Piecing Together the Puzzle of an Online Course with UDL

So just as, like you were walking in, you may not have caught this. Just, here, a side note. I am using Canva as my presentation tool instead of Google or, Microsoft. We're Microsoft districts, so instead of PowerPoint. I decided to do it in Canva. And one of the magic, shortcuts on your computer is if you need to set a timer, like, right away, all you have to do is press the number of how many minutes zero from from zero to nine, and then it will automatically start it.

And then something I learned this week is that you can actually play music while the timer is going. So side note. Close that up. Alright. My name is, Tricia Elward.

I am so excited to be here. This is actually my first in structure con. I about I'm not I it wasn't the lot. It wasn't long beach. It was probably the one before long beach.

Keystone. Keystone. I got as a proposal submitted and it got approved. I had done it at, like, a Canvas condo in Miami, They're like, yes, let's take it to the big stage. I'm like, yes, let's do it.

And then I didn't have support of my, I was in a an an district office that teaching we were under teaching and learning and teaching and learning can't go out of the state, whereas if you're under the ITS, division, you can go out of state. So they're like, nope. Sorry. You can't go. So it I was I was really sad.

But I am very excited to be here today. I wanna kinda get to know about you first, and then I'll start my presentation. So how many teachers do we have in the room here? Alright. How many administrators, like school administrators? How about district administrators? How many k twelve? How many higher ed? Alright. Oh my goodness.

Wow. Didn't expect to see that many higher ed. So very excited to be, have you here. I'll tell you a little bit about myself. I am a senior instructional technology specialist, in Volicia County Schools.

And, we are the closest city that most people can associate with in Florida is Daytona Beach. So it's they more like DeLand. We we have from, like, New Smyrna Beach all the way up to the border of Flagler County, or I live in Ormond Beach. So We're a big county. We service about sixty three thousand students in our district, and, I sup we support over eighty five schools, in our district.

And it takes at least two hours to get from one end of the county to the other end of the county. So land space kinda gives you, like, when we're going to schools. It's like you got a plan. You're either on the east side today or the west side today. Right? I've been in education for twenty two years.

About thirteen, no. There was two years in Minnesota, and then I moved down to Florida. So, The most of my years have been in in Florida. I was almost ready to say in here in Florida because so used to be presenting in Florida. But I started out, my years in Minnesota.

It was a high school, alternative school. High school math teacher, my first year. And then the second year I taught kindergarten, and then I decided they keep moving me around too much. And so, I said, okay, if I'm not gonna live in Minnesota, where am I gonna live? Well, it better be warm. Right? So I, applied for a position in Florida, and I ended up at a middle school.

And I taught middle school math for thirteen years. Six grade and seventh grade mainly. And most of them were either advanced in math or they were labeled as they were gifted. So a lot of project based learning was it was so much fun. With those kids.

And then I went and got my master's at UCS University of Central Florida, with Doctor Gunter. And she turned me on to technology and the instructional design of technology. And so that's what landed me my district job, and that's where I've been since then. So that's me in a nutshell. Oh, I did wanna mention I am a Canvas certified educator.

I am currently going through the Canvas certified technical administrator training. So I'm really excited about that. It, as being the candidate, this admin for, like, six six to eight years right now. Taking that program, it almost put things in perspective of, okay. This is the way it was set up before me.

This is how I've been surviving through the pandemic. And then now let's take a back seat and okay. Okay. Let's evaluate how we have it set up. What can we do differently and how can we make it better? So I highly recommend even if you've been Canvas admin for many years.

I highly And if you're new, because we have somebody else in our district that's taking it with me, and she's brand new to the Canvas admin. And so things that I, like, it's just natural for me to do. It's helped her to learn how to be a Canvas admin. So a little plug there as well. So what's our why? Like, when we think about designing canvas courses, and, helping our because my role is mainly to help teachers build their courses, or to prepare a template for them to use in their class.

