverage this as the front and center
2067
01:27:48.210 --> 01:27:49.190
widget for students.
2068
01:27:49.190 --> 01:27:50.790
As they log into the environment,
2069
01:27:50.790 --> 01:27:53.610
they would quickly be able to tackle their items to do,
2070
01:27:53.610 --> 01:27:56.020
so they're more likely to stay on top
2071
01:27:56.020 --> 01:27:58.590
of all that they have to do across all of their courses
2072
01:27:58.590 --> 01:27:59.893
in one simple view.
2073
01:28:04.570 --> 01:28:06.510
All right, I'll pause there and see
2074
01:28:06.510 --> 01:28:08.440
if there's any comments or questions
2075
01:28:08.440 --> 01:28:10.690
around the student experience in Brightspace.
2076
01:28:22.510 --> 01:28:24.770
All right, so I'm gonna open the floor
2077
01:28:24.770 --> 01:28:27.623
to an open set of questions.
2078
01:28:29.640 --> 01:28:30.610
The welcome center-
2079
01:28:30.610 --> 01:28:33.450
Great question, Alex, before I open the floor.
2080
01:28:33.450 --> 01:28:38.450
The welcome center is launching a bit of a prompt tutorial
2081
01:28:38.670 --> 01:28:41.200
around how to navigate through Brightspace.
2082
01:28:41.200 --> 01:28:43.170
This is just an example of a content piece
2083
01:28:43.170 --> 01:28:44.003
you could drop here.
2084
01:28:44.003 --> 01:28:45.360
This is part of a widget,
2085
01:28:45.360 --> 01:28:48.610
our learning creative services team designed.
2086
01:28:48.610 --> 01:28:50.030
But if you wanted to leverage something
2087
01:28:50.030 --> 01:28:53.150
that makes sense for UVM's welcome
2088
01:28:53.150 --> 01:28:56.610
or introductory materials to your users in Brightspace,
2089
01:28:56.610 --> 01:28:58.190
you could simply drop that into
2090
01:28:58.190 --> 01:28:59.970
where this widget stores content
2091
01:28:59.970 --> 01:29:02.100
and have it leveraged for those users.
2092
01:29:02.100 --> 01:29:05.010
So it's a good first initial view
2093
01:29:05.010 --> 01:29:06.760
for students navigating Brightspace
2094
01:29:07.912 --> 01:29:09.300
that will also say that you have the ability
2095
01:29:09.300 --> 01:29:12.070
to set whether it gets prompted
2096
01:29:12.070 --> 01:29:15.300
as that pop-up for students when they first log in,
2097
01:29:15.300 --> 01:29:17.200
or if you don't want to use it at all.
2098
01:29:18.520 --> 01:29:19.663
It's an optional tool.
2099
01:29:21.350 --> 01:29:23.460
I think it speaks though to the customization
2100
01:29:23.460 --> 01:29:24.780
that you can do with those widgets.
2101
01:29:24.780 --> 01:29:28.210
So if you're thinking about the fall semester as an example,
2102
01:29:28.210 --> 01:29:29.710
and maybe student orientation,
2103
01:29:29.710 --> 01:29:32.380
and there needing to be a component of that within the LMS
2104
01:29:32.380 --> 01:29:34.610
just to get them familiar and kind of oriented
2105
01:29:34.610 --> 01:29:36.650
with how to get around the system
2106
01:29:36.650 --> 01:29:39.070
or where they should be going first day,
2107
01:29:39.070 --> 01:29:41.517
that could be a really good area to engage those students
2108
01:29:41.517 --> 01:29:44.590
and just kind of get them all headed in the right direction
2109
01:29:44.590 --> 01:29:46.803
before the first week kicks off.
2110
01:29:50.050 --> 01:29:52.060
And to tackle Justin's question there.
2111
01:29:52.060 --> 01:29:55.850
So we do have instant message within the platform
2112
01:29:55.850 --> 01:29:57.010
as a tool suite,
2113
01:29:57.010 --> 01:30:00.780
but in terms of more that like real time communication,
2114
01:30:00.780 --> 01:30:03.950
I've seen clients and you can see in my environment,
2115
01:30:03.950 --> 01:30:05.820
I've leveraged announcements.
2116
01:30:05.820 --> 01:30:08.120
You can also reference discussions
2117
01:30:08.120 --> 01:30:09.660
and link it to an announcement as a way
2118
01:30:09.660 --> 01:30:12.070
to communicate with your learners,
2119
01:30:12.070 --> 01:30:14.240
as well as those Intelligent Agents,
2120
01:30:14.240 --> 01:30:16.610
who are gonna send those personalized emails
2121
01:30:16.610 --> 01:30:17.623
out to students,
2122
01:30:18.600 --> 01:30:21.950
complimenting your ability to manually email your classlist
2123
01:30:21.950 --> 01:30:23.453
or individual students.
2124
01:30:24.480 --> 01:30:28.150
With that Office 365 integration,
2125
01:30:28.150 --> 01:30:32.250
if that is the tool suite that your campus at UVM uses
2126
01:30:32.250 --> 01:30:33.910
and Outlook, for example,
2127
01:30:33.910 --> 01:30:37.150
is your main method of communication for email,
2128
01:30:37.150 --> 01:30:38.900
we would integrate that and make that
2129
01:30:38.900 --> 01:30:41.943
your primary email method within Brightspace.
2130
01:30:44.495 --> 01:30:46.170
Danielle, I wonder if it would be worth
2131
01:30:46.170 --> 01:30:48.190
showing maybe like in class progress again,
2132
01:30:48.190 --> 01:30:49.700
or in the evaluation tools,
2133
01:30:49.700 --> 01:30:52.812
how to quickly get into email and instant message?
