Invest Early, Save Later: Enhancing Teaching Efficiency through Collaborative Networks and Technology

Let's start. So good afternoon, everyone. I hope you are doing well. Welcome to our webinar today. It's a pleasure to have you here. Today we are lucky we have Jonathan Purry, our senior manager of client services, as our presenter.

John has been in with Instructure for nine years, and he has helped so many schools and universities to use technology effectively. He he's also a former teacher who use Canvas in the classroom, and John will share his expertise on how to use Canvas to save time and work better together. If you have any questions, just please type them in the q and a, at the bottom that you have, down in the in the screen, and we'll be answering them during or at the end of the presentation. So let's get started. John, over to you.

Thank you, Inma. And, you know, thank you everybody for joining today. You know, I am gonna be talking about collaboration a lot, and working together in in this session. And, you know, having Inma here with me is great as well. So we work in two separate teams at Instructure, but we work very, very closely together with with our customers.

And so, having Inma here is is great. And, hopefully, you know, if you've got questions, like Inma said, please put them in the q and a, not the chat. It makes it a little bit easier there. And as we go through, basically, the session today, what we'll be doing is also, maybe looking at some polls and getting you engaged in the session and collaborating together. But it's great to see, you know, people joining us from from all over, you know, people that I recognize and have worked with before and people that, you know, are new to working with me.

So my session today, the agenda that we'll talk through so we'll just quickly run through sort of the approach that I'm going to take. I want to split this into two parts, really. And the first part is gonna be about collaboration and and why we should do that and an idea of really collective intelligence, which is something that's I I think is really, really important in education. So we'll focus on some ideas around collaboration, why we do it, and some questions about the way that we think to begin with. And then what we'll do is we'll share some of the ideas and some of the things that I've been working on with customers, you know, the team that I'm part of, the what we've been working on with customers as well, just to give you some ideas, that hopefully save you time and allow people to use the tools that we we have in in the structured learning platform, basically, for you, you know, to use within your organizations.

I'm not gonna do that second part as, like, a full on training session and show you where every button is. It's gonna be more sort of around that thought leadership and, you know, are these potentially tools that you're you're going to be able to use. And then what we'll do as well is, at the end of that, we'll go through sort of, like, the q and a, if we've not answered the questions earlier, and we'll talk about the takeaways. And what we will do is we'll provide you with the recording of this session afterwards. We'll provide you with the, the slide deck that I've used.

And, also, what we'll do is we'll give you links to all of the guides, around sort of the tools in the in the ecosystem that I'll be talking about today. I am renowned for not sticking to agendas and times and going off on tangents. So, hopefully, in the world, shout at me if if if we're running out of time and I'm going off on a complete random rant. But this is what we're aiming to cover for today. Okay.

So, I think it's always good to sort of take a a few quotes and things when we're we're we're sort of thinking about the way that we work. And, you know, and I mentioned earlier, I've been at Instructure for a very, very long time. I've been here nine years now. It's actually the longest I've ever stayed in one job, and I think there's a reason for that. And it's to do with collaboration.

It's the team that I get to work in, the wider team of the business that I work in, and it's just a really, really good environment. And, you know, that idea of teamwork and collaborating is something that that really drives me. So this quote of saying if we actually take the team out of teamwork, it just becomes work, you know, that that was something that sort of influenced me when I was thinking through this, sort of webinar for us today. So we're really gonna be talking about teamwork within institutions. And, I think an important thing in my line of work as well, which is something that I've I've focused on a lot, is often when we talk about implementation or rolling out new changes and, you know, there's people, like I've said, on the call today who have have worked with me for very many, many years, and their organization has used Canvas for for a long time.

You know? But we understand that change is continuous. There's things that change in SaaS products over time. You know, we change the functionality and try and improve the functionality for you as as our customers. But, also, you have this platform which is open, which means, you know, we're often discussing with customers when they are rolling out new LTI tools and and other parts of the platform that they're plugging in together. So we're continuously implementing change.