Right? For the Kate twelve environment. So when we think about UDL, I always was wondering, well, why? Why is it so important and there are such a small minority of students that need those accessibility. You know, I mean, in our district, I think it's like twenty, thirty percent. Of our students. And I watched a tech, talk video And it's like a sixteen minute presentation.

And I'm like, well, I can't really show a sixteen minute presentation in, in a forty five minute session. And so this, woman, she does a lot of, like, making it in a very short amount of time, and she's summarizing this TED Talk that I wanted to show you. So kind of gives it's it I had so many a moments. So I like to hear some of your uh-huh moments after we watch this. Welcome to five more minutes.

Helpful videos and five minutes are that support the teaching and learning of all students. I'm your host, Shelley Moore, and this episode is the end of average. Today, I have to give a really big shout out to Todd Rose because our episode is based around the story that he tells in his book, the end of average. Go buy this book, go read this book. This book totally me understand not only my own tumultuous experience in school, but also my understanding of how to approach curriculum as a teacher.

Because what I realized after reading this book is that the idea of should is a direct connection to the concept of average and our ongoing fight against the green. Todd Rios talks about average in the book and actually mentions it as being a very useful concept when comparing large groups of one dimension. Like, for example, if you're comparing the height of a Canadian, and comparing that to the average height of an American. That's a great use of average. Big sample size, comparing one dimension.

And education, however, isn't that simple. First of all, we're not comparing groups to each other. We're comparing individuals to a group. Second, those individuals we're comparing are not one dimensional. People are not just height.

Not even paper is one dimensional. To prove this point further, Todd Rose tells a story about airplanes. In the nineteen fifties, fighter jet pilots, they weren't performing well, and some were even getting injured in their confidence because they were getting jostled around a little bit. They weren't able to reach for the controls effectively to help them make those split second decisions needed to operated plane that's flying, like, at a billion miles an hour. Something just had to be done.

So a very smart air force researcher went and found four thousand pilots and took their measurements, the length of their arms and their legs, the width of their hips and their shoulders, ten dimensions in total to try and use that data to design a better cockpit for the pilots. Now in the age of standardization, we could simply just average these measurements and design a perfectly standardized plane. Most people are average. Right? Well, you tell me how many of those four thousand pilots do you think would fit into an average plane? Just you a ballpark. Zero.

None. Nada. Not one of those pilots could fit because not one of those four thousand pilots had the exact combination of all the measurements in every dimension. The average plane was being designed for a green pilot. Now another solution might be to use those measurements and design custom made individualized planes for every pilot, we totally work.

It just might not be the most cost effective option though. Okay. So what do we do? One individualized plane for every pilot won't work, and one standardized plane for all pilots also isn't working, is there another option? Well, that very smart researcher realized the solution. It wasn't the average measurements of the dimensions that was needed to design the plane. It was the range of dimensions.

Because using a range, the plans could become adjustable. How many pilots can fit into a plan that's adjustable? Every single one. It's the reason why we have adjustable seats in our cars because you can't just top off someone's legs if they're too tall. It's so messy. Okay.

Now think about this in terms of curriculum. For years and years and years, we have been struggling with exactly the same problem. We've been trying to fit students into a standardized curriculum plane. The error though is, in the assumption in both of these scenarios, is that the plane or the curriculum is static and that it's the pilots and the students that are malleable. The reality is, is that no one actually fits.

We have designed curriculum for mythical green students based on averages of multidimensional people. Now just like a plane, it's not cost effective or efficient to design individualized custom made curriculum for every individual student, but we're also realizing that it's also impossible to have standardized curriculum for every individual student. It is quite the dilemma. But what if we approached it in the same way? What if we stopped looking at the average and instead started to look at the range of our learners. What are their dimensions? But not in terms of what's missing, but instead what they bring? What are their stories? What are their histories? Or as my good friend layton calls it their funds of knowledge? How do we find out and use what our students bring in all their dimensions and design a curriculum that's adjustable just for them.

