Buon Viaggio from Venice to Florence: Taking a Self-Directed Road Trip through Canvas LMS

So, first, I just love to welcome you to this session. Thank you for choosing to come and listen to us when you could have been outside having a nap under that beautiful Rocky Mountain View. We're excited to share with you something that a project that we've been very passionate about. The title of our presentation is Wombi Ahcho Venist Florence, taking a self directed road trip through Canvas. And just by way of introduction, my name's Doctor Sarah Allen, and I'm an associate professor and department here at Southern Utah University, which is in Cedar City, Utah. Of the family life and human development program, and I'm my specialties are family theory, diverse city and family law and public policy.

And this is Kyle. Yeah. So I'm Kyle Dillon. I'm an instructional designer. Been working at SU for about three years.

I have a master's degree in educational technology, taught English one one zero one at BYU Idaho for five years, so I have a teaching face to face background. But, yeah, I love being an instructional designer at SU. We also have Andrew, who is a big part of this project as well. He no longer works for SUU. He has since gotten a job in Southern California as a senior game designer.

But he was our illustration and animation specialist, so we are actually gonna jump into the course in part of this presentation. See a lot of the, artifacts and things that he's created. Okay. And so Kyle and I are I sort of e tag team, partners. I'm gonna talk a little bit as the subject matter expert a little bit about the course context.

And I had these beautiful great ideas that had no idea how to actually deliver them. And so that's when Kyle and Andrew came in on the the nuts and bolts of the course development. So Kyle, we'll talk a lot about that. And then I'll share with you some of the evaluation from the course from the student's perspective how they were engaging with it. And Kyle will cover some of our next steps.

And then we've left some time at the end for questions because I love the opportunity in is just to learn through conversation and collaboration. So we wanted to create that space here. So as we're going through Oh, oh, we're still we're still working. Please just kinda keep some questions in mind. Cause we'd love to chat more, near the end.

So a little bit about the course content. The course was titled Family Life in Italy, and we really wanted to start with the why, like, why do we need an online component to this course. So it was we were taking students to Italy for a two week immersive intensive experiential learning. But we wanted them to engage with course ideas and material before they even got on the plane and then let all of them sort of firsthand primary research data, percolate and marinate as they move through the lab part of the stage of the of the course that was online. So we had a fourteen week online course kind of in the very first month of that was this intensive, experiential learning, face to face in Italy.

And our goal was really to provide a really meaningful and engaging virtual road trip that would enhance and not detract from their learners in person experiences in Italy So some components of the online course were actually mirroring places that we were walking through face to face. Just, you know, a few weeks or clear. But we wanted to supplement and deepen and broaden their learning. So we started with some of those basic learning goals and intentions in mind, and they evolved as the course developed and evolved. We really wanted to be intentional, about how this worked with good pedagogy and best practices.

And then continually to scaffold on those effective learning materials and activities, canvas tools that would help accelerate that and support that, that very thoughtful and intentional instructional design that Kyle and Andrew are wizards at. And always, for sure, keeping those learning needs at the core of this puzzle, this moving, this moving puzzle. So to share with you a little bit about the pedagogical and theoretical approaches, at our university, we have a high impact practice, designation for our courses, and there's lots of ways to get that high impact practice design nation. One of them is if it's a research intensive course and another one is if it's a writing intensive course and this had a beautiful wedding of the two. And so I'll tell you a little bit more about that, but it was very much student driven.

So that inquiry based was very, very important. Needed to meet with a librarian before. And we we didn't call it a research paper or research question because students get intimidated with that. So we called it a focusing curiosity So you know you're going to Italy, your family's scientist. What are you curious about? Are you interested about families and food ritual Are you interested about families in faith? Are you interested in families in leisure? When you walk through those museums, how are families represented in art or music.

So, like, what are you curious about? So getting their brain super primed before they even hop on the plane and then as they move through the actual online component, it's self directed and self paced. So they get to choose with the exception of three or four sort of required assignments that are kinda checkpoints at the middle beginning and end, they had a lot of choice as to which assignments to do based on what they were curious about. And then we added the so that was self directed. Also self paced. They had to meet some checkpoints at the middle in the end, but everything else was kinda how they wanted to move.

And then gamification, which and Andrew has a background than that. We wanted to make it super fun. And so I'll show you some images in just a minute. We want it. I'm a I'm road biker.

