Reach More Learners in More Ways with Flexible Learning Journeys

Welcome to this session on reaching learners with, flexible learning journeys. Today, we're gonna talk about the Canvas family products. You're gonna hear a little bit more from the product session that many of you probably saw this morning. We're gonna double click on some of those items about how, our tools can help you not only encounter new learners, but build courses and programs that accommodate the many diverse needs that you are encountering on your college campuses. Kevin, why is your picture up there? I don't I don't know why. But this is Kevin.

I'm gonna introduce him first. He's driving the presentation for us and is responsible for the content here. And so, he's done an excellent job. But my name is Sean Trello. I'm a VP of higher education sales, not just sales in North America.

And I'm Brian Yankee. I'm director solutions engineering, also in North North American sales. Yep. So we can, yeah, let's do it. So we were talking about this presentation.

We're talking about some of the product updates. And for us, We started talking about our learning journeys and how interesting they were. And so we wanted to share a little bit about ourselves. We're gonna actually gonna use Kevin in the presentation. Thank you.

So Brian and I will talk about where we came from because it's really important when we think about how we educate future learners understanding where they come from now. I still had a fairly traditional four point three year timeline in college, but it was super interesting. I started in mechanical engineering because I came from a family of engineers. My dad was an engineer I had two uncles who were engineers. My two cousins who went to school, freshman year with me were also engineering majors.

I absolutely hated it. Didn't know what what I wanted to do after my freshman year of college. So I went through six majors. I can never name them all, but it was business architecture, biology, law, history, maybe that's it. And then I landed my moment we wanted to talk about, making moments for me was English thirty eighty Ford my junior year, at Louisiana State University.

I know I have Louisiana at the conference. Anybody from Louisiana in the room? O one from Louisiana. Okay. At Lsu, English third eighty four, a professor named Doctor. L c Mitchie.

For me, that was an incredible moment. I ended up taking twenty one hours semester to finish out my college career. As a senior, I wrote three hundred pages of, papers in my senior year, but I finished. I went on to get my MA. But the reason I'm here today, and we all have interesting stories that we'll talk about, is that I use that to to build online and adult learning programs and teach within them.

In the state of Louisiana and Post Katrina, Louisiana. So we had a big enrollment cliff. We needed to fix that. And so that was my job for four years. And so for me, not only being here is important, but talking about how non traditional learners can go back to school, is important.

I engage with them throughout my time in that program. And I had a close passion for non traditional learning. But Brian, your story? Yeah. Similar but different. First off, I Honestly, I had no intention to go to college.

I had this killer job at Little Caesars, and I was had an awesome band, and that's what was my career. I we were gonna just totally rock out Fortunately, for my for me, my parents had a different idea, and they said you're going to college. And so they told me, and said, here's where you sign up for student loans and set me off the college. But I did commute for, my first year or so, and I almost failed out. It was really tough and it would I just didn't have the mindset.

So I moved up on campus and began to go through that process of changing majors every every semester. So Can you name yours? Pardon me? Can you name yours? Oh, yeah. Let me think. I started off in visual communication design. And because I I had a I was really interested in the computers.

This was, like, just when the internet was star getting started, so dial up yours and so forth. And, so I wanted to do computer design, but then I get in there and they're like, well, there's a, it's called Photoshop. This new tool. There's a class you take when you're in your senior year, and I'm like, I'm not gonna wait that long. So I think I went into journalism after that.

And then from journalism, I went into media production, radio, TV, and so forth. But then that's where I had my moment. And it was when I was, in, in my junior year in an advising room. So it was this room half this size twice as many people in there in in Ohio in the summer sweating, and there was this colleague next to me. And she said, you should take this course.

And she's like, it's nonlinear video editing. I'm like, what is that? And she's like, well, let's you do video editing with computers. I'm like, sign me up. And I went in the course, and the first day I remember it was just worked out really well. I I, you know, I could catch on real quickly and and the doctor Murray He was doctor Joe Marie.