2134
01:30:52.812 --> 01:30:55.040
And then there was a question, I apologize,
2135
01:30:55.040 --> 01:30:57.140
we had missed this before about
2136
01:30:57.140 --> 01:30:58.340
showing off the help resources
2137
01:30:58.340 --> 01:30:59.710
and maybe Greg could speak a little bit
2138
01:30:59.710 --> 01:31:01.510
to some of those components as well.
2139
01:31:03.550 --> 01:31:05.270
Oh, I'm still impersonating Amy.
2140
01:31:05.270 --> 01:31:07.277
She can't email or instant message herself.
2141
01:31:07.277 --> 01:31:09.360
(laughs)
2142
01:31:12.970 --> 01:31:16.730
Okay, we'll jump into Michael's experience here.
2143
01:31:16.730 --> 01:31:19.490
And so from here I could email or instant message
2144
01:31:19.490 --> 01:31:22.110
just to show that a launching off point
2145
01:31:22.110 --> 01:31:25.000
from student data to communication.
2146
01:31:25.000 --> 01:31:26.220
It can also eat-
2147
01:31:26.220 --> 01:31:27.400
Sorry, go ahead, Scott.
2148
01:31:27.400 --> 01:31:28.820
No, no, go ahead.
2149
01:31:28.820 --> 01:31:30.320
So within the Grades tool,
2150
01:31:30.320 --> 01:31:33.210
you could also email in bulk as well,
2151
01:31:33.210 --> 01:31:35.560
and there's a few other areas within the classlists
2152
01:31:35.560 --> 01:31:38.600
that you can leverage that email functionality.
2153
01:31:38.600 --> 01:31:41.120
So wherever we put that student information for you,
2154
01:31:41.120 --> 01:31:43.400
we've added that benefit in the UI
2155
01:31:43.400 --> 01:31:45.100
of prompting you to be able to communicate
2156
01:31:45.100 --> 01:31:46.613
with your students via email.
2157
01:31:50.540 --> 01:31:52.970
Okay, on help resources.
2158
01:31:52.970 --> 01:31:54.583
So Danielle, if you wouldn't mind,
2159
01:31:54.583 --> 01:31:56.900
just like opening up that dropdown menu,
2160
01:31:56.900 --> 01:31:58.870
just don't click on anything just yet.
2161
01:31:58.870 --> 01:32:01.360
Okay, so within help resources,
2162
01:32:01.360 --> 01:32:03.430
there are kind of a few different avenues
2163
01:32:03.430 --> 01:32:05.610
that we can look at.
2164
01:32:05.610 --> 01:32:07.557
Probably the most common one that I'll see
2165
01:32:07.557 --> 01:32:11.370
and that you will have access to is video tutorials.
2166
01:32:11.370 --> 01:32:14.010
So not only are there open videos
2167
01:32:14.010 --> 01:32:15.490
that you can access on YouTube,
2168
01:32:15.490 --> 01:32:17.147
and you could go and search those today if you'd like
2169
01:32:17.147 --> 01:32:18.820
and learn about the platform,
2170
01:32:18.820 --> 01:32:20.610
but there is something that our training team
2171
01:32:20.610 --> 01:32:23.670
gives you access to as soon as the implementation kicks off
2172
01:32:23.670 --> 01:32:25.300
called guided training.
2173
01:32:25.300 --> 01:32:26.820
And what guided training is,
2174
01:32:26.820 --> 01:32:30.750
is it's a containing folder of self-paced resources
2175
01:32:30.750 --> 01:32:33.260
that walk you through all of the common tool sets
2176
01:32:33.260 --> 01:32:35.270
that you use as faculty members.
2177
01:32:35.270 --> 01:32:36.908
Start at the basics, and then gradually
2178
01:32:36.908 --> 01:32:38.630
just build from there.
2179
01:32:38.630 --> 01:32:40.010
They're resources that you can go in
2180
01:32:40.010 --> 01:32:42.940
as part of our community and reference them at any point.
2181
01:32:42.940 --> 01:32:47.572
And as part of this kind of evaluation and review process,
2182
01:32:47.572 --> 01:32:49.670
if it makes sense, we're more than happy
2183
01:32:49.670 --> 01:32:51.290
to kind of showcase a little bit more
2184
01:32:51.290 --> 01:32:52.190
of what that looks like,
2185
01:32:52.190 --> 01:32:54.570
but I will leave it to the UVM procurement office
2186
01:32:54.570 --> 01:32:57.620
and administrative team for that information
2187
01:32:57.620 --> 01:32:58.543
if it's desired.
2188
01:32:59.450 --> 01:33:00.850
Beyond that, of course,
2189
01:33:00.850 --> 01:33:03.710
what you also have access to is the community,
2190
01:33:03.710 --> 01:33:06.060
which is a series of kind of forums
2191
01:33:06.060 --> 01:33:08.160
and collaborative efforts across institutions,
2192
01:33:08.160 --> 01:33:10.040
as well as D2L staff members,
2193
01:33:10.040 --> 01:33:12.270
that you can go in, search particular topics,
2194
01:33:12.270 --> 01:33:14.390
read about stuff, get helpful resources
2195
01:33:14.390 --> 01:33:18.670
from either other institutions or the D2L team here.
