Maximize Canvas to Maximize Student Success in Developmental English and Reading at Open-Access Institutions

So welcome to our My name is Anne Stacy of Geerman. We are maximized Canvas to maximize student success in developmental English and reading at Open Access Institute. Aka. We are a community college, located in Missouri. And so we are hoping to give you some practical tips on just the basics of what you already have, likely. I am an English instructor.

I've been at St. Charles for eight or nine years, and we've had canvas for that long. So we are pretty well versed. We all actually started the same year ish. I think a semester later for you.

I primary teach English one zero one and English one zero two both face to face and online, as well as, of course, remote during COVID. Some literature classes all along the way, but I pretty much focus on our first generation, first, you know, first time everything coming into the campus. I'm also a first generation. Most of us all three of us kinda share some of these sort of things. So working class family did not have anyone annual go to college, did not know anything when I started college.

And I had a really rough transition that first year, soon bones a mess. And I'm really excited for them to come back in October. It's gonna be really fun for me. That first year in college was rough. But this is where we're coming from, and we hope you learned something new.

And feel free to ask us questions towards the end. We did leave time for questions. And so I'll pass it over to them. Okay. Good afternoon.

My name is Kathy Dorothy, and I'm also teach at Saint Charles Community College. I, am the reading department chair, and I've been a separate department, but worked very closely with them. But now I will be okay. There we go. We're going to be one department.

So, we both definitely have a passion, I think, for developmental students. So I've been teaching developmental twenty years. See. Hello. No.

Okay. Before that, I was an elementary teacher. So have been at all levels of education, which gives me, I think a unique perspective. But we've used Canvas a lot for developmental students because it's very accessible and, very easy to make accommodations. I have lots of students that that do need accommodations in the classroom.

So I'm excited be here today, and now I'll turn it over to Jeff. Yep. Testing. Oh, that was Hello? We're good. Alright.

I'm Jeff, and now not Casey of the Sunshine band, which I think you probably own. But anyway, I am also from St. Charles Community College in the English department. I teach position one, come two. I also teach, like, the primary technical writing instructor.

So some of this, works for classes as well. And I thought before we dive in, we'd give you, like, a quick insight into our ALP model. It's a way where students take the credit bearing course, English one zero one, and then simultaneously, they're taking the develop of course ENG one zero nine six. So take one zero one in the morning. Twenty students in there.

Well, eight of them will leave. Twelve stay with me, and then we have o nine six right after that. And that's kind of the basis of, a lot of this is gonna be how do you keep those zero nine six students engaged? Cause they often need extra, extra attention. And then Kathy, do you wanna tell them about the reading aspect? Sure. And then going on that same model I teach developmental reading, and I teach the lowest level developmental English.

So the students have, many students have me for both their first reading class and their English class. It kind of helps facilitate them and get them prepared for the other English classes. And I would also say that we, work with our ESL program. So we get their first academic English classes. And so they are paired with us as well as one of their, it's a sort of like a developmental ESL class for them.

So it instructs years work with, let's say I had three students this fall or the spring who are also in the ESL class. They got help from an ESL specialist as well as from me. So very much we have a lot of the same students between English reading and ESL. We work a lot together. And so a lot of it requires we we know who's coming in.

And so most of this is repetitive, of course, organized, and that's gonna be what we really hope to, share with you today. So speaking of, this is what we're gonna try to cover today. It's a lot of different things so starting with UDL, Universal Design of Learning, and then all the way down to Uja, and then our questions. And so we do not use all of these things all the time of course. We kind of have some that we use specifically, and we'll kinda get to those.

And those those those of us who use more of those things, we'll cover that topic. But we do try and we had so many more things that we wanted to cover today, but we tried to get it down to where we could. So starting with me, the universal design of learning. How many of you familiar with EDL I figured most people would. So what is the goal of UDL? It's basically until learning has no limits, which is from cast.

And it's what I keep thinking of when I think of UDL is meaning the learner where they're at. So not trying design environment where you want them to be. You you try, of course. But you are taking things down to where they are and building them up as opposing as opposed to have this barrier here and tell them go reach it. So you are starting where they are and bringing them up with you.