This type of curriculum would allow all students to be successful. Every single one. But here's the kicker. In this part, this part really got me. I was thinking about this one day, and I was imagining a pilot, like, crawling into an adjustable plane.

And I asked myself, who's making these adjustments? And then it hit me. The pilot. The pilot is making the adjustments. And then when I started thinking about my own students and I realized, wait a second. Who's making the adjustments for them? It it was never it was me.

I was making the adjustments, the teacher. You know, we talk all the time about growth mindset and student agency, self regulation learning, and I realized that this is it. This is what we're talking about. How do we teach students to make the adjustments that they need so that they can fly the plane We have been so focused on trying to get kids to fit into the plane that we've totally forgotten that fitting into the plane isn't even the goal. The goal is to fly it, to fly the plane it's our job to teach them how to make the adjustments that they need.

Once they figure that out, they can take that plane, wherever they what. So this, my friends, is our job. How do we design an adjustable plan? How do we make curriculum responsive to our specific group of learners? Their be a billion answers to those questions. I'll leave you with this. What are you already doing? How are you already getting to know your learners? Making adjustable curriculum, finding success for every single learner.

This is the question I'll leave you with today, but then I'll say, are you ready to see the end average. What do you guys think? Okay. Like that. Like, I had so many, moments the first time I watched that. Of course, I'd jump out of it.

So what were some takeaways? Anyone wanna wanna share? Something that they took away from watching that? Right. Right. I was like, oh my goodness. Yeah. Yes.

Is something that I've never heard an analogy Right. Right. Right. Right. Definitely.

Yes. Yeah. It just like makes it like, oh, yeah. That's right. Average doesn't really work in most cases.

Yeah. Anything else before I move on? Yes, sir. The idea of student empowerment. I think that that's our goal as teachers at end of the day is to help them really find a place. Right.

Right. Awesome. Alright. So I'm old school and new school in the same way. So, what I've I've done a lot of research, with I have, we have Fiddlers, which is an organization that integrate gets, us at our school districts to integrate technology and the assistive technology, and she's there to support us.

So we've done a lot of book studies together So I've had a lot of, work that I've done with UDL. And then on the on the flip side, on some previous instructure cons that were virtual, the the center for or instructure center for leading and learning. They put out a document that it was like the fundamental five. And I'm like, oh, okay. So we have a fundamental five that we have to have for our course.

And we also have all these UDL. Why can't we marriage those together and say, okay, we have our fundamental five that you're gonna require in a course. But what does that look like for UDL? So, in the back, and there are there there's digital handouts of it. But if they're if it's something you're interested in, There is three items back there. The fundamental five that the the center for leading and learning by instructure put together There's also the UDL checklist.

How many of you have seen that on their website? Okay. Well, we I took it to our Fiddlers our UDL representative for our district. And I said, Hey, can we color code this? So there's those three types of UDL. There's the engagement. I'm trying to remember the there's the, yet representation and and act and multiple means of action and expression.

So all of them had the UDL standards aligned. To everything that you should have in your course. And then there's some, like, exemplary things that you should have in your course. And I'm like, even this to me as a teacher and you hand this to me and say, okay, this is what your course needs to look like, and this is how it lines studio. I'm like, it's overwhelming for a teacher.

So I'm like, well, we need to simplify this for our teachers. So I also then took this And then for our new teachers, we put together a checklist for them. Okay. Taking the fundamental five, mapping it to the UDL, and then put a checklist for them together to to get started at the beginning of the year. Okay? And then again, those fundamental five.

But the first thing that we talk to them about our new teachers is their homepage checklist. Okay? The first thing we talk about is you need to introduce yourself to your students. And some I've had some kickback on that, and some of the teachers would say, well, I do introduce. I'm face to face. Why would I introduce myself in an online platform if I'm also brick and mortar and face to face with them? And what I tell them is this.

If you want your students to to create videos and talk about themselves and introduce themselves and model what the how they should conduct themselves in an online environment. Then this is a great way to share that. Right? So if you want your students creating videos in your Canvas course, you should model that in your course, right? So you start out with an introduction video, right? Or I have some teachers that are not comfortable being on video. So then I say, okay, well, then write an introduction. So now you're saying now you're setting the modeling how that they should, their responses should be in an online environment.