I'll never forget him. He's like, you should come work for me. Gave me an internship. He got me into grad school. Got me into an instructional design program, and then he hired me full time after I got my Med.

And next thing you know, I'm in the world of teaching and learning. I'm creating course content with WebCT. Anyone remember WebCT? Yeah. Converting things to Vista and all that kind of weird stuff going on, but fast forward that. I went to move to Colorado, got a job at University of Colorado, started teaching online, got introduced to things like Canvas, spent a little time with a new media consortium.

Anyone remember the new media consortium, did some work with the Bill and Lynn the Gates Foundation, and here I am at instructure now. And so crazy path, but something that's always have to reflect on. And so when we think about technology, we have quite a few tools, and and I'm sure you're attending presentations and and sessions on on all the features that we have. But we wanna focus in on a few key areas that we think impact non traditional students the most. And when I think about the relation to technology to college, I always think about my first three years in college.

The first year I went to college, I had to wait in line to schedule courses second year I went to college I was calling. And the third year, I was logging on to a fully text based system to schedule my classes. It was fast that things change. And so for non traditional and post traditional learners, it's it's faster. Right? So we have to think about the tools we have what's important to them, how they can how they can articulate different pathways through our system, what they're what kind of experience they're getting on the front end, And so we're gonna talk about some of these developments that you guys, again, have seen in brief.

Some of this might be a little bit of a review, but we wanna put it in context of these non traditional learners. You can have a better idea how to attend to them in your courses and programs. Alright. But small quick, you guys are probably used to this, now, but it does include some forward looking developments, and we wanna make sure that those things can change based on user needs, and company strategies that happen, etcetera, etcetera, But just to make sure we do that. So here's what we're gonna do to this is kinda how we're gonna outline the rest of the the afternoon or I should say this session.

Off, we're gonna just look at some data. We're gonna reflect on it, get on the same page, and just, you know, see where that is and how we might wanna take that. Then we're gonna spend a few minutes and quickly consider our own learning experiences and maybe see how that could align to what we've got, you know, as far as technology and resources and so forth today. And then after that, we're gonna walk you through some of the features and some of the product updates that Instructure has been working on and producing in the last, I would say eighteen months or so, and align those to what a modern a learning journey might look like today. Excellent.

So let's start by, looking at the data here. We've got a couple trends. I don't think any of this is gonna be new to you. First one on the left hand side, you can see basically there's a growing opportunity here for distance learning. We've made that shift.

COVID sped it up, and, you know, a lot of us are still adapting to that. We know that, enrollment declines have been increasing over the last several years. And this is kind of more focused around those kind of traditional enrollment. Set traditional learning model, but we have others that are coming up, other different alternative learning, type models. And The one thing I want to kind of point out on that that far right one, and this is important, what's the name of the group? The manpower group did this study and noted that seventy seven percent of employees, our employers, I should say, are having difficulty hiring verifiability, verif fiable skilled candidates.

And so there is a growing need for us to be able to identify those verification skills. So we wouldn't pause for one second. So Brian had three majors. I had six. How many people had three majors in this room before they landed on where they were? Four.

Drop your hand if you had four. I mean, keep your hand up if you had four. Weth through degrees for your first one. You're, you know, yeah, three. Yeah.

Five. Anybody had five? Am I six at the six? Anybody with me? Alright, there. Awesome. Alright. So, you know, we told our story, but it's always important to share with those around us.

So we wanna take about two to three minutes. Think about your own learning journey. How you went from that first time you've walked on a college campus. None of us probably took an online course for their first time. Maybe a couple of young guys in here.

But the first time you walked on the college campus to to sitting in this room, did how did your career change, you know, what happened, what made you change turn to the person next to you and just take a couple of minutes and just tell them about how you got here. Go ahead. So we thought it would just get quiet, but apparent apparently no one had that straightforward learning journey. Wasn't that just straight through? No. Not at all.

Not at all. That's awesome. Yeah. Let's keep going. Alright.