And so this last little part, aims to change the design of the environment rather than change the learner when environments are intentionally designed to produce arrears, Alders can engage in rigorous meaningful learning. So a lot of our tools help us do just that. And I will shout out our Monica swindle here. She was our one of our OEL specialists, and she's also an English instructor. So for us, she very much knows what we're going through all the time.

I tell her I'm having a problem with jargon, jargon English thing. And she's like, I got you. Let's try to figure out a solution. And so we were very lucky with to have Anika and on the the whole OEL team who have actually taught us most of these things. So for her, she's not learning anything new.

But we hope that you have reached out to your experts and to experts and it's really what we really hope to get across. And so UDL has this big great grid and you can see that you have engagement representation, action and expression, and then you have the three, what is it? Access Bill and, investigate. But then the bottom part is expert learners who are purposeful and meaningful or motivated, sorry, resourceful and strategic and goal directed. So the Cass, CAST website has a lot more information on this, just the basics. But basically try and design things where our students are just right there.

We're working with them and getting them to where they need to be. So how does this translate into campus course design, it's foundational. As with our developmental classes, they are foundational. A lot of our classes are non credit bearing because they need those skills. And we hear from across the college all the time.

I wish my students could read better. I wish they could write better. So where do they go? Where do they applaud and where do they blame? Is, oh, yeah, my students didn't learn about that, and they're English one zero one class, like, well, sir, we teach we don't teach APA, you know, so it's always the MLA PA wide, or we can teach them, but do they remember it, and they don't apply it. Right? And so a lot of this is foundation and just starting. What can we do? What can we accomplish in sixteen weeks? We can't take a student.

We can't make them an amazing writer in sixteen weeks. We can give them couple tools to get them better in sixteen weeks. And so a lot of it is working with that. So, passing it over. Yes, I believe so.

Alright. So we should have started with a welcome module that would appropriate, I guess. But anyway, let's talk about them now. Welcome modules. Are the first place where you meet your students.

The first thing they see, right? So this is a really bad habit of mine. I make terrible titles on slideshows and then hope the students laugh, and no one ever does. Like, I was like, welcome to welcome screens. Like, that was good. And I told my wife, she's like, that's not good.

But we kept it anyway. But this is a good opportunity. You know, you can introduce yourself. A lot of times for us, as Annie stated earlier, we have first generation students. They don't know.

It's not just they don't know how to write. They don't really know how do college. You know? So tell them about the school, the course itself. And a lot of times, Canvas, they take, you know, college want to learn about Canvas, but sometimes course specific Canvas is very helpful as well. Our school has a very easy setup where we can emphasize the resources we have, whether it's online tutoring or our on campus tutoring like the Ace Center.

Mental health services, things like that. It's also where you can do the basic tech instruction and expectations. I know we've heard a lot oh, about how all these students have all this technological background. They've grown up with all these things. But then a lot of the times, of our developmental students, they're returning learners, or they didn't have access to that stuff.

So there's a lot of basic technical things we have to teach them. And, and this is the most important. It's the first place to put your syllabus and schedule because we print them out, hand them to them, they're colly there. After the first day, right, just sitting on the desk, and you feel like you've killed a bunch of trees for nothing. Then you put it everywhere else, and they can find it.

I feel like I have it in nine place is on my course shell. So it's pretty useful. Alright. Let's take a look at one. Who's this? Oh, this was mine.

This is actually for my online technical writing class. Really popular. Everyone gets pretty jazzed about technical writing, you know. It's where the big bucks come in. But you can kinda see the layout there.

I have a quick little explanation of who am and what the class is going to be doing. And then across the top, you see the start here. That actually runs them straight through all the modules. We mine's set up week by week. You can see obviously the syllabus link.

Very important. The modules themselves and the resources. This is what we're gonna are deep into years. Yep. Okay.

So we're gonna actually show you One of my so this is a class I'm teaching currently, but I'm going to have Jeff, be a student and click through it for me. So where are you supposed start says click to start here, and we sort of start here. So we hope that they start here. So an overview of what they're learning in this module scroll down a little bit steps to complete the module. Go ahead.