2196
01:33:18.670 --> 01:33:21.110
And then following that in terms of technical support,
2197
01:33:21.110 --> 01:33:23.640
of course you have access to
2198
01:33:23.640 --> 01:33:25.760
your own internal IT departments
2199
01:33:25.760 --> 01:33:28.290
and support networks at UVM,
2200
01:33:28.290 --> 01:33:31.880
but they also have access to the D2L support team
2201
01:33:31.880 --> 01:33:33.670
that can help with ticketing escalations
2202
01:33:33.670 --> 01:33:36.310
and making sure that if there's anything going on
2203
01:33:36.310 --> 01:33:37.670
with the course, we're on it,
2204
01:33:37.670 --> 01:33:39.740
we're gonna work with you and the UVM team
2205
01:33:39.740 --> 01:33:42.283
to make sure that those are taken care of.
2206
01:33:43.410 --> 01:33:46.240
Does that help kind of answer questions about support
2207
01:33:46.240 --> 01:33:49.543
and what that looks like and what resources are available?
2208
01:33:53.350 --> 01:33:55.330
Okay, great.
2209
01:33:55.330 --> 01:33:56.163
Fantastic.
2210
01:33:58.280 --> 01:34:02.660
So I did see Eric has a question about annotations,
2211
01:34:02.660 --> 01:34:06.970
so that is best leveraged within that Quick Eval tool
2212
01:34:06.970 --> 01:34:10.290
to actually jump into the Annotation tool
2213
01:34:10.290 --> 01:34:11.630
within assignments.
2214
01:34:11.630 --> 01:34:14.010
So I'll just pop that on the screen one more time
2215
01:34:14.010 --> 01:34:15.913
so we can see that experience.
2216
01:34:16.980 --> 01:34:20.050
If that third-party software that you mentioned,
2217
01:34:20.050 --> 01:34:22.680
Perusall, I like that name.
2218
01:34:22.680 --> 01:34:24.610
If it is LTI based, once again,
2219
01:34:24.610 --> 01:34:27.190
we are a standards-based platform,
2220
01:34:27.190 --> 01:34:29.283
so then we could have that integrated.
2221
01:34:30.130 --> 01:34:32.500
If that integration does support annotations
2222
01:34:32.500 --> 01:34:34.500
within Brightspace, we could support it.
2223
01:34:38.970 --> 01:34:40.460
Oh, and Scott already answered that.
2224
01:34:40.460 --> 01:34:42.530
I apologize, I did not see that.
2225
01:34:42.530 --> 01:34:43.700
That's okay.
2226
01:34:43.700 --> 01:34:44.600
It's a little bit different
2227
01:34:44.600 --> 01:34:45.930
than annotating on an assignment.
2228
01:34:45.930 --> 01:34:49.100
It's more about like collaborative learning environments
2229
01:34:49.100 --> 01:34:51.230
for students where they can go in and read
2230
01:34:51.230 --> 01:34:52.730
and make comments and posts to each other.
2231
01:34:52.730 --> 01:34:55.290
And I shared a link to our integration with that.
2232
01:34:55.290 --> 01:34:56.940
So obviously you could use Perusall
2233
01:34:56.940 --> 01:34:58.480
for that type of environment.
2234
01:34:58.480 --> 01:35:01.460
And we have seen Teams used in that same type of space
2235
01:35:01.460 --> 01:35:04.830
or even OneDrive where students can post files
2236
01:35:04.830 --> 01:35:07.790
and make comments and share threads and things like that
2237
01:35:07.790 --> 01:35:08.623
on their material.
2238
01:35:08.623 --> 01:35:11.060
So lots of different integration points
2239
01:35:11.060 --> 01:35:13.157
to be able to build that kind of community
2240
01:35:13.157 --> 01:35:15.233
of learning for students.
2241
01:35:18.280 --> 01:35:20.123
Alex, that's a really good question
2242
01:35:20.123 --> 01:35:24.850
that I don't actually know the answer to.
2243
01:35:24.850 --> 01:35:27.653
The answer is not yet.
2244
01:35:27.653 --> 01:35:28.486
(laughs)
2245
01:35:28.486 --> 01:35:30.430
Our support team is working on
2246
01:35:30.430 --> 01:35:34.670
contextual help alerts all across the platform.
2247
01:35:34.670 --> 01:35:37.940
So right now, it's kind of driven by course
2248
01:35:37.940 --> 01:35:41.150
and you know, by menu that you're looking at.
2249
01:35:41.150 --> 01:35:43.370
We can customize each layer of the menus,
2250
01:35:43.370 --> 01:35:47.200
but the support team is currently in development
2251
01:35:47.200 --> 01:35:49.710
of getting more of that contextual
2252
01:35:49.710 --> 01:35:52.003
inline support right in the platform.
2253
01:35:57.040 --> 01:35:57.873
Great.
2254
01:35:57.873 --> 01:36:01.300
Any other questions as we're in the open question period?
2255
01:36:01.300 --> 01:36:03.640
Sorry, I should also mention (laughs)
2256
01:36:03.640 --> 01:36:04.730
with that contextual support,
2257
01:36:04.730 --> 01:36:07.240
when you're building out tools, creating assignments,
2258
01:36:07.240 --> 01:36:08.240
things like that,
2259
01:36:08.240 --> 01:36:09.690
you may have noticed throughout the demo
2260
01:36:09.690 --> 01:36:11.860
there's little question marks all over the place,
2261
01:36:11.860 --> 01:36:14.640
and those are little contextual support.
2262
01:36:14.640 --> 01:36:17.500
So it kind of comes from our FAQ's of,
2263
01:36:17.500 --> 01:36:18.920
you know, what is adjusted grade
2264
01:36:18.920 --> 01:36:20.470
versus calculated final grade?
