From Awareness to Reinforcement: Mastering Change with Impact
In this webinar, we will focus on leveraging Impact to support and manage change within educational institutions and explore its capabilities for facilitating smooth transitions and fostering a culture of continuous improvement. We will show how Impact aligns with established change management practices, ensuring a structured approach to technology integration, user engagement, and behavioural change.
I will go to begin, by letting each of us introduce ourselves to you all. So I will pass over to Dani so that she can introduce herself. Hello, everybody. My name is Dani McAllian. I am, Irish as you'll probably hear from the accent. I have seventeen years experience in the field of education.
I, spent ten years on the international teaching circuit, which, was fantastic, enlightening and all of those wonderful things that you would expect. And I spent three years delivering develop developing and delivering content around software and hardware to instructors, and students. And I am four years with Impact as, as the content manager, and I'm currently living in the Netherlands, with my family, which is very nice today because the weather is nice. Thank you, Danny. And I will introduce myself, the other Danny, Danny boy and Danny girl as we've been christened for many years now by our colleagues.
So I'm Danny Monahan. I'm a senior service consultant with the services team for the region here. I've, I've got twenty four years of experience in UK higher education, ten years, more than ten years of that twenty four years managing, LMS and user support services. After a number of of change related pieces in that time as well. And for the last four and a little bit years, I've been working supporting customers all around the world with adoption of systems, like, Impact and Canvas and other things like that, and continuing with the expat theme, I am a Brit now living in Denmark.
So I will begin to talk, a little bit today about how we support change, with impact. I'm gonna start by talking about what impact is briefly, and then I'm gonna go off a bit of a tangent to talk about change, and what that actually means. So impact has a number of, core tools in it. One of the pillars of of its toolset is the proactive messaging. There are three different ways in which we can, present messages within Canvas to the users.
And there's a systrain message, which looks a little bit like that one here, sits on the page, allows the user to carry on interacting, with Canvas while the message is there. So it's very useful. Quite a number of different options such as, contextual support and and messaging and and and and things like that. And there is a pop up, which, is a little more disruptive in the user experience deliberately so. So it's used for more important announcements and things like that.
And then there is a hint message, which hovers on an element within the page, and highlights it as you can see with this little dotted line. So allows, a user's focus to be really drawn into extremely powerful, proactive messaging to be able to get, you know, you to get information to your users where they need it, when they need it. The second, pillar of impact tools is the on demand support center. This is a a contextualized, knowledge base that knows where you are in Canvas. And when you actually access it, it will present you with support content, relevant to where you are in Canvas.
So if you're on the quizzes page and you hit the support center, it gives you the content to do with quizzes. But more than that, it also knows the role that you have as well. So if you are a teacher, it will present you with the teacher orientated content, to do with the tool that you are actually accessing, from within Canvas. It's, oops. Apologies for stepping on there.
It this is something that has a a lot of, out of the box content in the form of all our support content on the community. Dan is gonna talk about some of, that later, but this can also be extended, locally yourself. The third, core tool is the, insights, which is reporting an an activity, of users based on their roles and their associations, with the subaccounts. So it's, less of a learning analytics tool looking at individual behaviors, but it's looking at activity into adoption of groups of users across, the, entire entirety of Canvas, broken down into assessments and communication and all those different tools. And it allows us to be able to, get a better understanding of the adoption of tools, the usage of tools across across Canvas, on the basis of the role that people have so we can look at student activity, or and or teacher activity.
And those user groups reflect your subaccount structure that you will have as well. And we can also report, on the, impact content as well. So we also have the ability to be able to get an understanding of how many people have seen those messages that I talked about a few minutes ago, whether they're interacting with those messages in the form of clicking links. We can get we can ask for feedback on those messages and things like that. So we have a number of different ways of being able to, understand better, how our users are interacting with, with the tools across Canvas.
The the all of this work, you can do, both from within Canvas itself because Impact provides you with an inline editor, which means that you can create content directly at the point in which you want your users to be able to see it. And you can also create content inside the impact dashboard as well. It gives you a larger, space to work on, say, the more detailed content that you might put into a support center article rather than, in a message popping up. So very powerful creation tools for those of you who will be administrating administrating Canvas, to your users. And one thing that I will say before I move on is there is one further tool, which I haven't mentioned in there, and that is the walkthroughs tool, which allows you to use those proactive messages, and and and build a step by step guided process to take your users through a particular process or a pathway through Canvas, and and and that, walk through, allows you to be able to take a a much more complicated multi step process, than an individual message will ever allow you to be able to, to do.
That's a a very powerful, and slightly more complicated, process for really giving, your users a a a detailed guide through any particular path or process that you want them to to follow within Canvas. So that's a brief overview in terms of, Impact. So we're talking about change management, and how impact supports change management. Well, what in order to do that, we need to talk about what change management actually is. And change management is basically about how we help the people who are gonna be involved in a change that's happening.
I'm not going to read all of the slide. I I'll let you read that as I talk. Whenever we're implementing change, maybe you have switched to Canvas from another LMS or you're introducing new tools within Canvas or new processes around Canvas. You are going to introduce change in people's working process in people's working lives. And for that change to be successful, we have to make sure that people have the knowledge and the tools and the ability to be able to do whatever they need to do within that change process.
Without them adopting the changes, it's simply not going to be successful, and the outcomes that you're trying to achieve, will not be met. And it's much more than just communicating about what is actually happening. It's it's about supporting people throughout that time entire process. And there's some very significant risks, if the the process of change fails. I'm sure we've all experienced implementation of systems or or tools that have not achieved the outcomes that were intended, and that's usually down to, a large element of, the change management not being successful, not helping people through that change process.
The thing is there are two sides of change. Whenever a project is is, happening, people tend to understand the project activities that are delivering tangible change. So if we're bringing in a new system, then that system will bring, new processes, new services from it. And people understand and and and and and and realize that there's a design develop testing delivery kind of, process within, the deliverables of a project that bring the tangible change. But parallel to that, and in a way almost in my in my view, sometimes even more important than tangible change, is the change activities that are relating to the people involved in the change.
These will include things like awareness of the change. It's trying new ways of working for for for the people involved. It's for them to understand how to do new things and then then ultimately building new habits. And those changes allow them to successfully work in the new environment. And and therefore, the change has been successful.
And this is the behavioral change, and and the behavioral change is is key to all of this because you can bring in, as many tangible changes as you want. But if people don't change their behaviors, they will never successfully be able to use those new systems, those new processes that the tangible change is brought to. And we're talking about behavioral change. We're talking about people. And, you basically go through, four stages, of of of change, in order to get to your new point.
And the purpose of bringing in change, a new system, is to gain new benefits, to to to to achieve something new. So we were looking to realize some benefits to do with this change. And then we start at the beginning at a position of what is called unconscious incompetence. We don't know what we don't know. So as this change comes in, we have no idea about anything.
When we start to learn about this new system or these new, processes or whatever the change is going to, to bring in, we move into what is called the conscious incompetence, point of this change. In other words, we suddenly realize we don't know anything about this new stuff, and that is a very disconcerting position to be in. And that's, and that brings, with it a number of risks associated with people, being able to stop the change. As we carry on working with these new systems, these new processes, we begin to realize and understand the new ways of working that, that we're going to need with this new system, the the well, what whatever it is we're working at. But it's still not a natural, or, thing for us to do.
So we're we're at a point now where we're competent with the new, processes, but we're very conscious about it. We still have to think about what we're doing. Eventually, we'll get to the point where we are unconsciously competent. We're not thinking about it anymore. It's what people would call business as usual.
Everyone has now settled into the new systems, the new process is the new way of working, new tools. And it's only at that point have we actually realized the benefits of the change that was being brought in because we have now achieved where we were the same level of that unconscious competence as we had against the old systems, but the new system has clearly must have brought in better ways of working new tools, newer tools, whatever the reason is. Otherwise, the change would never have happened in the first place. And that's the point at which, we get those, that that benefits realization. So that sounds all very academic.
But from a person point of view, there's a real feeling associated with this as well. We start out with that, woah. This is new to me. I've not heard about this before. What's all this about? That's that initial announcement.
