One Way or Another: Differentiated Grading through Canvas LMS

Hello, everybody. Hello, everybody. Welcome to one way or another differentiated grading through the Canvas LMS. I am James Wally. I'm an instructional design technologist with the Center for Teaching Innovation at Canvas Canvas University. That's it.

They paid me to plug that. At Cornell University, And I'm Pacram, in the same group, the center for teaching innovation at Cornell University as an instructional technologist. Glad to be here. Glad you are all here to Good to know. Alright.

So how this presentation is gonna go is we have some case studies of some specialty grading that faculty at Cornell were trying to do in Canvas. We all know Canvas' grade book is very simple. If you came from Blackboard, which I did, you might have been let down by that. For most people though, the grade book works. We have some cases that were more extensive.

So we've got those three case studies. We're gonna look at today. As we go through them, we're gonna present the situation to you, what they were trying to achieve, We're gonna ask from you, so please be ready to be interactive. We're gonna ask from you, what do you think the roadblock is? What in Canvas makes that not possible, like, right up front. Then we're gonna discuss the solutions that we the drawbacks of the different solutions we reached.

And then we'll ask you if you have alternatives. We'd love to know if there was a different way to do it. If there are other ways of thinking about the problem. And then at the end, we would love to have a group discussion where you have something you've been trying to do with grading in canvas, that we can try to work as a group to try to resolve it all together. How does that sound to everybody? Alright.

Thank you. So I say differentiated grading when I tried to look up a definition I got a whole bunch of different stuff. So in these terms, we are talking about differentiated grading as one, awaiting of assignments differently for distinct users or user groups. Or two, assignment of unique assessments to distinct users or user groups. So either they're getting the same kind of stuff, but it needs to be graded differently how much what is worth, or maybe one group is getting some extra stuff.

So That further ado, we'll get into case number one, which we call differentiated waiting for graduate and undergraduates. We're trying to go simplest, the most complex with these cases. So hopefully, this one, everybody's gonna be on the same page. So in case number one, we had an instructor who teaches a course of grads and undergrads. Most of you in higher ed are probably used to this.

The graduates and the undergraduates all have the exact same assignments, but the weighting of the assignments is different for each group. The instructor thought that for the graduates, the prelims in the final needed a heavier weighting while with the undergraduates, they wanted to give them more for their formative assessment. Makes sense. Right? Why doesn't that work in a Canvas course? Anybody? They're all in one grade book. They're all in one grade book, and the one grade book has one grading scheme.

I I bet you probably know the solution we came up with. You can go ahead and guess the solution before I show you, if you'd like. Create different, categories for all these different sections. Oh, different categories. That's a good one.

Section within the course doesn't work out because you still only have one grading scheme. Two hundred percent total with different group assignment groups, that could be one. We went with So, yes, the problem was there is only one single weighted grading breakdown. Our solution for this one was to create a blueprint course that holds all of the content for the grads and the undergrads. You then have separate course shells, one for grads, and one for undergrads.

You then sync the content to both, And then in each of the courses, you set up a different grading scheme. Now, some of the solutions that other people had had some drawbacks. Ours have their own drawbacks. The drawbacks here are you can't do anything in canvas that is cross sectional. You can't have an assignment.

You can't have a group assignment with a grad leading to undergrads. Unless they're turning them in separately, and then you have to go grade them both in the separate places, and that's weird. So no cross sectional group assignments, no cross sectional peer evaluations, no cross sectional discussions. In the case that we did it, none of that was a problem. So for us, it was the right solution at that time for that instructor.

Just a good question if they're making changes to content, they would have to do it for info shells, or would there be a way to land? You do it in the blueprint unless you're doing a change that's unique to a group. Like, if somehow, the assignment was being tweaked for just one of the groups. Right. The same for both. So how does that interact when you send the grades up to At Cornell, we don't send grades out from Candice.

They don't trust final grades coming from Canvas, which is fair. It's not canvas's fault. There are a number of faculty who don't understand how grades are supposed to work in canvas. And so if that was the official grade, things would be really messed up. So we don't feed out, coming in, though, the two different sections, it'll be like physics, thirty one zero four, and physics, sixty one zero four.