2265
01:36:20.470 --> 01:36:21.770
Or, you know, what does it mean
2266
01:36:21.770 --> 01:36:23.030
to set up a weighted grade book?
2267
01:36:23.030 --> 01:36:25.720
So those little alerts and those little question marks
2268
01:36:25.720 --> 01:36:28.113
do help with some of that contextual support.
2269
01:36:30.490 --> 01:36:33.270
And to answer your question Lubin, absolutely.
2270
01:36:33.270 --> 01:36:37.240
So you can export your grades and then reimport them
2271
01:36:37.240 --> 01:36:38.303
as you see fit.
2272
01:36:39.280 --> 01:36:41.080
Yeah, and you can download the whole grade center
2273
01:36:41.080 --> 01:36:43.290
or just an individual column if you'd like,
2274
01:36:43.290 --> 01:36:46.387
and then whenever you upload, we'll just basically say,
2275
01:36:46.387 --> 01:36:47.230
"What are you uploading?
2276
01:36:47.230 --> 01:36:49.610
And do you want to enact these changes on your grade book?
2277
01:36:49.610 --> 01:36:51.487
Or do you want to skip anything here?"
2278
01:36:58.877 --> 01:36:59.880
I knew I didn't have to worry about
2279
01:36:59.880 --> 01:37:01.090
engagement with this group.
2280
01:37:01.090 --> 01:37:03.630
This has been fantastic so far.
2281
01:37:03.630 --> 01:37:05.433
Feel free to keep them coming.
2282
01:37:07.552 --> 01:37:08.960
Yeah, we do have what?
2283
01:37:08.960 --> 01:37:11.510
Give or take about 20 minutes left here,
2284
01:37:11.510 --> 01:37:13.890
so anything and everything,
2285
01:37:13.890 --> 01:37:15.463
we're more than happy to take.
2286
01:37:17.230 --> 01:37:19.340
I will, to give you some typing time,
2287
01:37:19.340 --> 01:37:22.990
I will also comment in the secondary priorities,
2288
01:37:22.990 --> 01:37:26.110
there was a question or a use case
2289
01:37:26.110 --> 01:37:28.590
around co-instructors or TAs.
2290
01:37:28.590 --> 01:37:30.320
So we don't limit in Brightspace
2291
01:37:30.320 --> 01:37:32.160
the amount of roles possible.
2292
01:37:32.160 --> 01:37:34.560
You can absolutely create a TA role.
2293
01:37:34.560 --> 01:37:37.810
We actually have one as a template out of the box,
2294
01:37:37.810 --> 01:37:40.500
and then we have over 500 granular permissions
2295
01:37:40.500 --> 01:37:42.690
that your admins typically would associate
2296
01:37:42.690 --> 01:37:43.990
with those different roles
2297
01:37:43.990 --> 01:37:46.800
and then be added to your course roster.
2298
01:37:46.800 --> 01:37:51.280
And so an example I've seen is a specific TA
2299
01:37:51.280 --> 01:37:54.610
or a co-instructor might have only one section
2300
01:37:54.610 --> 01:37:56.160
that they're responsible for.
2301
01:37:56.160 --> 01:37:59.040
So if we explicitly enroll them into that section,
2302
01:37:59.040 --> 01:38:01.540
they would only see their roster of students,
2303
01:38:01.540 --> 01:38:03.450
even when they toggle into the grade book
2304
01:38:03.450 --> 01:38:04.810
or any grading workflows,
2305
01:38:04.810 --> 01:38:06.770
they would only have access to those students
2306
01:38:06.770 --> 01:38:07.750
in that section.
2307
01:38:07.750 --> 01:38:10.150
So really powerful in terms of that granularity
2308
01:38:10.150 --> 01:38:13.090
for roles, permissions associated with them
2309
01:38:13.090 --> 01:38:15.203
and view of the student information.
2310
01:38:26.730 --> 01:38:28.280
Great, I love that feedback, Donna.
2311
01:38:28.280 --> 01:38:30.010
That's fantastic.
2312
01:38:30.010 --> 01:38:31.770
We love to hear it, 'cause we're so passionate
2313
01:38:31.770 --> 01:38:35.090
about how we've designed the system to meet those needs,
2314
01:38:35.090 --> 01:38:38.470
to be flexible, but still have that
2315
01:38:38.470 --> 01:38:40.600
consistent clean interface.
2316
01:38:40.600 --> 01:38:42.573
So I'm glad that resonated.
2317
01:38:49.780 --> 01:38:51.910
The only other workflow that I did see
2318
01:38:51.910 --> 01:38:55.680
in our secondary use cases that we haven't talked through.
2319
01:38:55.680 --> 01:38:58.520
We talked through section management
2320
01:38:58.520 --> 01:39:01.570
and I just mentioned that co-instructors and TAs,
2321
01:39:01.570 --> 01:39:05.080
but there was a section on sample pedagogical strategies,
2322
01:39:05.080 --> 01:39:09.410
and the primary use cases in that area were around
2323
01:39:09.410 --> 01:39:12.320
group and peer collaboration.
2324
01:39:12.320 --> 01:39:15.590
So within our tool set, you could leverage,
2325
01:39:15.590 --> 01:39:17.740
like we've been consistently saying,
2326
01:39:17.740 --> 01:39:20.750
if you have that workflow already established in Teams,
2327
01:39:20.750 --> 01:39:23.460
you could have that collaboration live within that
2328
01:39:25.870 --> 01:39:28.059
interface that I was showcasing where it's a team space
2329
01:39:28.059 --> 01:39:30.820
within your roster of students.
