Creating Meaningful Engagement with Canvas

I am so excited that you are here today for creating meaningful engagement with Canvas. It is a topic I am very passionate about because as we have heard today, the technology that helps us do what we do is amazing, but it's nothing without the people. And in my life and in my work, the connections and the people are are everything. And so what I've been to do is take my love of canvas, my love of people, along with the advice of some other great canvas advocates that I've met along the way, and piece it together to create this presentation about creating meaningful engagement. Let me set a timer here so that I don't go over because if you know me at all, I can talk for a really long time. So, if we get in here before we really get started, I'm Diana Knox.

I'm a technology instructional specialist from Clakeney schools in Brazil Indiana. I've been in this position for seven years. I'm gonna be starting my seventh year, actually. And I was a former English teacher, theater teacher, Spanish teacher. I made the jump into technology, and I love it.

So, again, we're gonna talk about and I I remember this during the pandemic and the height of it, I saw this quote by from doctor Brad Johnson over and over and over again. And I think not only was it important during the pandemic it's important every single day because the people are at the heart. And so we have to know the why. We have to know why they're being difficult, why they are succeeding? How can we can push them to succeed even more? So this quote to me was super powerful to think about. Now creating relationships with with students was something that sorry, my speaker and come inside my chromebook, precariously here.

It was something that teachers were comfortable with and that face to face environment because we were that's how we were taught. So we saw and we were we were modeled how to create those relationships. When you flipped out of that brick and mortar building and into this online or in the blended world, that became more challenging for some people. It also our students today are in many ways more comfortable connecting with us behind a screen and through technology, then they are to sit and have a conversation. And while I will always percent vow, vouch and advocate for interpersonal relationships.

There's something to be said with ways technology can do that for us. So we have to think about, the students always, whether it's in person blended online. They need to trust you. They need to know that you say what you mean and you mean what you say. They need to know your expectations.

Make those as clear as possible. And the probably the most important thing they they follow through. They can count on you. So even if it's not something that they love, I've found that all students were respect those boundaries. Even if they jump right across the boundary line and get themselves in trouble, they're still aware, and they like that.

So for me, canvas was a great way to bridge that gap because there are a ton of built in tools and features of canvas they are always improving that help us create those connections. And it's not even just connections with our students. It can also be connections with the parents at home because that's become something that we've heard and we've found a lot in our district. There's a big disconnect which what's going on in our classrooms and what those at home know about what's going on in our classrooms. So we're going to look at different ways that Canvas can help us.

So we're gonna kinda break it down by topic or tool inside of Canvas. So we're gonna talk about home pages. Inbox discussions, quizzes, message students who, video feedback and submissions, assignments, those are the topics we're gonna cover. And then, at the end of this, there will be probably time for some question and answer. And some people have already asked me.

I don't have a link to the slides on here, but at the end, I do have a link where you can connect with me. And if you would like the slides, I am more than happy to share any resources I have. So, moving on in. This is the point in the presentation where I kinda wanna know, raise your hand if you are like in your zero to two of canvas for your okay. So this is the point when you may be going, that's a lot.

I'm panicking just a little. Okay, years three to five. Who's who's my three to five years? Okay. And my OGs, my six plus. Alright.

So you've been with Canvas for a long time. So it's kind of nice to just range when we've got a good mix of people in here, but the one thing I would tell you is don't panic. Rome wasn't built in a day. You're not gonna master Canvas in a day. You're not gonna master all these topics.

Pick one. Pick the one that I talk about that you think I can get the most leverage out of this, use it, and then add something to your repertoire gradually. Because if you try to do it all at once, you're gonna frustrate yourself. And probably people that you're working with through Canvas. Alright.

So we wanna take it slow. Try one new thing. You're gonna be surprised at how fast your confidence shows because you may not feel confident, but those you're working with will see your confidence. And that's really important. So the home pages are the very first thing.

Now those of you who have a certain age. I'm gonna age myself here. You may remember the old head and shoulders commercial. You never get a second chance to make a first impression. Your Canvas homepage is the very first thing people see when they come to your course.

It's your first impression. What do people see in your course? And I've been through Well, let's look. I vouch for simple, clean, and inviting. There might be one more. Minimize clicks.

Okay. So when we talk about this, you wanna make it pretty. I've been through the bitmoji classroom craze. I can also say I survived the bitmo classroom plays. We're done with that in our district.