So along with that information, we wanna think about three areas of of how the institution functions in terms of non traditional learning as learners. As Brian mentioned, clearly no one has a very simple experience. Right? So how can you support both traditional and nontraditional. That's really the key here today. How are you designing learning opportunities that recruit and keep students engaged? It's important that whenever they enter a class.

Right? They know what they to do. They can go do it. It's engaging. It's creative. It's fun.

And how can administrators and instructors better utilize Canvas, to iterate over time on their offerings and to meet the evolving needs of students that change every single day. And so I want you to keep those three questions in mind as we walk through through some of these What I also want you to keep in mind are these two types of students. So let's bucket them a little bit, a little bit more simply with Brian and Kevin who actually was a post traditional student. So obviously Brian, as a traditional student, gets out of high school, wants to be a rock star, his parents telling me can't, So he has four years to go get a college degree, financially, you know, dependent on them, no major. Right? You typical story, we all know this.

That's a very traditional student. It still happens. Doesn't that doesn't happen. It still happens. And then a nontraditional student, typically financially independent, maybe has a child or two or sometimes three.

Right? Once defer nope. One, though. Right? You did with one. And then two. And then two.

There we go. Once to further their career or possibly make a career change, What kinds of life events are pressuring them every single day as they try to do this thing that for them is super important and obviously is the reason every single one of us is in this room is to help them do those things, right, and do them efficiently and easily. So we're just gonna use these guys as kind of a primer to walk through that. Prime? And we're gonna break it down into kinda three different sections. First section, which I like to call section one.

It's gonna it's gonna focus on those learners at the beginning of the programs. And they're gonna, you know, they're gonna want info on you know, tech tools and technology and resources that are going to help them find the programs and the courses that they're looking for, you know, what's available They're going to want to know a little bit about the flexibility that might be around the courses, as well as maybe the pacing. You know, again, if you have children or something that you can't just go all afternoon or something along those lines. And they want to know exactly how they can be successful. How are they going to be assessed? You know, what what's that going to look like? And then, of course, what kind of tools and technology are going to be there to help them? Awesome.

Alright. So let's start with getting into Canvas. Everybody knows that the SIS integration is the easiest thing to do in the world. Right? Correct. So simple.

Happens like you didn't it's just, you know, you type a few lines of code and it's done. No. You just press a button. But we also have a product called catalog. And with catalog, it allows for two kind of unique things.

If you haven't talked, if you haven't heard about catalog, please go to our booth and ask about it. But one thing is self enrollment. That really the primary purpose it was built was to allow students to self enroll into Canvas courses, which are typically again non traditional credential learning. They're outside of the matriculating student most of the time. But one thing we did add there to allow for all of these types of enrollment options is bulk purchasing.

So in my mind, Kevin might work for a large regional employer. Who has a partnership with your institution, who bulk purchases seats into a variety of leadership courses, professional development courses that your institution may offer, and they can be bulk purchase and loaded right into Canvas, and it's super simple. So we wanna make sure that you've got that really slick and easy SIS integration, right? Super easy. That students can self enroll in catalog and just find something online that has to do with their job or career path or wanted intended goal. Or that you can work with regional partners and other large entities where you wanna support them via the learning that you already do really, really well.

And so, multiple enrolling options, super interesting inside of Canvas and catalog, particularly. The next is once that student is in a course, right, impact, again, something to ask about if you haven't heard about it. But Kevin hasn't been to school in eight years. He doesn't what the learning management system even does. He probably doesn't know what LMS means, and he just is given this login, he logs in.

What does he do? And that's where impact comes in. And the recent update has been walk throughs, which will literally walk a student who logs into Canvas through every single thing they need to do to get where they're going. And again, as someone with a a passion for adult students, I saw them struggle a little bit trying to get to speed with online learning. It, you know, sometimes it comes down to course development and course design, but also just to what is the system and how do I use it? And so our walk throughs can do that really well and make it really easy. So you see like on a dash board, a message, a message can pop up and just give them some tools that allow for self enablement.