And they just combine it, and they're getting different units because they do it slightly differently. Did you cross list the two sections account? No. We they we normally have them cross listed to begin with, but here they were being split out to two child courses from the blueprint. Yes. Yes.

And can you just use that to have it go into the Yep. That the solution that is in the same shell? Or is there one? So yikes. Yeah. So, a reason that this particular solution, which is great, would not work for us is we use institutional blueprints to sort of populate every single course with specific content advanced, really -- Yep. -- set and, and, great policies.

It wasn't a was a b with c. What Quick time out on that. Yep. You can disconnect afterwards, and then reconnect to a new blueprint. Because we do do like a templatized thing from the top, but that is a good note.

Yeah. Didn't undo it. We'll take that back. But, when we we had a similar case where, this kind of differentiator what and it's a little bit of a heavier lift, on the instructor. But if you create instead of, you know, five, assignment groups, you create ten.

There's one for, you know, five of them for the undergrads, five of them for the graduates, and then really duplicate assignment. One assignment for the undergraduate and the say, a duplicate of the assignment for the graduate, give them up in their correct ones and wait those differently. And this tell you you have a two hundred percent total, but you then assign just the section of its cross listing for the undergrad twists to the undergraduate assignment, just the assignment graduates. Right. In the exam, something, in see it if it's in the module.

That's right. So you'll see in a cup in one of our other cases, some overlap there. Yep. Because sometimes that solution solves other things as well. I have a question right here.

Oops. Have to. It's all the institutions or, like, your administration somehow reflect. The fact that it's two courses In the course catalog, there's a separate undergrad and graduate section already. We're just responding to that.

Nothing that we're making happen in canvas, is affecting what the registrar is doing. They've already got their things going, and we're just trying to make make that work out. Yep. Alright. Last one because we still have two more cases, and they are much more interesting.

Similar to maybe two hundred percent wave weight. I don't know if this will work, but someone I thought of was there's a thing called learning paths. We did a mock up and say, I'm an undergraduate graduate, and how whoever scores that, then it was it was for this stuff to sit at work. So you twice as many assignments You can do differentiated assignments based on mastery, mastery paths. Yes.

That's it. Right. Again, you have to have the separate assignments. And then inevitably, there is a student who clicks graduate when they're not a graduate, or they're a graduate, but for some reason they're in the undergraduate section because of some exception. And then but that is that is I definitely looked at using that for differentiated learning for students in a course, and then how do you affect the grading with that.

Yeah. No. You guys totally you march through it. You knocked it out of the park. Let's go ahead.

I forget to click buttons. I'll click the button for Pat now, and I'm gonna turn my mic off, but they told me I'm gonna ruin the recording if I don't turn it back on. So if when I go to speak again, it is not on, please make me aware of this. Throw something at them. Yeah.

Awesome. Alright. So the second case we have, we actually broke it down into two sub cases. So case two a is what we're gonna start with. It starts with the same scenario of two sections under graduate, For those that don't have undergraduate graduates, could be two two separate lectures, two separate classes that are combined into one canvas course, though.

So you can have them all right there. And so this is the description that that we have for this. So instructors got that course with both of the two sections, grads and under ads. And, so okay. But there's those overlapping assignments that we talked about already.

That was the first case. The complexity doubles here when you have assignments that are unique to each section. And it goes to what you were talking about a little bit about having individual groups of assignments for the undergrads and of other assignments for the graduates, and neither see each other's assignments because you've assigned them to those sections. So, so we'll talk about that. And they are weighted the same as well.

Before you go forward. What's the problem with in Canvas. Right. So open it up to you all. We've already talked a little bit about some of the similarities of of what the problem is with the first case.

There's undergrads and grads. Seventy five percent of their stuff is the same. Let's say, twenty five percent. You have these assignments. You have these assignments.

What what's the problem there? Why is there a hang up with that in Canvas? Assigned to the sections Yeah. So if you assign to the sections individually and everything that you assign is unique within an assignment group that assignment group doesn't even show up for the student. Right. As the instructor, you'll see the different ones. That's right.