2330
01:39:30.820 --> 01:39:34.090
But if I jump into our content again,
2331
01:39:34.090 --> 01:39:37.960
we do have the flexibility to add in discussions
2332
01:39:37.960 --> 01:39:38.830
for peer review.
2333
01:39:38.830 --> 01:39:41.760
I did showcase that create a discussion thread
2334
01:39:41.760 --> 01:39:43.730
for peer feedback,
2335
01:39:43.730 --> 01:39:47.320
but we also do have a tool that is core to our platform
2336
01:39:47.320 --> 01:39:50.050
that is called Video Assignments.
2337
01:39:50.050 --> 01:39:53.450
And this offers the flexibility to create
2338
01:39:53.450 --> 01:39:57.340
an assessment that is video submission-based,
2339
01:39:57.340 --> 01:40:00.010
but has the option for peer review.
2340
01:40:00.010 --> 01:40:02.460
So it allows you to set up an assignment
2341
01:40:02.460 --> 01:40:04.500
that is video-based and have students,
2342
01:40:04.500 --> 01:40:07.080
their peers, actually respond inline
2343
01:40:07.080 --> 01:40:10.120
where it adds those inline comments throughout the video
2344
01:40:10.120 --> 01:40:13.790
and allows you to add that overall feedback
2345
01:40:13.790 --> 01:40:14.963
for that assignment.
2346
01:40:24.320 --> 01:40:25.153
That's great.
2347
01:40:25.153 --> 01:40:27.270
You know, I appreciate that feedback as well.
2348
01:40:27.270 --> 01:40:30.470
Course Progress is a huge hit with our institutions
2349
01:40:30.470 --> 01:40:32.810
to be able to see all of that
2350
01:40:32.810 --> 01:40:35.003
performance information in one area.
2351
01:40:39.430 --> 01:40:41.921
Lisa, that's an excellent question.
2352
01:40:41.921 --> 01:40:46.160
So I mean, as part of the pandemic, and I think,
2353
01:40:46.160 --> 01:40:47.160
you know, Scott and Danielle
2354
01:40:47.160 --> 01:40:49.267
probably have their own unique perspectives about this,
2355
01:40:49.267 --> 01:40:52.900
but the one thing that I really noticed was
2356
01:40:52.900 --> 01:40:55.350
there was a greater emphasis on
2357
01:40:55.350 --> 01:40:56.980
what the student experience
2358
01:40:56.980 --> 01:41:00.490
and student success look like within the LMS,
2359
01:41:00.490 --> 01:41:04.230
because there was a lot of added stressors,
2360
01:41:04.230 --> 01:41:06.222
and this wasn't just unique to students.
2361
01:41:06.222 --> 01:41:08.480
This was specific to faculty as well
2362
01:41:08.480 --> 01:41:12.310
that had not learned or taught very much
2363
01:41:12.310 --> 01:41:14.840
within a learning management system.
2364
01:41:14.840 --> 01:41:18.010
So what some of the tools that really got developed
2365
01:41:18.010 --> 01:41:19.880
and looked at and enhanced were
2366
01:41:19.880 --> 01:41:22.400
little ways that you might see in social media platforms
2367
01:41:22.400 --> 01:41:25.460
or other ways to drive student engagement.
2368
01:41:25.460 --> 01:41:27.810
So it might sound simple,
2369
01:41:27.810 --> 01:41:29.710
or it might be like little small details,
2370
01:41:29.710 --> 01:41:31.870
but stuff like @ notifications within discussions
2371
01:41:31.870 --> 01:41:33.990
so you can tag users.
2372
01:41:33.990 --> 01:41:36.970
Stuff like emojis and being able to incorporate those
2373
01:41:36.970 --> 01:41:38.640
in like virtual classrooms,
2374
01:41:38.640 --> 01:41:40.840
being able to incorporate those to show
2375
01:41:40.840 --> 01:41:43.300
some sort of expression within announcements
2376
01:41:43.300 --> 01:41:46.640
and anywhere where you could really post content.
2377
01:41:46.640 --> 01:41:50.520
That is probably in my, I think one of the biggest things
2378
01:41:50.520 --> 01:41:54.810
that we really saw was those little tweaks to help
2379
01:41:54.810 --> 01:41:56.530
bring a little bit of kind of that
2380
01:41:56.530 --> 01:41:58.540
human side to technology,
2381
01:41:58.540 --> 01:42:01.069
or showcase a little bit more emotion
2382
01:42:01.069 --> 01:42:03.260
rather than it just being a blank screen.
2383
01:42:03.260 --> 01:42:05.130
Danielle, Scott, did you kind of have anything to add
2384
01:42:05.130 --> 01:42:06.870
or different thoughts?
2385
01:42:06.870 --> 01:42:10.680
Yeah, I was actually, at the beginning of the pandemic,
2386
01:42:10.680 --> 01:42:13.060
still on our implementation side,
2387
01:42:13.060 --> 01:42:16.150
and I really saw our current clients
2388
01:42:16.150 --> 01:42:18.550
and the ones that were interested in Brightspace
2389
01:42:19.450 --> 01:42:21.110
really gravitate towards us
2390
01:42:21.110 --> 01:42:23.490
because of our social learning tools.
2391
01:42:23.490 --> 01:42:25.610
And that becoming so much more
2392
01:42:25.610 --> 01:42:27.050
of a priority in the learning,
2393
01:42:27.050 --> 01:42:29.700
where you couldn't just rely on static documents
2394
01:42:29.700 --> 01:42:32.620
and the grade book as your main functionality.
2395
01:42:32.620 --> 01:42:36.030
You wanted to add social learning in the core tool suite.