She had thirteen, but I told her to change it to four team in a lot of reasons. Mhmm. Oh, days, I swear. I change it on so many different things and I forget to change it on. It's not going.

Oh, there. Oh, there we go. Welcome message for me. So it's an English one zero two online. So I have to is that this is the same class that they're gonna take on campus.

It's eight weeks, not sixteen. It's eight weeks, not sixteen. And that you are doing the work, you've gotta get going. So basic little things. And just a nice little message for me.

I believe my picture is here. Looking nice in my office. Telling you about the student hours and over the summer, it's by appointment and that they can reach the zoom link to me right away. But just having the basic usually in TelMed. If it's on campus, I'll have my office.

We recently renamed all of our buildings. So we have to tell them where to go. Because they cannot remember the we barely remember our building names. And so we have to really think about it. And then just the this is all built by our OEL team.

For quality matters, of course. And most of this is just us going through and filling it out. Course Store is probably one of my favorite ones. If you just go back one. And it's literally me doing this on video with my voice saying, this is where you're gonna start.

This is how you click through the basic things. The calendar feature is great. This has all your to do list. I make sure that all of my readings are assignments, so they're on the to do. One of those things.

Oh, I didn't know I had to read that. So even if it's zero points, I put it as an assignment so they remember to do it. Go ahead. It's stuck. Tech readiness like we said.

So students think that they got all the tech ready to go, they do not. And this helps them get right away, figure out what they can do on their end, what we can do on our end. We have hotspots available, computers available for our students. And so we try to figure it out before they really get started so that they can get hit the ground running. Syllabus schedule.

So I have my everything here, and then of course, as you'll see in module designs and things, there are nine different places like Jeff said. Because repetition is key, and that's usually how we best help our students. Here's my lovely textbook for this semester. I give them the places where they can get it. I do a lot of Oers over the summer, using Project Gutenberg primarily, and so I'll have links to that as well.

We read, strange case Doctor. Jaclyn, Mr. Hyde. And the vampire, which was a fun one for them, not as much fun for them. More of required things, go on.

And then I believe it's literally my syllabus, right? I have my syllabus that used to be paper. Now it's in a better format here using this is lovely city labs as well. I love the Layado City city labs, and you'll see further on everything of minus city labs. I have a completely drank the kool aid. I am in.

It's nice looking. It's pretty. It's clean. And I'm very excited for what changes they have, and I'm excited for the new canvas things too, where they're doing the layouts that we saw this morning. And then privacy policies.

Yeah. And so if you type if you all the way to the quiz, the little rocket. Yes. So another way to kind of and let's take the survey. Just a quick thing.

This was not on one of my list, but I realized, this is one of the main things I do to help my developmental students is give them a survey before the semester starts and asking them things like not specifically asking what are your accommodations, but asking, is there anything that's happening this semester that will prevent your excess in this course. Or is there anything that you need you need me to know right now? So sometimes this is a very odd like I have German ancestry. I'm like great job. But a lot of times it's I am thirty six weeks pregnant and having a baby in four weeks and I would like you to know that, or my wife is, or I'm good I'm in the military and will be on leave, or I have severe anxiety and depression. And if I do not look like I'm engaged, that's not true.

And that I will be quiet. I will probably never talk in this class, but I want you to know now. I ask, for pronouns in this so that I know exactly what I can call them in class before we ever meet. I also ask for their nickname, what classes are taking, what English classes they've taken previously and when. Because of course, we have a lot of return returning learners.

And I need to know, has it been ten years What are your writing strengths? What are your writing weaknesses? The weaknesses make me the most upset because they just they list all the things. They've ever been told about their weaknesses. They say that I've had instructors say that I'm better this, this, this, and this. And they tell me I don't have any stress I suck at writing. I'm terrible.

So a moment to start, where can I go from here? And it's an easy way. Ten points takes them less ten minutes to do. Any questions or comments. And so using Canvas, I have this outside. I don't have to do this in class.

You used to do this by paper, of course. And I can look at the aggregate data very quickly right after they fill it out. So And then is there anything else on that one? Okay. And then, of course, the introspection. So back to you.

Yeah. And so this is what we just walked through, but this is how it was on campus. So you see the different pages and our lovely verbs. Right. This yeah.