So my favorite place is to be on a bike, and we wanted to replicate like you were in this case, it was a vest we had a little an avatar who was doing a road trip through Italy on their vest by and essentially they would earn miles and set of points towards the final destination, which was a thousand miles. So they had to do a thousand miles through Italy. They could choose how when where why. But we wanted them to be earning like little passport stamps as they got through these cities, which were the equivalent of different assignments that would match with their focusing curiosity question. And I had also just come off a professional learning community.

We had just finished reading on grading for a whole year. And so I was experimenting in courses about, how I could the university does require a letter for this course at the end of the semester. So We did have two graded components, but everything else was just completion. Like did you get on your Vespa and ride your fifty miles? Did you get to the next city? Did you earn your way through this road trip. So those were some of the the pedagogical things.

The learning models was a quality matters, so we're always looking at outcomes and assessment alignment. Accessibility was really big. I'd also just come off of a conference about equity and accessibility, especially for first gen students and for English as a second language sense, and they said a big hurdle in higher ed is a syllabus. And I don't know how many of you are in higher ed, but at our university, we have a bunch of required components so the syllabus I slapped down at the start of the semester might be fifteen pages long, and I'm always crying about why they don't read it. And of course, it's it's a big document, right? And if you're gen student, it can be very, foreign to you.

So we were, looking at how we could represent a syllabus visually as a road trip. Instead of like, you know, week one, week two, week three, it was just a game and it was a road trip. So, that accessibility part part of our design, and of course creating that community of inquiry both face to face and online, and then using the universal design for learning. So that's kind of the backdrop backdrop. This is a little bit of what the course actually looks like in Canvas.

So we have our lovely Avatar Nia. And, they are beginning in Venice. So that the cities that are in red are the required cities. The ones that are in blue are optional. And so students were required to choose two of those four depending on which one best aligned with their focusing curiosity question.

And so we had the midpoint check-in Florence, and Kyle will just sort of be demonstrating that first half of the class. In the second half of the class, we go down to Southern Italy, see there's a lot more choices. They had to they got to choose three out of six options. All roads lead to Rome, as we know So that's where the final sort of synthesis paper where they were taking their primary sort of data collection with their secondary data sources of, you know, research articles and journal articles about how processes and food rituals or whatever they decided. And, that was sort of the final assessment point.

So we will also wanna it to sort of mirror, as they were in Italy, they were their online canvas engagement during the day was to just do a day journal reflection. And they could draw or write or they had multiple options. And so Andrew is our artist and so he was sketching, like, when we were in Venice, he sketched an image of a famous bridge that we visited and walked over, as a way to sort of replicate how the students themselves might be journaling or sketching as they're in the face to face component. So that was the beginning part. Like I mentioned, there were numerous curiosity questions they could have selected from.

These were some examples that the sky was the limit. A lot of students did faith in families or food in families or art in families. So they got to choose, but as they went through the cities, you'll see passport stamp. They've already gotten through Venice or fifty miles towards their final destination. So this is an example a thousand mile road trip through Venice.

I mean, through Italy of a possible pathway a student could have chosen, but there were multiple ways that they could have done that. Right? They just had to make for sure hit those red cities and then the rest was just what best matched up. So the optional things, we were looking at ways again to engage. So, like, read a book about a family that lives in Italy learn how to make some food and cook it and share it with your family. Go to an opera, watch this TV show about Italy go to mass.

Learn about an Italian artist. Like, do duolingo for x amount of weeks and start learning about language. And culture. And how that intersects with family process. So lots of optional things.

And by the way, these are pictures of ARF Group in Italy. Got permission from all of our students to share the pictures and their evaluations. So these are live pictures, and that's sort of the big vision. So I'm like a this great idea. I have no idea how to do it.

So I called Kyle and Andrew, and he's gonna show you how logistically this looks on canvas. So Andrew and I have done multiple projects together. We do formal course developments as well as, you know, kind of side projects. This was a more extensive side project. And we collaborated before after Sarah reached out to us, we were super stoked about the project.

Then we wanted to make sure that we didn't demotivate or we've had so many side projects that we have so much momentum and then the momentum just dies out because we find out, oh, there's all this work involved, there's all of this back end stuff we gotta do, and then it just kind of fizzles out. We wanted to make sure that we didn't do that. So we wanted to start off this is kind of a big been a big theme here at Instructure Con too. It's Dream Big. We start off with an ideation session with Sarah.