Right? How do your students get help? This was one of the ones that I was like, oh, wow. Because the students are tech savvy. Right? And if you're not gonna tell them how you want them to communicate with you outside of the face to face class, they're gonna find a way. And it may not be where the teacher knows to look, right? So I we always tell our new teachers. You need to find what works for you.

Do you want them to email you? Then you set that precedence in your homepage. If you would like to get a hold of me, if you have questions about something, please email me. Or If you want them to use a Canvas inbox, then you need to state that. You'll find your Canvas inbox here on the on your navigation on the left hand side, click on this button, and this is how I'd like you to communicate with me. Right? Or if in the elementary setting, you could have if they're having technical issues, ask three before me, right? So that's telling your littles how you want them to communicate or how they ask questions.

Right? So setting that setting the kids up for success. Right? And setting you as a teacher up for success because, like I said, if you don't set the expectation, they're gonna find what works for them. Right? One thing that when we first rolled out Canvas, we didn't really even think about was, where do students learn to use Canvas? A lot of them, they can do it on their own. Right? But it was a a big expectation to try and push that on our teachers to say, Hey, teach them how to use Canvas, and then use Canvas. Right? So what we have utilized in Blueche County is a lot of templates.

We, right after the those SER funds that we received, we used some of that to work with Canvas to build templates. And one of the modules that we created was start your journey here. And what we did within that start your journey here we put together some videos, some click sheets, whatever the student's preference is for learning how to use Canvas, whether they're gonna just learn it on the fly. Do they wanna see videos? So you're giving them those those students that need multiple options of how they want to learn Canvas. But as the teacher, we need to make sure we facilitate, Hey, If you're struggling and don't know how to use Canvas, here's some resources, right? And then If they have an assignment, right at the bottom of the assignment, are you having troubles turning in this assignment? Click here.

Or watch this video. So on every in our template for an assignment, there is a click sheet on how to turn this assignment in. Right? So all they have to do is duplicate that page as they're building each assignment. It already has how they can, how they can use that. Okay.

Also kind of a side note, our district blocks out Vimeo. So initially, we first had the Vimeo videos embedded into our template. I'm like, oh, our students can't use Vimeo. So We did get permission from Canvas to turn them into YouTube videos instead, and then embedded them into the Canvas course. So it's always good good idea to check check the make sure that your, students have that access to that.

List the resources your students are going to use in your course. This kinda sets them up for knowing their expectations ahead of time, of what they're gonna actually be asked to use. So we have a lot of LTIs that we use. So every single text book that we, the students get, there's also a digital textbook that's integrated into Canvas, and those are preset. So letting our new teachers know, okay.

Did you know that you have your digital textbook? Did you know that you can pull the assignments from that digital textbook and bring them right into canvas as an external tool. Okay? So just kinda educating our teachers on this. And making sure that they have a list of these are the ones that I'm going to use. And especially with our new teachers, we're like, okay, focus on one or two. Right? Don't think that you have to integrate everything into the canvas on the first day.

So let's focus on what you're what are you familiar with? Maybe they're they came from a former near they were using Nearpod in a former district. Oh, did you know that Nearpod integrates in Canvas? Let's focus on using that resource in Canvas. Okay? How do students learn the accessibility tools? This is another one that we built into our template. So, I worked with that that Susan Alonzo, who's our Fiddlers representative that works with accessibility for technology. And one of the things she said is these students need to have these available for them to know that they can pick from these.

Right? So if we don't if we can't always expect our teachers to know all these resources or what capabilities the immersive reader has. So we put together in your start your journey here. We did cool tools for learning. Right? And in there, we didn't just say, if you want text to speech, try here. Or the transcripts on videos.