2396
01:42:36.030 --> 01:42:40.030
And so Brightspace has been doing that even pre-pandemic.
2397
01:42:40.030 --> 01:42:42.620
Because our philosophy is to transform
2398
01:42:42.620 --> 01:42:43.930
the way the world learns,
2399
01:42:43.930 --> 01:42:46.760
we don't want to just offer your standard suite of tools.
2400
01:42:46.760 --> 01:42:47.860
We want to give you that,
2401
01:42:47.860 --> 01:42:49.440
but be able to take it to the next level
2402
01:42:49.440 --> 01:42:51.140
with that social learning.
2403
01:42:51.140 --> 01:42:54.320
So incorporating video-based engagement,
2404
01:42:54.320 --> 01:42:56.760
incorporating some of those social-based tools
2405
01:42:56.760 --> 01:43:00.020
like Greg mentioned, the @ mentions in discussion
2406
01:43:00.020 --> 01:43:03.510
and emojis, adding more of that interaction on the widgets
2407
01:43:03.510 --> 01:43:06.610
to actually have conversations happen on homepages.
2408
01:43:06.610 --> 01:43:09.010
Whereas socially interaction,
2409
01:43:09.010 --> 01:43:12.290
socially interacting between instructors, peers,
2410
01:43:12.290 --> 01:43:14.690
it was just so much more of an emphasis there.
2411
01:43:14.690 --> 01:43:16.610
I actually saw an institution
2412
01:43:16.610 --> 01:43:19.010
host conferences within Brightspace,
2413
01:43:19.010 --> 01:43:20.790
where it was a fully virtual conference
2414
01:43:20.790 --> 01:43:22.270
within our Brightspace platform.
2415
01:43:22.270 --> 01:43:24.810
So you can do some pretty powerful things,
2416
01:43:24.810 --> 01:43:27.940
even offer clubs and services
2417
01:43:27.940 --> 01:43:30.340
within our self-registration area,
2418
01:43:30.340 --> 01:43:32.560
where I've actually set it up for you folks,
2419
01:43:32.560 --> 01:43:35.594
I was showcasing it to the student workflows,
2420
01:43:35.594 --> 01:43:38.320
where if I jump into Discover,
2421
01:43:38.320 --> 01:43:41.230
it's going to showcase just some examples
2422
01:43:41.230 --> 01:43:45.800
of how you could tie in that social student life component
2423
01:43:45.800 --> 01:43:48.560
of campus that you miss when you go virtual,
2424
01:43:48.560 --> 01:43:51.223
but actually compliment that in Brightspace.
2425
01:43:51.223 --> 01:43:53.510
So you can have information, social tools,
2426
01:43:53.510 --> 01:43:56.410
video-based content all within the context
2427
01:43:56.410 --> 01:43:58.033
of a club or association.
2428
01:44:02.640 --> 01:44:03.483
Great question.
2429
01:44:04.481 --> 01:44:05.640
I think that was, was that Lisa?
2430
01:44:05.640 --> 01:44:06.493
Great question.
2431
01:44:15.723 --> 01:44:18.120
I did want to touch on Victoria's question really quickly,
2432
01:44:18.120 --> 01:44:19.337
'cause it is such an important one
2433
01:44:19.337 --> 01:44:22.570
and a really strong component of Brightspace,
2434
01:44:22.570 --> 01:44:25.230
and that's standardization and templating
2435
01:44:25.230 --> 01:44:28.260
in course design and course delivery.
2436
01:44:28.260 --> 01:44:29.950
So what we allow you to do in Brightspace
2437
01:44:29.950 --> 01:44:32.520
is build as many unique templates as you need
2438
01:44:32.520 --> 01:44:35.270
for department-specific requirements
2439
01:44:35.270 --> 01:44:36.810
and different programs,
2440
01:44:36.810 --> 01:44:38.462
even different, you know,
2441
01:44:38.462 --> 01:44:41.130
different deliveries of courses like online and hybrid
2442
01:44:41.130 --> 01:44:41.963
and things like that.
2443
01:44:41.963 --> 01:44:43.770
So you can build all of these templates
2444
01:44:43.770 --> 01:44:46.790
that include common elements for really easy navigation
2445
01:44:46.790 --> 01:44:49.170
and standardization of student workflows,
2446
01:44:49.170 --> 01:44:51.670
but then allow faculty to put their own voice into it
2447
01:44:51.670 --> 01:44:53.730
as far as the actual content delivery goes
2448
01:44:53.730 --> 01:44:55.150
or the assignments.
2449
01:44:55.150 --> 01:44:57.490
But you can also standardize and template
2450
01:44:57.490 --> 01:44:59.950
right down to that content and assignment level
2451
01:44:59.950 --> 01:45:02.950
so that you could give an adjunct or part-time faculty,
2452
01:45:02.950 --> 01:45:04.330
a prebuilt course in a box
2453
01:45:04.330 --> 01:45:06.900
with everything they need to teach the course
2454
01:45:06.900 --> 01:45:09.460
without them having to know all of these different tools
2455
01:45:09.460 --> 01:45:12.550
of how to build things and load in those assessments.
2456
01:45:12.550 --> 01:45:14.480
They're ready to go day one.
2457
01:45:14.480 --> 01:45:16.730
And I'll add one final component to that,
2458
01:45:16.730 --> 01:45:20.420
and that is we've actually built some templates for you
2459
01:45:20.420 --> 01:45:22.010
that you can use as an institution.