So there's also a support piece there that allows students and faculty, and we'll get to that a little bit. But self serve, right, on knowing what to do and where to go inside campus. And so impact roadmap is one to keep a close eye on. And tied to that, I like to to group in, what we call course pacing. This is a feature that came out of something that we had done in our custom development side of things and offered it as a custom development for years, and we finally added, this course pacing to, Canvas core.

Otherwise known as a rolling enrollment platform, It really allows you to kinda set those courses up and set the pacing based on the time the student is enrolled into the course. And this is good because then this can allow for the support of the type of student like, Kevin who maybe isn't necessarily used to, start to end course goals. Maybe they like those kind of short term course goals. They wanna be able to have a little bit of that self regular regulation so they can go through the courses at their own pace. The rowing enrollment process or I should say rowing enrollment features here within course pacing allows that.

It automatically sets the student's due dates due dates based on the pace that's set in the course. And this can be done at the course level It can also be scaled down to maybe a section level. So maybe sections are enrolled at a different time. They have their own pacing set and then completely individually as well. Again, these are the types of things could help with these individuals that may have those types of short term goals, and it's going to help them with motivation as well.

We talked a lot about students, but we wanna talk about faculty also because one of our primary goals is to make the entire experience for the student and the faculty member super efficient and easy. So this was, a wanted ask that we've now recently built in the Canvas. I think it went in our our June release if I'm not mistaken. But this is bulk unpublished, a bulk published and unpublished of modules. It's pretty self explanatory, but it allows you to just do that, make it much more of an efficient process So if you bring in some content from outside of Canvas from a publisher or from Canvas comments and you know you've already looked at it, you know it, or you've downloaded it from an additional instructor inside of your institution, can just quickly publish that content with with the click of a button.

So it just saves a little bit of time in the process. And again, gives faculty that platform to make sure they're doing things very quickly and can attend to their students as needed. We've been making a huge push support different learning models. And one way we're doing that is with this really highly requested feature for what we simply call letter grade only. So we're able to just remove the qualitative measures from from assignment in the grade book, and you can use different grading schemes now.

For maybe those types of learning models, that, would be more appropriate for the likes of a Kevin or a student that might not be used to that typical points based model. And you can see here we've got an example of like, a mastery grading scheme that's been applied there. Again, not using points or anything like that. But then there's a lot of flexibility. You can even have fun with it and do like an emoji grading scheme.

Anyone done emoji grading in Canvas Gradebook? I see one. It's super fun. I I've done it my course. Students love it. Again, maybe not your high stakes assessments using emoji grading, but it is pretty fun.

Alright. We also have studio, our video management platform. And we've made a couple of updates there because it's really important. Again, once that student is in the course, What does their course experience like? How are they how are they engaging in the content? What are they what are they assessed on? Where in those small little assessments can they be in assessments out of a video? The answer is. Yes.

Right? How are they engaging with that content? Can I see that data? I think if anyone in this room uses studio, you kinda know that. But now you can edit those videos very simply. You're watching that in the on the video on the right side of the screen, very simply cutting and editing, with inside within studio and obviously canvas. And that makes it really easy to embed that content. Additionally, we've increased the access to students via some of our our integrations with Vimeo and YouTube and making it really more easy to access by students.

So it's more obvious, more easy to access. They're gonna comment. They're gonna engage in content, etcetera. I think it's really natural. Even if Kevin hadn't been to school in a long time, he's probably viewed YouTube.

And he knows how the commenting system works. Right? So using that kind of engagement along with canvas and their learning content can be really powerful even for a non traditional student. So about a year ago, we made an acquisition of Badger. Many you are probably familiar of with that. And part of that, acquisition came with a name change.

And over the last course of the year, we've been making huge strides on fully integrating that into the canvas experience. And so our our our, I should say fairly recent, release of the, LTI has fully integrated that experience. So it gives you that user experience that is like the Canvas user experience. So you feel like you're in there and it's it's not only that it's improved, and we've added additional functionality to that. So now badges can also be awarded at the assignment level the module level, as well as the course level, which gives the likes of a Kevin the ability to visualize their course journey, even with pathways that could be embedded right into there.