We wanted anything she ever wanted in the course. Any possibilities, we talked about possibly being able to customize their own avatars that would accumulate kind of souvenirs as they went through each of the cities. Didn't end up doing that yet. That's still on our longer term. But once we were able to get everything possible that we wanted, we knew we wanted to integrate badges.

We knew we wanted it to be self directed. So we knew that mastery paths would be able to, facilitate that in this. We also used course or module prerequisites as well because we wanted to make sure that we, students work given too much at a time. So, you know, kind of as they would focus on and value what they were learning in each city that we set up as a module. Let me put it on there.

Okay. We also Are you still hearing me? Okay. Okay. Then we wanted to filter them down to what things were practical and kind of set a timeline. Like, what things would we need to get done for the first iteration, and then what were things that maybe we could integrate or better later.

So as a functional course, we wanted, you know, the self direction with Mastery Pass, We wanted the badging integrated as well. And at this time, it was badger, but Canvas as now Canvas credentials will actually walk through some of and what the student experience is like, with that. And then we divided up tasks and deadlines. And there were three of us. And so Sarah already had the structure in mind.

So she started working on the content, like the lecture videos and the PowerPoint presentations while Andrew was working with her on the work to integrate into those to make it all one cohesive, you know, aesthetic experience as well in the online version of this hybrid learning. Right? And we went to work. So we wanna start off with course mapping. It's I don't know how many of us are familiar quality matter standards, but, we wanted to emphasize from the beginning that everything was aligned to all of the investment supported those outcomes, both module and course. Wanted to focus on community of inquiry, we, obviously, this was a hybrid experience so there was face to face aspects as well.

We talked about having, doctor Allen, as well as Doctor. Mach as well. He was a co teacher in this. He's not here either, but the they were kinda like the tour guides because they were literally physically there with students in Italy. Right? We also wanted to consider what things do we need learners to know ahead of time.

Right? So what these assessments would be in each city so that they then they could plan out their road trip, right, and make sure that they got the the number of miles they needed to be able to complete the course. Right? How was it going to work? Again, the the features we had MasterPass. This was my first experience with MasterPass, so it was carry, you know, trial and error type thing, and we did hit some hiccups. We'll talk about some of those as well. And then what is it going to look like? And Andrew covered a lot of that as we're seeing some of that aesthetic but we're actually gonna jump into the course as well.

We did use, city labs, design plus templates that we use in all of our formal developments. So they are branded to our university. They're red, and we'll show you what those look like and everything too. But alright. And then the course development.

So from course mapping, we wanna start developing the course. And this is where it got interesting and kinda hairy. Right? We knew we knew the overall structure, and Sarah had this in mind from the beginning. So we set up each module to be a city. Right? They were dropped in Venice at first, and that was kind of their so they didn't get to choose that one.

That was where they got oriented to the road trip. Then kinda introducing the self direction. So there would be a required stop, two required stops. So Venice and Milan, so it would kinda get them in the sense of, like, how how the course worked in a regulated set of modules before they got to choose which cities they were going for, then they get the the choice stops. So they had to choose two of these at least in the first half of the course.

And they get they had they could choose these in any order as well, which kind of made a complexity with, mastery paths because if are familiar with Master Pass. There are only three branches from any given assignment that you can do. Right? So we had to offer some cities multiple orders to be able to provide them to to be self directed and to choose when they wanted to do it. There was a required final destination. Well, I guess this was the mid.

So in Florence, for Friends, and we did all of this. And Andrew came up with items that were relevant to the cities or at least to some degree. So like the Milan. The Milan has the handbag. Venice has the mask for the, you know, the Tasbians and stuff like that.

Pisa, I had the tower of Pisa and things like that. So, and they would earn these stamps. We integrated this into Canvas, so that student could trigger the the owner word of their badge. Again, because of the ungraded, this was heavily facilitated, the triggering of the badges just because they only had to submit the assignment and then they could get their badges. This was not using a pathway either.

So we did use the free version of, Canvas credentials, I guess, is now what it's called. So we jump into that. Functionality and aesthetics. We wanted to Andrew made sure that we gave at least a month to two months of playtesting is what he called it before the course went live. So we sent student workers through our offices for teaching innovation through the course, got feedback, made revisions.