And I think something that's really, really important to think of there is that when we implement change, just by definition, we're we're directly asking people to collaborate with us and go with that vision, you know, that goal for the future that we're aiming for. We're asking people to collaborate with us and basically adopt those those new behaviors. And so I think that's really, really important to understand that collaboration is key. And so, one of the things that I think we should think of with collaboration being key is is is why is it important? What are the what are the benefits of this? Now we can go down the roots of sort of research. We've got some references here to Goddard, Hattie.

I imagine Hattie is a big one that a lot of educators have read. But we've got this idea that when we do have collaboration in education and teachers are working together for a collective goal, we see a significant impact on student achievement. You know? And I think it's sort of obvious, really. You know? Educational institutions where the staff work well together for the benefit of their students, they're gonna be the ones where the students perform well. Okay? But there's a few other sort of thoughts and things that I've seen about collaboration and change that we should mention as well.

You know, if we allow collaboration and get people working together, we're probably going to see faster innovation or faster adoption of these tools that we're going with because they see their peers and their colleagues working with it. And the informal conversations that people are having are gonna be based around those changes. And if it's seen as a good thing, people are working together on them, it's more likely that people will adopt those adopt those changes. I think with that as well, it also gives us a resilience, you know, to changes coming. If we've got organizations that are able to change, the staff have got change capabilities, you know, there's all the educational changes that come for a variety of reasons depending on which sector you're in, but it means that we're giving resilience to our staff to be able to actually adapt to those changes as well.

Some of the things I'll show you today hopefully mean that when there is a change that needs to be implemented, it's not a case of making a whole scale uplift and buying new content and new software. It's about making changes in the systems that we've got, which mean that we can adapt to that change smoothly. And I think the other thing is definitely a big thing in in the UK at the moment, amongst, sort of the the higher education, further education, sort of sectors and the k twelve especially as well. But, that idea of isolation and burnout amongst educators with the work that we're doing, if we can facilitate good collaboration and put good systems in place, what we can do is we can make teachers' workload better. We can increase their efficiency, but we can allow them to focus on student interactions and the learning that needs to take place.

And on on that one, I was thinking, I was really, really very lucky a couple of weeks ago, to travel to a group of schools in South Africa. And just to see the fact that the educators within those schools, the leaders within that organization, the school, were discussing collaboration. How can they work together with the tools that they were implementing to make basically it easier for teachers using those tools so they have more time to focus on their students? You know, it was just really, really sort of inspirational to see that. So that so that was great. So those are sort of some of the thoughts that are driving why I'm going to show you the tools that I'll show you in a little while.

But there is a book that I read, a couple of years ago by, by Thomas Malone, and I think this is a good read. If you've not read any of his books, you know, they're they're worth having a look at. But what we were thinking about this was this idea of a super mind. And the way that he described it was a super mind is a group of individuals or a network of individuals and computers working together in a way that seems intelligent. And I think, you know, when we think about this sort of situation, any sort of hierarchical organization, you know, the structures that we have in, in sort of educational institutions, they're super minds.

It's a group of people working together. And I know we can question, you know, sometimes super minds and networks of people working together don't necessarily do good things. But I think in the most circumstances, you know, super minds, this network of people and technology, you know, they do good things. We see everything that comes out of science, and we might think of individual scientists who've achieved something great. But in reality, we know that's built on a network of education, a peer review, and people working together and sharing basically their results, you know, the the research that they've done, you know, for the better good.

And so all the good stuff that's really goes on in the world, it comes from, you know, these super minds, these networks of people working together. And, you know, if you think about that as well, we're in this sort of situation of hyper connectivity since the Internet came along, where we're more connected with more people than than we've ever been. And so that provides opportunities for collaboration and driving continuous improvement, and that's sort of what I want to think about today. And, you know, I did talk about this resilience earlier as well. You know, I I work in a in a team of people, and I would tell you that everybody on my team is really, really valuable, the work that they do.

You know? I can tell you that they are the most important people. But I also have to understand that, you know, as my team develops and life events happen, people maybe want to move on to other things, that my team needs to be resilient. So if somebody leaves, we're in a position where the collective intelligence of the rest of the team helps us bring people on board quickly. Now that's for me in a business sense within the way that I work, But I think I'm working with a lot of schools that are thinking about this as well where they're developing content directly within within Canvas. You know, they're simplifying their ecosystem so that if a teacher does choose to leave, you know, those resources are still there.