And very quickly, you descend into that, I don't know what I'm supposed to be doing. This is when you you suddenly realize you don't know anything. And as you start to go through that that process of of learning about new things, it can all feel completely hopeless. And you end up in a position where you're, well, this is terrible. This is far worse than it was ever.
Why can't we just go back to how it always used to be? It's a very natural feeling for people when change comes in. They just want to carry on doing the things they know they're comfortable with because they don't have to think about it. It kind of stress all with all this new way of working is really starting to stress me out. This is, as the knowledge starts to build, the the the the the picture opens up a little bit, people start to understand a bit more, the penny starts to drop. And then you get to that point where you think, actually, this could solve some of the challenges that I've been experiencing.
I can see where this might actually help. And then we eventually get to that point where people are thinking, this is great. And that's the point at which we've realized the benefit. And so we're gonna take people through this this emotional roller coaster, where you have a big dip to start off with, and then you have some some hard work to do to get people to a point where they are happy and, realizing new benefits and working without really having to think about it. This is not done in a single big step.
If you try and do it in a single big step, it's almost certainly going to fail. And we take an agile iterative behavioral change approach to this. A tangible change, will be delivering new systems, grading and feedback tools, quizzing tools, those kind of things. The and and that is a, in a way, you can think of as a single deliverable. The system, we go through an awful lot of process and and technical, structuring and all those kind of things to get a system to deliver a new tool for us, something like that.
The behavioral change in order to help people adopt these new systems, this new learning platform, will go through a number of smaller steps. These smaller steps will be change activities like events, awareness events, training events. It might be, tools like the impact, tools I've just talked about in the form of impact campaigns. It might be looking at the data and insights that impact and and Canvas and other things that we'll give you in order to be able to think about, how we're going to help take the next step. A success story is those kind of things.
And we take this in approach of small steps. We make a a a goal for over a shorter period of time. We, try and deliver that goal. We assess whether we've been successful, and then we use that to inform our next step. And this is what we call, the road map, And the road map is built up of a number of iterations of behavioral change, and that road map slowly builds towards our final end state, which is not something we can do in one single step.
And as it progresses over time, we go through a whole series of processes of planning and then doing and then reviewing, and that informs us for our next step. And so we keep working forward on that. So we don't use a statement like the end goal is x. We're actually changing our viewpoint to say, at the end of this time period, our goal is x. That way we can help people go through those multiple steps of that change process, and and and make sure that they are being given the relevant support that they need for that particular point in time.
And another reason why taking this iterative approach is really important is not just when we're delivering a new system, but when we're into that business as usual stage, we go through a regular cycle. The academic cycle that we've all experienced, is very familiar to us. But at different times in that cycle, behaviors are different. People need to be able to know how to do different things at the beginning of a semester compared to the exam period compared to the end of the semester. And so we need to be able to take this, sort of more agile, smaller iterative step approach to allow for the fact that we need to support these different behaviors at different times.
And we also need to continue to support behaviors because, behavioral change is not something that you do once and then forget about. People need to be reminded. People maybe because they only do something once every year, and so they will need a regular reminder, a regular nudge, in order to, help them be able to carry on delivering, what they need to do at that particular point. So this is something that works irrespective of whether we're in a project that's delivering a whole new system or whether we're in business as usual and we're delivering, our normal, everyday work as part of the cycle that we go through every year. And I mentioned nudging, and nudging is something that's comes out of what's called behavioral design.
And behavioral design is an attempt to influence people's decisions, by making life either as easy as possible for them to make some choices or conversely more difficult to make the choices we don't want. Examples like this, this is a visual nudge. Every time you take a green paper towel out of these paper towel holders, you see the green draining out of the, of the world map. And and so it's an emotive nudge to maybe make people take less paper out of the paper towel dispenser. This is, believe it or not, a crossing, a pedestrian crossing in Iceland, and, its purpose is to reduce the speed of cars.
And what you see when you first look at that is blocks hovering above the road. Is in fact nothing more than a painted optical illusion on the road. But what happens when drivers approach this is their brain says, woah. There's something not right in front of me. Your reaction is to slow down so that you can process what you're seeing.
End result is you just successfully nudged somebody into slowing down, and that reduction in speed, it therefore brings, a safer street for everybody who's maybe on bikes or on foot. And and we've all experienced this. We all get notifications on our phone, but you maybe have you've gone to a website. You're doing some online shopping or something like that, and you go into a website and a bell pops up in the corner. And almost without thinking, we'll go and click on that bell because it looks like the notification for us.
And it's nothing but an advertising push for something on that website. But, again, it's a a a response that we've got so used to that it's an easy reaction for us to be drawn towards that notification icon and us to think that we need to go and click it. There are hundreds and hundreds examples of this. It's been used successfully all over the world. And if you've been through an airport fairly recently, you'd have probably experienced it, at security when they're telling you that if you don't put your liquids in the tray, you could be waiting for up to two hours to have your, scans done to make sure it's safe.
They're almost certainly not going to be making you wait two hours, but it's a nudging to make you be worried. And as a result, I can't be late. I can't be late. I'm gonna make sure I've got my things out. And the reason these work is because our brain is basically split into two halves.
There is the system one side of our brain, It's also known as the reptile brain, and there is the modern brain or the system two brain. And if anyone's interested in reading more about this, then, get the book Thinking Fast and Slow by Daniel Kahneman. Basically, the one thing that our brain is is lazy. Fundamentally, it is incredibly lazy, and our brain processes things in very different ways. The system one brain is incredibly fast.
It uses early experience, to make its decisions. It prioritizes certain things. So it will prioritize fear, hunger, reproduction. It's and it's driven away from anger, loneliness, insecurity, and motivated towards recognition, care, win, love. These are all the things that are sort of hard coded into our DNA.
The thing about this half of our brain is completely uncontrollable. It it is a completely, automated response, and it is responsible for ninety percent of our choice making. Conversely, the the system two or the modern brain is very slow, and it gets very tired quickly. And And the reason it gets very tired quickly is because it uses an awful lot of energy. This is the brain the part of the brain that we use that we use for analyzing data, so it's very objective.
And it can cope with unfamiliar things because we can look at something unfamiliar, and we can decode it by a sense of of using the objective analysis that this part of the brain is is, capable of. And it's motivated by sense, logic. So we can sort of make a decision on the basis of some logical outcome, And it's completely controllable, but it's only responsible for ten percent of our choice making, Partly because it gets slow and very sorry. It's slow and gets tired very quickly, and that's because it uses so much energy. But also because it shuts off as soon as the system membrane sees a threat.
And that threat might be you might be waiting for two hours in airport security if you don't put your liquids in little bag in this tray now. That's a threat. Your reaction to that is a reptile brain response. It's fear. I can't it's fear of being delayed, a fear of missing your flight.
Now you might think that sounds crazy because, surely, we are modern people. But the thing is communication is a challenge. And if you think about how we communicate with people, we don't really very often communicate with the reptile. Surely, knowledge and motivation equals action. That seems to make perfect sense to us all.
But if that is the case, are we all millionaires, or do we all have perfect bodies? And, of course, we don't. Because, basically, we are irrational. We don't have because most of the time, we use our reptile brain, not our modern brain. And so when you're talking about, helping people make decisions, basically, the theory of nudging, behavioral design is it's all about friction. You want something to happen, you remove friction.
You want to avoid something happening, you add friction. Hopefully, the liquids threat, that I've talked about and the reason I'm talking about that is I went through Manchester Airport yesterday, so it's very much in my mind. I heard the security guard threatening people on a regular basis have been delayed for up to an hour if they didn't put their liquids on last mile because I knew that it wasn't gonna be that at all. I knew exactly why they were doing it. But what what he was basically doing was putting friction in place, whether he knows it or not.
Maybe he's just been annoyed by the fact that nobody has put their liquids in a bag. But the end result is the reptile race responds to the fear of being delayed, and suddenly you start scrabbling around looking in your bag to make sure that you've got all your liquid and little plastic bag for security. So what on earth has all this got to do with impact? Well, apart from fact, hopefully, you just find that fascinating and interesting and maybe give you an in an insight into how we can actually communicate with people. Impact allows us to get to that sort of endpoint, that successful endpoint because it supports or can support behavioral design and nudging because we can actually use it as a tool to provide information, reminders, points us to things, walk throughs for things at the place that people need it, at the time people need it, and in the format that best benefits their, requirements. So we can have it in there in written format, in video format.