We did this actually in two different iterations before the course went the first time to make sure Mastery passed with functioning the right way, making sure that students weren't gonna get hung up. Because we understood that, you know, students aren't gonna be used to, oh, I don't have all these tools are locked, I don't have access to these, why not, right, and not knowing what to do. And we wanted to make sure all of directions in the quizzes that were unlocking those modules was straightforward as well. But that that month for playtesting is huge. So that's one insight, valuable insight that we have for this.

So let's show you the course. We're gonna jump out of this now. Hopefully, this is allowed. They would tell if it's not. Right? Here, I'm gonna set this down.

Okay. Let's not close it. And it's interesting because some this is not identically the experience that students had because there have been updates that instruct was made to Kim's credentials, from when it was formally badger, but we're gonna kinda walk you through this. So I'm acting as a student. We created just a test user to be able to go through this and you actually have to create a test user with an active email address in order to test out the Canvas credential so that's one thing you will need to do, that I found out that was an update, because before I could just run a test test student view, and it would work, and it would award the badges now won't do that because the test student view doesn't have an email address to validate them.

So we created a separate test user for that. But this is the homepage of the course. This is part one. Again, this was in two halves. So we had the the Venice to Florence and then the polar motor Rome.

So we just have kind of a general course overview. We have start here pages. These are all again design plus, templates. Kinda giving you some of the aesthetic to the course. We had the professors that kinda gave their, you know, tour guide type introduction to the course and things like that.

Again, a lot of is we have the Vespo. We have Mia kinda consistently through it as well. Technology information. Then the syllabus is really where it came into play is, that was very vital, right, that we wanted to make sure was very straightforward again. There's me again.

But making sure that They understood the the feedback and time on how when they would get feedback to their assignment We have the course outcomes and the alignment and all that for QM. And this is where we had the descriptions for each of the cities. And we reference these. We linked back to the syllabus us in in all of in, especially in Venice and Milan, which were the first two modules so that students could know how which activities were in each city so that they could choose which city they wanted to visit according to their their self direction of learning. Right.

So the red ones were required the blue ones were choice, and then the assignments and the grades, and we did the miles instead of points. It. But if we jump into modules, I'm actually going to walk through again. I'm I'm as a test student. So you can see the available modules, but these module content is locked.

We worried that students would get hung up on this. We I mean, we don't know of many courses that students are probably seeing where it's very regulated as to how the pacing of the course. Right? But we've started on the module overview page. And this is where Andrew sketches are for Venice, for instance. So we have the sketch in Venice as the banner image the module, objectives, the course material, the videos with doctor Alan walking them through the map and what's available and things.

So they were getting this not only textually in the syllabus, right? So this is universal design, but they're also getting audio in the and visually in the in the lecture video. But we'll jump into This is the assignment. So again, there's the consistent templates with the purpose of the assignment. So those tie back into, you know, the assessment, an outcome alignment but if we go here Okay. So this is in progress.

Okay. So I'm just gonna go through here and upload. Are there any documents on this? I hope I downloaded. Oh, recent image. Okay.

Good thing I thought I had. Okay. So we'll submit the assignment. Now you do have to trigger as you as you integrate this into canvas and, there is this badges tab. Right? So after we we created this to where once the student submitted the assignment because we were doing the engraving and the completion thing that they would then, it would trigger the award.

Right? But they would have to visit. So once they submit the assignment, they would go to the next page. And this is kinda distinct too because we actually put the link to claim the passport badge after they submit their assignment. But it doesn't seem like that's much of an issue anymore, which is kinda nice because it was really hard to find the link that worked for each individual student that way. But it they can see their progress a heater board.

That is not showing. So it shows right here the pathway that they have the Venice badge because they submitted that. Right? So then but then we'll get into we had to set up once they were choosing their cities we had to set up. So we'll go through Milan as well. And this one we'll just upload another download So we'll get to the third city, which that's gonna be a choice city.

So same thing here. So they did that and then it would unlock the next. So the next thing I had to do Let's go to clean your passport stamp. I forgot to. So this is very regulated And this is one of the things that we're worried about, but really didn't have much problem with, navigation wise throughout the course because we were so explicit in the instructions on each of these pages.

So they visit each page, the next page is unlocked. This is this is a choose your next stop. So this is one of their choice city quizzes. They had to fill out. Right.