People are able to step in, and we're not having a a negative impact on the education of those really important students to us. So thinking of, like, long term resilience of teams as well. That's why collaboration is really, really important. But we're talking about, you know, individuals, humans, and and computers here. So I think we need to think about the way that we actually think about those situations.

You know, I honestly work with teachers that, you know, they're asking about AI. They're concerned about AI on the basis of, is this gonna take my job? Will we need computers in the future? And so I think when we're promoting this idea of collaboration and using technology within that collaboration, we need to focus less on what will the educators or the computers do as two discrete things where they're carrying out that job, but more what can us as educators, what can we do together with computers to help drive, you know, positive outcomes with this? So let's take that forward into sort of our next step and think about how these changes and and things happen. So if we think about communication, communication takes energy. You know, it takes time. You know? I've spent a good few hours putting this presentation together to try and communicate with you, you know, the attendees of this session, you know, to try and give you ideas and things that will help you and hopefully give you positive outcomes from from this session.

And the little bar chart that I've got here is it's it's an idea that I just want to talk through because it's sort of what I'm applying to this webinar as well. So very much early on in change initiatives, we we talk about why. You know, why is this change happening? And if you've read books like start with the why by Simon Sinek, you know, there's a lot of good evidence and reasons, you know, why we go through that. Most change management models as well talk about explaining to people why they're doing something before you tell them what they have to do so that they'll actually embrace it and, you know, adopt that change. So often, when there's a change initiative, we're rolling out new tools, or we want something different to happen, tell people why it happens.

And we don't spend very much time explaining to them how they need to do it at the beginning. And if we do jump in just with how you need to do this, people get frustrated, and they don't understand why they're being told to take on these new responsibilities, these new behaviors. And it costs them. It costs them energy. It costs them their emotions.

It costs them their time. So very much early on, what we do is we focus basically on explaining the meaning of the change, why it's important. But then once people understand why, we spend less time explaining that, and we go more into training, and this is how you're going to do this. But a lot of the work organizations I work with, the challenge that we've got is the people implementing the change are quite small. They're they're small teams, and there can be thousands of educators within that organization.

And so when we're thinking about this, we can't just focus on those two types of activities and communications. What we need to think about as well is this idea of, you know, can we facilitate networks and help other people help other people? So putting some time and effort into creating networks of people is really, really important. And I think, you know, early on in the change, you know, if we put some effort into creating networks with leadership, they can help us encourage change and help us basically guide staff with it. But later on, we actually want educators working together and basically being involved in networks and collaborating, sharing best practices, things that have worked for them. And I want to talk today about some of the tools that are going to sort of facilitate that as well.

So I'm not just gonna show you tools to share content. I'm gonna show you some tools as well that hopefully let us see how we can connect people together. So I'm just gonna stop there, and I'm just gonna see if we've had any questions coming in in, Mara, or if there's anything you feel that I need to address with, with the chat or the q and a at the moment. We are good. So no open questions, in the q and a or chat.

Okay. Hopefully, nobody's left yet because they've felt that I was boring them with too much theory. But we'll move on to the practical stuff now, and, hopefully, the things that I'm gonna show you will hopefully sort of bring all this together and look at what we're doing. So what we'll do is we'll go into Canvas in just a moment, but I was having a think about the tools that we actually have available to us, with, sort of collaborative learning and assessment tools. What are the things that we have available to sort of allow people to share the things that they're using? And the reason that we want to share things that we're using is because we can often tell people that, you know, the EdTech tools we've got are great, and it will save you a lot of time.

But until educators actually see somebody else practically using those and showing them that it truly is a viable thing to do, you know, a lot of people won't adopt that. They'll just go and put it down their priority list. So the things that we've got where we can share examples, we can give people sort of, you know, content and things to use. I'll talk through direct share, which is is within the system. I will talk through, basically, Canvas Commons, which is something that, we don't see used a lot that people ask us about this.

