-: And just a reminder that the only contact
that we're able to have with the vendor
is during this open session.
So if you have questions that come up afterward,
you can funnel those to myself or to Wendy,
and then we can get those through purchasing
and routed over to the vendor
to respect the integrity of the RFP process.
The format we'll be following today
is we'll have a 15-minute or so introduction
from the Canvas team.
And then we'll be going into the use cases
that were provided to the team ahead of time.
So these use cases, I'll post a link to those.
Those are on the blog here.
Okay, so the use cases consists of typical situations
that UVM Faculty might use the LMS.
So they represent different situations
that we have called from the focus groups
and the feedback that we've received
as we've developed this RFP.
So you can refer to those by looking at the URL
that I just put in the chat.
The other thing that is at this URL
that I wanted to direct your attention to
is the feedback survey.
And this feedback survey is linked here,
you can fill it out during the session or afterward,
but that kind of information is really valuable
to the coordinating committee, as we compile the impressions
of all the folks who have attended the different demos
throughout the week.
And let's see, so 15-minute intro, 60 minutes on use cases,
and then we'll allow about 45 minutes at the end
for question and answer
and you can also put questions in the chat as we go along.
And I will now turn it over to the instructor team
to introduce themselves.
And take it away, Dave and Amineh. Thank you.
-: Awesome, thanks Alex.
Thank you everyone from the University of Vermont
for giving us your time here on a Friday.
I know it's been a long week.
You've probably are at 60, 70 hours of work at this point.
So the fact that you're spending
your remaining couple of hours with us does mean a lot.
So thank you for giving us this opportunity
to present to you today.
I am still trying to share my desktop.
There it is. Can you see it?
-: I can see it, Dave. -: Awesome, thanks Amineh.
What we're gonna do today is just go through...
Hold on.
Try it one more time. I don't know why that did that.
Brand new laptop, gotta love it, right?
So let me minimize that, let me bring over what I have,
try this one more time.
now, Amineh, I'm seeing you, for whatever reason,
when I'm pulling up the other one.
Technical difficulties, everyone,
on the very last presentation of the day.
There we are.
Now, it was when I went full screen and jumped out.
Let's try this one more time.
How about now? -: Yeah, good Dave.
-: Yay, all right, finally, #workedforanedtechcompany.
So anyway, my name is Dave Trygar.
I'm the regional director of partnerships here
for the Northeast portion of the U.S.
I'm just outside of Philadelphia,
I have a couple of UVM alums
that live a couple doors down from me, actually.
My job today essentially is to MC, if you will,
and lead the way over the next couple of hours
of this presentation, be the main point of contact
for this RFP, internally here at Instructure.
But a large chunk of what we're going to do today,
after I get done with the introduction,
is gonna be spent with Amineh
to go over the Canvas Learning Management System,
both from a functional and technical side of things.
Amineh's our senior solutions engineer,
has been working with me directly
for the last couple of years, been a great teammate,
and we are here as your resource for all things Canvas
going forward into this presentation.
Amineh, you just wanna introduce yourself here real quick
before we move on.
-: Yeah, good afternoon, everyone,
nice to be with you all here today on this Friday.
A little bit about me,
I joined Instructure around two years ago.
I came over from higher education,
where I primarily worked within higher education IT,
as well as being a faculty member.
So I wore a lot of hats in the learning technology
and academic technology domain.
-: Awesome, and there's really no better resource,
and that could be pretty much fact,
but it's definitely my opinion, in this process
because of the hats Amineh has worn,
whether it's instructional design, faculty,
leading this project, that sort of thing.
So for all folks on this call, just understand
you have a tremendous resource,
especially in the world of accessibility and inclusion.
Amineh is our liaison, if you will, in higher ed,
to accessibility in Canvas.
So there's really no one on the team
who knows more about this than she does.
So feel free to call upon that
and any follow up questions that you may have.
So a little bit about a background about Canvas
and Instructure as a whole,
for those who may not be familiar,
this started off as an ed-tech project
with a couple of engineers in Utah.
And the whole idea was, how do we take something
that's widely used in ed tech and make it better?
Now, engineers can easily just say, "Easy,
I'll put together this LMS, we think what's gonna be better,
and here are the efficiencies and yada."
We, the two who did it, stopped and said,
"Let's engage the community, let's talk to students,
what makes for a great experience?
Faculty, what makes for a great experience?"
And that's all things delivering content,
working in gradebook and all of that."
And this works all the way up into leadership.
And we think about the chief tech officers
and the chief academic officer or provost or president,
what does the LMS mean to you?
And how does that work
in the realm of institutional research
when we're trying to better our university as a whole
and make students more successful?
That basically is what Canvas is all about.
And we've stuck with it for the last 13 years,
and there's no reason to change that equation,
even though that now we are the leaders in higher education
by the number of implementations and the number of students.
So we employ roughly 1,100 folks globally, I am one of such,
we have about 6,000 implementations globally,
in higher ed, K-12 and corporate.
As a matter of fact, K-12 has really grown a ton,
just in the last 20 months alone.
And again, we continue to move up every single year.
As a matter of fact, those who have adopted Canvas
are still with us today.
So the original ones in 2008, 2009,
they've been with us from the beginning
and they're here with us today.
So again, those who come to Canvas have stayed with Canvas.
And that's amounted to about 30 million users worldwide.
The one bullet, I wanna explain this, 100% native SaaS.
So what does that mean?
It means you wouldn't have to worry about
someone shutting down the LMS over the weekend for updates.
It means that if it crashes, it may take a little time
to fix that, or get a bug fixed, put together,
we do all of that on the fly.
And odds are,
if there's an improvement going on in the backend,
you won't even know about it.
We can fix things in the gradebook
while you're actually working in Canvas Studio
or anything else in Canvas.
So that's a beautiful element.
But if you also think about what was happening in 2008,
we were going through a recession,
the iPhone was coming out, Android was out,
the operating system for Google, phones, iPads,
all this stuff was coming out.
So the whole idea was if I was doing something
on a platform somewhere else,
to be able to use it on my device is really important.
So to be able to leverage that continuity and that parody
is something that we have delivered
in the way we build our code.
So it's not as if it's an iterative process
and now we have to back retrofitted, if you will,
or square peg round hole.
Unfortunately, that's what most of higher ed
is using outside of Canvas.
What we have is a 100% native SaaS
and our code is built out of such.
Stability and burstability, I'll show you that in a second,
but basically concurrent usage.
So when we think about that first Monday of classes,
first week of classes, everybody, not just UVM,
but everybody is pounded on the system really hard
to have very minimal page slowdowns and no crashes
because of the way we support everyone,
through our AWS redundancy and scaling, that's how we do it.
When the pandemic first started
and we got to late March, early April,
and everybody was jumping on and doing this online,
we supported over 6 million at one time,
and we did it day in and day out for weeks.
So it's not a one-hit wonder,
and then things regress a little bit to a later use,
that can't happen, but the fact that we can be stable
and be able to scale, is really important.
And that's why the largest schools
and the most prestigious schools and the biggest programs,
even ones that have non-degree programs
that sometimes they need for revenue generating,
they trust it all with us.
So whether that's an Ivy League school, a state system,
a California OEI, the community colleges,
they're all on Canvas, it's 1.2 million students.
Virginia Community College System also,
but larger universities like UVA, for example,
or perhaps even Cornell, or what have you, you get the idea.
They trust Canvas.
It's not that we made in the best,
it doesn't work that way, but they trust us,
and that is a major undertaking.
But we have the Public Ivies covered as well,
although that list flexes a little bit,
depending on how you argue, but these are the staples,
UNC, UVA, Georgia Tech, UCSD, Michigan, so on,
have all trusted Canvas.
Virginia, we don't have the full institution,
but colleges have adopted Canvas over time.
UNC, same thing, not the primary LMS,
but we have seen on their project website,
that day is coming sometime in the next 12 months.
So we have seen more folks go to Canvas,
and we're really excited about it.
But you'll notice, again, as I mentioned,
those who come to Canvas and stayed with Canvas,
what you see here on the left is the Legacy LMS,
so where you've come from,
it's almost like the home you used to live in,
and here is the home where you moved to.
And you could see...
Again, a lot of Blackboard folks
will come over to Canvas and otherwise.
We've seen Blackboard folks go somewhere else
only to end up coming back to Canvas at some point.
And the reason why is the barrier of entry.
And what that means is, if it's tough to adopt something
and use it and having as part of your life every single day,
and it's not really a great technology,
it's actually prohibitive in some ways.
So what we wanna do is empower faculty to take on the LMS,
build their content, make it robust,
which by the way, Amineh's gonna show you
how easy that is to do.
That means students are gonna use it more.
And we'll show you how they use it later on.
So to make it simple yet, on that same scale,
we can balance it with agility and power.
So to be able to move quickly
on the back end or on the front end,
and make it powerful with those deep integrations.
So if you're using these third party tools
through a building block or an LTI,
we'll make it even stronger.
We have an open platform, an open API.
And what that basically means
is that the third party providers
can leverage how open our structure is
to build more features and functionality from those tools.
So a lot of times, our tool's the first one that gets built,
and it is the most powerful one.
As far as the privacy and security of your student data
and the university as a whole,
our chief privacy officer, Daisy Bennett,
is on record saying, "Hey, privacy and security,
it's a fundamental human right
that should not be really an argument
on how private something is, the door should be locked.
And the only person who should have access to that
are the students or anybody else who has at the university,
as long as it follows FERPA."
As far as security is concerned...
Again, we have all the documentation
to back that up as well, and we can have further calls
if the committee sees that fit.
But I've been a professional for about 26 years now.
I've never worked in an organization that has the culture
and the people and the awesome community
and higher education that we have here at Instructure.
I love it every single day,
I hope it's where I get to be for the rest of my life,
and it's a really great place to be
where everyone has a seat at the table, we all get to talk,
it doesn't mean someone can't be critical,
but we respect each other,
but we move higher education forward.
And that's a big deal.
So at that being said, accessibility, a numero uno,
when it comes to features, facets, functionality in Canvas,
which also opens the door to inclusion as well.
So equitable education,
making sure everybody has a seat at the table
is really important to us.
We wouldn't be doing our due diligence here
if we weren't opening those doors.
We meet students where they learn,
whether it's on again, a laptop here
on a traditional web browser or on my phone or on my iPad,
to meet students where they are, no matter what.
And again, those powerful integrations
are really important as well.
So again, I'll say it,
institutions who have joined the Canvas community
have been with us from the very beginning.
And we have partners who're not exactly doing
exactly line-by-line what UVMs trying to do,
but in the realm of student success
and moving these programs forward, making it easy,
getting off something old and something that's innovative
and can take you forward, we've done this,
we've done more migrations than anybody else.
The barriers are low, the adoptions are high.
We had a 90% adoption rate prior to the pandemic.
I'll say it again, 90% adoption rate prior to the pandemic.
And that's an average.
I spoke with a CIO of another research,
one institution in the Northeast.
We were going over some of the data
that they had extracted out of Canvas,
and their adoption rate was almost 98%.
I was blown away by that, but that's really impressive.
But again, if we have everybody in here using it,
and it's helping students become successful
for that next chapter in life,
success for the student translates
into success in the programs
and success for the University of Vermont.
So that's something that we really take seriously.
So we view our infrastructure.
We have our backend supported by Amazon Web Services.
And we view this as...
I know somebody who might be chuckling
seeing the Maytag repairman,
but that's essentially what it is.
It doesn't go down and it stays supported.
This is a view...
And I actually have a view from a year ago.
I can actually pull up the new view too if you wanna see it.
This is Ohio State University's instance.
This is available publicly to you, by the way,
if you go to status.instructure.com
and then type in this URL,
you'll see what Ohio State looks like right now.
This shows you what the uptime looks like,
what the stability looks like,
how heavy people are hammering,
and maybe, just, maybe there's a media tool.
That's a little slow, and it's gonna mark it in yellow.
So they have that transparency for the it admins,
and even for you as faculty.