This is my class. As you can see, I graded all those rough drafts, I promise. I hope anyway. And this is actually a sample of Kathy's. I don't know if you wanna talk about that.

Sure. So I do a lot of the same things that Annie does. We we all can kinda get our students engaged in different ways. I start out with a discussion board. Since I teach reading, I just ask everybody to, tell us the last book, on the discussion, the last book that they read for pleasure.

And sometimes they said they ever read a book for pleasure. I'm like, well, I'm hoping that's gonna change after you take a reading class that you're gonna get engaged with reading. I also just have them tell some fun facts about themselves, and they are telling other students, and then they have to make some comments. So it's kind of a fun way to get them, engaged with discussion boards quickly. I also have a welcome page.

We all have where they start there and then walk through the the modules. There are a couple different places where they can access the syllabus. They can they can start with that welcome module and click start here. They can just go right to syllabus and click on that. And that will just pull that up for them.

And so there's a couple different places to go. Alright. So this is that course that I showed you at the beginning with the WELPA module, and this is what this week, the first week looked like. So Monday was the first of the so it was week one, module zero, which is what I always do, the welcome module. So just like the intro discussion, the survey, the little things like that.

But I try to label things that they first thing that they look at every module is module one overview. You'll see a screenshot of that in just in essay instructions. So you could see that every module, every all three modules have an overview. In city labs, you have resources, and you have this schedule. I literally copy and paste this for my syllabus, and they think it's amazing because it's there for them ready to access.

It's almost like we never did syllabi before. Go ahead. One more. And then every week, I give them, especially in online class, the same breakdown, and I literally copy and paste for my syllabus. A lot of these things aren't meant to be hard for us to do.

I do, as you'll see later, it's a lot of it is set it and forget it or try to eliminate a lot of questions. Like, what are we doing today? Like, well, look at that. I already put that up for you. And so I link everything that they're able to have it. I do an OER for their, their reader, the rhetoric.

Sorry. And so I have the links there for them as well. All the assignments are here and three or four different places in their module overview, the weekly overview, and then the assignment itself has that assignment as well. Alright. Back to me and my terrible, terrible titled slides.

I have an announcement to make. This was in my head, Ronberg be saying that. So if that helps you. I I will say we use a lot of weekly updates, and this is where it kinda like putting it into into action for developmental students. Zero nine six, they just they forget, or having the reminders help.

So you have a rough draft due, that sort of thing. It's like I said, space for homework and assignment reminders. And it helps connect the o nine six and one zero one course because if I'm being honest, I don't put a lot of information in their o nine six course shell because it can be overwhelming for them. It's mostly just like, here's the readings and reminders. All the assignments are in one zero one.

So it's that ability to connect that. And you know, I'm a cheerleader at heart, and this is where I offer a lot of support. So here's an example just of, this is my class. I guess a month ago. Just some of the things we were doing right at the beginning.

They had the rough draft due and a reminder that we didn't have class on July fourth. That might sound silly. But, it was necessary. So, yeah. And then And then I think it so this is technically mine.

But just wanted to show you the delayed until. So I preset those assignments, and I do it every week at eight AM on a Monday. And it's just, like, my set it and forget it. And they actually I've gotten many compliments in, evaluations that they loved my announcements. I literally just copy in case.

And I say, Hey, I say good morning. And I say, if you have any questions, please email me. As always, please email me, and I sign it, Professor Beerman. At the end. But just a little note, I tell him what week, and I try to be fun.

See, Jackal, Jacal Hyde, if you ever watched Arthur in the thousands. There was an episode of Arthur that dealt with Jaclyn Hyde, so I actually linked it. So they had they could have watched YouTube, and I hope they did because course, it was wonderful. But just little things, having the picture, right? See my face. Just little things.

And I'll just chime in. So I do the same thing. I sent out a weekly announcement. I do mine on Friday, so they know Friday at midnight. The announcement's coming out for the next week.

And then all the assignments for that week, the following week are due on Friday. So they have a week to complete them. If they like to look ahead, which some students do, they look at the modules. All that information is also in the modules, but that's just a nice weekly announcement that comes out so they know exactly what's coming up. Okay.