And we'll talk through why investing early in that and putting some effort into it can make life easier for people. We'll go through question banks or item banks depending on the quizzing tools that people are using. We then get to Studio. I know not everybody possibly uses Studio, but what we'll do is we'll just very quickly touch on that just so that you're aware that you can share content through through Studio as well. And then what we'll do as well is we'll talk from an account level, administrator level within Canvas about things like rubrics and outcomes for grading.

Because it's not always just sharing an assignment. It's about sharing, you you know, sort of, you know, the assessment tools and things that make people's life easier in the grading process. There is blueprints and templates as well. I'm not gonna talk about them today, in this session. Reason behind that is Jess Jones, who I collaborate a lot with, who works on my team.

She is absolutely fantastic, and she's the expert on this. And we do run all the webinars, and we will be doing this series carrying on to next year. So I thought I'd leave that to Jess because she's a bit more skilled than me in the blueprints and templates. But those are the items that we are are going to talk through. But what I'd like to do first is I am just gonna stop sharing, and we'll do we'll have a look at our polls and just, we'll end the poll that we had.

So of the people that we've got, we should be seeing the results, but I am not seeing it online, which is a little bit strange. With this. Let me stop sharing that, and I will view the results. I'm having a technical issue. This is me me not being very good on Zoom polls.

But what we'll do is we'll just put another, basically, poll out there for you, which I am going to try and launch. I need to stop sharing first. Apologies, everybody. This is me just looking through the polls. I thought I'd be fancy.

I need somebody to collaborate with me and make this easier for me. But what we'll do is we'll just quickly launch another another poll on there. What we'd just like to see it is really, you know, which tools do you actually, you know, use at the moment within your ecosystem. So the things that I've spoken about, you know, which ones of those are you currently using within your organization? And what we'll do is we'll see if there's a, if there's any patterns or any consistency, and we'll have a look at that. And then, hopefully, that will sort of trigger some questions, you know, later later on.

But what we'll do is we'll just give everybody, basically, a few moments just to have a look through that poll, and we can see see what we are using. Okay. So I think we've got most people who have done that. And what we'll do is we'll share the results, and that's so people can see those. So, obviously, a lot of people are using blueprints and templates on on the list, and so people have got experience with those.

It is very, very common. I think sharing a good example of what a course can look like early on is is beneficial so teachers understand what they're aiming for. But I also think with that as well, it sort of gives that consistency for students in terms of their navigation. The next one down on the list that we've got there is, you know, we've got, institutions, people on here that are using question banks for for classic quizzes, and we've also got people who who are actually currently using direct share and copy too. So so that's great to see.

The lowest ones we've got on the list, we've got a couple of people that are using studio, but it looks like sorry. The item banks for new quizzes are being used. Question banks, classic quizzes are not being used. That's probably because people have transitioned over to new quizzes, and the administrator level rubrics and outcomes is not being used extensively as well. So what we'll do is we'll basically go through those, and go through some of these tools so that people can see what we're talking about.

So just bear with me one second. I will share my screen again with everybody. And so what we'll do is we'll move over into Canvas, and what we'll do is just load this up, and I will go into this instance here and just move myself a little bit closer. So for the people who are unaware about direct share and copy two, they're really, really quite simple tools. And I think sometimes it's that idea of just letting people know that this functionality is actually available.

Once it's in place, it's very, very easy to use. So, for example, if I go into a course that I've got, and this is just a simple one with a module structure on here. But let's say that we've got a certain assignment that's in this. I'm going very generic on these. You'd obviously have better nomenclature or naming conventions for your assignments.

But let's say we're in a situation where we actually want to share this. What we've got here is this, ability, to basically on the three dots on an item that we have in the modules, if we click on this, we can go to the send to or the copy to options here. So, for example, copy to with this. Okay. What we would do is, basically, this is in my analytics course.

The idea behind this is we've got the ability to go and copy this to another course and import it directly into that. So if I was to click on this, what this is gonna do is send that item and add it into the modules on the other course. So we've got the ability to share with another course. Now where do we see this in sort of organizations, institutions? Some institutions are running a master course where they've got teachers enrolled together, creating content together. And once they're happy with it and agreed as a department that those are good assignments, that's good content, what they'll do is they'll use this functionality to share that out to basically the the actual teaching courses within their sub account.