You can have all of those different things. But, basically, what we're doing by utilizing Impact to support users in something is stopping them having to go somewhere else to find the information. Because, yes, sure, it's very easy to say, you can just Google this, but there's friction there straight away. And so if we can utilize Impact to put a message on your course home page to remind somebody to publish the course because they haven't done that yet, then we're making it as easy as possible for that user to make the decision to, oh, I need to go and click publish because, the message is right where they need to be told, at at that particular time. And that helps support the successful adoption of change.
It gives you that benefit realization. Give you a couple of examples. University of Amsterdam, had a, a campaign about the, well-being and mental health of students, and they wanted to make sure, that, students were aware of the services available. All the students go into, their LMS all the time. But because they they teach in both English and Dutch, they use the ability for Impact to have dual language, which meant that nobody was going to miss out on, the message through lack of understanding.
And because all the students are in Canvas regularly, they knew that the message would, get to the widest possible audience. The and with the benefits realization was that almost a hundred percent of the student population saw the message. We they know that because of the, the insights that we get from the, messages inside Impact, and they got eighty five percent positive votes in terms of feedback on the messages. And the website that they were referring the students to, saw a big increase in the number of visits. So it they they they achieved they more than achieved their intended outcomes with that.
LaSalle University wanted to be used in the support tickets for coming in. This was at the start of, the semester, and so they did a very straightforward in sound, in it something that sounds very straightforward. They put a student facing message on the courses page and a teacher facing mess teacher facing message on the courses publish button to remind the teacher to, publish the course, and the students were told that if they couldn't see their course to go and ask their tutor rather than getting in contact with the support, service. And the result was a fifty percent reduction in support tickets at the start of two. Very, very successful.
Since Georgia Community College, we're moving, from another LMS to Canvas, and so they built out a regular series of messages for teachers that were gonna be presented on the dashboard on a regular sort of almost a micro learning approach, a drip feed approach, not giving all of the information straight away. But this little bit of information this week, little bit of information next week, slowly giving the the information out so that the the the teachers didn't have a cognitive overload and weren't presented with too much information. But they, got bite sized bits of, of information to help support that that that learning progress. The the content was made consistent so that the teachers got used to the the format. It was simple.
And they also used, messages located in their old, LMS, which was Blackboard, to form an exit strategy from that platform as well. And finally, DeVry University, wanted to make sure that students were aware of the, the tools that they had available to them and, wanted to make sure that the the the because the process of getting access to these tools wasn't necessarily, straightforward, they actually decided to use some, animation to to to take the students through, this process. Now this was before the walkthroughs tool, existed. So maybe now if they were doing this, they would use the walkthroughs tool, but they utilize the fairly simple, animated, message to show the students the process they need to go through. And they also, at the same time, were promoting, Office three six five for students.
And as you can see on the numbers on this slide, they were getting thousand thousands of views on these messages and some really, positive responses from the the students, meaning the students were able to make the most of the tools that the university was making, for them. Okay. So change management and behavioral design, something that we really benefit from taking people through and helping them through a change process. Impact really supports that. We also help you help your users.
And and I'm gonna hand over to Danny now, who's gonna talk you through some of our content that we make for you. Thank you, Danny. Okay. So I think we can all agree that after listening to Danny that change is definitely, not easy. In fact, it's actually quite a difficult process for us as human beings to work through.
And so when you are trying to implement change, there will always be the excited few who will jump on the opportunity. And then there are also the early majority, late majority, and laggards that actually need a lot of convincing before they will, implement any of the change that you're trying, to promote. So the question is, how can you convince them? Well, that's where myself and, my team come into play. We are here to help you. So Impact is a fantastic tool and, Donna give you a few examples of how institutes manage their impact tool themselves.
But what we actually do as a team is we provide templated content to guide your users through the change that can target specific user groups based on their behavior within Canvas or any other LMS that they happen to be on. And why do we do this? Well, first and foremost, we wanna help reduce your workload. We understand how busy life gets and how, how much work goes into, a change management effort. And so we try to, anticipate some of the content that you may need, and provide that for you. Additionally, you meant, Danny mentioned earlier this nudge in architecture.
Well, my team are, they all have educational background. So the content that we push out for you, is pedagogically and cognitively sound. So that's that's very, very important, for your end users, and and I'll talk a little bit about it later as well. And it's all grounded in a change management theory. So all of the content that we push out, to you is, grounded in the ADKAR model, which, will will show up a little later as well.
And last but certainly not least nowadays is that it's data driven. So you can measure the results or as I like to say measure the impact of impact, at various stages across the the the the change that you're trying to implement. So so I would like to give you a real life use case of how we develop content for a specific, a very large, institute. So they came to us and they said, hey. We need all of our instructors using high quality online assignments to ensure equitable grading practices are in place across our campuses.
So this is kind of threefold here. They want, a, all instructors to be using online assignments, which is already a huge change in itself. I think COVID was a huge driver in this when they had to get everybody from paper, to online very, very quickly. They also want to make sure they're not just using assignments, but they're offering high quality content within those assignments. And the third element is that they would like, to ensure equitable grading practices.
So we try to help tackle all three elements of this, and we, of course, had some success. I do wanna say that the campaigns or the templated content, you'll hear me interchangeably referring to the work we do as though, using those two terms. This isn't the entirety of a change management plan. This is, like, one of the iterative stages that that Danny talked about. So it it will the first time they hear about this shouldn't be through impact.
It should be from a different on a different platform and there should be training in house training, etcetera, where needed. But this is a huge helper, to get you there. So in response to their request, what we did was we offered a suite of four, templated campaigns. And, again, as I mentioned earlier, these are all grounded in this ad car model. So the first of these is, an awareness and desire campaign, which basically makes your end users aware a change is common.
And you're really trying to instill that desire in them to make those changes. So they have to understand the advantages, for them as individuals or a specific user group of implementing that change. The second thing we did, piece of content we offer, is a a knowledge. So we created a a walk through that basically teaches instructors exactly how to create an assignment within Canvas. The third one is the ability.
So once they are creating assignments, then we we want them to we want that second part, addressed where they are, creating high quality content in there. And the last one is the equitable grading, part of it where we offer a campaign around, evaluation with grading schemes. Well, that's all great, but where do you start? So I would always, encourage you to start with the data. So Impact offers what we call, Danny mentioned them earlier as well, tool adoption, insights. So this, this diagram shows, a snapshot of the instructor tool adoption, and I have dug down into the data to try and understand who is saving assignments.
Because when you understand who's saving assignments, it tells you who's actually creating them. So you can see here from the data that, yeah, there are some users already doing that, so that's fantastic. But there is a whole group of what we refer to as non active users who have never saved an assignment before. So instead of targeting the entirety of your, faculty, we actually encourage you to target this group specifically to try to get them on board with creating assignments. So what you could do is first launch the exploring the advantages of Canvas for a few weeks to try and get them on board with that, revisit the data.
You may find a few people have actually, just from that awareness and desire campaign, thought, alright. Let me give this a shot. But what you'll find is that there's a huge chunk of people who read it, think about it, and then say, nah. I'll pass. So what we do then is we try to take them by the hand, and we launch the how to create an assignment walk through for a few weeks.
Because when people get taken by the hand and walk through something literally, they're much more inclined to actually implement the change. So I'm talking about these campaigns, and it all sounds all very abstract right now. So I would like to dive a little deeper with you. And there are options to preview all of this, material before you decide whether or not you wanna use it. And I would highly recommend you to join the Instructure community if you haven't already.
That's where you'll find the previews. So what I'm gonna do is I'm gonna click on this, and I'm gonna take you out to the community. And here you'll see this is the create an assignment, campaign. It is made up we always tell you the purpose of the campaign. We always offer a video to show you exactly where these messages are placed.
So, basically, what the end user will experience. So I'll I'll just, play a little bit of that so you can get a little bit of a feel for what this would look like for your end user. K. So you get a little bit of an idea. You see that it basically walks you through all the different elements of creating an assignment, which and because it's all in line, then users are very likely to kind of work through that creation of an assignment as each step appears.