Okay. Okay. So now I'm gonna kinda go into. So here's one of my announcements, for example, of what the week, what the week is. I start out with the assignments.

I have the tests. All the assignments are due on Friday at noon. Like I just mentioned, I I go ahead and have the class time because sometimes they forget and, When they have their test online, it's very easy on Canvas to make those accommodations for students who have, our disability support service at college will contact me at the beginning of the semester and let me know of all the students that need accommodations. Some of my students need double time. Sometimes it's time and a half.

It makes it very easy to to ch make those changes. Now here is just like the objectives for the reading class and the to do list. I'll show you in just a moment what it is for the test, but this this is the first, page of the module. And, like I said, this this information also comes out in the announcement as far as what the assignments are are. Okay.

I have so many students with accommodations that really need to see the to look at the notes. So I have all my power points. They're all accessible. So the quality matters we went through. When COVID happened, that was the first time I was teaching all online, I was completely face to face.

So it was a big transition for me. And I think that week of spring break when we were off campus, when we found out we were not going back. I think I spent about twenty hours a day on the computer. My body was so sore trying to just seen at a computer making all the transitions. But it keeps getting better and better.

And I do have to say that I learned a lot from the whole process. I have a lot of students that need note takers, and I'd let them know that I have all the all the power points are there. That's an outline of of my lectures. Let's see what what is this slide, TriNet? Okay. Just the books.

Okay. I'm not sure what I was gonna say about that. Okay. This is Oh, right. Right.

Right. Right. The button, but I'm trying to see where, The buttons just slightly out. Exactly. So you can't see it.

So There's a way that every time I every time I design a page, it will where that where this is. It they have a little button. It's it it shows you if you have any issues with with, accessibility. And then you check it no accessibility issues. So that's all all, you know, all good.

So I was good good to go there. So here is like an example of the test. I can have directions there. I always tell my students, read the directions before you click on start. Once you click on start, that test, that timer is going.

And it will let them know how long they have fifty minutes to complete this. It has all the information there. And then, if I have students with accommodations, as soon as I find out that list, I just go to, moderate this quiz, and I click on that, and then it me click on the students and then put, you know, do they get double time? Do they get time and a half? And then I just save those changes and And here's what it looks like. So when I when I click on moderate this, quiz, it gives me the option. Do they get does the student get extra attempts at the test? Or do they get extra time? And so that's where I get to put in those, that extra time, and then click on save.

And, of course, I do have some students that have issues. We had some bad storms back in June, and I had a student who lost their electricity, and I knew on the news in Saint Louis. It said people lost lost her electricity. And so she was taking the test and it and it cut out on her. So I had to go back in there and manually unlock that.

And I knew she was being truthful because of our our weather in in Saint Louis. So, I was I was easily able to do that. Oh, okay. And now I think I'm turning it over to Annie. So just quickly with the multi tool.

So the main thing that I use with the multi tool is the due date modifier. The things that, of course, for the success of students is what is the template builder and the module builder. I usually don't use as I kinda have my I've kinda gotten it down to a science. But for new instructors, this is a great resource to use in multi tool. You have the delayed announcement modifier take the announcements from a previous semester and kind of mess with them in that way.

So just another way to just help us in our own courses. In city labs, you've seen examples of them all throughout. We are very city labs, and I the three of us very much use it. And so you'll see I have all my links. I have every time I have essay instructions.

I have three essays essay one instructions. You'll see it's the same format. They have the readings first that were part of the that they're gonna be part of the paper, and then they have the assignments associated with them every single date that they have with that. And then of course then it goes down to the choices they have the prompts what choices that they can do, and then I usually give them the outline how I would like them to follow, and then the objectives on the bottom. So I try to keep it as linear as possible every page of mine looks pretty similar.

I actually like the same. I'm very biased on this one. I don't remember what it's called, but it's banner something. But I really like this one. Some people like the Apple, some people like the other ones, but this this is my preference.

Alright. And so then I just wanted to show you the different So summary versus analysis, and then, of course, that pop out of a sample summary analysis to try to differentiate a little bit. I'm having a hard time with summary else this is summer. With my online classes, they want to just really work with those secondary sources and not look at the primary sources. At all.