So copy two is the idea of where we're sharing it to another another course. But let's imagine that this assignment actually is, something that I want to share to a specific specific teacher or somebody else that I'm working with. We've got a new member of staff that has has come into the organization. So what we can do is we can take this content, and we can load up basically the people that we actually want to share share this to. So it could well be for me that I'm working with, basically, Danny.

I can click on Danny to send it to him or other new teachers. So let's say new teachers have joined. They're creating new content, and they want that content sent over to them. Send to is gonna give me that option to send them the content, basically, to import that into their course. Once that's sent over to them, they will get a notification in their account, and you'll see that up here, what we have is this shared content option within our account.

And what they'll do is they'll click in there, and that will allow them to then put that content into their courses as well. So send to is is different to copy to. Send to is sending it to a specific teacher, and they can make that decision as to whether or not they want to use that. Okay? So just covering that one very, very quickly, with that. And we like I said, we'll send out the guides on this afterwards so you can see if that's something that you would want to use in your organization.

But, often things like send to, when we send it to another teacher, We're seeing organizations do that with new staff when they join a department, and they need to basically get up to speed. The other time I've seen it used is in a k twelve education setting. And what we've seen there is teachers have basically heads of departments have maybe created the end of, cycle assessment for students, and then they'll send that out to the teachers and ask them to add it into their relevant and appropriate courses. So, you know, variety of ways that can be used, but really, really simple tool that allows this collaboration between staff through the system. Let's go a little bit more detail, though.

Let let's go into commons now and something where there's quite a few more questions. Now when you look at this, the alarm bells start ringing and we go, woah. There's so much content. What's going on? You know? How are people gonna use this? What we've got at the moment is this is just set up as our demo environment with this idea that we are able to basically take content that's public, that's, basically across our region. And so all teachers that have shared it regionally, we can basically go and take their content.

Now to be honest, most organizations, you know, that's not the way that they want to work. You know? They want the collaboration, but there's possibly certain standards that they want to have in place with the way that they're working, or it needs to be tied to their specific education system. Specifically in sort of, you know, Europe where we are definitely in the UK, there's a lot of specifics about exam boards and qualification sort of, accredit accreditation organizations, which means that actually just pulling random things in is not going to be the right approach. But as an admin within, Commons, we do have the account settings which we can go and modify, and we've got this ability to, flag things as being approved content. So I'm seeing organizations where they'll have a group of heads of department, you know, certain administrators, instructional designers, those people.

What they'll do is they'll let them be the people that verify and approve content, basically to go into into the into comments. And that will then be flagged as approved content for other teachers within the organization to use. We'll see a lot of people turn off the ability to share public, to share to the public account, depending on the organization, your rules on copyright, and your content. There's lots of different reasons. So we'll see people often turn off the public content, the sharing to, and the receiving prompt, but it is a feature that allows us to have this super mind and collaborate globally.

We also have sort of content that we create in Instructure as well. We've had stuff created by Apple in the past, which is in there, and we've got the ability to switch that on or off. But I think, also, what we can do to make people's life easier is we can configure certain filters within the system, which makes it easier for people to search. And I'll show you the search filters in in just a moment. But with this, with the admin, we've obviously got the ability to restrict if if we wish to.

The other thing, though, which I think is really, really important and is often not used a lot, But my view is I think if this is set up early and is baked into the implementation of Canvas or is treated as a change initiative with key users within an organization, There's the group's functionality. And what we can do here is, for example, we could go into a faculty, and within this faculty, we can add users to the group. And then what we can do is we can control whether they're the manager or not. And so in some of the implementations we've done recently and some of the consultancy we've done around this, the approach taken is an individual head of department has been added as a group manager, and then they are the people that are delegated the responsibility to manage that collaborative space and basically allow people to put content into the group and share it between teachers. So the group functionality as well, I think, is, you know, another important collaborative feature to be aware that it's there.