2460
01:45:22.010 --> 01:45:25.200
So part of our instructional design team
2461
01:45:25.200 --> 01:45:27.370
work the last little while is helping us build out
2462
01:45:27.370 --> 01:45:28.950
these really nice templates
2463
01:45:28.950 --> 01:45:31.300
for kind of like basic course usage
2464
01:45:31.300 --> 01:45:33.610
to kind of a standard course delivery
2465
01:45:33.610 --> 01:45:36.930
and online right to like a more advanced course application.
2466
01:45:36.930 --> 01:45:39.320
And we can give you these templates as a starting place.
2467
01:45:39.320 --> 01:45:41.850
So you could customize them with your own branding
2468
01:45:41.850 --> 01:45:44.340
and change things around based on what we've given you,
2469
01:45:44.340 --> 01:45:47.020
and then you can push that template out to everybody.
2470
01:45:47.020 --> 01:45:49.110
Because, yeah, Victoria, that is such an important piece.
2471
01:45:49.110 --> 01:45:52.000
Students are often frustrated about
2472
01:45:52.000 --> 01:45:53.110
every course looking different.
2473
01:45:53.110 --> 01:45:54.213
I don't know where to find my things.
2474
01:45:54.213 --> 01:45:56.840
I don't know where to get to my resources.
2475
01:45:56.840 --> 01:45:59.380
So templating has become so much more important
2476
01:45:59.380 --> 01:46:00.780
over the last 18 months,
2477
01:46:00.780 --> 01:46:03.923
and again, really core to what we do in our system.
2478
01:46:18.450 --> 01:46:19.627
Danielle, there was a question.
2479
01:46:19.627 --> 01:46:20.840
I'm not sure, you're still on mute,
2480
01:46:20.840 --> 01:46:21.770
just in case you're coming off.
2481
01:46:21.770 --> 01:46:24.000
There was a question about recording your screen,
2482
01:46:24.000 --> 01:46:26.540
so I'm not sure if we wanted to quickly cover
2483
01:46:26.540 --> 01:46:28.040
Virtual Classrooms.
2484
01:46:28.040 --> 01:46:33.040
Yes, so I'm just gonna toggle over a screenshot
2485
01:46:33.130 --> 01:46:34.980
of what that virtual classroom looks like,
2486
01:46:34.980 --> 01:46:37.620
just so we can see what it would look like
2487
01:46:37.620 --> 01:46:40.330
with students and instructors in it.
2488
01:46:40.330 --> 01:46:42.220
But you would have this same interface
2489
01:46:42.220 --> 01:46:45.230
if you launched a virtual classroom session.
2490
01:46:45.230 --> 01:46:47.230
Right within the tool set in Brightspace,
2491
01:46:47.230 --> 01:46:50.520
you can have some webcams on a screen-share,
2492
01:46:50.520 --> 01:46:53.070
your similar capabilities of muting and unmuting
2493
01:46:53.070 --> 01:46:55.150
with camera and audio,
2494
01:46:55.150 --> 01:46:57.023
and then you'd have a chat as well.
2495
01:46:58.010 --> 01:47:00.820
So some of those core workflows that we're used to
2496
01:47:00.820 --> 01:47:02.760
in a lot of the web conferencing tools.
2497
01:47:02.760 --> 01:47:05.430
We do have this out of the box tool set
2498
01:47:05.430 --> 01:47:07.180
if you wanted to leverage that.
2499
01:47:07.180 --> 01:47:09.210
But we can also, like we've mentioned,
2500
01:47:09.210 --> 01:47:11.350
integrate with a lot of those
2501
01:47:11.350 --> 01:47:14.370
third-party web conferencing tools as well.
2502
01:47:14.370 --> 01:47:15.900
Yeah, and I think this really speaks to
2503
01:47:15.900 --> 01:47:18.190
Lisa's question about the evolution of Brightspace
2504
01:47:18.190 --> 01:47:19.850
during the pandemic.
2505
01:47:19.850 --> 01:47:21.850
Tools being used in ways we never thought of,
2506
01:47:21.850 --> 01:47:24.450
and the Virtual Classroom tool, as mentioned,
2507
01:47:24.450 --> 01:47:26.410
is a core function to the system.
2508
01:47:26.410 --> 01:47:28.720
It's not an add-on service.
2509
01:47:28.720 --> 01:47:31.860
But what it allows or what we've seen faculty doing
2510
01:47:31.860 --> 01:47:33.390
is using this for both synchronous
2511
01:47:33.390 --> 01:47:35.200
and asynchronous course delivery.
2512
01:47:35.200 --> 01:47:36.660
So as you can see here, with the ability
2513
01:47:36.660 --> 01:47:40.120
to share your desktop or share a presentation,
2514
01:47:40.120 --> 01:47:42.160
and you can whiteboard on all of this.
2515
01:47:42.160 --> 01:47:43.630
What we saw a lot of faculty doing
2516
01:47:43.630 --> 01:47:46.480
was using these as sessions with just themselves.
2517
01:47:46.480 --> 01:47:49.290
So putting up their PowerPoints or their screen,
2518
01:47:49.290 --> 01:47:52.580
doing a lecture capture and recording their voice
2519
01:47:52.580 --> 01:47:55.472
as they're going through the presentation,
2520
01:47:55.472 --> 01:47:56.840
using the whiteboarding tools to mark that up
2521
01:47:56.840 --> 01:47:59.250
and then sharing that recording with students.