So we had to detail because you have to allocate points to these quizzes, we told students in the quiz that while there are points out to this quiz, this will not count towards your final grade, and we created a category with all the quizzes that would not. So they were aware of that because mastery pass functions on points. But they had each so so once they take the quiz, each each of these cities is worth a certain amount of point. Right? So this first one is for second one's one and one the third one is zero. Right? So the first one is turn the second one's piece out.

We're just gonna say yes. We did also say that they had to say no on the other cities that they were not going to visit. Otherwise, it wouldn't function properly. So we chose Pisa as our stop number three. So once we submit the quiz, mastery paths, assigns them the the piece of module.

Right? So we go to modules now. And we kind of played around with the order of this too just because depending on the stops that in the order that they were we gave pieces an optional stop for three and four depending on what order they wanted to do. So we tried to just numerically order them modularly here. But, anyway, so again, then they would so this one was listened to a podcast about Italy So that's what they had to do for a piece. And then they would get the piece of stamp.

We set up a passport check right before the last city to get into I'm not gonna go through it just for sake of time. But, we set up a kind of a reflective assignment where they had to validate that they had visited all of the choice cities before we let them into friends, and we set that up as a grading assignment. So initially, if it wasn't graded, then it wouldn't unlock until the assignment was graded. And that really threw students for a loop, just because they were used to, oh, I submit the assignment, then the next model choose the next module and it would open up. So we actually ended up halfway through the course, changing that back to just the completion thing.

And they would still reflect over their experiences, but it wasn't like they nest we were just hoping that Master passed, we set it up the right way so that it was functioning properly. So they actually visited two of the choice cities. And luckily, they did. So worked out well. But yeah.

The other thing I wanted to show you, so now I'm gonna stop acting as that, and I'm gonna jump into what it looks like from the instructor view. Because you can set up to where they have leader boards where they have aliases as well, and they can see this leader board too as students and it can show all of their all of the badges that they've earned. But if we see the leader board, I actually went in here and earned a bunch of these as well just to show a comparison. This was Thor was the one, our mascot is the one I just acted as in showed. So we got the Venice badge, but it'll show you where you're at relative to everyone else, which is kind of that gamification competitive, you know, or maybe even more of a collaborative.

Maybe it's not even competitive where they're like, oh, you went to this city. I didn't go to that one. I'm like, what did you do there? You know, especially since they're actually physically there in Italy, I think that could be cool collaboration, but Anyway, so that's what the actual course looks like. And then we'll jump back into our slides. Okay.

Is this ours? No. I don't think that would pull up the other one. This isn't ours yet. I think there's other one minimized. That's weird.

Oh, is it only? It might be found out. Someone else's presentation is still up. Okay. Yeah. There we go.

Sorry. Okay. So we went through that. Should the course evaluation. Oh, sure.

So we're gonna throw it back, sir. Alright. So gonna just share with you a little bit how the students engaged, with the course, and we were assessing them on a number of sort of framing pedagogical, theoretical orientations that I wanted to see how the students I knew what I wanted them to get out of it. I wasn't what they would. So I was like, what? Tell us about self directed learning.

And these are just some quotes. This is a picture of them at the DaVinci. Museum in Florence. And I was two students shared some other thoughts here. I love that we could choose our own adventure.

It made the course work more fun and gave us the educational freedom to complete activities that we are most interested in. And I love that word educational freedom, that phrase there. And this other person says I felt like I learned so much more through experiential learning autonomy. I was able to pick things that I was interested in, and because I was able to choose not only the topics, but also assignments, I felt more inclined to put in a lot more effort and learn at a much deeper level. So I was really pleased with that.

And then the next one we were, wondering about self pay Here we are learning how to make ravioli also in Florence. I appreciated the ability to work at my own pace. This student says this is my favorite aspect of this new course. I was able to focus on work that needed to be done instead of stress about deadlines. I think it was a good requirement to finish one thing before moving on to the next.

This allowed me to focus my energy on one assignment at a time instead of trying complete them all at once. I believe this produced better work and effort, for me. This is us eating gelato in Salerno. It's a lovely beach town on the Multy Coast. The hybrid format.

It seems Oops. It helped to helped me to connect what I experienced and seen in Italy to what we were supposed to be studying. This student says love being in Italy and learning all the things that we did, but I felt like I better understood what I learned while completing the assignments. I was able to rather than synthesize the information I had gathered in bulk while traveling for two weeks. We were stuffed with so much information and experience that it was nice to expand, deepen, and sift through all to pull out the things that mattered most to me.