You'll notice that there's a lot of hyperlinked, a lot, a few, hyperlinked words in there. That's basically the support articles that are attached. So if someone is unsure about what is this, for example, in this message, what are these points, what does that mean, then they can click on that and it will launch that inline help that Danny showed you earlier. And you can, preview all of these support articles from here as well. How can you measure the impact? Well, Danny mentioned it earlier as well.
You can see how many clicks are on these links, how many views on the messages, etcetera, how many of the support articles are being read. And we also offer this tool customized tool adoption campaign. So you can see here, this one has a number of data points, that can show as the the users work through these messages. Okay. What actions are they taking? Is this having an effect? And if you like what you see, then you can also preview all of this directly from your, impact dashboard.
But if you like what you see, you can click on this use as a draft button. And what that does, it imports all of that content the fact that it's a local copy is important, because you can customize, all of that content to meet your own needs. So, for example, if you are not, so bothered with your users, for example, adding, availability dates to their assignments, you can remove that step. Here's an example of one of the out of the box messages. This is the content that comes premade for you.
But if your institute is, for example, really adamant that they all need to use GPA as a grading type, then you can simply reward that to meet your own, needs or you can brand it with your your, your own, imaging or whatever else you'd like to add. And as Dani showed earlier, that's possible, in dual languages as well. Mine is in Dutch because I'm in the Netherlands. So and as I mentioned earlier, you can measure the impact of impact. So every single one of those templates come with a tool adoption report that you can also customize.
So for example, like I mentioned earlier, if availability dates is not on your agenda, it's not very important to you, you can take that data point out and really just focus in on who's creating, assignments and who's publishing assignments, for example. And if that gives you the information you need, you can remove all of the other all of the noise that that is all necessary for you. So this is an example of one of those two adoption reports, and I'm gonna revisit this, after the next slide. Because you can actually plan this change management, with these campaigns out really, really well around your specific user groups. So if you see here, there's kind of three layers to each of these.
There's which element of the ad car model, the change management model it's targeting, what the actual campaign is, and the target, user work. So what this institute did is that over twelve weeks, they launched this, this these campaigns through Impact. So, in the first three weeks, they thought, okay. We want all our users to be aware of the change, and we wanna try to instill that desire in them. So they launched that campaign for three weeks to all, faculty.
And then after that, they started looking a little bit at the so week three, they kind of analyze the data. And they said, okay. We have a non active group of users that are that's the group of users who've never ever saved an assignment, so they haven't created one essentially. So they launched that walk through that I just showed you there in the preview for four weeks. But they also realized, okay, there's a group of users who have created campaigns, but they haven't published them.
So what does that mean? Students are not actually using online assignments. So it's beautiful and fantastic that they're actually creating them, but, yeah, they need to be out there in the world. So what they did is they took this non active, group who haven't published assignments. They customized this create assignment campaign just to really zoom in on the publishing element of it, and they launched that for two weeks to these this group of users. And then there was another group.
There was a group who were creating and actively publishing their campaigns, and then they immediately targeted them with the enhance the content of your campaign, of your assignments because there's no need to target them with a walk through on how to create assignments. They're already doing it. So they launched that one to that particular user group for, three weeks. And then they took a breather, for a week and looked, has this had any effect? So they're really looking at the tool adoption reports from the campaigns. And what did they realize then? They realized we still have a non active group of users despite our best efforts with these campaigns who have never ever created an assignment.
That's a big problem in this, situation. So what they did is they built their own very small custom campaign, that consisted of one message and one data point, which was the save assignment, button. And they basically very kindly in a very nice way, mentioned, hey. This change is common whether you like it or not. You need to get on board.
So everybody deserves a second chance. And they launched the create an assignment, campaign to that group of non active users again for two weeks. In the meantime, there was a huge number of people who actually started to create assignments now. We're publishing them. So what they did is they moved on to the next step with that group of users and tried to get them to enhance the content of their assignments.
And there was, of course, this user group where they saw some success as well, where they were actually using various different tools inside their assignments now. And so they targeted that group with that last part of their goal, with Elevate evaluation with grading schemes. So this wasn't the end. They they continued to target those users who were a little lagging a little bit behind, but they actually did manage to get quite a few few users on board, through that whole process just through these campaigns. And just to to have a look back at this, tool adoption report, this, this tool adoption report shows the data after the three weeks.
And then you can see here, they launched the create an assignment campaign and you see that yeah. Steadily, steadily that that's working and then when they had a holiday. And then they they launched, sorry. They launched the awareness campaign here. And here, they launched the actual take action campaigns, and you can see there's a big climb.
And this is actually the the point at which they were analyzing the data. So you can see when these campaigns weren't active, you can start to see a decline, and then they realize, oof, we have to take action again to keep the momentum around this, to just give you little insights on how the data can be, used. And then you ask yourself, why well, why is this an an effective way to to target users? Well, first of all, it's data driven. The entire process is, is based on data. And, when you're in your shoes, it's always nice to be able to show, hey.
Remember that change that you wanted us to implement? Look. Here's the success success stories, and there's no better, storyteller than numbers. It's also very effective because it reduces cognitive load. So what what people are getting here is they're only being targeted with necessary information. So the people who are already creating assignments, they're not being bothered with walkthroughs on how to create assignments.
But they're also getting it in line at the in the right place. So, you know, when they open their course, they'll get that awareness, awareness message, and they know where to go to create an assignment based on the walkthroughs. And it's at the right time. So, you know, you're really, really focused in on, keeping it simple for that intrinsic load, linking it to the information they already have. So those people who already create assignments are getting, well, how do you enhance those now? That's that's a really nice connection for people to make.
And as I mentioned earlier, they're not getting any unnecessary or unnecessary or distracting information, through this method of delivery. It's also effective because it is grounded in theory. So you are raising awareness, instilling desire. You're providing their knowledge and ability, and you're constantly reinforcing that. And that's an extremely important, way to do this that that it's not just winging it, basically.
And you will have converted a portion of your eighty three percent that you had to convince, so you are moving closer to achieving your overall desired outcome. As I mentioned earlier, this is not, some kind of miracle solution, but it will certainly move you closer to, to converting the more difficult, members of, the adoption model. So, that's it for me. If you are interested in, we have a huge library of content. So, you can see I linked in the in the presentation to the community.
So it's all there. If you wanna have a a browse through it, please do. And we also have in that on the page, a link for your request. We actually take requests directly from customers, and we love hearing from customers. So please don't be shy, and, thank you for listening.
Thank you, Danny. And just in case you are interested in, finding out a bit more about Impact as a tool, then, please speak with your customer success manager, and they'll be able to arrange a demo or anything that you need. And, also, if you are interested, the, the change management is part of, the strategic consulting that, the the the team that I'm in, the the services team, can also offer you. So if, if you were interested in in in having us support you in, something that is gonna require some consult some consultation around change management, and that is something that we can also offer you, if you feel it will be better. Again, speak to your customer success manager, and they will be able to, arrange, I think all things like that.
And thank you for Danny's description of the content. We couldn't do without the the content that Danny's team makes. It's fantastic. We have a couple of minutes, left. We've had we've had some questions coming in, on the on the q and a tool.
So just before we, say goodbye to everyone, does anyone want to ask any last questions or comments? And please feel free to, pop it in the chat, or or you can drop it into the q and a. So I'll just briefly open it up to see if anyone has any last questions. Great. We've have stunned them into silence, Danny. That's what I like to see.
And yes. And and thank you, Lee, to the comment that should be popped into the into the webinar chat. CanvasCon in October, we will be there. You'll be able to come and speak to myself and other members of the team and the services team, but also be able to, come and grab Dani and have a conversation with her as well. We're going to be down there, so it would be, lovely to actually, spend some time talking to people, asking answering questions, things like that.
So, please, go and have a look at the, the details of the, Canvas account, and you can register at the URL that Lee has popped in the webinar chat. As was, asked earlier on the question, I'll just reiterate this as well. The recording of this webinar will be sent to everyone who is here today, early next week, and it will also be made available, off the webinar's web page as well. So you'll be able to come back and and revisit it, and also share that out with anybody else that you think might be interested. But if there are no other questions from anybody, then I will say on behalf of Danny and myself, thank you very much for coming today.