Yeah. Yep. So it's very similar to the last one. right. Yep.

Okay. So, yeah. So you only have that same weighted, breakdown, like, like we talked about earlier. So how do how do we try to solve this? So we'll describe a little bit about how we have that set up. So the first four assignments are the ones that are shared among the groups.

And you'll see the waiting that's listed on there, and that adds up to all added for you sixty five percent. So and then the bottom two assignment groups are the ones that are assigned just to the grads or just to the grads. So if you added all this up, it adds up to one hundred and thirty five, which is similar to what you were talking about. So you get the idea of what what you're seeing here. So undergrads don't see the graduate assignment group.

Graduate don't see the undergraduate. Group. So from the student perspective, they're only seeing their hundred percent. Okay. Section.

Correct. And I'm using the section grant term on purpose. And the graduates in one section underwriters are in another section So you could have just made the assignments only assigned to whichever section you wanted them to be. That's right. Yep.

That's what we did. Right. That's right. So you can have just one assignment group for final and then have two assignments, firstly. Because it's only because it's created the same thing.

You're right. Yeah. No. That was currently work with the same weighting. So, yes, when we get to the next sub case to this, that specific part won't quite work.

But in this scenario, yes, it does work. That might have been it is that we originally had case two as one case. We did. And did not split out the two things. Yep.

But yeah, in this exact case, having them all in the same group at the end, and just differentiated assignments there, that solves that. That's right. I have a question that might super complicate all of these, but I have kinda thrown out there. We we will live in campus for about a year. So I know initially assignments in the same group had to be the same with weight value totals.

What happens in instances like that if you've got one assignment out of forty points and one's a hundred points and one's ten points, They only have to be the same values if you want them to have the same weight. Right. Because within the group, is no waiting. Points are relative, but by turning on the overall waiting, the group could be twenty points for one and two hundred for the other, but it's still only thirty five percent. Right? This is a question for this person in my meeting room.

But, does that not mean the assignments in that course, categories differently within the twenty five percent. Yes. Well, yeah. I if undergraduates only had one assignment in there and were ten points, but it's thirty five. That ten points is worth thirty five.

And if the graduates have a hundred points in there, for thirty five percent. That hundred points is That, Matt, but I mean, if you have multiple, if you have all these assignments in that twenty five, that wants two hundred points and wants points, are they reading? The two hundred one is worth twenty times as much as the ten one. That's right. Yep. Yep.

Right. So you're waiting it based on the points you give to that assignment. That's so you're purposely waiting them differently futures within the within the group. Because points across groups mean nothing. Yeah.

And she's asking within the group. Yeah. Within the group. Yeah. Yep.

So we're in a situation we can't make multiple sections, and we have courses where we have the same exact thing happening, but it's for students taking different credits and other students taking it for two credits? Yep. Why can't you make sections? Because because the the higher ups? Like, that is a no no for us. Can you we did not have section, creation on for faculty until just recently. Right. Then we turned it on where if you try to add a section, a thing pops up and warns you that you're gonna have to manually manage stuff.

Even if you reach out to your admins though, you our policies are, yeah, our registrar's co lost it because of the, students. Verpa. Verpa number one, as well as, students dropping and not because of the manual enrollment to the sections. Yeah. It's fascinating.

Didn't really care if the the two credits could see the free credit assignment. And so I just did this, and they were it added up to over a hundred as long as they only did a hundred percent. There could be cases with that where if you had the undergrad assignment in the grad assignment where they're both weighed the same, but they're different things. You can do, manual per person assignment of things. If you're teaching a large class, that's impossible.

If you're teaching a class of twenty students, it's more manageable. You could also use the which will come up in our next case. Drop the lowest or the highest, and then if there's only one for each group in there, and then you just mark zeros for the ones they don't do, then drop the lowest, and they don't get counted against or four for that one. That's absolutely That's right. No.

You you had it. There's nothing better in Canvas right now for Alright. Last one, because we still have two b and three. And it doesn't have positive or negative. Yeah.