Hey, what's going on over here? I can dial that in.
You can look at it yourself.
So I wanna give you an idea about how transparent we are,
not just in the information here, but as a company.
We're very open, we wanna tell you everything
that we have going on.
But one thing is for certain...
Again, those first weeks of classes and those heavy times,
where everybody's in it, finals time, for instance,
we are asking for more power from AWS
before we need that power from AWS.
It's a little predictive.
So this is a curve of the load that we've had in Canvas.
This is what was requested,
and this is eventually what we got.
Because of those loads coming,
we are able to predict ahead of time
and to make sure that things don't slow down,
not say they never do, you know, it's a tech,
it's going to happen every now and then.
But if it ever goes down, chances are
your streaming apps are gonna go down,
your YouTube is gonna go down, Netflix is gonna go down,
Pandora and so on, you get the idea here.
What we don't wanna do is have technology be the barrier
for students to be successful.
So for faculty, you have a lot.
You have a lot going on, you have a lot to do,
and you're being asked for more and more every day,
but don't have the time, because, let's face it,
just 'cause you have more to do
that means you have less time to do it in.
24 hours with a lot more to do gives you less time.
And fewer resources sometimes.
So now we have students
who have to get that real-world experience in other areas.
So let's do this, let's give students the power to get in,
give you the tools that you need to be successful,
and then open the doors to workplace readiness,
career readiness, through the eyes of Canvas.
And we can do that,
especially when it comes to your corporate partner.
So, really cool ways that we can do that.
So for faculty to learn Canvas is not that hard.
The CIO at Temple University, we did an interview with her
and that's available on YouTube, by the way,
if you just wanna type in Canvas, Temple University,
you could view it for yourself,
she said, "We expect a 15% uptake of Canvas
during the pilot period."
So they just said, "Hey, for those of you wanna use it,
try it out."
They had 80% of their faculty teaching that semester
who used Canvas.
So they had a transition period and they jumped in.
So students, they're gonna take to it.
I know it's as fish to water,
but I don't know a better analogy to say this.
It's like crawling and walking and running.
It happens rather quickly.
So it was pretty seamless for students.
And we know by the way, because, and I'll use an example,
I have a niece and nephew at Penn State
and I have a nephew who's at UNC.
UNC is about to go to Canvas.
He was using Canvas in high school.
My niece and nephew in a school district here
in the General area, West of Philadelphia.
They both used Canvas in their high school
and now they're using it at Penn State.
So for them to comment and say, "Hey, Uncle Dave,
they're using Canvas at Penn State,
I'd nothing, nothing to learn. It was easy, we loved it."
For students to rave about something that's educational
and technical and everything, I think is just great.
So that's a really great real time story
that I wanted to share with you.
So why is this?
Well, we know three things, Canvas can be really engaging.
And Amineh's it's gonna show you
how we can really get the engagement
and put the thrusters on there.
We make it simple, we give you a great ways
to edit your content, connect tools, record videos,
get data, all that great stuff.
But reliability,
nobody wants to write that email then it's down.
Nobody wants to say we're shutting things down
for the weekend for an upgrade, nobody wants to do that.
So you don't have to do that.
So that's the beauty
of being in a software as a solution, or SaaS.
So Canvas meeting students where they live.
We do that through two windows, number one,
a mobile application that is highly rated,
not only on the App Store, but in Google Play.
Don't forget faculty, we have your cover too.
And about 10 or 11 percent of students
wanna use the mobile browser,
at least when they're spending some time
in the mobile browser,
we know most of them are gonna go to the app.
So to have responsive design within the mobile browser,
we have that, especially when it comes for accessibility,
low vision, if you need it for screen readers,
so on and so forth, we have it available in Canvas,
as part of a responsive design.
But as far as the app is concerned,
we know the vast majority of students
are going to use the app.
So again, responsive design,
and a highly-rated app in the App Store.
So here's the responsive design piece.
Again, whichever way you turn your phone or your BYOD,
it's going to adjust and it's going to fit,
and it's going to organize accordingly to what you see here,
and it's going to do it pretty nice and pretty intuitively.
What you'll notice here,
the parody between what it Amineh's about to show you
and the mobile environment, it's not a recode or rehash,
the two are done in tandem,
and they were basically stress-tested for this reason.
So again, students, most of them have a smartphone app,
whether it's 97 or 98 percent, we're splitting hairs,
but I wanna call this out.
The Canvas Student App has 2.2 million ratings
and millions of downloads.
Canvas Teacher App, again, we have parody
with the Faculty function,
so we have it in a Canvas Teacher App.
You can download it now.
And by the way, if you want to test it out
as part of the sandbox,
which is a site that we set up for UVM.
If you wanna test it out, you can use it to test out mobile.
You'll notice we have 2.2 million ratings
for the Canvas Student App.
That's more than our competitors have in downloads alone.
So if you can think about how often you've rated something,
it doesn't happen that often probably,
to have 2.2 million ratings is a really big deal.
And it's 4.7 out of five, which is about as good
as you get with a sample size of 2.2 million.
So again, students rave about it,
but you'll see the parody in the app,
similar to what Amineh's gonna show you.
That includes the widgets that go on your homepages,
the communication,
the push notifications just show up on your device.
And yes, faculty,
we're gonna show you an element called the Speed Grader,
this is an example, where you can actually draw,
you can annotate, you can comment, you can communicate,
you can put rubrics in, you can reassign,
you can do all of that,
and get an easy entry to the gradebook too, by the way.
So let's talk about our cultural differentiators
and then we'll move on to the presentation.
We leave everyday live every day by 3Cs,
culture, Canvas, customers.
That's backed up by the values
that we bring to the table every day.
So ownership, when we say we're going to do something,
we do it, we blog a lot on our website
about what we are looking to accomplish,
what our future holds, things that we truly believe in,
what we're hearing from the community.
We take that on,
and when we say we're going to do something,
we're going to do it.
Obviously we're open,
we're very open folks here at Instructure,
our structure in Canvas is open.
And by the way, because of that openness
and that great ownership, you make great relationships,
even take this part out of it.
You know a lot of people
who do what they say they're going to do,
and they're very open about it, and they're ethical,
those are really great relationships that you have.
But we don't wanna overthink it,
we don't wanna over-complicate it, we keep it simple.
And so one thing is, you'll hear from us.
We try to come up with simple solutions
to some very complex problems.
And that's basically what we live by every single day.
Community and members, we have 30 million users globally.
I checked it this morning, and I should update it.
I only updated this three weeks ago. I had 1.2 million.
We now have 1.4 million members in the user community.
What does that mean?
Faculty admins, everyone is using Canvas,
this is where you go to ask questions about,
hey, I'm doing this and we're integrating,
what do you think about this tool?
And have you tested it out with this?
Obviously we have a knowledge base,
obviously we have support, we'll help you there.
But if you ever want to see
how someone else is doing something
similar to what you're looking to accomplish,
we have 1.4 million other best friends.
And by the way, our conferences that we do every year,
this is where people come together for the family reunion,
and it's cool, it's called InstructureCon.
So we have a few thousand people that come onsite,
or last two years has been virtual.
The last one we had on site was a Long Beach,
but I'm excited about what's ahead for next year.
We did CanvasCon online, we did InstructureCon online,
They're pretty much one in the same.
Their ed tech conferences is a little bit of Canvas,
but specifically ed tech.
On the left, this is a student from Cornell University
who was interviewing will.i.am,
if you're familiar with him.
So to have students involved in our community
and to have the people at the forefront of education
and technology and STEM, speak about their experiences
and sharing that with others in higher ed, that's powerful.
So I have links to these, by the way,
if ever wanna check them out, just let me know,
I'm happy to share them with you.
We have people tweeting about us all the time,
including things like, "Hey, if you get an assignment done
and you get the confetti, love the confetti."
This wasn't intentional, this was just teed up here,
but you have people who'll ask us about Canvas
and saying, "What a great experience that they are having!"
But when we think about it, there's more to it.
The world of higher ed is bigger than we are at Canvas,
even when we have the sum of all of our parts.
So what we try to do
is make sure that we are keeping our ear to the ground,
listening to what folks are saying in higher ed,
and sharing that for the greater good.
And it also helps us keep our campuses
pointed in the right direction.
We just did a second iteration
on the state of student success
and engagement in higher education.
It's a free paper, google it,
you could download it, read it for yourself.
I wanna say it's about 50 odd pages,
but there are six summaries that are in there,
which I think are really great, especially when it comes to
making sure we're getting the students where they are
to give those who may not have the resources available
to get to you, and reaching out a little bit farther
than you have before.
Canvas actually specializes in that anyway,
but it does give you some idea of what 8,000 or 9,000 folks,
who are educators and students and others, have to think.
So they're not our opinions,
these are what other folks have stated
as far as the study is concerned.
So I'm gonna back out of the demonstration here.
I'm gonna move it over to Amineh,
for the bulk of our presentation today, Amineh.
-: Thank you, Dave.
So I'm just going to share my screen
and I do want to address
just a little bit of what is in the chat
and perhaps we can leave it till the end,
when it comes to integration with Canvas.
Now, Canvas is an open, standard-based architecture,
so yes, we support many of the LTI formats
that are going to be existing,
1.3 being probably one of the more recent
that does allow for a higher level of depth for integration,
much of the time, and we're thinking about the Canvas API,
so the ability to connect with Canvas can be deep.
And it's really at times
at the onus of a third party company,
in order to integrate with us.
We definitely have a very sound Partnerships team
that we work with, in terms of combining engineering efforts
to ensure that this does occur, but at the same time,
sometimes we really have to look at
what these third party companies are doing
in terms of their level of development,
their level of effort, and the reasons why they would want,
or not want to put some of their proprietary content
into a learning ecosystem.
So perhaps we can have more of a conversation on that
later on.
And Dave, as well, perhaps send over some use cases
when it comes to faculty adoption
and faculty sentiment of Canvas itself.
Now I do want to get into the first use case of the day.
What I will put into the chat very, very briefly
is a link out to all of the use cases
that I have responded to.
In this regard, I do it,
not only because it's an accessibility-helpful document,
but as well, if we don't get to all of these cases
within our presentation today, because there were several,
you're gonna have something to refer back to.
Now speaking to Use Case 1,
it's essentially how we're going to be able
to build content in Canvas, as an instructor.
So if you've never seen Canvas before, welcome to Canvas,
I'm logged in as an instructor
and as a system administrator.
The first thing that you're going to be presented with
when you're logging into Canvas is your dashboard.
And your dashboard really is your launchpad
into all of the areas that really require
and need your focus as a faculty member.
The first is going to be
all of your focus in on student assessment,
and the capabilities to give feedback.
So what this to-do list over on the right-hand side
is going to tell you
is how many students have been submitting assignments,
and it's going to offer you quick links
out to each individual assessment
so that you are going to be able
to grade the students very, very quickly
without having to go into a course.
The one component of Boat Canvas
that, really, you should keep top of mind
is that the design is simple, it's very human centered,
we take a very empathetic approach to the design,
and we just want to make sure
that nothing is nested or hidden,
that everything in terms of what you're seeing
is fairly obvious.
Now, when it comes to
all of the courses that you may be enrolled in,
they're always going to be front and center,
you're gonna be able to reorder and organize them,
change up the color, even nickname this,
all of these visual cues and organizational tidbits
throughout the environment, are going to follow you.
So that's one aspect of customization
that a lot of our users really appreciate,
especially too, if you're using the Teacher App.
So the Teacher App is going to inherit all of the logic
that you would put within the desktop
when it comes to those visual cues
that are important to you.
Now, over on the left-hand side,
we have our global navigation menu.
And this global navigation menu is really going to allow you
to moderate and further customize
your experience within our learning platform.
A couple of areas to take note of
that are really quite popular for faculty and for students
is our capability to set up
your own personal notification preferences.
Notifications can be set universally for yourself,
or you can have different notifications, per course,
that you are teaching.
You will be able to also set up the cadence of notifications
very simply within here.