Hope you found that interesting, and insightful. Wish you all a a really pleasant rest of day, and, hopefully, we might meet one or two of you, in Barcelona in September. But thank you very much for your time, and we'll say goodbye.
I, spent ten years on the international teaching circuit, which, was fantastic, enlightening and all of those wonderful things that you would expect. And I spent three years delivering develop developing and delivering content around software and hardware to instructors, and students. And I am four years with Impact as, as the content manager, and I'm currently living in the Netherlands, with my family, which is very nice today because the weather is nice. Thank you, Danny. And I will introduce myself, the other Danny, Danny boy and Danny girl as we've been christened for many years now by our colleagues.
So I'm Danny Monahan. I'm a senior service consultant with the services team for the region here. I've, I've got twenty four years of experience in UK higher education, ten years, more than ten years of that twenty four years managing, LMS and user support services. After a number of of change related pieces in that time as well. And for the last four and a little bit years, I've been working supporting customers all around the world with adoption of systems, like, Impact and Canvas and other things like that, and continuing with the expat theme, I am a Brit now living in Denmark.
So I will begin to talk, a little bit today about how we support change, with impact. I'm gonna start by talking about what impact is briefly, and then I'm gonna go off a bit of a tangent to talk about change, and what that actually means. So impact has a number of, core tools in it. One of the pillars of of its toolset is the proactive messaging. There are three different ways in which we can, present messages within Canvas to the users.
And there's a systrain message, which looks a little bit like that one here, sits on the page, allows the user to carry on interacting, with Canvas while the message is there. So it's very useful. Quite a number of different options such as, contextual support and and messaging and and and and things like that. And there is a pop up, which, is a little more disruptive in the user experience deliberately so. So it's used for more important announcements and things like that.
And then there is a hint message, which hovers on an element within the page, and highlights it as you can see with this little dotted line. So allows, a user's focus to be really drawn into extremely powerful, proactive messaging to be able to get, you know, you to get information to your users where they need it, when they need it. The second, pillar of impact tools is the on demand support center. This is a a contextualized, knowledge base that knows where you are in Canvas. And when you actually access it, it will present you with support content, relevant to where you are in Canvas.
So if you're on the quizzes page and you hit the support center, it gives you the content to do with quizzes. But more than that, it also knows the role that you have as well. So if you are a teacher, it will present you with the teacher orientated content, to do with the tool that you are actually accessing, from within Canvas. It's, oops. Apologies for stepping on there.
It this is something that has a a lot of, out of the box content in the form of all our support content on the community. Dan is gonna talk about some of, that later, but this can also be extended, locally yourself. The third, core tool is the, insights, which is reporting an an activity, of users based on their roles and their associations, with the subaccounts. So it's, less of a learning analytics tool looking at individual behaviors, but it's looking at activity into adoption of groups of users across, the, entire entirety of Canvas, broken down into assessments and communication and all those different tools. And it allows us to be able to, get a better understanding of the adoption of tools, the usage of tools across across Canvas, on the basis of the role that people have so we can look at student activity, or and or teacher activity.
And those user groups reflect your subaccount structure that you will have as well. And we can also report, on the, impact content as well. So we also have the ability to be able to get an understanding of how many people have seen those messages that I talked about a few minutes ago, whether they're interacting with those messages in the form of clicking links. We can get we can ask for feedback on those messages and things like that. So we have a number of different ways of being able to, understand better, how our users are interacting with, with the tools across Canvas.
The the all of this work, you can do, both from within Canvas itself because Impact provides you with an inline editor, which means that you can create content directly at the point in which you want your users to be able to see it. And you can also create content inside the impact dashboard as well. It gives you a larger, space to work on, say, the more detailed content that you might put into a support center article rather than, in a message popping up. So very powerful creation tools for those of you who will be administrating administrating Canvas, to your users. And one thing that I will say before I move on is there is one further tool, which I haven't mentioned in there, and that is the walkthroughs tool, which allows you to use those proactive messages, and and and build a step by step guided process to take your users through a particular process or a pathway through Canvas, and and and that, walk through, allows you to be able to take a a much more complicated multi step process, than an individual message will ever allow you to be able to, to do.
That's a a very powerful, and slightly more complicated, process for really giving, your users a a a detailed guide through any particular path or process that you want them to to follow within Canvas. So that's a brief overview in terms of, Impact. So we're talking about change management, and how impact supports change management. Well, what in order to do that, we need to talk about what change management actually is. And change management is basically about how we help the people who are gonna be involved in a change that's happening.
I'm not going to read all of the slide. I I'll let you read that as I talk. Whenever we're implementing change, maybe you have switched to Canvas from another LMS or you're introducing new tools within Canvas or new processes around Canvas. You are going to introduce change in people's working process in people's working lives. And for that change to be successful, we have to make sure that people have the knowledge and the tools and the ability to be able to do whatever they need to do within that change process.
Without them adopting the changes, it's simply not going to be successful, and the outcomes that you're trying to achieve, will not be met. And it's much more than just communicating about what is actually happening. It's it's about supporting people throughout that time entire process. And there's some very significant risks, if the the process of change fails. I'm sure we've all experienced implementation of systems or or tools that have not achieved the outcomes that were intended, and that's usually down to, a large element of, the change management not being successful, not helping people through that change process.
The thing is there are two sides of change. Whenever a project is is, happening, people tend to understand the project activities that are delivering tangible change. So if we're bringing in a new system, then that system will bring, new processes, new services from it. And people understand and and and and and and realize that there's a design develop testing delivery kind of, process within, the deliverables of a project that bring the tangible change. But parallel to that, and in a way almost in my in my view, sometimes even more important than tangible change, is the change activities that are relating to the people involved in the change.
These will include things like awareness of the change. It's trying new ways of working for for for the people involved. It's for them to understand how to do new things and then then ultimately building new habits. And those changes allow them to successfully work in the new environment. And and therefore, the change has been successful.
And this is the behavioral change, and and the behavioral change is is key to all of this because you can bring in, as many tangible changes as you want. But if people don't change their behaviors, they will never successfully be able to use those new systems, those new processes that the tangible change is brought to. And we're talking about behavioral change. We're talking about people. And, you basically go through, four stages, of of of change, in order to get to your new point.
And the purpose of bringing in change, a new system, is to gain new benefits, to to to to achieve something new. So we were looking to realize some benefits to do with this change. And then we start at the beginning at a position of what is called unconscious incompetence. We don't know what we don't know. So as this change comes in, we have no idea about anything.
When we start to learn about this new system or these new, processes or whatever the change is going to, to bring in, we move into what is called the conscious incompetence, point of this change. In other words, we suddenly realize we don't know anything about this new stuff, and that is a very disconcerting position to be in. And that's, and that brings, with it a number of risks associated with people, being able to stop the change. As we carry on working with these new systems, these new processes, we begin to realize and understand the new ways of working that, that we're going to need with this new system, the the well, what whatever it is we're working at. But it's still not a natural, or, thing for us to do.
So we're we're at a point now where we're competent with the new, processes, but we're very conscious about it. We still have to think about what we're doing. Eventually, we'll get to the point where we are unconsciously competent. We're not thinking about it anymore. It's what people would call business as usual.
Everyone has now settled into the new systems, the new process is the new way of working, new tools. And it's only at that point have we actually realized the benefits of the change that was being brought in because we have now achieved where we were the same level of that unconscious competence as we had against the old systems, but the new system has clearly must have brought in better ways of working new tools, newer tools, whatever the reason is. Otherwise, the change would never have happened in the first place. And that's the point at which, we get those, that that benefits realization. So that sounds all very academic.
But from a person point of view, there's a real feeling associated with this as well. We start out with that, woah. This is new to me. I've not heard about this before. What's all this about? That's that initial announcement.
And very quickly, you descend into that, I don't know what I'm supposed to be doing. This is when you you suddenly realize you don't know anything. And as you start to go through that that process of of learning about new things, it can all feel completely hopeless. And you end up in a position where you're, well, this is terrible. This is far worse than it was ever.