If we want to take that to another level, though, on collaboration, we've got well, this is where we'll have a a debate on pronunciation. We do work with, you know, our American counterpart, so we can pronounce it as a consortium. You know, if anybody on is is going with American pronunciation, UK, I'm gonna go consortium. So, basically, we've got this option for for these to be created. And what these do is they actually allow us to basically go and add a, group and a connection with another Canvas instance and basically add, other organizations that we may be connected with to work together within commons.

But what this all means is then we get to this ability to, you know, go and filter, go and search for for content. And if I'm a, basically, a teacher, if we go back to that group example and we only want approved, basically, resources, It gives me this ability to go, and we've only got an introduction model module in the faculty of life sciences, which is approved. But what this does is it just filters down all that content, and it basically means that I'm looking things with things which are specifically relevant to my department and things that we've approved together. So that's commons. Obviously, we want to go through, this idea of ability to sort of have q and a as well.

So I'm gonna move on rapidly. Let's go for this idea of, question banks, item banks. Okay? And we can also apply this as well to things like rubrics and, basically, outcomes as well. As an administrator within Canvas, that means we can break up our Canvas structure into subaccounts, which I I hope most people are aware of. Typically, what will happen then is the organization will create a subaccount that generally mirrors their organizational structure, you know, their departments within their organization.

So for example, the faculty of engineering and technology. Having that subaccount structure in place, what that allows us to do is to basically share certain types of content and contain it within that area on that subaccount. And the ones that we can do that with are question banks, if we are using classic quizzes, item banks, if we're if we're using new quizzes, k, when we go through this. I'll jump into that in a bit more detail in a minute to give you some more tips. We've also got rubrics and outcomes.

But you can see at the top up here that I am in the faculty of engineering and technology. So any content that I'm creating here under this admin side will only be shared for people to use within this area. Now that does mean you need to think about roles and permissions of certain people. But if we go into these so, for example, let's say we want to go into item banks for new quizzes. When we talk about question banks for classic quizzes, they are very similar in principle, but there's a few tools that are are different with this.

But what we can do is we can go and create these, item banks, and we have the ability to go and share these directly like we had before with the share to, copy to. We can share it to a course. We can share it to a person. And so if we've created a large bank of questions, we can share those with other people. Now if I go to share this with another person, and let's say that I want to share this with Danny Admen, which is the best surname that you can have, we've got these options for what they can do with it.

So we can either view or edit it. And one of the things that we can do, which is really simple, is share an empty item bank. So we share an empty item bank amongst a group of teachers working in the same department, and then we've got the ability to collaborate put do that work together within that item bank. It just takes that early investment and time to configure them and share them with the people so then the hard work and the education work can be done can be done together. So I think that's, you know, one idea with this, but it does raise a really, really important sort of, approach to think of.

At the minute, these are the institution banks, which I can saw, and the naming of them because it's our demo account is very, very poor. So if I was to put this into this account, let's imagine we're starting this off as a fresh project. It's new. When we come to the item banks and I go to add these, maybe what we want to do is think about the the naming conventions that we use and the nomenclature on this. Now if I know that these questions are gonna be assigned to a specific module, we can go around those.

Or if we know that that's got a specific title for that module, so we're doing some stuff in this department with Newton's equations. We can go and create this bank name. But I think an important factor to think about as well is if we're pulling random questions into quizzes, you don't want one student to be given a twenty mark question, another student to be given a two mark question. So often breaking the banks out into sort of level type questions can be one way of approaching this. I'm not saying everybody should do that, but I'm just saying that, basically, we should really consider that.

And so if I'm looking at, I've got them. Shared that incorrectly. Oh, I click save. Obviously, you didn't. Maybe I didn't have the bank.

Let's just go back. I don't know what we did. Let me call it module one. But, when we're creating these, obviously, what I'm saying is the name piece on this is really, really important. And then what that means is when you go to create the questions that are in this bank that you've created, This one we can see has got the six marks.

So when we go to add a new question and we're choosing the type of question, what we would do is if it's six mark, I worked in the UK education system in science teacher regularly, it was six mark mini essay questions for what GCSE students were assessed on. But what we can do is we can go and set this and make sure that we're creating a question, that's basically at the right level that we're working with with those. So the idea that we've got there then, just conscious of time and moving forward, is that at a, basically, account level, we can, share item bank to question banks at certain subaccount level. If we're going into those subaccounts, we can also basically look at this. Just bear with me while I scroll down and go back to this engineering and technology.