So if you want aggregate notifications
at the end of the week or at the end of the day,
depending on the learning activity taking place,
you most certainly will be able to do that.
And you're gonna be able
to set up your own personal communication channels.
It might be your UVM email,
but maybe you want push notifications to your phone,
or you want a secondary email address within the system,
that is all going to be very viable for you to do.
And again, before we get into the full content build,
I would be remiss if I didn't show you
one of my favorite tools in Canvas itself.
This tool really saves quite a lot of time
when it comes to date management or event management
within all of the courses that you're going to be teaching.
So essentially, the Canvas Calendar is going to offer you
an aggregate view of all of the due dates,
personal to-do list items, events,
office hours that you might have,
taking place all in one area.
This calendar will allow you as well to inline-edit
any of the assignment is instructions
that you may have already created within a course.
So let's say, for whatever reason
you made a spelling mistake in something,
or you wanted to change up the framework for an assessment,
you'll be able to go in and edit that information inline.
And then that would be available to your students,
so it's very easy to do.
And there are many faculty members that I have worked with
who tend to do a lot of course management
right from the calendar,
which is why I tend to showcase and highlight it
at the beginning.
Something else that's really key
in terms of just general date management.
Let's say I'm teaching a class
and my students are not mastering the content,
and I know that I need to push a due date,
maybe a little bit forward for them,
to give them more opportunity.
In order to do this in Canvas, it's very easy.
All that you need to do is simply click
on the particular area that you want to move,
and move it over.
So I'm moving an assignment that was once due on the 22nd,
and it will now be due on the 24th.
So what's happening retroactively now is that that due date
is being changed in the assignment itself,
it may also be changed in the syllabus
if you're using the Canvas Syllabus,
and your students are also going to get a notification
telling them that their due date has changed.
But because our system was built
knowing that humans are fallible, we make mistakes,
especially when we're working with software,
notifications won't be pushed out to your students
until after 15 minutes of this action being concrete.
So you know that,
for example, maybe I meant to move it on the 23rd
and I accidentally moved it on the 24th,
that my students aren't going to get inundated
with notifications.
It's already built in that system that way.
-: Oh, go ahead, you're getting right to it.
There were a couple of questions in the chat,
but I'll let you complete this and then I'll step in,
but go ahead, sorry.
-: Okay, sure.
No, of course this is the most popular feature.
Yeah, you can add Calendar in your everyday calendar.
So the Canvas Calendar can go in your Outlook,
and can go in your Google Calendar, your iCalendar.
And what will happen is,
every time there's changes being made to the calendar
or the events that are taking place within Canvas,
it will be articulated in your everyday calendar.
So we know that most folks
only really wanna manage one calendar at a time,
this will allow you to do that.
Another question that we get is,
is there a two-way synchronization that takes place?
You know, if I make changes in Outlook,
is that going to also change in Canvas?
The answer is no, so it's just a one-way push
from Canvas into your preferred calendar of choice.
And this is something
that your students also have access to,
so it's a popular function for students as well.
So Dave, I'll leave it to you if there were any questions.
-: Yeah, we answered Luke and Susan Murray's right there.
Luke and Susanmarie, before I assume
that we answered your question,
I wanna make sure that we do,
that it's easy to export the calendar feed
into your BYOD,
if you just wanna give me a thumbs up on that.
Meanwhile, going back to...
Luke had a question, number of students submitting,
it shows us an integer rather than a percentage.
-: For the number of students submitting,
yeah, it's per assessment, if we go over to this to-do list.
So for example, for this particular reflection that I have,
five students have submitted.
So it's not percentage based here, in what you're seeing.
-: So (indistinct) 200 students,
that number is just gonna go to 170?
-: Yes.
-: Yeah, and Luke, the way we set up Canvas, the way it works
is that these are these visual cues,
like those badges you have on your phone.
So if you have, in the App Store,
let's say it has eight apps that need to be updated,
it would just go ahead and say, "Eight."
So you would know what that is.
So this does it not only chronologically,
but helps you understand,
ooh, I've got five papers that I have to grade.
So when you come into an LMS,
you're not necessarily trying to find that next thing to do,
you have those cues to help you to get there.
So I hope that makes a little sense.
-: Yeah, you're not going to see 170 assignments listed here,
it's going to aggregate those assignments,
but you're gonNA have that numerical value
to represent how many there are.
-: Awesome, thanks Amineh.
Justin asked a question,
is there a way to allow guest access in courses?
What are guests able to view and participate in?
And that comes down to...
There's a couple of elements.
There's roles within the actual LMS,
and then there's roles within the course.
Amineh, you wanna comment on that?
-: Yeah, definitely, in terms of guest access,
that's something that is very popular.
Your system administrators would be the ones
who create the custom role
and designate the appropriate privileges
for that individual to come into your course.
Perhaps it's just a guest speaker
and it's a one-time occurrence,
or maybe it's somebody that's coming into your course
who also needs to maybe provide feedback to students.
It really is just dependent on the use case.
Certainly the permissions that exist within Canvas
are very, very granular.
So customization is something
that will be available to you for that.
-: Yeah, and there's certain levels too.
So there's primary roles right out the gate
that can be revised in, I dunno, 80 different ways.
One thing, which especially with the service course,
is when you have hundreds of students
and then you have a TA structure,
is if you have the primary coordinator
and the lead faculty member,
and then the TAs who only have permission to view
and work with that particular section,
you can actually have an eScience
that, that TA would only be working with that group,
would only see their grades and their progress.
So there's ways to even get down to that granularity.
So I know some of you folks
may actually have a lot of students
and trying to figure out that segments with the TA.
So that would basically translate into that use case.
-: Yeah, definitely.
So I really wanna launch into some of the elements
of how you're really gonna be able
to build content in Canvas.
When you first enter a Canvas course,
in terms of the design of the course,
I'm going to be showing you different examples,
it's not at all going to be prescriptive of pedagogy.
So if you're teaching fully online, it's gonna satisfy that.
If you're teaching high-flex or in-class,
and you're only gonna post a couple of documents
in the system, it's going to support you for that.
Certainly, what I find is that a lot of faculty,
when they're first beginning to use Canvas,
they might be teaching in a certain way,
and then they're gonna realize
that the system has a lot of capabilities
that they're gonna be able to leverage.
And they slowly start to adopt them.
So by no means, you have to adopt everything all at once.
What I do want you to take notice of though,
in terms of just the general design, along this menu here,
we can see a lot of functions available to us.
So all of these functions
can be leveraged very easily within your curriculum.
I typically tend to organize the functions
or the learning activities
in something that we have called a module.
And module is just a way for us to organize
all of the learning content that is going to exist
within a particular week that we're teaching,
or maybe it's going to be by topic, concept, subject,
it's really going to be up to you.
So all of the terminology that you're seeing on my screen
is heavily customizable,
and again, related to either particular functions
or documents, files, et cetera,
that I would be adding into the core space.
It's really easy to do this by the way.
So if I just wanna create some general content here,
all I would do is say, "Okay, here's a module.
So I'm gonna store a bunch of content here.
I'm gonna call this Week 1, let's call it Start.
I'm gonna add it to my course,
it's going to fall to the very bottom,
and then I'm going to be prompted
to just drag and drop files
that I might have locally on my computer.
So these could be those PowerPoint files,
they could be PDFs, Word documents, et cetera.
It's just really easy to do this.
So I could even search my desktop computer,
I could add in, maybe this is a lecture note,
very simple to do.
So here I am just adding in a Word document, that quick.
And so from this perspective as well,
let's say it's adopting the file extension,
you wanna change that name,
you can just edit everything within this space here,
and shifted around as you need to.
But our main focus is going to be on rich content.
So the ability to create and build out
a very layered experience for our students.
So I'm going to go over into a content page in Canvas.
And a content page is essentially a space
where I can store curriculum information,
maybe it's going to be some lecture notes
that I've taken from a PowerPoint
and tried to re-envision a little bit more,
layer on a lot of activity, embed my equations,
have video, et cetera.
So I'm taking something
they would have, maybe, had on a PowerPoint,
and I'm just trying to reimagine it in this space here.
In order to do this, we're going to be brought
to a rich content editor.
So when we're thinking about faculty adoption,
and how easy Canvas is to use, what I always say is,
if you know how to use the rich content editor,
you will essentially be able to do anything in Canvas.
It truly is the golden key to content development,
to assessment creation of any kind.
So if you know how to use this,
you're gonna be able to build a test,
you're gonna be able to build an assignment,
an announcement, a discussion board post, and so forth.
Now, this rich content editor, or WYSIWYG Editor,
what you see is what you get, is essentially broken down
into two main portions.
The first portion here
is all focused in on text and formatting.
So if you're familiar with sending out an email
or using Microsoft Word, a lot of these functions
are going to be very, very familiar to you.
Also, something to note,
when you are using the rich content editor,
you will be able to copy and paste
from maybe current documentation that you have,
very easily within this space.
So it's not gonna bring over any additional code
that's gonna muck up what your formatting is,
it's going to strip everything out.
In the background, we're running something called Tiny NCE.
And so that really allows for
a little bit of better performance
when it comes to content creation.
Now the power of this and where I like to really layer out
my learning experiences, is going to be
over on the latter half of this editor here.
So this is the space where
you can add in your external web links,
or you could create course links.
So maybe I have a call out to a lecture note
that's somewhere else's in the course,
I could very easily link to that note,
directly within this space here, if I wanted to.
So I'd be able to search a file
that already exists within my course here,
and ensure that my students are also going to
take notice of that and have that link there.
A few other elements that are really key
is image uploading.
Maybe you have infographics or tables that you want to use,
you'd be able to very easily just drop in drag,
or just upload all of those images
directly in this space here, and then add it to your course.
If images are not something that you have in plenty,
you could definitely go in and search for images
using Unsplash.
Unsplash is our royalty-free content
that you always have access to.
And essentially you'll be able to search for anything
without having to have anything paid, this is entirely free,
and I would be able to very quickly add in an image,
let's, say to my learning content.
Now this image is going to expand quite a lot.
So all I would have to do is drop and drag, and play around
with how I want this image to be presented
within my course here.
I'm also going to have access to additional image options.
What I like about Unsplash is that it's always going to add
your alternative texts, so that your screen readers
are going to be able to read over all of your images here.
Now, a couple other options for you.
In terms of just maybe adding in additional media,
maybe you have some videos that you want students to watch,
certainly, if you have those locally stored on your computer
or elsewhere, you'd be able to drop in drag
or just upload them within this space
and add it to the course.
Now, if, let's say this content is more of an announcement,
maybe, I'm creating an announcement instead, I would be able
to just record myself inline,
and be able to allow my students to listen to me,
maybe make a quick message and then dismiss it
and go along in the rest of their curriculum.
So this will allow that to occur.
I do have a little bit of slower Internet this afternoon,
so I might get back to the recording piece, but just know
that it's going to just acknowledge your webcam
and allow you to record very easily.
Now, a few other options within this space here.
Let's say I have a lot of learning content,
I have images, I have equations on this page,
maybe I have a lecture note
that I just want to load into this space here,
you're also going to be able to do that.
So don't feel like you can't upload
all of those files that you already have.
You could very well do it in this space, depending on
the experience you're trying to build for your students.
Now, when it comes to third-party tool integrations,
of which we've had these conversations already,
certainly, any of the integrations
that your system admins are going to be setting up,
you'll potentially have access to.
So Office 365, let's say you have documentation
that you want to just load into your course
that you already have stored,
you would be able to do that very easily.
One popular tool obviously is going to be YouTube.
And so if I wanted to search YouTube very quickly,
and add a YouTube video directly into my course,
I would be able to do so.
All of the ad role within this video
is also going to be stripped out.
So your students aren't going to get ads for insurance
and CATs or any of that, that's gonna keep them more
in the learning experience here.
Now, in terms of a couple other options at your disposal,
what I should make mention of is that,
if you are using a third-party tool
and maybe there's an embed code, maybe you have SoundCloud,
or you using Padlet,
you would just put in that I-frame code here
and your learning object would appear.