So I'm trying. This was just a very quick sort of thing that I could do, but I gotta work on this one. So this was definitely we had to turn in our slides by June thirtieth believe. So it's been a while, and I've had your debt since then. Alright.

Go ahead. And then Kim. That's Kathy. Okay. Well, our instructional design, Monica, who's here, helped me, kind of With my students, one one component of the the reading class, it's it's definitely reading vocabulary, trying to help those students develop a college level vocabulary, And with Canva, you can have flashcards.

You can have definition flashcards where they give the term. And then I also just have a list of all the vocabulary words So here's an example of what Canva can do. And, so if you haven't, if your school has not checked, check that out, it's really really fun. This is all kind of, this is another, a crossword puzzle with the vocabulary words. Just kind of a fun way for them to review the content before they take a test on it.

So I've to I found that students really do like that. Hello again. You ready to talk about you. Any any soldier boy fans? I thought about doing the whole dance, but be terrible. I like YouTube, but there's all kinds of, recording, video recording softwares that can be very helpful.

The thing I know, this obviously started in COVID. And I had to record all these lectures and all these things. But the thing that I've continued to use them, and I think what makes it still useful is, in that supplement a mental course. There are things like, for example, MLA citation. I have a whole five minute video on that that I put in every because like this summer, I've taught it three times and people are still doing it wrong.

And so I'm like, did you watch the video? And then, you know, they're like, Oh, I did. Oh, you're right. I fixed it. And it's great. And I feel like a good teacher and then the next they do it, do it wrong again.

And, you know, anyway, but here's an example. That's my house. That's my bookshelf. I'm sponsored by six cents fishing. I'm not, but that would be cool if anybody knows anybody.

So, well, this is me talking about how to view, margin comments. You can't really hear it. That's okay. I can explain what's going on. How to view margin comments on Canvas? It's gonna pop up in just a second.

But what I really like about this video, other than how Hans I am. I would say is the fact that, I like to do the split screen. A lot of back, has said the students really enjoy, like, actually seeing my face. I have two children and a large dog at home, and I recorded those in my basement, and I get a lot of comments that say, like, I can How old are your little ones? I can hear them running above you. And I don't know if that's professional or not, but you know, it's endearing.

So, anyway, this is what you do. I just kinda run them through it real quick. How to view the, how to view the margin compra comments. I've made up a whole thing. There's a view feedback and it'll pop up.

And it's not really about the margin comments necessarily. It's more about showing. This is very useful to them. This is something they also forget a lot. And I make a lot of margin comments just to help them along the way.

Does that say ripley? Don't remember. Oh, it was about aliens. I was in a real alien. I was in a real aliens kick while I was doing this. You can and that's just the that's the how to view the same thing I do want for how to navigate the course.

The MLA is the one I use the most, just because it's the one they always need to go back to. He could use it for every course. Right. In the library, so that he could drop it into every single course, you could see your entire day, sharing the links. Right? We we we love this through a, hyperlink.

Yeah. Through share. Yeah. I can share it with my colleagues. They don't want it, but I would.

You know, I'm a nice guy. So yeah. The big thing, this wasn't so much like, hey, these are the tools that we think you absolutely have to use. It's more like these are the tools and how we use them. So you know, each school, each, each district probably has their own tools available.

So use what's available to you. Monica is here, and it's to keep calling her out. But, you know, use experts like Monica and search the inter I did not put that. I'm not gonna Oh, okay. You know, it's a matter of learning from what you have what you're given.

Some school districts, you can't afford some of the kinda cool things. So what can you do and work with what you have. Talking to each other, we are in the same hallway. And so we're able to talk to each other all the time. Sometimes I will have an issue with can and I'll call Monica and she's like, my office are yours.

Let's take a little walk. And so we'll just be able to be very quickly, you know, we have professional development admit. And it's it's come through years and years of kind of playing around with different things. I didn't use city labs before COVID. Every class, I did a little bit by little bit, and now all of my class our city labs.

But I did not do a whole revamp in March of twenty twenty to make it all pretty. I took a little it. And so using what's available to you, reaching out, I go on the Canvas community a lot. I'm sure you've looked at it. You're here.