Always able to apply it to my major specific interests and new interests that arose after this trip. So having curiosity self inquiry allowed them to change as they move through the space. And they're like, I didn't even know I was curious about this. So now I'm gonna follow that path. So the course could evolve in situ essentially.

The ungraded component, I found it to be liberating. I wasn't doing things for the grade, but rather for myself. Learning to learn is one of the most important skills you can have. Through this course, I found love learning again. I'm like, these are senior level students and they they're like, I love learning again.

I'm like, huzzah. It is so much fun to find something that you are interested in that you willingly spend hours researching it. I felt the drive and motivation to do my homework because I enjoyed it. This student shared, I felt I was able to focus more on learning and being present through assignments and exploration rather than stressing about getting a good grade. And this is very concurrent with research on upgrading really shift shifting the focus from a letter or a number to the learning and the inherent joy of just learning.

This last shares are retained what I learned much better than the traditional way of assigning and grading student work. Okay. Then the gamification and graphics, the students and graphic outline in this course. They helped me feel like it wasn't an actual class and me to feel like I was just doing it for fun and not a grade. And the elements were fun, and they did help me realize I was on the right assignment, which was actually one of the points of, oh, I'm I'm tourin.

And look, there's a picture. You know, like, I know I'm in the right spot. I'm not lost in this course on canvas. So we were really happy with the evaluations from the students, they seemed really enthusiastic and supportive of the it's a very novel structure for them that both the ungrading and the self paced and the self inquiry. So, they were, you know, it's the first time they'd ever done a course like and so they were learning.

And thankfully, I know sometimes when you do it for the first time, there can be train racks and they were they were overall very, very, happy with the course. Alright. So once the course went live, students came back, everything was fairly successful with that one change. We wanted to glaminate what we got student feedback wise and then see what may needed to be adjusted again, being learner centered. Right? So they did have the one hiccup where we had that pass court check assignment is what we called it, where it was graded.

And because of that, the pacing, because they were used to the self pacing, we changed that from not being graded, or requiring them to to be graded before they got their badge so that just a completion as well, and that was just a discussion board. There was some confusion about the grading and un grading just because there were some assignments like the final assessment that was graded. But again, we wanted to we we kind of adjusted some of the descriptions in the syllabus. Section as well on that, to make sure that they understood what was ungraded and what wasn't. Learners Okay.

So this we actually updated. It's not their lack of interest, but it was more of the indifference. We got some feedback that they were indifferent about the gamification aspect of the course and the graphics. They just wanted to go through it and get through the course. There were only one or two students, I think, that had this.

So, I mean, I guess that's one of the risks with gamification and things like that is that students aren't gonna be interested in it. They just wanna, you know, get their grade and be done with the course, and that's it. So, and then as badging leader board doing anything, we wanna make sure that was working in again. Like, it's working a lot better now. That's one plug for instructure taking over badgers.

The leader board works better. So we didn't have as many hiccups on that. You can choose to whether or not well, I guess you it All of the students can see aliases. So it's like a Google doc where it shows the aliases instead of so they're not breaking for a part grades or anything that. And then review learning, learner feedback for learning gaps.

Right? We determined we still have been collaborating on maybe doing kind of an avatar customization thing. The only issue with that is we don't know which city students are visiting, so which souvenirs or stamps or whatever to put on custom avatars throughout the course. So that's kind of been an uphill. We have talked about, turning the slide presentation in to a rise story line three sixty presentation to where even the presentation of the map is interactive so they can click on the city and it'll bring like what the assignments are for that city, what the passport stamp looks like, and everything like that. So that would just enhance the interactivity in the course.

So that something we're working on currently. And again, we wanted to revisit the items from our ideation and see Okay. Now that we've done this, what things, you know, maybe some things were just overachieving and maybe that would detract for, you know, maybe would detract from their actual experiences in Italy. So making sure you're reevaluating that as well. At this point, we'll open it up for questions.

We'll give you ten minutes. We wanted to give you fifteen, but sorry about that, but and then this is our contact information. If you wanna don't have enough time here to, yeah, we'll open it up for questions for you. Twelve total. I think it was ten students.

The two faculty members and ten students. Yeah. Physically face to face. We did trains throughout the city. Throughout Italy.