I think about, when I got to the end of my, graduation graduated, and I realized that it was too late at this point that I was one credit, or I should say one course, three credits short of a history minor. And I think back to how quote have I been able to, if I could have visualized that whole journey with something like a pathway? Just be I think I have three credit shorts of like four different things. Of course. But the whole major degree said I might not have had multiple degrees, but I could have had four minors. Right? So you got those pathways and you've got that that badging set up in your course.

We're getting ready to to launch the ability for you to take that and scale it beyond just that one course. Right now, it's a little cumbersome. You gotta copy the course over, then have to rebuild all those badges and pathways. Soon, course copy, it's going to come over. And if any of you are familiar with how blueprints work, then you can completely scale it out to a whole program.

So this feature is gonna be super exciting for that, and it's gonna it's just gonna help with students so that they'll all have access to this fee, this ability to visualize their progress they'll coming through. So it'll be about q three completion on this one. A couple of things about that. One, number one, I've heard some really great stories. Good.

I've heard some really great stories for traditional and nontraditional students using credentials, and that's why we're putting a lot of time and effort here. And I do wanna thank the community. I don't know if anyone is in this room, but actually getting this on the roadmap was very specifically done through my team. And we were the ones who kind of sponsored this all the way through because super important to what we're doing. Again, close to what I wanna do.

And so this this is, something that's really exciting for us to scale over time. Awesome. Alright. So we're about midway through. Right? You've got a student.

He's got some credential pathways, both of them traditional, nontraditional. You've got some really cool courses, right, where they're in, you know, they get inside of Canvas and have a walk through. There are engaged videos, etcetera. So we wanna talk about kind of the middle of the journey. What's that full experience like? What features really impact that for both a Brian and a Kevin.

And so we're gonna talk about a few more that kind of full experience of the student right now. To start, we're gonna go back to studio. And studio for a lot of reasons is is just a great learning tool, both for the engagement side of things, it also allows us to do some pretty cool things with accessibility. And so we've made a lot of accessibility updates, in studio, including inline caption editing. You can download transcripts and you allow students to adjust the size, the background color, the position of the captioning.

So when I think of that for non traditional student, I think of Kevin with two, not three kids. One evening at night, trying to put one to bed, trying to take his coursework, right? It's dark. He can't have the sound on because that's gonna wake up the baby. And so he can put those captions in, edit them, make sure they're bright and readable because he hasn't slept in probably six eighteen, eighteen, twenty four hours. Yeah.

Okay. And so that is really easy to do inside of Canvas now for students. So we wanna make it more accessible because those sorts of impairments are not permanent. We have students with permanent impairment. We also have students who at the time just need something a little easier to use.

And so it's critical that Canvas can solve those problems. And sorry. One more plug. I forget about this one because it's not there yet, but human captioning is coming, very soon. It's on our road map where deep in development on that, Brian.

I think you have a few more details. Yeah. So long story short is we're partnering at the start with two of the big human captioning services that are out there. And they'll be essentially directly integrated into studio. So If you're currently leveraging one of those services, that content will be transcribed and already immediately available in studio when it's ready.

If it is, something where maybe you aren't currently leveraging one of those services, it'll be something that we'll be able to offer to you. Very, very exciting. So I think you weren't about to talk about this one the most. I I know. When we were talking about the present before he's like, you're talking too much about this one.

I'm really passionate about this. As a teacher, I really pride myself in giving my students the most thorough feedback I can in a very, very timely manner. And thankfully, we got things like the SpeedGrader that helped that but there's always things we can do to continue to do that. Because, as a student, you want to, you wanna know how well you're doing. You don't wanna wait till next week to get your assignment and so forth.