Why can't we just go back to how it always used to be? It's a very natural feeling for people when change comes in. They just want to carry on doing the things they know they're comfortable with because they don't have to think about it. It kind of stress all with all this new way of working is really starting to stress me out. This is, as the knowledge starts to build, the the the the the picture opens up a little bit, people start to understand a bit more, the penny starts to drop. And then you get to that point where you think, actually, this could solve some of the challenges that I've been experiencing.
I can see where this might actually help. And then we eventually get to that point where people are thinking, this is great. And that's the point at which we've realized the benefit. And so we're gonna take people through this this emotional roller coaster, where you have a big dip to start off with, and then you have some some hard work to do to get people to a point where they are happy and, realizing new benefits and working without really having to think about it. This is not done in a single big step.
If you try and do it in a single big step, it's almost certainly going to fail. And we take an agile iterative behavioral change approach to this. A tangible change, will be delivering new systems, grading and feedback tools, quizzing tools, those kind of things. The and and that is a, in a way, you can think of as a single deliverable. The system, we go through an awful lot of process and and technical, structuring and all those kind of things to get a system to deliver a new tool for us, something like that.
The behavioral change in order to help people adopt these new systems, this new learning platform, will go through a number of smaller steps. These smaller steps will be change activities like events, awareness events, training events. It might be, tools like the impact, tools I've just talked about in the form of impact campaigns. It might be looking at the data and insights that impact and and Canvas and other things that we'll give you in order to be able to think about, how we're going to help take the next step. A success story is those kind of things.
And we take this in approach of small steps. We make a a a goal for over a shorter period of time. We, try and deliver that goal. We assess whether we've been successful, and then we use that to inform our next step. And this is what we call, the road map, And the road map is built up of a number of iterations of behavioral change, and that road map slowly builds towards our final end state, which is not something we can do in one single step.
And as it progresses over time, we go through a whole series of processes of planning and then doing and then reviewing, and that informs us for our next step. And so we keep working forward on that. So we don't use a statement like the end goal is x. We're actually changing our viewpoint to say, at the end of this time period, our goal is x. That way we can help people go through those multiple steps of that change process, and and and make sure that they are being given the relevant support that they need for that particular point in time.
And another reason why taking this iterative approach is really important is not just when we're delivering a new system, but when we're into that business as usual stage, we go through a regular cycle. The academic cycle that we've all experienced, is very familiar to us. But at different times in that cycle, behaviors are different. People need to be able to know how to do different things at the beginning of a semester compared to the exam period compared to the end of the semester. And so we need to be able to take this, sort of more agile, smaller iterative step approach to allow for the fact that we need to support these different behaviors at different times.
And we also need to continue to support behaviors because, behavioral change is not something that you do once and then forget about. People need to be reminded. People maybe because they only do something once every year, and so they will need a regular reminder, a regular nudge, in order to, help them be able to carry on delivering, what they need to do at that particular point. So this is something that works irrespective of whether we're in a project that's delivering a whole new system or whether we're in business as usual and we're delivering, our normal, everyday work as part of the cycle that we go through every year. And I mentioned nudging, and nudging is something that's comes out of what's called behavioral design.
And behavioral design is an attempt to influence people's decisions, by making life either as easy as possible for them to make some choices or conversely more difficult to make the choices we don't want. Examples like this, this is a visual nudge. Every time you take a green paper towel out of these paper towel holders, you see the green draining out of the, of the world map. And and so it's an emotive nudge to maybe make people take less paper out of the paper towel dispenser. This is, believe it or not, a crossing, a pedestrian crossing in Iceland, and, its purpose is to reduce the speed of cars.
And what you see when you first look at that is blocks hovering above the road. Is in fact nothing more than a painted optical illusion on the road. But what happens when drivers approach this is their brain says, woah. There's something not right in front of me. Your reaction is to slow down so that you can process what you're seeing.
End result is you just successfully nudged somebody into slowing down, and that reduction in speed, it therefore brings, a safer street for everybody who's maybe on bikes or on foot. And and we've all experienced this. We all get notifications on our phone, but you maybe have you've gone to a website. You're doing some online shopping or something like that, and you go into a website and a bell pops up in the corner. And almost without thinking, we'll go and click on that bell because it looks like the notification for us.
And it's nothing but an advertising push for something on that website. But, again, it's a a a response that we've got so used to that it's an easy reaction for us to be drawn towards that notification icon and us to think that we need to go and click it. There are hundreds and hundreds examples of this. It's been used successfully all over the world. And if you've been through an airport fairly recently, you'd have probably experienced it, at security when they're telling you that if you don't put your liquids in the tray, you could be waiting for up to two hours to have your, scans done to make sure it's safe.
They're almost certainly not going to be making you wait two hours, but it's a nudging to make you be worried. And as a result, I can't be late. I can't be late. I'm gonna make sure I've got my things out. And the reason these work is because our brain is basically split into two halves.
There is the system one side of our brain, It's also known as the reptile brain, and there is the modern brain or the system two brain. And if anyone's interested in reading more about this, then, get the book Thinking Fast and Slow by Daniel Kahneman. Basically, the one thing that our brain is is lazy. Fundamentally, it is incredibly lazy, and our brain processes things in very different ways. The system one brain is incredibly fast.
It uses early experience, to make its decisions. It prioritizes certain things. So it will prioritize fear, hunger, reproduction. It's and it's driven away from anger, loneliness, insecurity, and motivated towards recognition, care, win, love. These are all the things that are sort of hard coded into our DNA.
The thing about this half of our brain is completely uncontrollable. It it is a completely, automated response, and it is responsible for ninety percent of our choice making. Conversely, the the system two or the modern brain is very slow, and it gets very tired quickly. And And the reason it gets very tired quickly is because it uses an awful lot of energy. This is the brain the part of the brain that we use that we use for analyzing data, so it's very objective.
And it can cope with unfamiliar things because we can look at something unfamiliar, and we can decode it by a sense of of using the objective analysis that this part of the brain is is, capable of. And it's motivated by sense, logic. So we can sort of make a decision on the basis of some logical outcome, And it's completely controllable, but it's only responsible for ten percent of our choice making, Partly because it gets slow and very sorry. It's slow and gets tired very quickly, and that's because it uses so much energy. But also because it shuts off as soon as the system membrane sees a threat.
And that threat might be you might be waiting for two hours in airport security if you don't put your liquids in little bag in this tray now. That's a threat. Your reaction to that is a reptile brain response. It's fear. I can't it's fear of being delayed, a fear of missing your flight.
Now you might think that sounds crazy because, surely, we are modern people. But the thing is communication is a challenge. And if you think about how we communicate with people, we don't really very often communicate with the reptile. Surely, knowledge and motivation equals action. That seems to make perfect sense to us all.
But if that is the case, are we all millionaires, or do we all have perfect bodies? And, of course, we don't. Because, basically, we are irrational. We don't have because most of the time, we use our reptile brain, not our modern brain. And so when you're talking about, helping people make decisions, basically, the theory of nudging, behavioral design is it's all about friction. You want something to happen, you remove friction.
You want to avoid something happening, you add friction. Hopefully, the liquids threat, that I've talked about and the reason I'm talking about that is I went through Manchester Airport yesterday, so it's very much in my mind. I heard the security guard threatening people on a regular basis have been delayed for up to an hour if they didn't put their liquids on last mile because I knew that it wasn't gonna be that at all. I knew exactly why they were doing it. But what what he was basically doing was putting friction in place, whether he knows it or not.
Maybe he's just been annoyed by the fact that nobody has put their liquids in a bag. But the end result is the reptile race responds to the fear of being delayed, and suddenly you start scrabbling around looking in your bag to make sure that you've got all your liquid and little plastic bag for security. So what on earth has all this got to do with impact? Well, apart from fact, hopefully, you just find that fascinating and interesting and maybe give you an in an insight into how we can actually communicate with people. Impact allows us to get to that sort of endpoint, that successful endpoint because it supports or can support behavioral design and nudging because we can actually use it as a tool to provide information, reminders, points us to things, walk throughs for things at the place that people need it, at the time people need it, and in the format that best benefits their, requirements. So we can have it in there in written format, in video format.