What we can also do as well is not just share item marks and question banks. We can do the same thing with rubrics and outcomes. So for example here, if I go to rubrics, what I've got here is a rubric where we've thought about the naming of it. And if I go to create this, what I've done is I've created this rubric at the account level. I'm setting the scale of it for consistency in the way that our department may want to work, But that means that this rubric, we can preview it here to see what it will look like in the in the traditional sense.

This rubric is then available for every teacher with courses in that subaccount to basically go and import it into their course and use these rubrics on their assignments. So sometimes creating things at the account level is is beneficial in the sense of we can basically maintain, can't think of the word to go with this now, but we can make make sure that this this rubric is appropriate and correct for the current assessment systems that we have. And so that's why, you know, rubrics will often include outcomes from institutions. But if I was to go into the outcomes for this, subaccount, What we're doing here is we're creating outcomes at the subaccount level, which means that if somebody is importing outcomes into their course, they're not having to search through the whole account of all those outcomes for every subject area. They can go into their department and basically pick the outcomes that are relevant to them.

And what I've done here is this is just sort of suggesting that with outcomes, maybe having naming conventions that include time stamps mean that they're relevant for you. And, basically, what we can then do is we can then go in, and we can have the outcomes stored within a simple folder structure that marries up with your assessment system. But you know that these are the appropriate outcomes for twenty twenty four. We can update that if they're still gonna be relevant for twenty twenty five. If not, what we can do is create a new outcome group later on, which would be for later, later sort of assessment outcomes if it's one of those changes that we've got that's happening in in place.

Very conscious of time, and I've gone over in where I'm I'm talking a lot today. But we'll very quickly just talk talk about another another few things with this. Just so you're aware, if you have got studio and you've got a studio library where you've arranged things into collections, collections are just videos, but you've got that ability to share the full collection with another person. If I want to basically go to Danny, I will add for Danny as well. We've got view and edit again.

But if I give him edit, that means he can basically go into this and add more media as well. So if we set the collections up early, that gives us the ability for multiple people to collaborate and bring together the resources and videos they want to use and use across multiple courses. So just really, really, really quick one there. And then I'm just gonna throw one last idea out to people as I've been talking about that content, which ultimately is gonna be about data and, the things that we're looking at within, basically, the system. Now when I spoke to you before, we spoke about this idea of how do we allow people to work together and share content and make collaboration easy.

But one question is, how do we know who should be collaborating with each other and wants to collaborate with each other? And how do we connect people that don't know each other, but they've got the same pedagogical values? They want to teach in a similar way and, basically, want to share best practices. How do you do that? Well, one of the simplest things to do is go to the admin analytics and go to the courses data, which is in here. Now, basically, what this will do is it will show me the courses that have discussions in them. So if we know that maybe we want to connect people interested in discussions, if I was to click on this, what this will do is populate me a, basically, an overview of which courses are using discussions, but also with the teacher names within there as well. So I can see which teachers are using discussions, and I can email them and say, hey.

We're organizing this workshop. And so sometimes I think we use the data to check people are doing their jobs, but actually, sometimes what we want to do is use the data to take actions. And one of those actions, which I think is really beneficial, is facilitating bringing people together. And you can download that as a CSV to get that data out and get your email addresses. It's obviously dependent on your policies within your organization about looking at how teachers work, but admin analytics is is definitely one way of doing that.

Another way of of basically doing this and let me just go back to my presentation. Oh, clicking the wrong buttons again. Slideshow. But when we go through this one, If there are any of you that use Impact as well, Impact gives you really, really good data on the specific tools and things people are doing there, and it also gives you the ability to put pop up messages. So what we're starting to see in some organizations is, basically, they can look at the users and get that data we saw in admin analytics, who's using a specific tool.