Now, when it comes to equations,
this is gonna be really key,
we do have a basic and an advanced equation editor.
So I would prefer to use the advanced,
and you would just type in all of your LaTech
and it would render directly in this space.
Something to take note of when it comes to our equations
that we have within the system,
they're all going to be rendered in MathJacks,
which just ensures that your students using screen readers
are going to be able to understand what those equations are.
In terms of additional additives to the space as well,
we do have two HTML editors.
We have something called a pretty HTML editor,
and then we also have a raw HTML editor.
So if you want to add carousels and drop downs
and that sort of thing,
you would be able to do so in this space.
Dave, was that you?
-: Oh, no, I went on mute and I came back on.
I'm waiting for a correct pause,
and then we could address a couple more questions.
Amineh: Okay, definitely.
I'm just going to finalize accessibility here,
and then we are going to very briefly cover
the option where it was focusing more on code,
and adding in Python or C++, et cetera.
So I am gonna cover that.
In terms of just accessibility though,
there is a built in checker.
It's going to allow you to know
what may need to be remediated within your rich content.
All of this is being derived from the WCAG 2.1 AA standards.
So those are the web accessibility guidelines
that we are following within here.
And you can make all of the read mediations inline.
What I like about this though,
is that it's not prescriptive at all.
So if there are changes you do not want to make,
you do not have to make them.
It's always going to keep you aware
with this little numerical value up at the top.
This little bubble is just telling you
how many accessibility remediations should be taking place.
So I will pause there
and I am going to go into a coding course,
just to show one example of code rendering.
Dave, if there's any questions, I can certainly answer them.
-: Yeah, a quick one.
As far as pronouns are concerned, how they're pulled in,
do students and faculty get a chance to set that?
And how does that propagate from course to course?
Amineh: Yeah, definitely,
so, what you could potentially do...
And I know we had another conversation about this.
There might be research done to look at,
bringing that information over
from your student information system
and having it auto-populate in Canvas,
that's very viable to do.
Certainly within Canvas itself, system administrators
and other teams that you're working with
can decide on all of the different pronouns
that you might be using at your institution,
and then a learner or a faculty member
would be able to go into their own account
and set their pronouns.
And so in any course that is being taught,
you would be able to see
the preferred pronouns for your students, and vice versa.
-: Awesome, thank you, Amineh.
What's the difference between modules and pages?
Amineh: Yeah, good example, so a module here,
a module in any case is really just a storage bucket
for all of your course information
that is in any given week.
So you can think of it as a way to categorize
and organize all of the weeks
in the semester that you're teaching, or it's a great way
to organize your course content
by subject matter or concept.
So you can think of it as almost like a folder,
but it's a little bit different than that,
it's more of an open-faced folder.
-: Great, thank you, Amineh.
There are a couple of other questions that are in time,
there are a couple that I think we'll cover later
when we get into assessments and what have you,
but one is, is there a way
to integrate an image search with eText from publishers?
Can we get images in the alternative text
directly from publishers?
Amineh: Directly from publishers?
Is there a particular publisher that...
'Cause every single publisher
will have their own prescription when it comes to
what someone can access from their system.
So is there a publisher in particular?
-: I asked that question.
We work with Pearson quite a bit in the Physics Department,
but I'm just wondering, do you have protocols in place
to reach out to publishers
and say, "Hey, this is the ebook we're using.
I wanna put my lecture notes on there
when we create content, especially for online classes,
if I'm building online modules,
where I can be referencing the ebook and using that directly
from mounting that ebook inside of the Canvas space
and be able to pull those images and the alternate text
and that kinda thing, indirectly?
So we use Pearson, but I'm wondering
any publisher that you'd do that with.
Amineh: Yeah, I know Pearson and McGraw Hill, Wiley.
Those are all partners that we do have at Instructure.
In terms of the depth of integration
or the integration that you're speaking of,
this is something that we can definitely look into.
Every publisher has, in a sense,
a different depth of integration with Canvas.
I've just written that down so we can take that back with us
and let you know.
-: Yeah, and Luke, I can say as well,
'cause I used to work in the publishing space a while back,
they've all done a pretty good job
as far as what resources are available
in that ancillary support to faculty in that realm,
but to Amineh's point,
it comes down to the type of integration.
If it's a pretty robust integration, I would think,
Pearson would have one, and Cengage,
and others that are the behemoths, if you will.
You know, once that LTI connection is there,
you have the database,
so if you pulled an image over from there,
all the attributes come over with that,
things like all texts and that sort of thing.
So the only thing we would wanna do...
And this might be a good question.
If you want to, Alex, give us an idea
of all the main ones that you use.
We'll work on our end to find out what gets there,
but you may want to ask your pod rep,
the Pearson rep that you have,
"Hey, what sort of integration do you have?
Are there support for the texts?" And that sort of thing.
Together that would help us bridge that gap,
if you will, and help answer that question for you.
Amineh: And we'll look into Pearson
and one other element to note.
That's why there's such an importance
in testing a sandbox out or a staging site.
When you have a staging site and you do have access,
At least there is a staging site
for the University of Vermont,
oftentimes schools will go in, test out the integration,
see what the robustness of the integration is,
and then continue on to ask those questions.
Oftentimes too, what's being evaluated
is not only how robust the integration is,
but how seamless it is in terms of just the general setup,
because the setup of these integrations
does vary depending on the solution that you're looking at.
-: Yeah, which obviously was the general comment too,
everything that we're telling you today,
it looks great, it's awesome.
I mean, Amineh has an awesome sandbox of our own here,
but I would say trust, but verify.
Everything that we're telling you, please prove it out.
We do have the sandbox available for you,
and this would be one example of that.
So make sure that you take everything that we're telling you
as truth, but you'll want to go ahead
and try it out for yourself.
Final question before you move on Amineh.
This comes down to generating those videos,
recording a video in the assignment.
Do captions come automatically for that?
And you may wanna also just
talk a little bit about Studio there.
Amineh: Yeah, definitely.
So in terms of the captions themselves,
for those just on the fly videos that are being created,
there are no captions readily generated,
as certainly you can upload a caption file,
like a .srt file to those captions
in order to ensure that universal design
or certain accessibility policies are being satisfied.
We do have a video solution inherently, built within Canvas.
It is an add on product though.
It's called Studio and it does autocaption
all of the videos that are generated.
-: Awesome, thank you Amineh.
Amineh: So just to finalize
the last component of this use case here,
we're speaking more to syntax support when it comes to code.
Canvas, in terms of rendering of the syntax
let's say I'm bringing over from Atom
and I'm trying to generate within here for my learners,
it's not gonna generate in the same way,
it's just gonna be stripped down,
it's just gonna showcase, essentially,
the general functions.
So if you would like to have a better depth of the syntax
like I have here, my suggestion
is to use something like a Y Learning.
It's entirely free,
it takes literally 20 to 30 seconds to set up,
and it's just a third-party tool,
so you can see code highlight here.
I would be able to leverage this, put my code in,
and decide on the aesthetic approach that I wanna take.
So very easy to do, though, within Canvas here.
And what I also want to just briefly make note of
is that any of the content
that you're building in a rich content editor,
whether it be just general-curriculum-based content,
or perhaps it's gonna be an assignment you're creating
and you're building that out, there's auto save.
So if your internet just plummets,
or you accidentally close the browser window,
when you come back to that rich content editor,
it's gonna ask you if you want your content retrieved,
if you want your content back.
So that's something to take note of.
Now, in terms of our second use case,
we're really focused in on student engagement.
There are several options within Canvas
that are going to satisfy engagement
depending on how you define engagement
for your curriculum more specifically,
but one option that is obviously
going to be the most popular is our discussion board.
And in terms of creating discussions in Canvas,
Foreign Instructor, it's very, very simple to do.
Again, we have our rich content editor.
This is where you're plugging in that discussion prompt,
or perhaps you're just adding in your instructions
that you have in a Microsoft Word document.
And then you're going to be able, in addition to this,
to very easily set up the criteria that you wish to have.
So let's say you have your course divided into groups,
and everybody that is working within their group
needs to respond to this prompt
and just have the conversation together in their group.
You are going to be able to do that very easily,
or if you want this
to be something distributed to the rest of the class,
certainly that is going to be a viable option.
If you are teaching a class
that is cross-listed, or cross merged,
meaning you're teaching multiple sections in one course,
you are going to be able to distribute,
let's say, the due dates for particular discussion
or any type of an assessment within Canvas, very easily
to those particular sections.
Now, I'm going to cancel out of here,
and just go through a little bit more
of what the discussion board could potentially look like.
When it comes to student responses, we have redone
an entire redesign of what our discussions look like.
And this redesign has been very recent
within the past two months or so.
When a student wants to reply directly to the instructor,
because that's usually a part of the instructions,
they just simply have to toggle on the reply,
it's right beneath the prompt, so there's no confusion
in terms of where students are responding.
You're gonna notice as well that all of your learners
are gonna have access to the rich content editor.
So essentially much of what you have access to,
to build the content is what they can then leverage
in terms of making a really differentiated,
and potentially creative reply to your prompt,
depending on what the learning outcome
and the instructions are, for the course themselves.
When it comes to looking at the various prompts that exist,
it's done in a very linear fashion,
very easy to organize if you needed to.
If there are going to be any replies back
to a particular prompt, you're gonna be able to click
and review the reply that was made.
So this is all a part of the design.
We find that in a lot of threaded situations,
students sometimes get a little bit disorganized,
there's not enough visual cues for them
to ensure that they're responding to the right individuals.
Because a lot of the times,
in terms of discussion assessment,
they're supposed to be responding
to a couple of other peers in the class
in order to get full marks.
So we've made sure that that design
is a little bit more straightforward for them.
And when it comes to grading any type of a discussion,
if you have graded discussions, when you are grading them,
you are going to see an aggregate
of that student's responses.
So you're not going to only see the prompt
that they replied back to you,
but you're gonna see all of the replies
that they've made to other peers in their class,
if that's how the mark is going to be derived.
So we aggregate it all for you,
it makes it so much easier to mark.
Now, when it comes to other options,
in terms of collaboration and engagement,
I'm gonna cover that.
Something that is key is that you can search
for particular students, et cetera, within this page here.
That can be, again, another tactic that you use
if you're going to be going in
and replying to your learners.
So when it comes to other elements of engagement,
collaboration's is a tool that is very popular to use.
Essentially, what it's going to allow you to do
is set up documents
that students are going to be able to work on together.
So this could be using Google,
but I know you're a Microsoft shop,
so you'd be able to set up these particular documents,
maybe it's just going to be an active word page
that students are all going on and working on together,
maybe it's gonna be an Excel spreadsheet or a PowerPoint,
you're gonna be able to decide what that is,
and then allow students to be collaborators on the document.
So you can pick and choose who's collaborating,
or you could do it by group membership as well.
And I will go in and just show you
what that could potentially look like
in terms of the integration.
So it's gonna open in a new browser tab,
and all of your learners will be able to go in
and collaborate with one another on that document.
Dave, were there any additional questions?
-: No, there's one question on the assessment side,
we haven't gotten to assessments yet.
Luke asked another question
about group-assignments submission,
students creating groups for themselves,
and then student uploads and assignments and grades
and comments to all students in that group.
That might be more in the realm
of a peer assessment in a group group grading.
Amineh: Yeah, definitely.
And when it comes to just setting up groups within Canvas,
very, very simple to do.
You are gonna be able to stipulate, if it's a large set,
maybe it's gonna be a general presentation set,
you're gonna be able to state that.
If it's going to be self-signup to the groups,
that's an option.
Perhaps it's not gonna be self signup,
maybe it's going to be manual distribution,
or you want the system to generate it for you.
It's going to be up to you
in terms of how the group membership is derived.
When it comes to quick changes on the fly,
even if you have automatically set these groups up,
or students were self signing up, if there's an issue
or somebody needs to be moved, very easy to do on this page,
is just a drag and drop to move all of the group members
around with each other.