You can have all of those different things. But, basically, what we're doing by utilizing Impact to support users in something is stopping them having to go somewhere else to find the information. Because, yes, sure, it's very easy to say, you can just Google this, but there's friction there straight away. And so if we can utilize Impact to put a message on your course home page to remind somebody to publish the course because they haven't done that yet, then we're making it as easy as possible for that user to make the decision to, oh, I need to go and click publish because, the message is right where they need to be told, at at that particular time. And that helps support the successful adoption of change.
It gives you that benefit realization. Give you a couple of examples. University of Amsterdam, had a, a campaign about the, well-being and mental health of students, and they wanted to make sure, that, students were aware of the services available. All the students go into, their LMS all the time. But because they they teach in both English and Dutch, they use the ability for Impact to have dual language, which meant that nobody was going to miss out on, the message through lack of understanding.
And because all the students are in Canvas regularly, they knew that the message would, get to the widest possible audience. The and with the benefits realization was that almost a hundred percent of the student population saw the message. We they know that because of the, the insights that we get from the, messages inside Impact, and they got eighty five percent positive votes in terms of feedback on the messages. And the website that they were referring the students to, saw a big increase in the number of visits. So it they they they achieved they more than achieved their intended outcomes with that.
LaSalle University wanted to be used in the support tickets for coming in. This was at the start of, the semester, and so they did a very straightforward in sound, in it something that sounds very straightforward. They put a student facing message on the courses page and a teacher facing mess teacher facing message on the courses publish button to remind the teacher to, publish the course, and the students were told that if they couldn't see their course to go and ask their tutor rather than getting in contact with the support, service. And the result was a fifty percent reduction in support tickets at the start of two. Very, very successful.
Since Georgia Community College, we're moving, from another LMS to Canvas, and so they built out a regular series of messages for teachers that were gonna be presented on the dashboard on a regular sort of almost a micro learning approach, a drip feed approach, not giving all of the information straight away. But this little bit of information this week, little bit of information next week, slowly giving the the information out so that the the the teachers didn't have a cognitive overload and weren't presented with too much information. But they, got bite sized bits of, of information to help support that that that learning progress. The the content was made consistent so that the teachers got used to the the format. It was simple.
And they also used, messages located in their old, LMS, which was Blackboard, to form an exit strategy from that platform as well. And finally, DeVry University, wanted to make sure that students were aware of the, the tools that they had available to them and, wanted to make sure that the the the because the process of getting access to these tools wasn't necessarily, straightforward, they actually decided to use some, animation to to to take the students through, this process. Now this was before the walkthroughs tool, existed. So maybe now if they were doing this, they would use the walkthroughs tool, but they utilize the fairly simple, animated, message to show the students the process they need to go through. And they also, at the same time, were promoting, Office three six five for students.
And as you can see on the numbers on this slide, they were getting thousand thousands of views on these messages and some really, positive responses from the the students, meaning the students were able to make the most of the tools that the university was making, for them. Okay. So change management and behavioral design, something that we really benefit from taking people through and helping them through a change process. Impact really supports that. We also help you help your users.
And and I'm gonna hand over to Danny now, who's gonna talk you through some of our content that we make for you. Thank you, Danny. Okay. So I think we can all agree that after listening to Danny that change is definitely, not easy. In fact, it's actually quite a difficult process for us as human beings to work through.
And so when you are trying to implement change, there will always be the excited few who will jump on the opportunity. And then there are also the early majority, late majority, and laggards that actually need a lot of convincing before they will, implement any of the change that you're trying, to promote. So the question is, how can you convince them? Well, that's where myself and, my team come into play. We are here to help you. So Impact is a fantastic tool and, Donna give you a few examples of how institutes manage their impact tool themselves.
But what we actually do as a team is we provide templated content to guide your users through the change that can target specific user groups based on their behavior within Canvas or any other LMS that they happen to be on. And why do we do this? Well, first and foremost, we wanna help reduce your workload. We understand how busy life gets and how, how much work goes into, a change management effort. And so we try to, anticipate some of the content that you may need, and provide that for you. Additionally, you meant, Danny mentioned earlier this nudge in architecture.
Well, my team are, they all have educational background. So the content that we push out for you, is pedagogically and cognitively sound. So that's that's very, very important, for your end users, and and I'll talk a little bit about it later as well. And it's all grounded in a change management theory. So all of the content that we push out, to you is, grounded in the ADKAR model, which, will will show up a little later as well.
And last but certainly not least nowadays is that it's data driven. So you can measure the results or as I like to say measure the impact of impact, at various stages across the the the the change that you're trying to implement. So so I would like to give you a real life use case of how we develop content for a specific, a very large, institute. So they came to us and they said, hey. We need all of our instructors using high quality online assignments to ensure equitable grading practices are in place across our campuses.
So this is kind of threefold here. They want, a, all instructors to be using online assignments, which is already a huge change in itself. I think COVID was a huge driver in this when they had to get everybody from paper, to online very, very quickly. They also want to make sure they're not just using assignments, but they're offering high quality content within those assignments. And the third element is that they would like, to ensure equitable grading practices.
So we try to help tackle all three elements of this, and we, of course, had some success. I do wanna say that the campaigns or the templated content, you'll hear me interchangeably referring to the work we do as though, using those two terms. This isn't the entirety of a change management plan. This is, like, one of the iterative stages that that Danny talked about. So it it will the first time they hear about this shouldn't be through impact.
It should be from a different on a different platform and there should be training in house training, etcetera, where needed. But this is a huge helper, to get you there. So in response to their request, what we did was we offered a suite of four, templated campaigns. And, again, as I mentioned earlier, these are all grounded in this ad car model. So the first of these is, an awareness and desire campaign, which basically makes your end users aware a change is common.
And you're really trying to instill that desire in them to make those changes. So they have to understand the advantages, for them as individuals or a specific user group of implementing that change. The second thing we did, piece of content we offer, is a a knowledge. So we created a a walk through that basically teaches instructors exactly how to create an assignment within Canvas. The third one is the ability.
So once they are creating assignments, then we we want them to we want that second part, addressed where they are, creating high quality content in there. And the last one is the equitable grading, part of it where we offer a campaign around, evaluation with grading schemes. Well, that's all great, but where do you start? So I would always, encourage you to start with the data. So Impact offers what we call, Danny mentioned them earlier as well, tool adoption, insights. So this, this diagram shows, a snapshot of the instructor tool adoption, and I have dug down into the data to try and understand who is saving assignments.
Because when you understand who's saving assignments, it tells you who's actually creating them. So you can see here from the data that, yeah, there are some users already doing that, so that's fantastic. But there is a whole group of what we refer to as non active users who have never saved an assignment before. So instead of targeting the entirety of your, faculty, we actually encourage you to target this group specifically to try to get them on board with creating assignments. So what you could do is first launch the exploring the advantages of Canvas for a few weeks to try and get them on board with that, revisit the data.
You may find a few people have actually, just from that awareness and desire campaign, thought, alright. Let me give this a shot. But what you'll find is that there's a huge chunk of people who read it, think about it, and then say, nah. I'll pass. So what we do then is we try to take them by the hand, and we launch the how to create an assignment walk through for a few weeks.
Because when people get taken by the hand and walk through something literally, they're much more inclined to actually implement the change. So I'm talking about these campaigns, and it all sounds all very abstract right now. So I would like to dive a little deeper with you. And there are options to preview all of this, material before you decide whether or not you wanna use it. And I would highly recommend you to join the Instructure community if you haven't already.
That's where you'll find the previews. So what I'm gonna do is I'm gonna click on this, and I'm gonna take you out to the community. And here you'll see this is the create an assignment, campaign. It is made up we always tell you the purpose of the campaign. We always offer a video to show you exactly where these messages are placed.
So, basically, what the end user will experience. So I'll I'll just, play a little bit of that so you can get a little bit of a feel for what this would look like for your end user. K. So you get a little bit of an idea. You see that it basically walks you through all the different elements of creating an assignment, which and because it's all in line, then users are very likely to kind of work through that creation of an assignment as each step appears.
You'll notice that there's a lot of hyperlinked, a lot, a few, hyperlinked words in there. That's basically the support articles that are attached. So if someone is unsure about what is this, for example, in this message, what are these points, what does that mean, then they can click on that and it will launch that inline help that Danny showed you earlier. And you can, preview all of these support articles from here as well. How can you measure the impact? Well, Danny mentioned it earlier as well.