And that means we can create custom user groups in Impact, and we can set messages for those people. And so if somebody isn't interested in using rubrics or quizzes, what we can do is use those messaging tools and give them booking links. And if you ever work with Danny Monahan on my team, he'll talk to you about nudging theory and removing friction from people trying to do things. We can make it really simple in the system. I'm looking at quizzes.

Yes. I can see the support guides. Actually, I'd rather work with some teachers. Oh, I can go to this workshop possibly or this lunch and learn or what other sort of policies we wanna put in. So, basically, we've got that those options there with with with Impact as well.

So I know I've rambled on, and I'll just talk through a couple of other things really with this. And like I said, we'll give we'll give you the presentation. I think it's not just about sharing content. It's about facilitating networks and the data and support that. I think something that's really important is conversation.

So your organization is key. You know? You need to think about your sub account structure and account level permissions because that opens opportunities up for you for basically sharing content and things at an account level with that. And the naming and being able to search for things is really important. An untidy filing cabinet is the worst thing in the world. We've got that.

And what we'll do is we'll share with you the presentation community guides on what I've spoken through so you've got more detail, and I'll put together a blog as well to share. But I think it's it's really the idea that, you know, working together, none of us are as smart as all of us. The best institutions are the ones where we've got people working together for that common goal, which is, you know, great outcomes for the students is what they're aiming for. So I'll stop sharing. I've rambled.

I'll hand back to Inma for any questions that maybe people will be to sort of cover in the last five minutes. Wow. What a great, webinar, John. So I'm checking the chat, and the q and a. We do not have any questions so far.

Let's give a couple of minutes, to see if any other question pop up. What we'll do is, once people are thinking about it, maybe we'll just put another poll in there. Mhmm. People were listening. Hopefully, I engaged them.

But really just, like, sort of the next steps on if there was an area that, you know, you could focus on and you would like to sort of look at, you know, which would be the key one for you to go into. And the reason I think we should ask this poll is, like I said, next year, you know, people on my team are gonna be doing more of these sessions. You know, they're free for everybody to attend. So if you've got colleagues in your you know, that you want to bring, you know, and use our sessions as an opportunity to discuss and collaborate and put together, These webinars will still be running next year. And, basically, what you put on here, it can help sort of influence me talking to my team and saying, hey.

I rattled through everything very quickly. People are interested in in these areas. Maybe we should go into it in in more detail. We're looking at that. The account level stuff seems interesting to to people, but something that they want to consider and have a look at.

You know? We're getting a lot of people talking to us about that, actually, even after they've been using Canvas for quite a while. They're they're assessing their sort of account structure and working with my team, looking at the way that they can maybe make access to things easier and stuff. So, you know, that's interesting to see. K. Now we'll end the poll on that.

Share the results so people can see them. So those and so we'll take that data, and and we'll use that for the upcoming sessions. Any questions come in at all? Is everybody very, very quiet? Yeah. No questions so far. Crikey.

We we've done well. Let me just share one last screen then for for everybody. I will just come out of this and get share screen again. This one is finished off. Okay.

Yeah. So there is gonna be another session that will run before the end of the year. If people are able to join with with us. It's gonna be more my team chatting amongst ourselves about the things we've enjoyed this year, you know, the fantastic customers we work with. You know? Like I said, you know, I was really lucky to two weeks ago to go to South Africa, just have the best time with with a a large group of teachers.

So we'll be talking about the things we've been doing over the year. So that's gonna be the the final one for this year, and then what we'll do is we'll run these again into next year. But, if you are able to join us, basically, the Thursday, December the fifth is when we'll be running running that session, same time as this one. And, basically, what we'll do is, hopefully, see people then. Okay.

I will. So we do not have any questions, pending. If any question come up to you, don't hesitate to contact us, contact your CSM. We'll be happy to answer them. We have two more minutes.

So we are on time, and we are looking forward to seeing you next month before Christmas time. Yep. Yep. No. It would be good.

It'd be nice to see people then. But, thank you for taking the time to attend today, and, expect, yeah, an email, to come out shortly, with videos, that'll give you videos, of this session. It will give you the the slide deck as well, and what we'll do is we'll have a blog post and links to everything that we've been talking through. Okay. Webinar. Thanks a lot, Emma. Thanks for helping in managing the the chat.