And when it comes to
what the group spaces really do look like,
you will be able to very easily go in
and be that omniscient presence within the groups.
A group space looks a lot
like a miniature course in many ways.
So students are going to have access
to a lot of collaborative tools, including the capability
to have a very short web conferences with each other.
We do have a partnership with BigBlueButton.
So that just comes as a part of Core Canvas.
They can quickly jump on a call with each other,
if they prefer to use that,
and not potentially Teams or something like that.
-: Good question, Luke.
And then a second question from Susanmarie,
do students access group assignments via each course,
or via the groups in the green menu at the left?
Amineh: Okay, so in terms of their capabilities to do so,
it's really gonna be up to the individual learner
and what their workflow preferences are.
So as an instructor, if I have the People area
available to my students in the course menu,
they would very easily just toggle back and forth,
potentially, in the People area
and access their groups that way.
Many learners just prefer to access their groups
from this Groups area, over on the global navigation menu.
In Canvas, you can have groups set up at the account level.
So these could be clubs and teams
that students are a part of.
They're gonna have a group space for that.
But they're also gonna have a group space
for all of their academic work.
And we keep it all housed, in terms of design also,
in one area too.
So within Canvas, what you may notice,
or what you will notice
is that there are a lot of workflows.
It's really gonna be dependent on you as the end user,
in terms of what workflow makes the most sense for you.
-: And the last question while we're on the topic,
if you make random groups in the system,
can you do students sorting into groups,
for instance, grouping people based on scores,
on an assignment, or import groups from a spreadsheet?
Amineh: Yep, so you can import groups from a spreadsheet,
but currently right now you can't create groups
based on, let's say, how students have scored
on a particular assignment.
-: You could probably sort them in the spreadsheet
and then assign them as such.
Amineh: You could do that, yeah.
-: Awesome, thank you, Amineh.
Amineh: Okay, great.
And I know Dave, there were some questions regarding,
I believe more so peer assessment, is that correct?
-: I thought there was going one that way, but maybe not,
but we probably could go over it any way,
just to make sure that folks understand
that peers can actually assess each other
and do it anonymously.
Amineh: Okay, so that was primarily the question.
-: I think, one was in the group,
and others grading each other within the group, yeah.
Amineh: Yeah, so when it comes to peer-level assessment,
you are gonna be able to have peer-based assessment
on discussions and as well on any assignments that exist,
and so you're gonna be able
to either manually put students together
in terms of who is gonna be assessing who,
or you can allow the system to auto-generate it,
and those individuals will be able
to go and review one another.
Now, when it comes to individual self-assessment,
that is a function that I could see...
I mean, when it comes to individual self-assessment,
you might have an assessment area where a learner
is gonna be able to upload their own work,
and you're gonna allow them to have access to that.
I have to know a little bit more
about that particular academic process,
in terms of, if you want a student to upload a document
and then grade themselves.
I believe that's the process.
If somebody wants to speak to that, that would be-
-: I don't know if that was Luke's question.
It was earlier. Amineh: Yeah.
-: We'll just proceed with my question, shall we?
-: (laughs) Right.
-: Sorry, I was getting distracted
by the student clubs being able to mention
and create their own pages.
I hadn't known that was in the pipeline.
My group grading question was, what happens
if students submit an assignment for their group?
Like we have a lab group and we want the TA
to be able to grade that one assignment
for the three students in that lab group.
And then those comments in that grade
goes to everybody in their group.
And so not peer assessment,
but TAs grading group assignments.
Amineh: Yeah, absolutely.
And I do have an example of that
when we get to assessment to showcase to you,
but what's gonna end up happening is,
that grade is going to be displayed
to all of those learners, as well as all of the feedback.
Now, what can happen within a group assignment
is that, maybe somebody complains
or somebody has done less work, you are gonna be able
to modify the grades,
based on the individual in the group as well.
Okay, we do need to get on to our next use case,
which is testing.
So we're looking at methods to dissuade
any level of academic dishonesty,
that's one part of the use case here,
as well as discuss just the automation of any of the quizzes
that would occur within Canvas.
So in order to do this,
I'm gonna launch into a quizzing space.
And what you're seeing here
in terms of the edit capabilities is,
this is all of the criteria
that I'm going to be able to input
in terms of the grades and how this is gonna be distributed,
as well as the due dates.
If you're using
something like a Respondus LockDown Browser,
this is something that you would be able to adhere
to the quizzes that do exist within Canvas.
Now, when it comes to other opportunities
for dissuading academic dishonesty,
certainly within a Quiz itself,
you have a lot of options at your disposal,
when it comes to randomization and shuffling questions.
Certainly as well, within Canvas,
we do have something called item banks.
An item bank could be akin to
what you think of as a question pool.
And so if you had a large grouping of questions,
and you wanted to make sure
that only a certain set of questions
was going down to different students
who are taking a particular test,
you want that level of randomization,
that is gonna be possible within Canvas as well.
So again, there are gonna be
a lot of opportunities for that.
In terms of restricting student results as well,
perhaps after a student completes a test,
you don't want them to know how they're scoring,
or perhaps you don't want them to see
what is correct or incorrect,
you are going to have a lot of capabilities
when it comes to this,
depending on what your preferences are going to be.
Now, more generally when it comes to tests
in terms of the automated feedback that can occur
within any test question in Canvas,
you can certainly set up your desired feedback level.
So I have the option here
to have correct response feedback,
incorrect response feedback, and then general feedback,
no matter how a student has scored.
And again, typically this is gonna be used
for those automated tests that are going to occur.
All right, now I am going
to move along a little bit forward
and look at all of the grading opportunities
that are going to occur.
So when it comes to more broadly grading within Canvas,
what you do need to know,
any time that you are creating an assessment,
a gradebook column is automatically going to be created
in the gradebook.
So it's going to represent that particular assignment.
Something to note, though,
in terms of grading more generally,
if you're used to using a weighted-total column,
in Canvas, there is no weighted-total column.
All of the weighting
that would occur on your different assessment categories,
if that's how you grade,
it's going to be on the Assignments page.
And so within this space here, you have this option
to assign weightings to the different categories
that you're going to have for assessment
that typically are attributed to your syllabus.
And so you're gonna have a lot of variety
when it comes to this.
Oftentimes, as a work around, and speaking to the use case,
I might have a separate category
that is going to be for extra credit,
and perhaps at the end of the term,
I might bump this up one or two percent,
so that my students, depending on the assessments
that I have within extra credit,
are going to be receiving extra credit.
That is just one work around
when it comes to distributing additional grades
to students that are outside
of what is in the syllabus domain
that you would have for them.
Now, a few other options, when it comes to
just general weighting of your categories or of your groups,
for your assessments,
you are going to be able to drop scores.
You can also drop high scores,
although I don't know anybody that would do that,
you know, it can happen,
but there are opportunities for you
to never drop certain assessments
that are grouped within this category here.
So perhaps there is going to be an assessment
that is aligned to the competency
that a student needs for accreditation.
That's certainly something that needs to be a part
of their final grade, you do not want to drop that.
You can ensure that that does not happen
within this space here.
Now I am going to a pause.
Dave, were there any questions in the chat
when it comes to, essentially, the setup of this space here.
Really, you would be typically following
what would be on your syllabus.
So if I have reflections within my class,
and reflections are worth 10% of the grade,
that I would create this.
And then at the bottom here,
as I'm building up those reflections,
I would just be aligning them to the category
so that it adequately is going to wait in the gradebook.
And what else do you need to know,
and I know this was another part of the use case,
you can hide the summation totals for your grades.
So that is done as a setting within your course,
and you're gonna be able to hide those final totals
and maybe release them at the very end of the term,
really, depending
on what your grading preferences are going to be.
-: Amineh, I didn't see anything specific in this realm.
Let me look, 'cause had seen questions on group,
on privacy, security.
I think Luke, I got through most of those,
but let me know if there's anything else.
Individual questions and assignments that are flagged...
Oh, can you have individual questions and assignments
that are flagged as extra credit,
for instance, a homework assignment with 10 questions,
and the 11th question, it's extra credit,
where the students see it as one assignment,
but get extra credit for the 11th question?
Amineh: They get extra credit
for the 11th question within that.
I think I'm gonna have to visually see
what that synopsis is,
and then I'll be able to respond to that,
because there is a bit of a workaround
in terms of how I would do it in the system.
-: So I could hand-wave,
if that's what you mean by base visual,
like, I wanna give a homework assignment,
and they go through when they're doing their 11 questions,
and they get to the end.
And I say, "Hey, this is an extra credit question."
I want it to look like one assignment for them,
but then in the gradebook, I wanted to break out and say,
"These 10 questions are homework grade,
this one question goes to extra credit."
Amineh: Okay, and you would be doing this not as an...
Would this be more of a quiz
that you would have for your students,
or is this more of an assignment that you have,
where that's in the instructions
they're just going through?
-: I would envision this probably as a lab assignment,
but I could see doing it as a quiz as well.
Amineh: Okay, so within a quiz,
it's going to be very, very simple for you to do,
because in any quiz, you can add what we call fudge points.
So you could go to the final question
that might be your bonus, and you would be able
to allot additional points for that student.
So a student could very well get 11 out of 10
on that particular assignment.
And you can also, within the Canvas gradebook,
make any modifications to the point value of an assignment.
So if I have everything out of 100,
and I wanna give my students 101, 102,
depending on what they're doing, I would be able to do so.
So we're gonna get into the gradebooks
that you can visualize that a little bit more.
But I do want to finalize
what we're talking about with the assignment piece,
just in lieu of time.
So just for the assignments,
when it comes to the latter half of the use case here,
what you can see is I have my assignment fully built out.
So I have a lot of layering
that is going to occur within this space here.
In addition, I have a rubric.
Something that you need to know about rubrics in Canvas,
is that a rubric can be created at the course level,
but it can also be created at the account level
or the department level,
so that rubrics can be inherited in your courses,
and you don't necessarily have to do any of the lifting,
or the work, when it comes to rubric creation.
When we're looking at an assignment more broadly,
you are going to be able, within this space here,
to state what your grading schema is going to be,
and you can have custom grading schemes within Canvas.
So sometimes this is going to be at the department level,
so in engineering at the past is 60%.
You're gonna want that automatically inherited
in all the engineering courses,
so you will be able to run that logic in Canvas.
But you might also have really creative grading schemas,
and you can implement all of that within this space here.
Now, when it comes to types of submissions,
perhaps you're doing something in class,
but you want that articulated in the gradebook,
you're gonna be able to select on paper assignment.
As well, if you're using something like a turnitin.com,
this is where you would be setting up that integration,
and just identifying that this is a turnitin.com assignment.
When it comes to restricting files,
and I know that there was a column in the use case for that,
you will be able to say, "If I don't want .rts
as a part of the assignment submission,
and maybe I don't want .pages files,
I'm gonna be able to list that out, so that my learners,
when they're uploading their submissions,
they're gonna get a big message that says, "You know what?
This is not an acceptable file type,
these are the acceptable file types for the course,
please upload that.
So they're going to know, automatically, to resubmit,
which is really helpful.
In terms of group assignments, again, this is the area
where you would just plug and play all of that logic here,
any element for differentiation,
when it comes to different students needing
a due date that varies from the rest of the class,
or if you're teaching in sections,
this is where all of the logic would be implemented here.
So in Canvas, there's no release criteria,
there's no adaptive release rules,
everything is very, very simplified
within this interface here.
Coming to the point
where you want to grade all of your assessments,
you were gonna be using something that we have
called the Canvas Speed Grader.
And essentially what the speed grader is,
is an online annotation tool where you provide context
over the content that is going to exist in this space here.
So a little bit of a breakdown of this.
What we have is my student's submission in this space.
I have access to a whole lot of annotation tools,
within here, and I'm gonna be able to very easily annotate
this student's assignment.
If I am using the Teacher App on my phone or on a tablet,
you know, it almost feels like pen to paper,
I could take my stylist and mark up a student assignment
very, very easily in near.