And so in addition to that, I also like to give my students as many opportunities to be successful as possible. Because of that my grade book goes on forever, I could just keep walking and scrolling, and I've got all these different assignments, because I'd like to give students flexibility and the ability to to select and choose types of things that might be better for their success. But because of that, my grade book is huge, and there's a lot of things in there, and it sometimes can be hard and cumbersome to some of that stuff. We've had the ability to do some filters, but we've just made it better. We can now break down and drill those filters down into date range and submission status.

And what I love is I can create these custom filters. I can save them and I can come back to them at any point. What does this mean for the student? They're getting more timely responses and graded grades in a much more efficient manner. And if you've got large courses, these types of things are going to create extreme efficiency, especially if you're leveraging TAAs and so forth, perfect for large s's. Yep.

Alright. And so I I actually did teach as well when I was when I was running online adult learning programs. And when speaking about students, I did have both types in my class often. I taught study skills. I taught, rhetoric.

I taught writing or very, very early. And so I always had different types of students. And for me, and I I wanted to do this slide for that reason, but peer review is really important. It's always important to get students to assess each other. To collaborate, to talk, group work, peer review, etcetera.

So we've made that a lot better inside of Canvas over the last you know, few quarters or so. So it's more accessible inside inside of Canvas. It's more visible. So you're seeing again that video play showing you where it is. It's more clear when students have to take an action on peer review so it can really drive their collaboration with fellow students.

And throughout the assignment, assignment process, students are presented with modals that guide them through. So it used to be kinda going to peer review and maybe you get speed grader up and sure I'll walk through that. But we're a little bit more clear with what to do at every single stage, which is important because and if you haven't used peer review, Students get SpeedGrader. That's what peer review is, and that's a really powerful tool for students to use when they're grading each other's work. So more timely feedback from each other, along with timely feedback from faculty, easier ways to access it and a lot more clarity in the entire process.

So we tried to make that a lot easier for students as well. I, there's this course that I've been teaching for over ten years, and my students in there it's it's a graduate course, but my the ages of my students range from twenty three to sixty three. And so you can, and it's a somewhat technical course. And so when students come in here, you're gonna have various levels of technical aptitude into the course. It's easy for me to get a student in the course that's never used a learning management system before.

And, then they're having to submit content or have to submit media files that they've never even this is their time creating it, and it can be challenging. We now have an amazing feature that helps me help them. I can submit content on behalf of the student and get that content in there. And this is good for me. This is good for my use case and the students I work for.

It's great for students that have accommodations, maybe those that aren't very familiar with technology or take a use case or where you're in a live class and maybe you have students up doing presentations and the teacher might be filming it, you know, on their phone. They're able to submit that right on behalf of the student. It's in the SpeedGrader, and then you can go back later and grade it. I'm super excited about this feature, and I think it's gonna be just great for all types of learners no matter what, and all types of use case. Alright.

So pretty straightforward update. We've always had Word and and Google in there, but now we've got support coming soon for IWork So that includes keynote pages and numbers. So that's in the dock viewer itself. So it appears in SpeedGrader. You don't have to download anymore if you've got an iOS file.

On this stage, we're pretty diverse actually here iOS, right? Samsung Pixel. So not all students have iOS. So it affects some, but, it's super easy. It just works alongside doc viewer just like everything else, but now it's supported in Canvas. However, small note, North America only due to some of a p Apple's API restrictions.

So just North America for this feature. We've been working really hard on new quizzes. There was a session yesterday, that Jody did on new quizzes. It's been recorded. So if you really want to deep dive into what we've been doing with all the features and updates it with new quizzes, definitely check out her session.

Like I said, it's been recorded. Or you can see we've got some features I've been coming out in the last couple months. Honestly, I've been loving the experience it's just becoming such a better product, and we're really excited for it. So we just wanted to remind you that as we improve new quizzes, those, the features and the tools, even things like hotspot or whatever are going to be great for some of these new types of learners that we're engaging with. Another thing is outcomes.