So you are going for the professional development. You know where to find resources. So just reiterate that, but we would like to. Thank you for coming, especially at four o'clock. And enjoy, yes.

Any questions? Make sure we had time for questions. Yes. So If not, we can warm you up for the concert later. So we're ready to start performing. Yes.

Okay. And I really have a question about what's going on, but do you keep talking about city labs and worst movie city labs and ski city space? Have you seen the new, tool? Yes. I heard about so Monica Tolvy about it. She's like, you're gonna love this new tool bar. Yes.

Because, yeah, I would say that Citi Labs, and the first time a colleague showed me, I'm like, girl, I don't know if I could do this. And because it just seemed to bit more complicated. She's like, no. Just just sit down for a couple of minutes and I'll show you. And I'm like, okay, I could do this.

A lot less Yes. And that's what Monica said. She told me yesterday, she's like, you're gonna love it. I was like, yes. And I told the city labs people, I'm like, I love you guys, and they gave me a free t shirt.

And I'm like, oh, thank you. But it was so nice just because the the resources that we use and I'm like, you guys have changed my teaching and it's nice to be able to like, be like, hey, thanks. This was great. I love this. Yes, I'm really looking forward to that.

Do you know when it starts? August first. Oh, crap. Very good. Awesome. Questions comments.

Other things that you do that you would recommend is just better ways for us to do things. We will definitely take that feedback. Yeah. Yeah. Thank you for the presentation.

Thanks. I'm curious, so if you're developmental students, if, are they taking, fully online courses, like a fully online introductory So the o nine six part, the developmental part. So we've kind of played around with different methods and try to figure out. During remote learning, we had to. Of course, course.

And so we all we gave all the instructors their own way of doing it. So I know one instructor, she had a seven student class, and she made it so that she use her o nine six time as fifteen minute appointments for each student. And so that you would have six to six fifteen, six fifteen to six thirty, and that was your designated time every Thursday night. So you get fifteen minutes of just the instructor. I'm more of the for developmental, there's more of the come in, I offered I offered to put them all in different breakout rooms.

They're not like staring at each other while they're writing, and then I would come talk to them, they can send me a message. I would have loved class. I don't know if you went to a class demo, but that would have been so nice during COVID because it was hard to kind of do the breakout meetings and all of that. But I did a lot of scheduling outside of that to do those kind of little appointments. Right now we aren't I don't know anyone's doing a fully o nine six.

Don't do fully online. Digital divide issues that they don't know how to do. Right. Right. My that type of stuff can help, and I was just curious if it's even possible to get something.

So the one thing I would say, we do have, a handful of hybrids. I don't know if anyone's doing it this fall, but they have in the past where the one zero one was online. So the one zero one work is entirely online, but the o nine six was in person. So they would come to campus four zero nine six to kind of support that and kind of bridge that divide, the the and had a community that, like, the developmental is known for. In the reading, we have found that students are not ready for a completely online.

So we offer face to face hybrid and then remote. So that was something that came out of COVID. We found out that students like, there's a population, those full time workers that in the they wanna take a class, but they don't wanna sit at the computer. They wanna be interacting so we're we use Zoom for our remote. So we have those those three that we offer not the not the totally online, but fifty fifty, you know, with the hybrid, seems to work well.

So we offer a few different ways. And I think we've tried it every single way. We've different instructors have tried different methods, like doing a little bit or doing, like, half and half hybrid for each class, and so that you'll do the one zero one on Tuesday on, like, remote. And then you'll do the one zero one online, Thursday, or nine one zero one, yeah, complete online. And so just kinda playing around with it.

We haven't found, like, the tried and true method. Yeah. Yes. And I yes. And I feel like Alpe as a program, they may come up with a brilliant idea we hope they do because we use an online textbook for Alp.

And so it's completely and so that digital divide, of course, then it's really we have to get them right into the digital textbook. They pay with it for their, we eliminated a step, was that we give them the access to it. They pay before the class even start They pay when they register for the course so that they're not having to scramble for their textbooks. So we're able to start day one with their textbook. And that they all have that access.