So we, you know, you wanna do all the things. But what we realized is that in the quest to make it pretty, to make it inviting. Are students use a chromebook with a screen about that size? There was no content on that screen when they went to the course. They had to scroll through these giant images. They had to scroll through the bitmoji class room.

When they clicked on the Bitmoji classroom, it took them outside of the Canvas course and they ended up with seventeen tabs open. So all of these things have been learning processes. And so I am such an advocate of the Maya Angelie quote when you know better, you do better. And so those the lessons that we've kind of taken it in. So unpopularly in my district this year, I worked we have gone to templates for the very first time.

And so I'm boy did I pray hard the end of June. And I heaved a huge sigh of relief last week when the new courses finally rolled out. The templates were there and they were successful. And it may not be the best iteration of it, but it's where we're gonna start. And in my district, I'm so fortunate that I have wonderful leadership.

We don't necessarily do top down directives. The top down discusses it, but then we bring our teacher leaders into the conversation. And then that helps us in our because then those teachers go back out into the buildings, they can share the rationale for the why. Where people will put me on mute, or they'll put my superintendent on mute, sometimes they don't put their colleagues next door on mute. So we have gone to and I've done lots of work.

I've done lots of research. I looked through the Canvas comments. I collaborated the community, and I looked at what other people were doing. So let me be the first to say, your district may have their own separate initiatives. So what I'm gonna talk about is what's gonna work for me and my small rural community, small district, but you have to think about the greater good.

So for us You know, I talked about giant images when you got in there. We've gone to a very thin narrow banner. God bless Canva. Where was that when I was starting to teach? Okay. So for us, I was able to go in, create that pretty thin banner across the top.

And then I've made some little sections. Here's a quick welcome. Here's your work. We get to that right away. The work shows on the opening screen of the Chromebook.

And then we get down into the buttons where I get them the information about class information where you're gonna put your syllabus, your pacing guide. Your expectations. We have teacher information where you get the meet meet the teacher. Resources, my writing teachers, you use from Indiana. We use Purdue whole great resource site.

The MLA site, you think about all those things. We also have virtual learning days. Maybe this year. We applied for a waiver and got it. So we're gonna have some traditional snow days, and I'm super excited.

But, you know, mother nature may give us a lot of snow So we who knows? But anyhow, we have a virtual learning date. That is consistent for our entire district. So parents and helpers know where to go. We left them two spots. Okay.

Again, god bless canva because part of the template course that I built, I have a design page. And I went into canva and I have the buttons the size that I want. I have the banners the size that I want. And then I also taking a page out of when I did my Canvas certified educator, I noticed the theming and the icons. So I built icons.

That were the same as those banners so that teachers can use those to build things. But because I can give them the templates, the Spanish teacher can go in and icons that are for her topic area. Same thing for our science teachers and and that. So that will let them still get some creativity. They can add a couple buttons.

No more. And and then we'll see we'll see where it goes. Our teacher committee has already said they wanna compete in the second semester, we're gonna evaluate and go from there. But home pages, you know, do your very best to like for us, we said that we needed that clean consist experience in our district because that was the number one complaint that when we got we got a grant from the state of Indiana do parent and family support. And the number one thing our adult learner, our adult helpers told us is we don't know where to go.

And here's what happens. The students, it's like two ends of the spectrum. You'll get the littles that really need a lot of help and they legitimately need help finding where to go, and you'll get the ones that play the game. I don't know. My teacher didn't tell me where to go.

And you know darn well, you stood up there and you said it seventeen times. But this eliminates some of that confusion. So we can just make it as consistent as possible. And that's one of our starting points. We are promising our teachers then, they get the creativity and the ownership inside of tests and assignments and discussions.

To to build and do some other things that they want to do. So if they'll work with us on this with a simple homepage, then you kind of take that owner later on in the in the course. Discussions, I think are widely under utilized. I think think even our very littles can do some form of discussion all the way up to our great big ones. And I am of the age where I went to college in the discussion threads, and it was replied to this post and then comment on two things.

Which had no meaning. I just was checking the boxes. It was compliance. But with discussions, I think that there's an element where as the teacher when I'm first getting started, I have a responsibility to model some of the things that I'm my students to do. So I have to be careful how I insert myself into the conversation, but if I can create that modeling and then slowly take myself out as a students have learned the expectations and what we want.