So I brought my inline content
right on top of the student assignment,
then I may also be leveraging a rubric to grade.
You know, it's not necessary to have a rubric,
but if you are using a rubric, all that you have to do
is tap along the rubric
in order to assign additional rubric criteria and grades.
And what's gonna end up happening
at the bottom of this assignment
is all of this is going to auto-populate
into this (indistinct).
What you should take note of
is that you can have additional criterion commentary
within the rubric itself.
So students are not only going to get comments
from you inline, but they're also going to get commentary
on the rubric as well.
And then to wrap this all up
in terms of holistic feedback and authentic feedback,
which is really what a lot of students want,
is a hallmark component of personalized learning as well,
what we have here is a comment library.
So let's say you're grading 100 assignments,
and you might have some duplications
in terms of the comments that you're giving,
you would be able to create your own comment library,
so you have to spend some time, put on some Netflix
and add all your comments to this library,
but then you're gonna be able to use them
for all of the courses that you're teaching here.
So it's very simple to do, I'd be able to take my comment,
it would auto-populate within this space,
and my student is going to have some additional feedback,
maybe you're gonna customize it a little bit for them here.
Now, when it comes to
feedback that's a little bit more multimedia oriented,
we will have access to the webcam recorder.
So you are going to be able to record yourself
if you want to,
I think I have to change a permission on my computer
so that my webcam works,
but you can have that visual feedback for your learners.
As well, let's say you were tired
of writing all day and typing, we do have Speech To Text
that's built into the system here.
Now, after you submit all of this work,
what do your students get?
What do they receive?
Well, this area here can also be used
as a back-and-forth feedback space.
And I know that there was a call out
for those group-level assignments,
those lab groups that you might have.
So what you see here is a distribution of all of my students
within their lab groups.
So this is how I would be distributing the grades to them.
But let's say I had this inline feedback
to my learners here, in terms of this being a lab group,
I might have students come in and ask me questions
about why they received the grade,
or maybe they wanted more information.
They can directly reply in-line to me on this feedback.
So I'm gonna know exactly what it is that they are asking.
In addition to this, your learners will have access
to general holistic feedback
that they're going to be giving to you.
So this is just gonna be a back and forth
that takes place within this assignment area.
And what I like about this is,
my learners can also record video
and send that to me as well.
So you're gonna have a lot of opportunity within this space.
I often use this as my asynchronous office hour,
because that's really how it functions,
the back and forth is here.
And then if you ever need a record of keeping
for the information that's taking place,
you can download a lot of this feedback in a PDF file,
so you'll always have that.
Now, let us go over into the gradebook very briefly,
so that you can really see
what the gradebook is going to represent,
what it's gonna be like,
where my Learning Mastery Grade Book,
which calculates competency, but we're focused in
on this other gradebook here.
So as I mentioned a little bit earlier,
on every assessment that you create
will automatically generate a gradebook column.
You're going to see a variety of grading schemes here.
Some of them can be really fun,
but it might not suit your discipline,
so you don't have to do that,
I'm going to be able, from this space, very easily,
to bulk-download any of my particular assignments as well.
So I can download all of the submissions.
Let's say, I want to grade them,
maybe, do track changes in Microsoft Word,
and then re-upload them, you are going to be able
to do that within this space here.
All of the columns that you're seeing
are going to be actionable as well, so I can click
and also input the grades
if that's how I wanna go about this,
but you're also going to see here,
this is just a incomplete assignment,
but I can excuse grades.
So sometimes if students require some accommodations,
or they've been ill throughout the semester,
and you've created makeup assignments for them,
what you would probably be doing is,
on the assignments that they've missed,
you'll just be excusing them on those assignments
and then adding in the additional assignments
that they need to do.
So that's typically how it would work.
And again, what you can do when you're grading
is you can hide the assignments from students
until you're finished grading everything,
so that everybody gets all of that information at one time.
The gradebook itself can be very easily exported out
in the CSV format.
And you can also take your current gradebook
if it does exist in the CSV file,
you would be able to import it into Canvas,
so long as you're following
some of the framework and guidelines that we have.
And when you do that, Canvas will ask you
if you want any of the important information
to be created in an assignment.
So it's automatically gonna recognize that for you.
And this is gonna be really important
for faculty that maybe aren't using a learning platform,
maybe, are doing still all of their work in Excel,
that might be helpful for you.
What you're seeing in terms of all the color
is just a grading status,
and so I tend to heat map a lot of my courses
that are more than 50 students, and this just allows me
to have a general health check of the course
whenever I first go into the gradebook.
But what I like about Canvas so much
is that I don't spend a ton of time in the gradebook,
I tend to utilize something that we have
called New Analytics, to help keep track of my students.
So I'm gonna go over into the analytics space very soon,
but what you just need to know from the gradebook
more broadly, is that I have access
to a student-contacts card.
So at a very high level, I'm gonna be able to see
what the progress has been like, of a particular learner,
I'm gonna know their average grade,
as well as a measurement of the participation
or the page views, so the clickstream data
that's taking place within the course itself.
And if I was concerned at all about this student,
I would be able to message them.
And so they could get a push notification to their phone,
or they would get an email from me very quickly.
And as I said, I prefer to use our analytics dashboard
more than the gradebook itself,
when it comes to intervention for my students.
Now, what you're seeing here is our dashboard.
So every instructor is going to have access to this.
And your students are also going to have access
to their own personal analytics dashboards.
And that really just helps them with accountability
in terms of how they are progressing throughout a course.
So the general breakdown of this is we can see,
at a high level, all of the course grades.
So these are the assessments,
this is what it's representing.
In the scatter plot below, every single plot point
is representative of an assessment.
And so what I'm gonna be able to do very simply
is click onto a particular data point,
and I'm gonna be able to see what the average grade is,
low and high and median,
as well as if there any assessments that are missing,
or if there's anything that is late.
If I'm at all concerned
about the information that I'm seeing here,
I'm going to be able to message those students.
And what's great about this
is that there's zero setup for you.
All you have to do is click the filters
that are most relevant for you.
And let's say I'm messaging these students
because they don't have this assignment,
and this assignment is really key for graduation,
maybe one student has an excuse, and that's completely okay,
so they're gonna hand something in later,
I can dismiss them, everyone's gonna be blind copied,
and essentially what I can do,
is craft a very personal message to the students.
And what we know from our research
is that students tend to dismiss
a lot of automatic notifications
that are being sent to them.
But when they receive something
that is very much in the tone of their instructor,
there's a higher likelihood that they are going to open it
because it shows that somebody
has authentically taken care of them, more so
than just a system automatically generating a message.
So that's really something to consider.
And what I like about this just personally,
is that I can also message students that score
between a certain range.
And so oftentimes students might be falling behind
within certain ranges,
I can automatically intervene with them here.
-: Hey, Amineh, real quick,
I wanna just add a little bit of color to this,
that the ability to do this, and Amineh had mentioned it,
it's that human authentic interaction,
and not the automated agent.
You know, a lot of times
you get these push notifications on our phones,
I don't know about you,
but a lot of times I'm like, yeah, it's nice,
but I get rid of it.
Some of that stuff could actually be really important.
If someone actually called it out,
I know I would step up on that.
But what was really great is that my first instructor con,
the one we did a long beach a couple of years ago,
I overheard a conversation
from a faculty member from the South,
and she said, this function within the gradebook,
she had so many comments from her students in class
that said, "Hey, thank you so much,
you kept me going, you kept the curves up,
you made sure I was successful,
you followed up with me," all of that.
They thought that was really important.
They had no idea that the faculty all did send a message
to student who graded below whatever,
or between this, or whatever.
and that opened the door to those office hours
and those sorts of things.
And that's a very simple function.
With authentic human feedback,
they actually used automation.
That's baked right within Canvas
and easy to use right out the gate.
There's no setup in these automated agents, by the way.
If you stumble upon them or find them,
they actually take time to set up.
So that's another element that...
That may not be something that's ready,
but if you want something out of the gate that is authentic,
this would be the way to do it.
Amineh: Right, and as you could probably see,
as I was clicking around,
there is a measurement of clickstream data
that is occurring within the course.
And that's just going to help you know
what the ethicacy of some course content is going to be.
So if certain students
are spending a whole lot of time in one area,
but no time in another, you might say, "Okay, why is this?
Is it the course content, is it the students?"
And you're gonna be able to derive a conclusion
from that potentially.
But just as you could with the course grades,
you can message students
based on their interaction with content.
So if somebody, or if a group of students
is not viewing a particular assignment
that is gonna be really important for them to complete,
you are gonna be able to filter that right away
and enaction that.
The same is going to be true with levels of participation.
So you could message the students that are,
or are not participating very, very easily
within your course.
And participation is derived from
discussion board attributes
or any other areas in the course
where there is gonna be some level
of collaboration and interaction.
Now, what I also wanna focus in on,
and this is something that a lot of faculty asked for
is, when did the student last log in?
What are they looking at?
So you are gonna be able to see, at a very high level,
all of that information here.
Again, there's no setup at all,
this is just gonna automatically be filtered for you.
And if you wish you can click on an individual student
and see what their progress has been like
within the course.
If a student is dropping off for whatever reason,
you're also gonna be able to see that very, very closely.
And something else that is going to be helpful,
is, if there is any level of communication
taking place back and forth,
that would be articulated in a bar graph.
So if there's no communication
and the student is falling behind,
then it's gonna be an area of concern for you.
When it comes to general reports,
all of this can be taken out in a CSV flat file.
And we have some pre-created reports from research
that we found that faculty were asking for.
So something as simple as printing off a roster
was required in class attendance,
and other attributes are gonna be key.
So looking at course activity for a particular student,
maybe somebody is contesting a grade, and you want to run
all of their interactions
that have taken place within the class,
you are gonna be able to do that very easily.
And one brand new attribute that we do have within here
is something that we have called Online Attendance.
And as an institution, you would be setting up
what you believe to be attendance online.
So we know that it's gonna be different
for every single school,
so you're gonna be able to decide on,
if a student is clicking into these areas,
or if they're participating,
or if they're submitting their assignments,
that might be online attendance.
The reason why we have this attribute
is that it was a feature idea
that was requested from many, many faculty,
so we finally put it into production here.
Well, I am going to take a pause.
Dave, if you would like to cover
anything that comes to migration,
what it's gonna be like to be a Canvas client?
-: Certainly, and then while I'm doing that,
if you wouldn't mind grabbing the chat for a second,
there's some of those feature questions
that you've just covered, that I think would be really great
for everyone to know.
Go ahead and share. Can you see my screen okay?
Amineh: Yeah. -: wonderful.
So as faculty, as administrators,
as everyone at the university,
it's a pretty big decision you're about to make.
And there's a lot of things at stake here.
It's, okay, we're going to go to another LMS,
that means there's a lot of movement.
So we envision this a couple of ways.
When you think about moving out of a home
and moving into another home or apartment,
you could box it all up and unbox it, most of it,
or you could back up the dumpster,
and start moving some stuff out and really condensing it
and taking the most valuable things with you.
And that's an essence, what a migration is.
The greatest functionality that we would love to have
that we know exists in that home,
but there are some other elements
that we may just wanna start all over again.
And so that's how we view the migration process.
So first thing we're gonna do
in terms of implementation and support is,
I wanna go over support.
Now, for those who were
on the call that we did on Wednesday,
we didn't have enough time to get to this,
but what I would do...
And Alex, just as, maybe, a recommendation to take,
to chunk this out, maybe add a second link
that covers for the first folks
who didn't get a chance to see this.
But we have support covered a multitude of ways,
Canvas comes with basic support.
But I will say there's no higher-ed institution
who uses just basic support.
We actually have 24/7, which is exactly what it is,
it's a 24/7/365.
And you can see what the turnaround times are.
From general business hours,
it takes a couple of days to get back.
This one moves you a little bit farther
up to the front of the line, but things like the holidays,
any of those things that take you one off,
a Saturday, a Sunday, it could be midnight,
to get you covered 24/7, that's what we do.