Right. It doesn't show up for them to take. So you can do that ahead of time and Oh, the excuse takes it away from them even seeing it. Excellent. Which you can also do through the import and export in the grade book, putting EX into the column in the cell in case you have to do that both.

That's great. Okay. Alright. I love this. Yeah.

Thank you for being interactive. That's I was very worried with a dry crowd. This is great. We're loving this. So we've talked a lot about what solution was.

So having the four common assignment groups across both sections of the of the and having two individual ones, which like we mentioned, could must be one. However, in our case, there's a reason why we do have two separate assignment groups, and we'll talk about that in a minute. So and this is why because within the assignment groups, the top one is the undergraduate final project, the bottom one is the graduate, and you'll see that the weights of each of the assignments are slightly different, the grading of them. So that was the reason why we did have to break them out into two different assignment groups. But if the waiting was the same, then you can keep them in one group.

Okay. And this is just showing you that we did assign the undergraduates to that undergrad section, the graduates to the graduates section. Which unfortunately you cannot do in bulk from the assignments page, which in each assignment, that's where you need to do the assigning by section. Right. Canvas, if you're listening, we could really use both assignment wouldn't it be great if you could take a whole assignment group and just be like, this is section one, this assignment group is section two.

Exactly. That's right. As I mentioned, darling. I have. That's why I was echoing it.

We if we say it enough, we'll bring it to life. That's right. And it's being recorded digitally, so someone's gonna have to hear it. So, so the drawbacks, we talked a little bit about that. Oops.

What did I do? There we go. Students will see in their Canvas course maybe in the syllabus it might list something about one hundred and thirty five percent possible points. The good news that the campus grade book handles that for them though. So they're not confused when they look at their grades. They only see their own assignment groups that add up to one hundred percent.

So it's not a huge drawback, but it could be slightly confusing if if the communication isn't out there for the students. So, okay? So to keep in our theme of one way or another, we did one way. What are other ways possible to, to solve this? And this is just a quick recap of what we had. That's why we put this slide up here. We had the multiple sections.

We had common assignments, but we also had unique assignment groups. Our problem was that's that single weighted assignment, breakdown. Our solution was to use those assignment groups setting them to different sections and then that drawback. So open it up again to the to the group. Isn't the drawback be overcome by Yep.

Yeah. They're only gonna see their own assignments. Right? No. I think it does show in the course summary. I think I missed it before.

In the course summary, they do show up? Oh. Yeah. Yeah. And you could turn off the course summary. That's true.

Yep. Some people love some people hate it. I think you can also just clearly communicate to your students. Yeah. I'm an advocate of I'm an advocate of communication myself.

Although when I taught online classes, I sent out four or five announcements a week, so my students might tell you that I overcommunicate. Question over here? Certain things like sentence and discussion. So that they're the same, grade worth assignment percentage and then wait within a wait or do, you know, so that, you know, we kinda still add something to only get a hundred percent in that course. Right. Okay.

Okay. Yeah. I think you should get onto two b. I think that makes us a lot more fun. Definitely.

Okay. So there's our questions. So case two B, picture what we were just talking about, two sections, common assignments among all of them, unique assignments that were a little bit different. The added complexity is within those unique groups. There was different requirements for them.

This one's for the overlap. Wait. Because it's three for one and five for the other. Yeah. Yeah.

That's in one group with the separate group. My apologies. No worries. That's in a in a common assignment group. Thank you.

There is different requirements for that one assignment group. There's six assignments in there. Graduate have to complete five of those six undergrads only have to complete three of those. Do you ever come up with that where teachers are like, oh, here's six. Choose the five wanna do out of these six.

Right. Yeah. Right. Totally normal. When you have two different groups though, and you say, you guys do three, you guys do five.

That throws a big curve in there, doesn't it? So you can't Well, I'm gonna open it up. So what's the problem here? Do that in the state of assignment grouping, because you can do drop three up to six. So five up to six, or you can't do both. Right. Right.