That'd be awesome if we were on Vespas. But no, they they warned us against that. They said we would die in Rome, and I and I believe them now. So two things. I was curious about your timing because initially in the presentation, I thought that they were doing the fourteen week course other than two weeks, but Absolutely.

And this is sometimes confusing where because the virtual road trip is kind of over lined with the face to face people. What part was real? My part was virtual. So the course started, like, I believe let's say May eight, the semester started, let's just say May, May the fifth. Let's just go without. I can't remember the exact date.

And they essentially had two weeks before they got off flame to go to Italy. And so that was when they were priming their brain. What am I curious about? What can I look for? They started looking for journal articles that would potentially the adjacent to. So just kinda getting their brain primed and also orienting them to the course. Then there's two weeks and tons of in Italy and they were still so the online course started, you know, day one.

And then while they were in Italy, that was when they were in the city of Milan virtually, they started doing their journaling, their daily journaling. And then after that, they were, you know, back state side for the rest of the online course. And these were just the virtual continuation of that. Yeah. Yeah.

Yeah. So it started in May didn't end until August because it was a fourteen week course. A different question though is related to the structure of mastery path for the quiz for the next conference city. I saw where there were three questions, and there was four one and zero, and the score of the assessment confirm in whether you were redirecting to other content areas. But was there a reason that wasn't a single question with partial credit for the answers because the fact that they could have answered yes on more than one question seems to a conference.

Interesting. So so you you're suggesting to answer, like, type in the city that they want to visit? Or Well, you've dropped down radio buttons where the radio buttons have partial credit. Oh, interesting. You know, option one would be four Yeah. Honestly, we were not familiar enough with Mashupass and honestly, don't even know if, like, if if there would be issues with Mastery Pass that way.

Allow it. You have to have a point value for each correct answer. New quizzes does allow. Okay. Okay.

New quiz But does new quizzes work with Mastery Passnow? Because it didn't when we were developing the course. So I don't know if that's changed. Yeah. So so, yeah, we did use classic quizzes because of that. And we just tried to do it in the, yeah, in the way that we knew would function in MasterPass.

And this was based off of another instructional designer's experience with MasterPass, though he was kinda guiding me through MasterPass. But that is good, and that's something we'll look into for sure to make that those question styles more facilitated for learners. Yeah. Thank you. You mentioned the leader board, Well, the issue was more of a and I mentioned how that's kinda tidied up where the triggering doesn't seem to an issue.

At first, it's when it back when it was badger, we thought that professors were the only ones that could trigger what it what it was saying what Badger told us is that the professor had to click on that badges tab and then it would award all the badges. And so but then we found out that if students visited it too, then then that would do that. And so that was kinda the hiccup with the leader board it just wouldn't award it, automatically. But now in running the test, now that instructure's taken over it, that doesn't seem to be a problem at all. So it's it's instantaneous when the badges show up there.

And there's an there's a refresh button there too if it doesn't. So Yeah. And then just Just so that we were also Fort Park compliant. Those aren't the actual student name they are their advisories. And so there's, we're able to -- Yeah.

-- maintain. And this in this test thing too, those that was me and then just our test user. So, yeah, we didn't reveal any of that to you either. Yeah. And then also, if any of you If any of you with imitating a leader board on a a race.

So you could, you know, if if that was something that would motivate again, some students like some, you know, competition or collaboration. Or the gamification. That was one possible way to do it. Yes. Patient.

Just out of curiosity, did you have, modules for every city that that they visited? Did they go to other cities? If you didn't contractual score. I mean, and so are you meant to be a mall because of Oh, physically? Yeah. And I guess my next question is, you could be planning to expand it in four cities. Yeah. So the first question is definitely, that wasn't an exact mirror of all the cities we visited face to face in because that would have taken a a whole summer to do that.

So, but ideally, for sure, the cities, all of the cities that we did visit physically were on that, but we threw in some extra one because I needed more assignments guys. Yep. Did we have one more question here again, sir, in the purple? Didn't? Okay. Alright. Alright.

I get the sense that they're applauding us. Yeah. Oh, Oh. Oh, that's perfect. Yeah.

If you have more questions or you're also just welcome to come up and chat with us individually. And I forgot to repeat the questions. Oh. That's alright. For the recording.

Anyway, thanks again for coming. Oh, yeah. Question. Okay. Okay. Thanks so again for coming guys. Go to Italy if you can.