I think that's a really powerful thing. You're building a classroom culture. And so Again, when those students know that they can count on you and then kind of build that relationship with them, you're going to start to get more out of those discussions. You're also building that relationship with those other people in the course. Even if you have a forty five minute class period where you were making that one family that day.

Those kinds of things can really help with discussions. Now, if when you get the sides, if you want them, exploring different discussion styles, So for me, let me see if I can I don't know if I can click on this and it goes into it? I might screw everything up. It's thinking. Yeah. I'm gonna screw it up if I try to mess it anyhow.

What I have in here is I've been researching different discussion protocols, and I got started on some of them through my Canvas certified educator courses. They they modeled different protocols that they wanted to where you could give, like, a warm and cool feedback. Glow and grow. I do my indoor on my iste certification right now, and they use a tag protocol. Okay.

I've seen quack back. So what I've done is in this discussion style piece, I've created like little images in Canva that you could share in courses. And so I put that in the courses that I designed for our professional learning for our teachers. And I've also got links to some articles that kind of support that and let you learn more about those protocols so that it's not just taking Diana at her word. So you can kinda see where some of that research comes from.

But what I have found is that when you put those guidance pieces in there for your students, whether they're adult learners or they are upper elementary to k twelve. That helps build that culture. It helps build that expectation. Gives them really strong guidance more than just true to post and comment on too. Now, I did screw something up.

Unimize video comments. I think even this is something I'm gonna talk about several times. I love the different submission types. It doesn't have to be that they just type their response. They can record their response.

Our students today can Snapchat like nobody's business. So utilize that strength for them. If they can record a response inside the discussion, and then if they can also see you, think about the disagreements that you've had in your life, whether it's in the classroom or out that have been caused by a loss of connotation in what you're saying. In the printed word, no matter how many emojis you use, you can still lose that connotation. And so if I have a video thoughts back to my students.

It's a very genuine interaction. And at at Canvas makes it easy to do that very quickly and give that feedback. I can almost record a video fast then I can type some comments. And I think meaningful feedback, you're gonna hear this as a continuing theme throughout the day. That personalized meaningful feedback is so important for our students.

Because it helps them understand the why. Why am I asking you to do this? Why is this important for you? So once size fits all feedback, then fit everybody. There we go. So quizzes is another one. And this is when I am admittedly still in my journey to really do.

But think outside the box with quizzes. Doesn't have to just to be to assess learning at the end of a lesson. Houston in the same type of a check-in. I know social emotional learning gets kind of a bad rap. So I'm not thinking about this.

Like, I got this idea from Kona Jones, who I'm so excited. I to me in person here this for the first time, but I remember listening to her talk about this on a podcast that she, she teaches adult learners, but I thought my high school students, I could have benefited from this. It was, hey, tell me tell me something good going on in your world right now. Tell me something that you're struggling with. And she would do that every week.

Okay. So what that did is that at first it was a little uncomfortable for some students because they weren't used to doing that. But as the semester progresses, they get more comfortable, and they share with you. And you start to learn maybe why Joe's assignment is always late. Or why Tanya struggles to stay a week in class.

Because we know we've always had those students that have a lot going on outside that they They they leave at the door, and they don't talk about it, but it affects what's going on when they're sitting in your room. And so I think that's really important. And then I love the feature. Did you know in the grade book? There's a notes feature. Okay.

So you can take some of those informa informational pieces you get and record that in that notes feature. Okay. Here's another positive to this. Anybody teach middle school? Okay. So middle school, it's kinda dramatic.

And you get some people that they're focused on the negative. And and we all know the eeyores of the world that it's always what's going wrong. But when you concha conscientiously ask them to focus on something that's positive, You can go back and use that information and remind them of the good things in their life. Hey, I know you're frustrated about this, but remember, you've got this is really good. And if you have a hundred and twenty five students in a day, that little notes tab is powerful for helping you remember where that is.

You can use the quizzes for a back to school getting to know your query as you're gathering that information about different things. I also love it that you can utilize quizzes to share information. I've seen I have I'm struggling to practice with it, but here's information I want you to have, and I want you to answer these questions. And how you structure it, then you can like help them formulate. If you answered and scored this, count up how many, you know, an a is worth one point, a b is worth two, c's three.

If you scored in this range, this is your interest. This is where you ought to go. This is where you need to go next. And so I think those are unique ways to use quizzes outside of just general assessment. And we know how valuable assessment can be.