You can't you can't do drop three of the six and then have the group or can't do just drop one of the six, and then students still have two left to to, not do also. Any other ideas there? That that basically hits the nail on the head with this particular problem with that. So, yeah, and you can't and the points can't be used as a way of grading or as a way of weighting those points. So So how did we solve this one? So, okay. So we have the total equaling one hundred, the weighting of the, of them within is is a little bit different.

The only way we could do this, and as is not a great way for large courses, is an instructor is going to have to go in to look at the grades for a particular student. In this case, this would the student we have in this row is a graduate student. Student. They've completed four of the six assignments. You'll see the one that's highlighted doesn't have a grade.

You'll see one three further also doesn't have a grade. The instructor will have to manually go into one of those, type in a zero, and now the student has five grades at least. They have the four that they completed, plus that's So there's a little bit of manual work by the instructor to be done there. And there it is. Yep.

Okay. So putting in that zero that because that's the lowest grade. No. Because you're not dropping any lowest grades with this group. You can't.

Yep. Yep. So you don't actually have to with this, you can't do the drop here. The key is you have to go in and manually, if you're saying, do two, three out of six, and they only do two, you have to put a zero on something, for each one of those to be worth thirty three percent. Right.

Or else it's just counting the two they did and giving them a hundred percent? Yep. You know, it should. It should if they don't Yeah. So okay. Yep.

I'm an undergrad. I'm supposed to do three. I only do two You give me as many zeros as I need to get up for the total number of graded activities. Right. Yeah.

Yep. It's it's a horrible solution, but it's one we had to use. Yep. That be a way around having to go in and find zero, like, if you had a single assignment and you attached a rubric to it, and let's say the group of rewards sixty points. If you're assigned fifty points to graduate students ten point three points submitted, three for an undergraduate student that is limited free.

And if they don't admit all of them, they just know, okay. I So you would use a single assignment to collect track the submission. So maybe the submissions are on, assignments that are zero point assignments And then we have a separate assignment that is the tracking assignment. That could work. Yep.

Yeah. Yep. Yep. I know people who've done something similar, not tracking that, but tracking what they call slip days. Like, oh, you used two of your slip days.

I'll track them in this column here. A potential different, you know, again, this sort of makes the onus on the faculty very to keep track of all of these. That's right. The alternative could be to force students to pre select. I will be doing business time and business time at this time.

The faculty member can then go in the exempt. Only the ones, you know, put the accident for the ones that the student have not selected. And then at the end of the semester, fill everything else with zeros. Right. Hang on.

Hang on. Hang on. Three of the six. Right. They submitted two.

Did you put a zero on the one that didn't submit, and then you leave in the dash for the others. Right. Because by having a dash, it's not for or against. That's right. Because they're not required to do more than three.

So that they get three grades there's the three grades. If one's a zero. Password imprinted through transfer grades to SIS. Yes. Because the final Good to know.

Yeah. Oh, we're really lucky Cornell. We'll never ever. It's hard enough to get them to feed stuff into canvas. Right.

You can stuff out of Canvas. I just have a question. I am would that work with like, if you're gonna just have, like, a manual grade column to move everybody to one, like, there's it's all gonna be weighed same. You have all of the, assignments, the three and the five, the four and the five, whatever, in a different assignment group, and then just record the scores in another assignment and with that. Yeah.

Is that one Yeah. That was I just wanna make sure that was just kind of the same way. Question right here. Last one though, because we have fifteen minutes and the last is the most complex of these situations. Right.

So this this one is a little bit. Thank you. I've done something like that. We have, delivered, like, individualized, files. Each individual students have done something like So I think I can use that idea here.

So for one, you just create industry database as if, they are the same when you're creating an assignment. Then on the seventh page, there's JavaScript's significance that will, basically, student's ID knows that he's a graduate or non grad And then Okay. That's I I'm glad that your institution lets you put JavaScript in. Right. Ours -- Where where where are you at? -- very tight about Well, she gets JavaScript, CSS, CSS Tuck.

We're gonna talk to Virginia in the name. Of course, they have a Technic lancer. At Cornell, we're not Cornell Tech. They might have maybe they have a technical answer. We reach out to them.