We make I walk through on day one, make sure that everyone has access. I can check the roster to see that they're all accessing it and be like, alright. Chapter. Let's chat let's look at chapter one together, and we'll meet on Thursday. But doing that day one kinda getting started right away really helps.

I too. But, yeah, I hope. Yeah. It's just one of those things. I keep going to conferences trying to see if we can there's some way that somebody that has done that would be Right? Yeah.

Did you have a question or comment? Oh, yes. My question is, kind of online. Like, how do you that you've, like, mentioned that competition is really important. Like, my institution really, we work with global learners in more of, like, executive education side. So how do you balance repetition with, like, redundancy and, like, student mental load, because I see from your, like, hand this example, you have your start to your module.

Mhmm. That includes things like your syllabus, but you also have a syllabus by on your homepage, and it's on the left side. Yes. That is a lot of buttons to click on and that can be difficult when when I'm in course admin. I'm trying to direct students.

Yes. We actually were yeah. Mhmm. To reach something and then students get confused in terms of how many things are on the Canvas website itself, especially for students who have never this campus before. So just trying to figure out, like, how do you balance both repetition and making sure that students don't get too confused with redundancy of things? Yes.

I actually tell them from day one that there are multiple ways because they can get to the grade book and they can look at time it's that way. And so there's nothing I can do to prevent that because they need access to their grades, of course. I usually say the blue navigation is, like, key, and then of course, I eliminate a whole lot. There is actually how many more things can we put in the blue navigation? Lots and lots. I don't put the course eval until we are right there at course eval time.

But I took out assignments, I took out quizzes, I took out discussions, all of it, and I have it in modules. So that I can't show you that way. So it's so it's less of that because it used to be so many things, and I can tell them so many different ways, accessing their feedback. You can do this in a couple different ways. You can go to the assignment because, you know, once you've graded assignment, it'll show you there.

But then the view feedback thing. So a lot of it, I believe, is that we do videos is that we show them like, this is the way that I would recommend, but there are other ways to do it. And so that is a hard line. Most of our students I, honestly, we do not have the problem of them being aggravated that there are multiple ways to do things. It's more that the app may show them, like the Canvas app might show them one way better, and that's the way that they're going to use, or that, you know, sometimes things, this kind of goes away if you're playing with a page.

And so they can't see that blue navigation, but they can come back here to their calendar and easily see their calendar and click on the assign it. So I guess it's just a type of person. I don't know if you have a response to that either of you. Yeah. I yeah.

It's not as big of a though for us. I I would definitely see that as a bigger issue for executive order. And I definitely demonstrated the probably the the first two classes The first class they get overwhelmed with this all the information they're getting. The next class, I said, have you had canceled at Canvas? And we we go over a couple of, you know, important things I wanna make, you know, make sure that you are aware of. So I don't really find any issues either.

Other, comments or questions? You give, you gave a survey at the start of the class. Mhmm. Did you give one at the end? I had to do a reflection of reflective writing. So it's not so much the survey. So, yeah, there's something that I'd better bridge the gap and ask them.

I do ask them, like, what are do you remember the things that you wrote in Europe? So I have them go back to their quiz. I make a little video of how to get back to their quiz and look at what they wrote the first time address those things in your, in your reflection. It's usually like an easy win after they write eight to ten page paper for me. And so I make that dude the week of finals so that they don't have as much work because they have math. They have science.

They have all their other classes. And so that's the best way that I've found to reflect on those sorts of things. Was the where you then I asked them, you know, oh, I asked them what? What's some goals? So we also do, diagnostic writing at the beginning of the semester. And so I usually say, what are the goals that you talked about? Did you bring the map back up in this? And so, yeah, I try to do that kind of bridging. So I love the Right? But it helps with the feedback of my students.

And the reflection actually gives me so much more feedback than the formal assessment, but of course, it's one of those things. We can use some informal assessment, some formal assessment of our students. So I like having both. I like having own assessment that I can access right away. Yeah.

Other questions or comments sense. We really appreciate you making the time to come see us. Thank you so much. A good rest of your conference. Please stick around and ask this question.

We're available. Our names are on the bingy. So thanks. Thank you.