You can see how many clicks are on these links, how many views on the messages, etcetera, how many of the support articles are being read. And we also offer this tool customized tool adoption campaign. So you can see here, this one has a number of data points, that can show as the the users work through these messages. Okay. What actions are they taking? Is this having an effect? And if you like what you see, then you can also preview all of this directly from your, impact dashboard.
But if you like what you see, you can click on this use as a draft button. And what that does, it imports all of that content the fact that it's a local copy is important, because you can customize, all of that content to meet your own needs. So, for example, if you are not, so bothered with your users, for example, adding, availability dates to their assignments, you can remove that step. Here's an example of one of the out of the box messages. This is the content that comes premade for you.
But if your institute is, for example, really adamant that they all need to use GPA as a grading type, then you can simply reward that to meet your own, needs or you can brand it with your your, your own, imaging or whatever else you'd like to add. And as Dani showed earlier, that's possible, in dual languages as well. Mine is in Dutch because I'm in the Netherlands. So and as I mentioned earlier, you can measure the impact of impact. So every single one of those templates come with a tool adoption report that you can also customize.
So for example, like I mentioned earlier, if availability dates is not on your agenda, it's not very important to you, you can take that data point out and really just focus in on who's creating, assignments and who's publishing assignments, for example. And if that gives you the information you need, you can remove all of the other all of the noise that that is all necessary for you. So this is an example of one of those two adoption reports, and I'm gonna revisit this, after the next slide. Because you can actually plan this change management, with these campaigns out really, really well around your specific user groups. So if you see here, there's kind of three layers to each of these.
There's which element of the ad car model, the change management model it's targeting, what the actual campaign is, and the target, user work. So what this institute did is that over twelve weeks, they launched this, this these campaigns through Impact. So, in the first three weeks, they thought, okay. We want all our users to be aware of the change, and we wanna try to instill that desire in them. So they launched that campaign for three weeks to all, faculty.
And then after that, they started looking a little bit at the so week three, they kind of analyze the data. And they said, okay. We have a non active group of users that are that's the group of users who've never ever saved an assignment, so they haven't created one essentially. So they launched that walk through that I just showed you there in the preview for four weeks. But they also realized, okay, there's a group of users who have created campaigns, but they haven't published them.
So what does that mean? Students are not actually using online assignments. So it's beautiful and fantastic that they're actually creating them, but, yeah, they need to be out there in the world. So what they did is they took this non active, group who haven't published assignments. They customized this create assignment campaign just to really zoom in on the publishing element of it, and they launched that for two weeks to these this group of users. And then there was another group.
There was a group who were creating and actively publishing their campaigns, and then they immediately targeted them with the enhance the content of your campaign, of your assignments because there's no need to target them with a walk through on how to create assignments. They're already doing it. So they launched that one to that particular user group for, three weeks. And then they took a breather, for a week and looked, has this had any effect? So they're really looking at the tool adoption reports from the campaigns. And what did they realize then? They realized we still have a non active group of users despite our best efforts with these campaigns who have never ever created an assignment.
That's a big problem in this, situation. So what they did is they built their own very small custom campaign, that consisted of one message and one data point, which was the save assignment, button. And they basically very kindly in a very nice way, mentioned, hey. This change is common whether you like it or not. You need to get on board.
So everybody deserves a second chance. And they launched the create an assignment, campaign to that group of non active users again for two weeks. In the meantime, there was a huge number of people who actually started to create assignments now. We're publishing them. So what they did is they moved on to the next step with that group of users and tried to get them to enhance the content of their assignments.
And there was, of course, this user group where they saw some success as well, where they were actually using various different tools inside their assignments now. And so they targeted that group with that last part of their goal, with Elevate evaluation with grading schemes. So this wasn't the end. They they continued to target those users who were a little lagging a little bit behind, but they actually did manage to get quite a few few users on board, through that whole process just through these campaigns. And just to to have a look back at this, tool adoption report, this, this tool adoption report shows the data after the three weeks.
And then you can see here, they launched the create an assignment campaign and you see that yeah. Steadily, steadily that that's working and then when they had a holiday. And then they they launched, sorry. They launched the awareness campaign here. And here, they launched the actual take action campaigns, and you can see there's a big climb.
And this is actually the the point at which they were analyzing the data. So you can see when these campaigns weren't active, you can start to see a decline, and then they realize, oof, we have to take action again to keep the momentum around this, to just give you little insights on how the data can be, used. And then you ask yourself, why well, why is this an an effective way to to target users? Well, first of all, it's data driven. The entire process is, is based on data. And, when you're in your shoes, it's always nice to be able to show, hey.
Remember that change that you wanted us to implement? Look. Here's the success success stories, and there's no better, storyteller than numbers. It's also very effective because it reduces cognitive load. So what what people are getting here is they're only being targeted with necessary information. So the people who are already creating assignments, they're not being bothered with walkthroughs on how to create assignments.
But they're also getting it in line at the in the right place. So, you know, when they open their course, they'll get that awareness, awareness message, and they know where to go to create an assignment based on the walkthroughs. And it's at the right time. So, you know, you're really, really focused in on, keeping it simple for that intrinsic load, linking it to the information they already have. So those people who already create assignments are getting, well, how do you enhance those now? That's that's a really nice connection for people to make.
And as I mentioned earlier, they're not getting any unnecessary or unnecessary or distracting information, through this method of delivery. It's also effective because it is grounded in theory. So you are raising awareness, instilling desire. You're providing their knowledge and ability, and you're constantly reinforcing that. And that's an extremely important, way to do this that that it's not just winging it, basically.
And you will have converted a portion of your eighty three percent that you had to convince, so you are moving closer to achieving your overall desired outcome. As I mentioned earlier, this is not, some kind of miracle solution, but it will certainly move you closer to, to converting the more difficult, members of, the adoption model. So, that's it for me. If you are interested in, we have a huge library of content. So, you can see I linked in the in the presentation to the community.
So it's all there. If you wanna have a a browse through it, please do. And we also have in that on the page, a link for your request. We actually take requests directly from customers, and we love hearing from customers. So please don't be shy, and, thank you for listening.
Thank you, Danny. And just in case you are interested in, finding out a bit more about Impact as a tool, then, please speak with your customer success manager, and they'll be able to arrange a demo or anything that you need. And, also, if you are interested, the, the change management is part of, the strategic consulting that, the the the team that I'm in, the the services team, can also offer you. So if, if you were interested in in in having us support you in, something that is gonna require some consult some consultation around change management, and that is something that we can also offer you, if you feel it will be better. Again, speak to your customer success manager, and they will be able to, arrange, I think all things like that.
And thank you for Danny's description of the content. We couldn't do without the the content that Danny's team makes. It's fantastic. We have a couple of minutes, left. We've had we've had some questions coming in, on the on the q and a tool.
So just before we, say goodbye to everyone, does anyone want to ask any last questions or comments? And please feel free to, pop it in the chat, or or you can drop it into the q and a. So I'll just briefly open it up to see if anyone has any last questions. Great. We've have stunned them into silence, Danny. That's what I like to see.
And yes. And and thank you, Lee, to the comment that should be popped into the into the webinar chat. CanvasCon in October, we will be there. You'll be able to come and speak to myself and other members of the team and the services team, but also be able to, come and grab Dani and have a conversation with her as well. We're going to be down there, so it would be, lovely to actually, spend some time talking to people, asking answering questions, things like that.
So, please, go and have a look at the, the details of the, Canvas account, and you can register at the URL that Lee has popped in the webinar chat. As was, asked earlier on the question, I'll just reiterate this as well. The recording of this webinar will be sent to everyone who is here today, early next week, and it will also be made available, off the webinar's web page as well. So you'll be able to come back and and revisit it, and also share that out with anybody else that you think might be interested. But if there are no other questions from anybody, then I will say on behalf of Danny and myself, thank you very much for coming today.
Hope you found that interesting, and insightful. Wish you all a a really pleasant rest of day, and, hopefully, we might meet one or two of you, in Barcelona in September. But thank you very much for your time, and we'll say goodbye.
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