Okay. We have thirteen minutes. Yep. We're doing good. I just Okay.

This is awesome, everyone. Thank you so much. Unique waiting by it's not as bad as you think. There is an instruct this this was the case that really made me think we need to talk about this. There are two essays.

Each essay worth twenty points. Whichever essay you do better on is twenty five percent of your total. Whichever one you do worse on is only fifteen percent of your total. So you get more credit for doing better on something and less credit when you do worse on something. So what what's the problem in Canvas with this one.

You can't do that. The problem is you can't do that. Should we should we ask that instructor to leave corn Is that the is that the solution? Any that? Oh, no. It's not solution time yet. You guys always jump ahead.

You're so eager. The problem here is you cannot differentiate grading by student, like all can't all assignments have a value. You can't have the value change on them. And like, your assignment group categorization can't change. I can't make one group that's fifteen and one that's twenty five in different assignments or in places for different people, or can I? That's right.

Alright. I've got lots of notes on this one. I'm gonna hopefully not oh, questions. It could be the same for exams. We have professors do that with exams.

You have three knit tools, and the lowest one is worth less than the other two. But here's here's the challenge there. You're saying that it's worth one value. Right? And you can't well, for us to say that I can't make the essay worth more than what it's supposed to be. The rubrics for both essays are out of twenty.

And you won't know until both essays are finished which one needs to be different. Right. Which what you're getting at could be one solution is that you do something in the CSV outside of Canvas to manipulate. But then if you're doing that, how do you know who of which ones needs to be in the column that's getting the more weight and which ones get? You could do a comparison of the columns and whichever value is greater over here, and value is lesser goes over here, and then that feeds back into canvas into two other columns. And then those are in their own assignment groups and have the actual weight Great.

Now I have a second solution. Thank you. That's right. Did you have a question? I might even like that more. Go ahead.

I think that's what just was just said, but can you have two assignment groups? One is fifteen percent, one is twenty five percent. Please duplicate the two s trying to beat me to the punch. Did you see our slides? I think she snuck my laptop at the R1 peers, and she was looking at this. Alright. You got it.

So, yeah, you you create two assignment groups. One for fifteen and one for twenty five. But obviously an assignment can only be Ian One assignment group. So you duplicate, but now I have two assignments in each, which means they're all gonna average out and everything still just worth twenty each. But we talked about something earlier that we can use.

The one comparison tool of grade canvas, the lower or the higher? No. Yeah. Yeah. Right. So But you graded your stuff, then you do have to do the duplication of the grades, which through the CSV isn't too add if it's a big class, this person had seventeen students and just did it manually.

But then, yes, using the lower end higher, it'll automatically calculate. Yes, this is your lower score. I'm gonna get rid of it from this higher category. Or yes, this is the higher score. I'll get rid of it from the lower category.

Now, What's this? Yes. We're showing. That's just showing how it showed up in the grade book. Okay. There are some drawbacks to this.

You have to manually duplicate those scores. I'm sure somebody knows better than I, that there's like an API where you can pull stuff out and then put it in an sell and then put it back in. If you tell the average faculty member, they need to run an API though, their eyes are gonna roll into the back of their head. I haven't run an API, and I'm, like, one of our top canvas people. Mhmm.

So I need to get on that. Missing assignment can cause improper calculations. So as you see here, there's a missing one. And so now it's just counting the the one and its duplicate. So you need to make sure to put in the zeros in those cases, which you could use the show missing as zero.

That is in there. You just have to remember that'll happen on every single type of if you could only apply that by assignment group, Again, we need differentiation by assignment group canvas. Yeah. Yep. Awesome.

So here's a missing assignment where it got fixed. You can see I put in the zero. It then took a forty seven in the zero instead of two forty seven. One essay can count twice. It's not technically counting twice, but it looks like it because it's like, oh, I'm keeping the forty eight.

If they're the exact same score, then it does it doesn't say, well, you already chose this one. I can't choose the duplicate. So you do need to communicate that to your students. If it's the same score, it might look funky, but guess what? Do the calculations any way you want. If it's the same score, you're getting the same score.