But we also offer what's called 24/7 + Tier 1.
So right now, if you did 24/7, you use the Help menu,
you fill out the form, it starts the ticket,
you hear back from tech support (indistinct) you're done.
However, anybody on the system,
this includes the non-degree folks,
faculty, students, you name it,
they would have the ability to pick up the phone, chat,
email, anybody, or anyone at our offices back in Utah,
they can get right directly to them.
And that's what's called 24/7 + Tier 1.
And I'll spot shadow it and bring it up
so you could read a little bit closer, 'cause I'm sure
most of you are probably squinting at this moment,
but the ability to get that support rather quickly.
So we will have you covered there around the clock,
and have that direct support if you need that Tier 1.
So let's talk about implementation.
Right now we're proposing a standard,
but we still wanna figure out
what other technical aspects we're gonna bring over,
maybe there's additional consulting that's needed,
and that sort of thing.
So for the tech teams that are going to be onboarding this,
they're going to get really familiar
with a project consultant,
what we call an implementation consultant,
we're going to work with the faculty,
we're gonna work with admins and staff.
And the whole idea is planning flags,
What's gonna make the successful at the go.
what's gonna make it successful
one year, three years and so on,
but work backwards from that.
So where do we need to be at three weeks,
where do we need to be at six weeks,
to make sure that we are on time,
not only with the migration
and the implementation of the new LMS,
but things like communications,
and you probably wanna broadcast this out to the universe,
we wanna make sure that we're all in line with that.
So you've got a project consultant,
and this person becomes the BFF of the institution,
the customer success manager.
Once you have this individual with you,
they will be with you for the life of the adoption.
And obviously we have you covered for technical support
all the way through.
So I'm not gonna dive into all of this,
but things like moving your data in branding,
so it looks like a UVM, you noticed Amineh's sandbox
look just like it would belong to UVM,
but the training, learning how to use an LMS,
you've been on one LMS for the last 10 years.
We will take that in consideration
when we customize your training plan going forward.
So the whole idea is we're going to get you in a room
or get you virtually,
however, it works well in your environment,
and get you to sessions, and really attack
the elements that are most important to faculty.
You could have these one-off scenarios, wonderful.
But I've seen a couple of folks here in the chat
asking a lot of questions, those are the things,
we have these common systems in place, how do we get there?
And we're gonna train to that, we have great trainers.
We'll get the support system in place,
which could be even a custom support system,
the same area code, and we'll even answer chat.
"Thank you for contacting
University of Vermont Canvas Support,"
could be something like that.
But I know a lot of you are thinking,
okay, we wanna go with Canvas.
now they're gonna move our content.
And I mentioned something in the chat
about what's called Scaffold Migration.
Our goal at the end of this is,
to the least amount of headaches,
the least amount of need for Tums,
or sleepless nights, all of that,
and content migration is what we take seriously.
So when you think of the thousands
of courses that are out there, how are we gonna move them
from Blackboard to Canvas?
We've done this more than anybody else,
we do it a couple of ways.
One is just standard bulk migration.
What usually comes out of Blackboard
comes into Canvas pretty cleanly.
The difference is you have different LTI links,
which means those links are going to be broken,
you'll have to put those back in the course.
It doesn't take a lot, but anything above
just getting familiar with the course and getting trained
is going to seem like a lot,
I have to learn a whole new LMS,
now doing all this fine tuning is gonna be a problem.
So we have a partnership with a company called K16,
where we can move thousands of these within a week.
What we do is we scaffold the process
so that all of these tools are connected when asked for,
or when they're being pulled into Canvas out of Blackboard.
We will follow that system,
rinse and repeat, rinse and repeat,
until we get all of those courses on board.
So the idea of faculty...
Let's pretend you adopt this
and you say, "Tomorrow, yeah, Dave, we're in."
And we go ahead and we get the process started in May.
13 weeks later now, we're at the end of August,
you're coming back from your vacation or holiday,
or what have you, you jump into Canvas.
You don't wanna see a difference,
you don't wanna see any errors.
That's what it is, it's student ready on day one.
So when it comes out of the student information system
with that identifier, it's ready to go
and students can enroll.
So we've done this with really large schools, small schools,
community colleges, for profits, not for profits.
I just finished a project at Northeastern,
we did 15,000 of these.
I'm doing another one right now in ethic,
I think we're doing 3000 of them.
So the whole idea is we can get faculty there a lot quicker.
Now we're not gonna do every single course
because it is a premium process,
but we could keep these other courses back here.
So maybe you're a researcher,
maybe teachers once every two years,
or perhaps for the data strategy of having it stored
for every so often in the data retention policy.
And having that, we'll wanna put that in the background,
we have archiving solutions for you there too.
So getting you on board.
Here's where we are today,
here's where we need to be tomorrow,
and here's the in-between.
That in-between is vital.
It's not us telling you how it's going to be,
you tell us what you need to do.
And we work in collaboration, so you give us the vision,
again, we put the stake in the ground on those goals
and we move forward.
So your onboarding services
could be a whole host of individuals.
So we got the implementation side.
Any custom development,
and that includes things like connecting a CRM,
or maybe a custom portal, or something like that,
that we need to move data in and out of.
And you've got the full community of Canvas, by the way,
we've got your support, we have training,
any additional adoption consulting,
but even change management.
Oh my goodness, what are we doing? This is a lot of work.
We're gonna help you swallow that in bite-size pieces.
This is a big undertaking no matter what you decide.
Our job is to make it easy and make a consultative
so it meets the needs of the university, and nobody else.
Our implementation strategy comes in five phases
over a period of about 13 weeks.
We did one for a large institution in Massachusetts,
in late March of last year, we did it nine days.
So just to give you an idea,
this is something we are familiar with
and we can move as quickly or as slowly as you need to,
but the emphasis is we need to be very deliberate
and we need to be tailored.
So here's your crew, your customer success manager,
or your BFF, so to speak, from here on,
the project consultant
will be with you throughout the realm of the project,
and then anybody else we need to bring in later on.
And that could be the migration with content specialists,
a training team, any solutions architect
for any custom development work,
support engineers, you name it.
So again, there's your CSM, your BFF for life,
your project consultant.
Again, we're gonna build this plane,
get you ready to board this plane,
and get you onto your destination.
But the Canvas trainers,
we'll have a portal for you available for on demand,
live events for you to go anytime you want to,
even after we give them a training.
So when we disappear, we get on our flights
and we head back home.
You will still have a lot of training left behind,
and even advanced capacities for more and deeper adoption.
Which by the way, our adoption rates,
when we move a school from an old LMS into Canvas,
goes to 50% immediately.
But that's pretty close to the adoption rate
that was already there.
Within a year, we see those numbers exceed 80
because of that training.
So that is in a nutshell.
And I know I went through a lot of this pretty quickly,
but the one thing I can't emphasize enough
is that it's deliberate, we want you to breathe,
and we're going to work together on this process.
I know it's a major undertaking,
but it doesn't have to be all that difficult.
So what additional questions have we had since?
Amineh: Thanks, Dave.
There was just a question
with Scaffold Migration part of your proposal.
-: Scaffold Migration should be in there as well
in the first document.
Amineh: Okay, I know there were prior questions
in the chat, so I'm recording everything.
Local LMS committee will decide
on which courses get auto imported.
Yes, that's gonna be an internal conversation.
Canvas does have the infrastructure to support
something that we have called a template.
And a template is just a push out of prescriptive,
maybe, course menu,
maybe there's gonna be some documents in there
that are gonna be helpful, and that's essentially it.
There's another option called a Blueprint,
which essentially is gonna be a master course
that is always associated to any of the subsidiary courses.
And you can constantly push down synchronizations of content
to all of those subsidiary courses, or child courses,
if we think of a parent child relationship.
Oftentimes the blueprint is gonna be used
for core curriculum, so you can think of Calculus 100,
something along those lines,
where you're gonna have a tenured faculty member
working with an instructional designer, building out content
that is typically gonna be taught by many, many adjuncts.
So those are the scenarios that we often see.
Now, I know that we are directly at 4:00 PM.
And we do have essentially two other areas to really cover,
in terms of our time today.
One is incredibly short.
So in terms of the Microsoft team's integration,
this was important.
We've done a lot of work with the Microsoft engineering team
to build a robust integration.
I heard a voice.
Jason, do we need to have a stop? No?
-: We're scheduled till 4:15 Amineh.
Amineh: Okay, great, because I know we've been answering
a lot of the questions inline and during the chat,
so I just figured that we would continue going
and see how far we get.
-: The Teams integration will be great.
I think a lot of people will be interested in seeing them.
-: Okay, great, so when it comes to Teams more generally,
in terms of being inside of your course...
You know, this is your course menu.
I'm on a demo site right now.
So that's why it looks a little bit disorganized here.
But what you have is the capability
to really set up your teams meeting.
And your Teams meeting might be your synchronous lectures,
so maybe it's going to be Lecture 10
that you're going to have here.
Automatically, what's gonna be inherited
is the roster of your course,
so you don't necessarily to add in attendees,
unless maybe there's somebody in addition
that you need to add in here.
That's not a part of your course, that's a use case.
You would just be stipulating
all of the relevant information that you probably used to
when setting up Teams meetings.
So we put in the timeframe, you have the date,
relevant details,
and then you would just be saving that information.
And your students are then gonna be able
to go into this area and access the link within here
to open up Teams.
So that's essentially how the integration is going to work.
The dates, I believe,
are also gonna auto-populate in the calendar,
which will be nice for students,
and for everyone to stay on track.
We do have the Teams classes, LTI tool as well.
I don't know
if you were gonna be using something like this or not,
but essentially this is what's going to allow you
to very quickly access your team within this space here.
The same is gonna be true
for what the One Drive LTI is going to look like.
So there's been a lot of revamp when it comes to this LTI.
So I have access to all of the files
that are going to exist within my One Drive here.
Typically what I would be doing though,
in terms of just general instructional design is,
I would have my files distributed within my course modules.
So I don't have to do any additional work,
I would be able to pull from my One Drive,
but it's just a different method and workflow
of doing things.
But this is what the integration
is going to look like for you.
So it's been a long time coming,
the Microsoft team has been working very diligently.
-: You know, it's really great too,
about our relationship with Microsoft too,
that we didn't point out earlier, is that
if you have a Teams issue, you're gonna go to Microsoft.
And a lot of times when you go to a third party,
you'll ask questions, well, it doesn't work in my LMS,
so how does it do it?
Actually, the partnership that we have,
Microsoft will support the Canvas integration
and help answer those questions
on the functionality within Canvas.
That's a unique relationship that we have with Microsoft,
is that they will support Teams in the realm of Canvas
and get you to your appropriate destination.
So something I wanted to make sure that we pointed out there
and having that dual support.
-: Yeah, and now what I'm gonna do is move along
into the multiple-section courses.
So I'm really excited that we can cover
some of the addendum content within this session here.
Now, if you are teaching in a cross-listed fashion,
I could always demonstrate how to cross list your courses.
I'm not sure what you're currently doing at UVM,
if this is a task faculty are doing, or if this is something
that is taken care of by system administrators.
What you just need to know is that in Canvas,
you can cross merge your own courses,
but perhaps this is something that will be taken care of
in a more automated fashion for you.
So you have the options here.
In terms of just managing those course sections,
when it comes to your privacy policies,
admins are gonna be able to set up
whether or not students from one section can see
and interact with students from another section.
So that's just something to keep top of mind.
But when I do have my multiple sections working,
let's say for whatever reason,
I want to send out an announcement to one of those sections,
because maybe there's going to be an event
that's taking place,
so there's a guest speaker I need to remind them of
that's coming to class, I'm gonna be able
to find those sections directly
within my Post to area for an announcement,
and very easily just message
everybody within this section here,
in terms of an announcement.
Now, when it comes to assessments, more generally as well,
you are gonna be able to satisfy that very easily.
So within the assessment space,
let's say I'm just gonna go over
to one of my lab assignments here.
I'm just gonna edit this assignment.