Hey, do you want a great way to learn how to take notes in my class? Print the transcript of the video, and then you can highlight. So you're not saying that only kids that need that accessibility as a crutch, you could also use it with your high end students that it's an easy way for them to take notes. Right? So kinda we talk about those things in that first module when they when the students come in, we have a page that talks about all the accessibility tools that are available to them in our district. And then lastly, on the home page, provide a course overview. So when I when I say that from a K twelve environment, I would say, okay.

What, like, in a higher ed, you're probably talking about your syllabus, right? Either it be a link to your syllabus, or you point them to clicking on the syllabus link. K twelve, we're not ones to use syllabus per se, but we might wanna give them an overview of the topics that we're gonna cover in this course, right? Or A lot of times they like us to put the learning targets for, whatever subject area we're giving. So giving the learning targets or the standards, and, so that it's front facing for the students to see. Question so far. Okay.

Alright. What resource do you plan to use? This one is one of my favorite, but the most simple thing for our new teachers to use. Whenever you have, you know, on the navigation bar, you have all your resources on the side. You can hide the ones, that you're not using. Right? Also kind of a thing to piggyback off of those templates is that with your templates, you can, like, we have an elementary sub account.

We have a middle school sub account and a high school sub account. Just started this year this summer, before we had eighty five d different subaccounts, one for every school. Right? So what we did was with the templates, we already created what it would look like. So benchmark we use with our k five, but benchmark is not used with high school or middle school. So we only put the the redirect for benchmark in our elementary template.

Right? So then now it's the they'll look like if you have an elementary student, and there's we have also have HMH Ed, which is for our high school. If you had that in the navigation bar and the student clicks on it and it gives you this error message, what's gonna happen? The kid's gonna get frustrated. Right? So I think it's really important to hide the ones that you're not using because now it eliminates distractions for those students. How to add your own resources? We teach our teachers how to do redirects. Okay.

So, we have the district adopted items on that left hand side. But what if you want them to go to another website. Maybe the teacher has a Weebly that they use. So they could actually create a redirect app over on the left so that it will direct them over there. Okay.

Edit buttons and in banners. So in our template, we also we have already preset banners for them. In a minute, I'll show you some examples of what that looks like. But we also give them option to personalize it for their classroom. So if they have a theme in their class, they could go in and edit those buttons and change that.

We started out creating all the banners and buttons for our high school. And then we went to our thirteen middle schools. This summer, we actually created over fifty templates for our elementary. And each one has its own. So now when they go to when their tiles come over from our SIS, it will already have those pre built templates for them.

So it makes it a lot easier as a new teacher coming in. They're not starting with a blank slate. They already have something that standardized for them, that will help them the stew and the students, especially when they're having six different classes to go to, in the middle and high. Alright. So the next checklist that we give our student our teachers is the module checklist.

Canvas has their mythology of how it's the panda, the prepare, And then there's the a for activate. Yep. So they they have their theirs, and I have a slide that will show that. But Maybe I'll think of it. Yep.

Okay. Yeah. Panda. Prepare, activate, navigate, demonstrate, articulate. So for UDL design, it's all it's very it gets consistency.

Right? So when we're taking the Canvas certified educator courses, everything was in the panda. We already we knew we were gonna prepare. Then we knew we were gonna activate. Then we were gonna navigate. Then we were gonna demonstrate with an assignment.

And oftentimes at the end, we were articulate to our peers what we have learned. Right? In our template, we kinda if you can see, the prepare is kinda the overview. Right? So in our Canvas courses, they say overview instead of activate they discover, right, instead of navigate they demonstrate. And then they deep well, demin well, they have demonstrate on both, but I think the navigate and the activate kinda go together in our template where it's the discover. Alright? And then our deep end, you know, you have those I used to teach gifted students.

I'm done. What do I do next? I'm done. What do I do next? So that really gives the opportunity for teachers to and give enrichment to their students, give them choice on how they could go even further instead of just moving on to the next lesson. Or deepen, maybe I'm struggling with one of those standards, then I can go back and actually look in the deep end and get extra help on that particular topic. Right? And then wrapping it up at the end.