Right. Duplicates can confuse students. They will see essay one, essay two, essay one duplicate essay two duplicate, Again, big fan of communication. It'd be great if you have like an auto reply message, and if they send through something that's asking about that. It just yes.

Soon, it'll be there. Yep. For the recording, she said that using the comment library and the grading is a way of of doing that repeated message. Awesome. Also, I've read every if you you need to tell students things three times.

So you could do it there. You can do it in the instructions of the assignment. Before they even read what's going on, they understand there will be a duplicate made. I won't and that duplicate a no submission so they can't accidentally turn in the same thing more than once because they will if they can. Another use case.

We use a similar solution for a an offer. The perfect faculty wanted one of the they had three assignments, and they wanted the one they did the best on count free to when they get in the next, don't count two times. Okay. We weren't able to do it using this. It was just we added their assignment groups.

Right. Three assignment groups. One of them dropped the lowest two. Then the next one dropped the lowest one. I understand that faculty want to help students by being very flexible with these things, if only they understood the headache it makes for us.

No, really though, like if you go back in some other systems, there are ways of doing weighted columns and stuff, and it makes some of these things easier. So, University of Illinois is a big fan of flexible assessments, and the research behind these fantastic Yeah. I was I was a big Blackboard proponent. I was actually hired to Cornell to transfer them from Blackboard to Canvas having never taught Canvas. Because I taught people Black board.

And if you could teach people Blackboard, you could teach them anything. That is a complex system, but it can do all those little things. Case studies from one In the may in like case one, we have a number of that. Almost all of our Now, there is a large number of graduate and undergraduate that get put into the same course, and it's some kind of slight grade difference even just wanting two different grade schemes that show because they need that for tracking for this that and the other. And it's like, I'm so it's don't use the grade scheme then and just write it into your syllabus.

I'm sorry. There's not a bet solution on that one. This last case, first time I've run into it at Cornell, but the concept of having one thing being weighted more in one case and less in another case isn't isn't foreign. These don't come along all the the time. Like, these were the three cases we had digging through our tickets from the last year.

If I dug a couple years back, maybe I could have done five cases, but it's not it's not an all the time thing but when you get it, you really wanna solve it. Like, I get one of these, and I'm like, how can we make this happen? It's not built into canvas to do it. But there are ways around it. There are ways to make it happen. I really am sad.

We have three minutes left. Does anyone a problem that we can solve in three minutes that you have not been able to solve yet. I took a class one square. It's doctor counted the points possible of the final exam. The points possible was equal to all the points that I hadn't heard.

So say it was a point splits. It was a thousand point class, and all these times up to final exam were worth, say, five hundred points. Whatever my score was up out of five hundred, Right? Say, I got four hundred plus. For me, the powers that would be worth six hundred points. And I also have classes.

You've got a perfect score way through her file is actually with five hundred points. Excel. Yeah. Yeah. That won't happen in Canvas.

Right. That that is definitely an outside of Canvas one. Feed it back in, have the grade o that grade override column, it is great for stuff like that. You feed it back in from Excel and you just say, okay. Yeah.

That's that's where you're at. We probably should wrap up. There is no session after this here. There is. There is one.

We were gonna do an encore. Yeah. We were gonna leave it open and have a open conversation. Sorry about that. Sorry.

That's okay. Yep. Please don't forget to rate us. We heard if we get five stars, we get to come again and present next year. I don't think that's true.

Thank you everybody for being here. If you scan the you are and it just goes to the the pathway chart. I'm told that it'll work twenty four hours later and the people at the swag shut back, understand that it's not gonna actually give you a check mark right now. I'm just signing this right now. Really? Yeah.

What's that? You know, I ask the person who put together in Structured Con, and that's not the answer I got. Thank you. Mike wasn't working either. That's all I did. So we gotta do this one too.

Right? Oh, I'm good. We gotta hit this one too. I'm guessing, right? Thank you for being a wonderful audience. Thank you, buddy. Thank you, everybody.