If you sat in on the new quizzes, some, panel yesterday and based it in there with me, I was super excited about some of the things that I heard in there. Helping those students focus their interest. And then just, of course, for traditional quizzes. Again, in those quizzes, when you are grading, giving that personal and meaningful feedback. I they know what a ninety out of a hundred is.

They know that, you know, maybe on your scale, that's an a minus. Where could they do better? What are you proud of them for? Maybe you noted that in class, they struggled, reflexive verbs in Spanish were horrible for my students. Okay? And so I if I've watched these students struggle, and I've used the data that I've seen, because I always used my Canvas studio videos, and I could see who watched what and this and that. I go, hey, congratulations. You have improved from your initial homework score to this.

I also did regrades. I love that opportunity to retest because that's not just because they didn't know it on day one doesn't mean that it's not great to know it on day fifteen. So using that meaningful feedback to to talk about saw that in the video this morning, if you were at the keynote, were that connection that that teacher made with that student when she was very small, and And then when she goes on to graduate, those are the things that you can create with that meaningful feedback. Communication This is probably the the most passionate one I have because I see that there's a lack of communication sometimes. We know what we want so well that we sometimes struggle to put a lens on, of who we intend the message to go to.

So the inbox is powerful. And I try really hard to keep my teachers using the Canvas inbox versus email for multiple reasons. But what I love about the Canvas inbox, it comes to my email inbox. But it keeps everything right together. I don't have to have an email list.

I can email the class. I can email all my sections. It's simple to do. Keeps the kids inside of canvas. And my nephew was in second grade at the heart of the pandemic.

His teacher was phenomenal. And he could get on there and message her, Mrs. Jeffers, I don't think that the answer to that one was right because I got it wrong, and I'm pretty sure it was right. And he learned I mean, I was so proud of him at second grade that he had that ownership to do that. And that was all inside of canvas.

Another piece I mentioned communicating with the whole class. I love this. I love this. I love this. We have parent observers turned on in our district.

And now that canvas is updated, so you can check that box. So any message you send to the class can go to the parent observers that you have signed up. How powerful is that? Because it eliminates the need for Well, I didn't know because they can also the parent can respond to you. The parent can message back and that stays in that canvas inbox. And I hate that I even have to go there, but we live in a co culture and a climate right now.

Where there's a lot of times we're called into question about things that people interpret in an incorrect way. And what I love about canvas inside of this, messaging system with the message students who we're gonna talk about in a minute, you can easily pull up every single information that's gone between you and one person. Whereas, if I went to my email inbox to do that, it would be a little harder. And I'm gonna talk about something else that I think is really powerful. Message students who because this is an easy way to nudge their students.

We know those people that, I've given them a week to work on this project. The day before it's due, and I still don't have it from several people. So I can go into that, match as the students who haven't submitted. I mentioned that I was a fan of regrading and retaking a test. You can also message students that scored lower than a and say, Hey, here's some more resources.

I want you to retake this test on whatever date, and and it's an option. It's a choice for you. It's available for use in many So I can message my students to you from the grade book. Anybody play just new analytics? Yeah. I love the new analytics.

And this is where it's also very powerful. If you ever get caught on that hot seat with somebody, in the new analytics, there's a place where you can generate the I have sent seventeen messages, and it's a graph. So it's visual. I've sent seventeen messages to Joe Schmoe. Joe Mo has sent one back to me.

So I have done my part. I have tried this aspect of it. You know, it kind of it's it's a CIA kind of thing. And I, again, that's where I hate that we are kind of, but it Unfortunately, whereas my parents, if I came home and I was in trouble, of course I grew up with a mom who was a teacher and a dad who was a policeman, and I was the compliant child that didn't wanna break any rules. My little brother on the other hand was like, oh, there's the line.

How far can I go cross it before I get in trouble? Okay. So you know about those kinds of the different things in with the students. But creating those those data pieces from new analytics can help you. Again, share with Parent observers. So if I wanna send that message that you you didn't turn this in, I'm only gonna take it for two more days.

I can click that it goes to that parent. So again, it's it's communicating two birds, one stone, and getting the message across. I love video. Now I'm lucky. I think Canvas has fantastic video features built in to the RCE, but my district also has adopted Canvas studio.