Okay. Alright. So There is the the new the new quizzes, classic quizzes. We have the the old discussion, the new discussions, We've got the assignment. Now we have assignment enhancements.

I like to sit down with I because we have it all set in our instance where they set it up themselves, if they wanna turn these features on. In the template, it defaults to new quizzes. I really was trying to push them into getting into new quizzes because I thought there was gonna be a deadline. The deadline was lifted. I don't wanna turn on classic quizzes because it has surveys, and we use surveys a lot.

And I want, it to have a completion. And so I had not turned off classic quizzes in our instance. And also The biggest thing is that analytics is real time analytics in classic, and it's still a little slow. So I give them this. I say, okay, here's classic quizzes.

This is what I think our it has to offer. Here's new quizzes, and this is what it has to offer. I also give them the comparison document and say, okay. At the beginning of the year, I would recommend making that decision? Are you gonna stick with classic classic quizzes? Or are you gonna come over to the dark side and use new quizzes? Right? We might have some and and with that's with a new teacher. Now if you're a veteran teacher, you're still talking stuck in classic quizzes.

I would say, okay. Let's try one a quarter instead of making them switch all to new quizzes. Okay. You've been doing quizzes for six years now in classic quizzes, let's take one a quarter and see what what it's like because they can make a copy of it. They can migrate it.

They still have their classic. So if at the last minute they wanna switch back, they could unpublish the the new quiz and publish the classic quiz back. But You know, it's depending on your audience or the depending on the teacher. We differentiate even for our teachers to kinda come up with that. Well, depending on that, this is that you also need to provide your students the resources of what that's gonna look like for them in your class.

Right? Oh, this one was a game changer for my teachers. One of the main reasons my teachers did not use discussions, when we first started with the adoption of Canvas, is they said, I tried to do a discussion. Oh, wait. No. This is assignments.

Never mind. I'll get back to it. They, once with discussions, we haven't really gotten in. They they're like, they don't understand the anonymous. When our teachers saw anonymous discussions, they're like, so I'm not gonna know what what students said, and they're gonna all these horrible things.

I'm like, no. It's still it's that these other students in the class don't see who wrote a discussion. So, like, if they have Like, if Johnny doesn't like Sally and Sally posts something, and then Johnny's gonna say something mean about Sally because he doesn't like Sally, it, instead, eliminates the name. He doesn't know who he's responding to. If he really likes that post, he's commenting on on just a person, right? Some anonymous person, whereas as a teacher, when I'm grading, I know which comment Sally made and what comment Johnny made.

Right? So a really cool feature about that. And a lot of teachers our teachers kinda shy away from discussions because they're worried about what they're gonna say when they're not, when they're not there because they don't approve the comments before they get posted online. And so I we already we're be really big on digital citizenship. We need to teach our students to speak and interact appropriately in a closed environment before they get into Instagram and Facebook and Twitter and making those inappropriate comments. So we they've gotta start somewhere.

So we really are getting our teachers to really dig into those digital citizenship in the This is a safe environment for the kids. Right? There are consequences. You can turn off that they can't post in a discussion if they are if there there needs to be that turned off for that one particular student in your class. But, yeah, definitely one that we we need to work on. We're not there yet with discussions.

This is the one I was talking about. I have debated just turning this on and, like, locking it as the, as same assignment enhancements as the default. And the reason is because I've had so many teachers that say, I don't have my students do assignments in Canvas, because they were to enter in a text box, and then the bell rang, they didn't hit submit, and then I lost their work. Well, with this Simon enhancement, it was a game changer. It auto saves periodically.

So as they're typing their response, if the bell rings, even if they don't hit the submit, it'll still be there for them to the next day to see what they wrote and then submit it. Or they can see their old response and resubmit, and they'll see their old response and their new response in the text box. Or they can add to their response. So they can have their original response, they can add to it, and then resubmit. So that was definitely a game changer for our teachers.