2522
01:47:59.250 --> 01:48:01.380
So when you're done these sessions,
2523
01:48:01.380 --> 01:48:02.800
it's shared as a link within the course,
2524
01:48:02.800 --> 01:48:05.710
and you can even download that as an MP4 to upload,
2525
01:48:05.710 --> 01:48:08.020
but this tool is really allowing you
2526
01:48:08.020 --> 01:48:09.640
to take those virtual lectures
2527
01:48:09.640 --> 01:48:12.200
and leverage that right within the platform,
2528
01:48:12.200 --> 01:48:15.070
as I mentioned live, or as a prerecorded element
2529
01:48:15.070 --> 01:48:16.520
to share with students after.
2530
01:48:23.760 --> 01:48:24.593
Fantastic.
2531
01:48:24.593 --> 01:48:25.743
Any other questions?
2532
01:48:42.535 --> 01:48:45.610
Well, I will commend the teams here,
2533
01:48:45.610 --> 01:48:48.100
the organization of this committee,
2534
01:48:48.100 --> 01:48:50.290
and the folks who were engaged in this call.
2535
01:48:50.290 --> 01:48:53.930
It truly was fantastic to see this level of engagement.
2536
01:48:53.930 --> 01:48:54.973
It really speaks to how much you care
2537
01:48:54.973 --> 01:48:57.290
about your learning delivery.
2538
01:48:57.290 --> 01:49:00.900
That was really cool, Scott, to see your applause there.
2539
01:49:00.900 --> 01:49:03.890
So I really just have to echo what I said this morning,
2540
01:49:03.890 --> 01:49:05.950
that this was fantastic to talk to you folks
2541
01:49:05.950 --> 01:49:07.350
and hear all your questions.
2542
01:49:12.300 --> 01:49:14.173
Thank you so much for your time.
2543
01:49:16.570 --> 01:49:18.160
I'm hesitant to leave early,
2544
01:49:18.160 --> 01:49:20.710
but it looks like things are quiet.
2545
01:49:20.710 --> 01:49:21.810
I know it's Friday
2546
01:49:23.510 --> 01:49:24.480
and it is four-
2547
01:49:24.480 --> 01:49:25.313
Oh, a new message.
2548
01:49:25.313 --> 01:49:26.193
Is it a question?
2549
01:49:28.180 --> 01:49:29.520
No, it's a thank you, all right.
2550
01:49:29.520 --> 01:49:32.790
I think we can take the cue from our participants
2551
01:49:32.790 --> 01:49:35.580
that we are indeed at the end of the presentation.
2552
01:49:35.580 --> 01:49:38.610
So again, I just want to thank you folks
2553
01:49:38.610 --> 01:49:41.870
for showing up this this afternoon.
2554
01:49:41.870 --> 01:49:45.060
It was really wonderful to see the range of questions
2555
01:49:45.060 --> 01:49:47.310
and you're really thinking hard about this,
2556
01:49:47.310 --> 01:49:49.890
and we do appreciate it.
2557
01:49:49.890 --> 01:49:51.520
If you could please just take another
2558
01:49:51.520 --> 01:49:53.420
either five minutes right now,
2559
01:49:53.420 --> 01:49:56.270
or sometime in the near future and fill out that survey
2560
01:49:57.380 --> 01:50:00.023
that's on our blog site, we would appreciate it.
2561
01:50:01.950 --> 01:50:04.390
Alex, would you mind putting that in the chat?
2562
01:50:04.390 --> 01:50:05.400
Thank you.
2563
01:50:05.400 --> 01:50:08.140
And to the D2L team, thank you so much for your patience
2564
01:50:08.140 --> 01:50:12.347
with all our questions and answering them so elegantly.
2565
01:50:13.505 --> 01:50:15.773
And so thank you for your time.
2566
01:50:16.720 --> 01:50:17.830
Yeah, absolutely.
2567
01:50:17.830 --> 01:50:21.050
And Wendy, Alex, the UVM body and all,
2568
01:50:21.050 --> 01:50:22.860
thanks so much for organizing this week.
2569
01:50:22.860 --> 01:50:25.210
I know it was probably a lot of work to put together,
2570
01:50:25.210 --> 01:50:27.600
but the questions and everything that was asked,
2571
01:50:27.600 --> 01:50:29.640
all sessions were great.
2572
01:50:29.640 --> 01:50:31.930
We were so happy to be here and we really look forward
2573
01:50:31.930 --> 01:50:36.233
to continuing the conversation as the coming weeks follow.
2574
01:50:37.070 --> 01:50:38.500
Right.
2575
01:50:38.500 --> 01:50:39.950
Yes, thank you all so much.
2576
01:50:41.083 --> 01:50:43.211
Have a wonderful weekend, everyone.
2577
01:50:43.211 --> 01:50:46.170
And then Greg, you will be sending it back
2578
01:50:46.170 --> 01:50:49.239
to Deb Harvey, the list of questions
2579
01:50:49.239 --> 01:50:51.050
that you're doing a little bit of additional research,
2580
01:50:51.050 --> 01:50:51.883
is that right?
2581
01:50:51.883 --> 01:50:52.900
Yes, absolutely.
2582
01:50:52.900 --> 01:50:54.940
So we'll compile the questions for both the morning
2583
01:50:54.940 --> 01:50:55.900
and afternoon session,
2584
01:50:55.900 --> 01:50:59.070
and we'll send those over to Deb with our responses, okay?
2585
01:50:59.070 --> 01:50:59.903
Great.
2586
01:50:59.903 --> 01:51:00.890
Thank you so much.
2587
01:51:00.890 --> 01:51:01.723
All right.
2588
01:51:01.723 --> 01:51:02.719
Thanks everyone.
2589
01:51:02.719 --> 01:51:04.070
Have a great weekend.
Take care.
2590
01:51:04.070 --> 01:51:04.903
Thank you.