And I love Canvas studio, and it it is very powerful for us. I'm trying to get those teachers still more on board. But there's a lot of built in options You could also add an LTI like flip. They've been doing some great things, and it nestles beautifully in canvas. But this is a great thing to use for authentic feedback.

This is a great thing to get, let the students see you, especially if I'm teaching an online or a blended course, or we're at home for a while, It's one thing to hear your voice. It's another to see you. And I think that is one of the most uncomfortable things. It's a human nature thing. I never like to hear my own voice.

Much less watch myself on video because I didn't know how many times I blinked. That's my critical piece that I pick on myself. But you know what? The students don't care. They're not knocking that. They just wanna see and hear you because you're their teacher, and that helps them make that connection.

Doesn't have to be perfect. I used to, like, rerecord seventeen times because it had to be just no. I get it because you know what I'm modeling for my students? That I'm trying, and imperfection is okay. And here it is. So it's not they're not seeing, like, this picture perfect thing all the time and thinking that they have to live to that standard.

I love video as a part of the choice when it comes to assignments. And I think assignments are next. So when we get into assignments and making those connections, this is where it doesn't matter How our students demonstrate what they know. We just wanna know that they learned. So, again, I mentioned one size fits all, and then that can be very uncomfortable for some people.

When we talk about pacing, canvas makes it great for within modules for pacing and assignments, but also the student choice for multiple methods of submission. How they convey that knowledge. I might have a student that has hand eye that has dexterity issues. They wanna push a button they wanna record. I think of, when we watched the keynote yesterday and the young man in the wheelchair that drove the car, and he was so smart and he was so filled with joy when he could demonstrate what he learned, but he didn't do it in a traditional way.

So our students don't have to be in that one size fits all box. Give them a choice for how they submit their assignments, whether it is a file submission. Document upload, text box entry, let them record. Don't be afraid to try something unconventional. Some of my best lessons actually started as big old failures.

Because I'd try something, and my students gave me such genuine feedback because I was open to it, but then I learned how to make it better for them. It was scary for me to not be the expert and to not have something go well, but because I really worked hard on those relationships with my students, they gave me some fantastic feedback. And then sometimes you'd get the student that would come up to you and go, Hey, have you ever thought It was something I never thought of, but it really spoke to them, their learning styles. What was fit for them at that moment? And so it it changes the way that I taught. It's even different now that I teach adults most of the time.

Here's that giving personal meaningful feedback again. So Again, you can go back and forth with the addition of emojis in the last few years to Canvas. Our students speak emoji very well. So sometimes I'll do a quick comment the first time or I'll record something, and then I might throw an emoji in later. Teaching those students how to access that feedback is also very important.

And I didn't mention that because if I'm gonna put the time in to do it, don't assume our students know. That's what I find. We're we're Canvas K to twelve, and I'll get middle school teachers who are really frustrated. My students, they don't ever go look at the feedback. Have you reminded them where they go.

Have you made that a conscious thing? Maybe maybe it could be my I used to call them little bell ringers at the beginning of my class. That could be something that I sent them to do sometimes. Hey, go go check your grade. Tell me if you're missing anything. What you're missing? Tell me tell me what you wanna improve.

Okay. So go check your feedback. What do you think about this or that? So helping them, reminding them that those pieces are there, They're gonna appreciate you for that as well. So feedback, again, has been that theme all the way through. It's critical for our students.

They don't know how to improve unless we give them feedback. But we gotta be careful to make that it's not just a very generalized piece of information. So you can make it personal, give it meaning. Utilizing those canvas tools to help. So the notes category in the canvas grade book can help me retain some information that I may wanna high end of feedback I give later.

The audio video comments, the being able to annotate and draw on on things so those are important pieces. And there's what I love about canvas is they're always listening. They're always in proving. They're always making this interface easier for us. So if there's an idea that you have somewhere, if you talk to them about it, There is a good chance that we can you can submit ideas, get them added, and and make things even better.

And so one of the things I've seen is that being able to message, a Canvas observer, parent observer. That is super game changer. So I talked a lot. I probably talked kind of fast. So I wanna know if anybody has any questions, anything that I could answer, anything that is thought provoking, maybe even okay.

Yeah. I don't know if it's in the Canvas grade, but can you hear me? I can, but they want their that they're recording. So are the notes in the Canvas gradebook viewable to the students? Are they viewable to the observers? Can they request that information? The notes are teacher specific, and you have to choose to turn the notes on or off inside the grade book in settings. I think it's off by default, and you have to go into grade book settings and click a box and turn it on. So it's just for you.