Down at the very bottom,
and I mentioned this a little bit earlier on,
what you have access to is this Assigned-to area.
So if I'm assigning this only to a particular section,
I'm gonna be able to do that.
So this section might have a different due date
than the other section.
So this is where I'm gonna be setting up
all of that logic here.
Dave, were there any questions for me based on that?
-: Let's see. No, looks like we are pretty good.
Amineh: Okay, great.
And if there is going to be at all, certain content,
aside from assessment or aside from
anything within the announcement domain
that you do not want certain students
to see or have access to,
a couple of recommendations for you,
you could also put your sections into a group.
And within the group space,
you could distribute information.
Or what you could also do,
and this is what I like to have, is in my modules...
My modules are my curriculum playlist, essentially.
And so within my module space, I can set up requirements.
And some of these requirements might be based on...
You know, you can't continue throughout the course,
you can't go to the next step of the course
until you submit your assignment
or until you score at least a certain grade
on this assignment or on this test.
This is more generally for course moderation,
than section moderation,
but I do find that it helps to support
section-based teaching very much.
What you can also do with other areas of content in Canvas
is allow for students to mark something as being complete,
where they're actually clicking on a reading
or clicking on a content page
and saying, "Yes, I did the task."
I find that to be a really good cognitive trick
I play with my students
because they are a little bit less likely
to lie to themselves.
If they didn't do the reading,
they probably won't click that they did.
Now, when it comes to the next use case...
I'm just looking at the time.
The next use case
really focuses in on sample pedagogical strategies.
And so one of those areas was focused in on group grading,
of which we demonstrated here.
You are gonna be able to have those group-based assignments
for your learners.
I also know that Peer Review is probably
something that is going to be very popular,
it's certainly popular in higher education
to use Peer Review, and this is something
that we support very well.
So any assignment or any graded discussion
can also undergo peer review.
I'm just going to move down
to one of my Peer Review assignments here.
And when I'm in my Peer Review space,
in terms of criteria that I would be setting up,
down at the very bottom,
this is where I'm gonna be able to stipulate
that peer reviews are required for this assignment.
I can automatically have the system generate
how many reviews per assignment,
or I can manually do this work myself.
If I have a system auto-generate that,
and I have to make changes a little bit later on
as an instructor, I'm gonna be able to do so.
I can also set this up as being anonymous,
depending on the assessment that is taking place.
Now, when it comes to general moderation of my peer reviews,
I'm always able to go into my Peer Review space
as an instructor,
to see how individuals are participating in this.
So are they completing the reviews?
Are they not completing their reviews?
Do I need to move somebody around in this course at all,
and in terms of making sure they review someone?
I would be able to do all of that work.
But you need to know about peer review in Canvas as well,
is that the instructor is the one who gives the final grade.
Certainly students are gonna be able to use rubrics,
they're gonna be able to annotate assignments
that their peers submit,
they're gonna be able to add in holistic feedback,
but the instructor, or the TA, is going to be the one
to give the final say for that.
And if you want to see
what the perspective is of peer review,
specifically within Canvas, I can do so as well
from more so the student side of things,
because this is going to be incredibly important
because I find that Canvas does a really good job
when it does come to Peer Review.
Are there any questions though,
for me right now, Dave, in the chat?
-: The chat looks clean at the moment,
we've about five minutes to go, so it's a really good time
to speak up if you do have any questions.
-: All right, so I'm just in my Peer Review area
as a student.
So this is what would happen
when a student has to review somebody else.
All of these inline annotation tools
that I had in the Canvas Speed Grader,
this learner is also gonna have access to.
Now, this assignment is not anonymous,
therefore the students will be able
to see each other very easily in terms of the commentary.
Certainly it's gonna be entirely up to you,
whether or not you want to go that route here.
But this is just an option
that your students are going to have.
Again, if there is going to be a rubric that is leveraged,
I would be able to expand out this rubric
and go back and forth and grade this student here.
Something to also take note of for your learners
when it comes to peer review as well,
it will always show up as a to-do list item for them.
So just as you as faculty have a to-do list,
all the tasks, essentially of what you need to grade,
your learners are always going to know
what they have to do
to progress throughout the courses that they're taking.
So it's always going to be front and center for them,
as well as all of their feedback as well.
So if you give them feedback, they're always gonna see it
as soon as they launch into their learning dashboard.
-: Dave, I'm not sure if you see this. I think Luke...
I'm not sure if that's a-
-: Yeah, we got a hand raised by Luke here. Luke, go ahead.
-: I figured I should shut up
until everybody else had a chance to ask too.
Couple of questions.
So we use clicker-style questions via Learning Catalytics,
which is instant feedback,
so we can be responsive while we're teaching.
Is there anything inside of Canvas
that would emulate a clicker-style question
where the teacher is getting rapid responses and feedback
to questions as they're being posed and able
to add questions on the fly as they go?
Amineh: Okay, currently right now,
there isn't a solution that we have that would really mimic
what it is that you're describing, that rapidity.
And I'm assuming as well, 'cause I'm not familiar
with that particular solution, are you also able
to display the answers in real time,
potentially on a screen?
-: Yeah, I assume, or you can hide it from the students,
it's your call.
So we have a thing, you don't have a thing, that's fine.
-: Yeah, Luke, I'm actually familiar with that solution,
because that's a in-lecture type of solution,
that wouldn't be something that we have,
but the integration we have with Pearson,
I know that's a amazing product that Pearson acquired.
Yeah, it does work like that data will flow in.
So if you're doing things like attendance
or if you're wanna do clicker quizzes and that thing,
that would be-
-: Okay. That's great.
And then I think it went by, a couple of times,
the idea of threaded questions on quizzes or assignments
where it's multi-part, and you have conditional grading
based on previous answers, or you're changing what they see
based on how they answer.
So adaptive testing, getting really down
into the weeds of being able to dial that in.
Any functionality there?
Amineh: Okay, so when it comes to, more generally,
the quizzing that would take place,
we do have one quizzing question type
that would allow for more of the case space work
that you would need to do, where you're presenting a prompt,
and then your learners are gonna have several questions
that are gonna be based on that particular prompt.
Now, when it comes to the adaptive component,
it's not going to acknowledge,
as they're going through the test,
okay, they didn't score well,
I'm going to bounce them over here,
because clearly they need to
work on this area a little bit more.
That reminds me a lot of a product I've used in the past
called Stack, which is open source.
What currently are you using that mimics that behavior?
-: We don't have that, I want it.
Amineh: Okay, have you heard of Stack?
-: No, I'll look it up.
Amineh: Okay, this is something that
a lot of engineering faculty I know use.
And when it comes to
the stimulus-based questions that I had mentioned...
So in this product that we have called New Quizzes,
you can create the stimulus question.
So what happens is that you have this prompt.
And this prompts could very well be an image,
it could be something that's written up,
it could be multimodal,
there could be an image and text and video,
and then you would be able
to attach all of the corresponding questions to that.
So when a student gets to that, they're going to know
that every question that is being presented
is associated to that one.
-: All right, I'll sign off, let other people ask.
Thank you, good to see all the stuff.
-: Any other questions?
We're just about a time actually typing an answer right now
on migration and whatnot.
So I'll leave it to you, Amineh and Alex,
if you wanna continue.
-: Well, I think it would be rare
for someone to have a meeting scheduled right after this.
So I think Luben just asked about some other questions.
I'm okay with going a little bit over,
if there are other burning questions.
Amineh: Yeah, I'm just gonna go up in the chat
and review-
-: Or Luben, if you wanna unmute,
if there's some in particular
that you want to raise at this point,
I think that would be fine.
-: Thanks Luben for calling that out,
I was trying to hit them all in time,
so there could be one or two here.
-: I'm not sure how my audio is right now, but yeah,
I think there were a bunch of way up there
and I'm thinking that I'll have to take off right now,
that's why I was hoping
that maybe I can either watch the video later
or see 'em in while responding to chat.
Amineh: Okay, I'm just gonna look up.
I also put a link to Stack in the chat.
This is actually something internally that I'm working on,
in terms of building out an integration with Canvas.
It's an open source software, but it's fantastic
for anybody that's teaching Math in their curriculums,
so STEM education.
-: I will say, Luke, you're bringing me back
to my days taking Physics,
and there're the questions that have the answer
to another answer, to another answer, and partial credit
and all that stuff's, so my head's exploding at the moment.
Amineh: That's why Stack is so good.
-: Yeah.
Hi, it looks like we covered...
I'm trying to figure out what we're missing here.
It's possible, 'cause there were a lot of questions.
This is a really active group by the way,
and I appreciate your engagement.
Talked about groups, clubs, not academics,
assignments submissions.
Oop wait, hold on.
Thank you, Susanmarie.
I had a question about contract and specs grading.
Susanmarie: Contract and specs grading.
Perhaps you could elaborate on that a little bit more.
Is that more in terms of the file type that will be accepted
for you to potentially annotate on?
-: Where students choose different bundles of assignments
as a path through the course,
can clearly represent semester-grade progress
in the gradebook.
Susanmarie: Bundled assessments throughout the course,
okay so-
-: I'll actually copy and paste the question,
I'll move it down to the bottom 'cause you can't see it.
There you go.
Amineh: Yeah, in other words,
we have faculty who are using expects grading,
where for example,
to take an extremely oversimplified example,
students who are aiming to get an A in a course,
might have to do assignments
in three different categories and do 10 of each.
If students who are aiming for a B in the course
might only have to work in two different categories
and do eight in each.
And then different grading contracts
which is a different system,
could specify differential numbers of assignments
for different grade levels
and perhaps different exam-score minimums
for different semester-grade levels.
And we've had faculty working various,
what we would call alternative-grading modes,
that often find themselves
to be fighting with the Blackboard gradebook.
-: Yeah, great minds think alike,
Amineh and I arriving at the same conclusion here.
Amineh: One option, however.
In terms of some of the robustness
of what you've specked out...
I think I'm gonna need to draft a written response
in terms of how I would really approach it within Canvas.
But one opportunity that a lot of schools are tending to use
is something called Mastery Paths.
And essentially within Canvas,
what you're gonna be able to do is stipulate...
You know, on any given assessment that's taken place,
if a student has scored
between a certain grade percentage point,
you're gonna be able to delineate
what the criteria are for the grades here.
So you're seeing points because that's what I have
for this particular assignment.
So let's say a student as student scores
between zero and eight points, on this 20-point assignment.
If that happens, they are going to have to complete
these additional tasks that occur within the course.
And so these could be
part of the core curriculum of the course,
or when I see MasterPass work really well in Canvas,
it's because there's additional, subsidiary,
resource-based content.
So I could almost imagine that,
if you had a lot of content that is for a student
that only wants to score, let's say a C,
I would have sea-based resourcing and content
in the Canvas course,
and this is how I would be setting them off
on that learning path.
If they are more akin to wanting a B,
I would have content that is focused in on that,
so if they are scoring in that B-grade range,
they will perpetually be getting more B-range content.
The same is true for those A-class scores.
What I will say is that the setup of this
will be quite extensive, when it comes to make sure
that you have all of the resources within the course,
all of the assessments in the course,
so that the logic is going to work well for you.
And you're gonna have to create these mastery paths
per assessment that occurs.
And it can be connected to readings as well,
so it doesn't just have to be on assessments.
You know, if I said, "You need to do this quiz
in this discussion-board post.
If you scored between this type of a grade,
maybe I'm also gonna have you complete other other tasks."
That's one answer, but I know it's not gonna cover
the exact robustness of what you are discussing.
-: Thanks, Susanmarie.
-: All right, well, we're about five minutes over,
or six minutes over now,
so we should probably wrap up at this point.
And I wanna thank Dave and Amineh
for taking so many questions.
And on this Friday afternoon,
I just put a link to the survey in the chat,
and we encourage everyone to fill that out.
And again, thanks so much to our presenters today,
really appreciate it.
And thanks everyone for your engagement during this session.
-: Thank you everyone, I wish you a good week.
-: Thanks everyone, have a good Friday.