Alright. I went really, really fast. Any questions? Yes, ma'am. Yes. We have all of these, those feature options.

We have given them choice on it. And the only and I actually had our, we call them DLTLs. We have, at each campus, we have a digital learning teacher leader. They get a supplement pay to be the leader out at their campus. And I I spoke to them about the assignment enhancement.

And they're like, why don't she just turned it on. I said, well, first of all, there needs to be training for, like, there needs to be a video. Well, there's not even video on Canvas community or on how to use it. So when I I talk back to we need to train our students how to use Canvas, it will if they watch the video that's on turning in an assignment. It's gonna be the old version which says start assignment.

You're gonna already have some of our kids shut down and say, I can't do this assignment because there was no start assignment. So can't do it. Can't do the assignment. You didn't have a start and assignment. So it's just having to go in and change eighty five templates to have the assignment enhancement feature video that we can probably create a district wide one to show how they do that when we want to turn that on and then communicate it to our students and teachers.

But, yes, so we still allow them to turn that off. Any other questions? Yes, sir. Deepen part of your module, are teachers using the, the the master path So you get a certain score, you go to Israel. Yeah. Great question.

So, I love mastery path, and we have some stuff that we build in mastery path. But because our district uses grade passback, mastery paths don't work with the grade pass back. So when I mean by grade pass back, how many are familiar with grade pass back and okay. Alright. So with that, you can't have mastery paths turned on and use the grade pass back.

So it's like all or nothing type of thing. I mean, they could technically do one module that is, mastery path, but then they don't have that go in. They don't pass that grade back. So you could do a little of mastery path in there, but not so much. We haven't.

No. We haven't. But that would be that would be a great feature where you get certain score. This is the assignment or this is the deepening that you're gonna do based on your score. And maybe you you still do a mastery path, but it's just not graded.

Yeah. Well, people actually use it the pages themselves. Mhmm. So you are not changing the assignments, so it's still going to class back. Right.

Yeah. So I guess to answer your question, we probably could. A problem with the system, but -- Right. -- change the pages to like, the type of things. Like, even you can put the instructions on that page, the site itself is just for the submission.

There you go. Yes. Good. Great. Do you find that because we had a similar template and all that, the post pandemic in a face to face classes, you find that they're still using, teachers are still usually using modules in that way, or it's a little bit more I would think it's pretty hit or miss.

I mean, we have our teachers that were teaching in Canvas pre pandemic. And, they have their own content. And when they see this template come through, they're like, So we made it. We actually, I met with a whole team of teach. I have a Canvas committee of teachers, and I meet with them on a monthly basis.

And this was one of the things that we talked about. I'm like, should I turn on templates, or do you want me not to touch your stuff? And they said, it is so easy for, like, as, a very experienced user in Canvas, they know how to delete stuff. But a new teacher, they thought of a perspective as a new teacher. It's so beneficial to have a template there so that they can use that template and, you know, have a universal design that's already preset for them. They saw the benefit.

It was more of a benefit than it was a drawback for them because they're already experts in Canvas so they can easily delete, whereas you can't do the opposite. Right? So but speaking with templates, with a great pass back, something I learned from Orange County, neighboring County is that they what they did was within the templates with grade passback, you have to have the assignment categories, and they have to match exactly to what's in the SIS. So in templates, you can already put those assignment groups. And then they so our teachers don't have to create assignment groups. They're already pre populated in the template.

So it was another it was like one less hurdle because that was the biggest hurdle. My grade passback isn't working. Did you assign the assignment group? Well, I didn't know I had to assign an assignment group. Well, they're already there. So from the drop down, it's diagnostic, formative, and summative.

And some of them, like, created their own before we did in the template. They spelled summative s u m a t. You know, they spell it wrong, and then it won't pass. So you have hard to have that conversation. Well, you did, but you spelled it wrong.

Yeah. So these are the resources, their links. That QR code is actually the Canva link so that you could actually click on those. I do have the paper copies in the back, so for you to use as a resource as well. Oh, alright. Thank you.