Just any teacher in the course could see that information. Okay. Can I have one up here? You mentioned on your homepage how you have, like, the work right there on this so they can see it on their screen without scrolling. Is that, like, updated with, like, current assignments and things, or is that just, like, general? So the way we have gone this year is a table that I worked really hard to make accessible, and to make it, you know, screen reader friendly, because I practiced with immersive reader I made I did my accessibility checker and made sure I had no issues. And so with that, we have done, like, weeks.

So we encourage the use of modules. And so I tell my teachers, don't make your content date driven, but link, if I'm doing Romeo and Juliet, it's gonna take me three weeks. I might have Romeo and Juliet, units or acts one and two, and that would be week one. And you link it to, like, quarter one week one, and I have the dates. Because we realize anybody can read a calendar.

Now I have some people who are purists, and they're like, I want to keep I wanna link it to chapter five. Great. But the question I need you to make sure is answered is, How do I look at your homepage and know where we're working right now? If I have a if I have a module for chapter five, how do I know that's the one we're working on right now? So, again, this is our first year with templates. So I'm sure I'm gonna learn a lot, but that's where we're starting. Any other questions? Yeah.

I see a couple. So I just wanna see your template real bad. Can you show us? I well, I was trying to figure out how to step out, but I would be happy to show you right after this, if not. Because I can I can't figure out how to step out on these presentations? I'm not Mac friendly. We can try.

We can try. Okay. There was another question. And the quizzes tab, can you hear me? Yes. In the quizzes tab, There was a note that said update BTS GTK Y query.

I'm not familiar. Can you give a little more detail on that? Oh, yes. Okay, acronym. Thank you. Okay.

Thank you. Yeah. Back to school query. Yeah. Getting to know you back to school query.

Sorry. I forgot my own acronym that I put on there. Thank you. One of the things I think is is most transparent is by no means do I have all the answers? I just try to watch what happens throughout a school year, take notes, my committee meets, we evaluate, we change. And and every year, it's just hoping that those take us, you know, we admittedly, we've had one step forward and two steps back a couple times.

But right now, we're in a good progress of moving forward. Hi. So our district is very new to Canvas. And one of the challenges we have is that many our families are not English speakers. I don't is there translation features within Canvas for those messages that you would send home and not, is there a way that you work around that? So, admittedly, I come from an extremely diverse district, but one of the things for messaging I don't believe there is a translation feature for messaging.

But one of the things I've really tried to advocate for is, I've built some resources for our teachers and Now I'm building them for the families, is how the students can change the native language of canvas inside their canvas settings. And then the more content that you build right inside Canvas. The immersive reader has the translation option. And so and that also when you change the language, it it it translates to anything you've built inside. So it's, you know, unfortunately, I get a lot of people that still wanna upload their pdfs or, you know, go elsewhere in anything like that that you bring in, it doesn't translate.

So when you're thinking about accessibility for those different language learners, That's important to build natively inside of Canvas. And your parent observers also have user settings that they can which their native language as well. Yes. Thank you. Okay.

I was gonna comment on. Yeah. Go ahead. Well, so Actually, we'll get the make sure it's recorded so that everybody can hear. Sorry.

You can actually use chat TPT to do a lot of translation. I hear it's pretty good. It is actually. And I'll I'll translate stuff and Google translate. And then the minute I meet a native speaker of that language, I'm like, here, can you correct this for me? And I store that because a lot of time you're sending out the same messages to, you know, over the years.

So I I collect the library of those in the various languages. That's a fantastic idea to create your own resource of that. Anything else? Any one of the questions? I am so grateful for the opportunity. I, as I mentioned before, I am about connections and people, and and now that I work with adult learners, I find that to be even more valuable because sometimes as adults, we don't like to be vulnerable. It's a scary position to put ourselves in.

So I'm grateful for this opportunity to share. I love talking about canvas. Again, if you would like this information, This is this QR code gives you all my contact, my Twitter, my email, my LinkedIn, and I would be happy to send my slides to you and answer any questions and talk. Cause I do work, I'm a canvas advocate, and I've completed this DCE program. So I love to talk about both of those things as well. So I'm always happy to connect and make new friends.