I know at least in my experience, outcomes just isn't as big of, it's not used as much in higher ed as it is in the K12 world. I was just talking to, k twelve school that came to the booth earlier today, and they were just talking about how, how they're using outcomes and how they have all this, standards based grading, and I was kind of thrown back. I'm like, I wish we could get some of our teachers to put outcomes in there. Why? Because when you have outcomes in your course and are tied to a rubric, the students know exactly what they need to do to be successful in their course. And so we understand that, and we want to get more faculty to use it, but we know we needed to make our outcomes engine even better.

And so one of the recent things that we've done is we've built this alignment summary tab that's built right in the outcomes at the course level. And what does that do that gives faculty the ability for them to have a better view of how they've structured learning outcomes in the course. It's going to give them greater transparency into how their curriculum is aligned. It's also going to identify gaps. And it's searchable.

So really cool feature. We gotta get more outcomes into our courses. Awesome. Alright. So we're kinda near the end of the journey.

What's happening afterwards? Maybe they have a few years left in college, and Kevin clearly got a job inside of that computer and He's now an accountant. You know, got his got his MBA, right? But they're at the end. So we wanna think about, all of your reporting needs, right? How do you get better at what you're doing? One of the easiest ways are probably the easiest way to do that. Let's look at data. So we're gonna look at some data, particularly on our admin analytics side and how catalog can help with monetization data, etcetera.

We talked a lot about getting students in, but also how to link students to their career and what what's moving forward. And optimizing various, internal initiatives, you know, a lot faster than I thought, but go ahead. No, you're good. Can I talk? Okay. Credentials is a piece of that.

We've been talking about credentials from the beginning. The that's just gonna be continued to get improved on And one one of these, couple more recent things about credentials is this ability to customize LinkedIn as an issuer. What that really means is when I'm a student, and I maybe receive a badge or a credential within, my courses or my program, I want to share that out. And you can easily share that out to LinkedIn right from the user interface. But what we've done is we've built in that infrastructure on the back end to allow administrators to connect that badge with their LinkedIn profile as well.

So when so what that does is it just gives more validity to the badge that's sitting out there in LinkedIn. In addition to that, we've added multi select badge properties. This is kind of a nerdy back end thing, but what this does is it allows those administrators to make it really easy to add metadata that's available for their badge creators to to populate their badges with. Again, back end kinda nerdy stuff, but what does this adds validity and really provides more flexibility around the badges for the owners. Awesome.

I think I've gotten to talk catalog the whole time because again, it's one of my favorite products. But we improved reporting in catalog, significantly more reporting, as I said, on compensation and enrollment and revenue numbers, how your catalog is generating revenue from non traditional students like Kevin logging in. We know that continuing education programs are always trying to find innovative ways to to reach out to students, right, and there are a lot of workforce development, programs throughout the country being built. So you wanna you to evolve catalog to do that. So you're also gonna be able to track student activity.

So what's happening on your catalog page is at a more granular level. That way, you can just edit tweak, move things around, try different things as you would to make sure students are reaching the right courses, there are more robust filtering options on the front, especially if you do have. We have a few schools who have, you know, over a hundred catalog courses at one time. So we wanna make sure students can get to those Super easily. And then just a look and feel overall, we're continuing to tweak that.

We made some big updates over the last, again, few quarters that help catalog just serve that population a lot better. Any one I'm gonna sit down for this, and this is gonna take a long time. It's not gonna take that one. Is anyone here, at a school or institution in Illinois? Anyone? We've got one. We've got two.

The reason I bring that up is, I wanna say it was eighteen, twenty eighteen, or nineteen. I was up at a stage. It was an Illinois Canvas users group. And I was doing a presentation. We had just released, course analytics.

And so it was the first time I had actually gotten to spend some time with it and presented. And it was super exciting. And we got great responses on it. We improved it, and we it was just a great release. But then we realized that our administrators wanted some of that that analytics love as well.

We had a fairly dated analytics, interface or page in canvas. So we just recently released the admin analytics. If you haven't seen it, it's amazing. It now easily gives you and your admins three dashboards that they can start viewing content around usage, holistically, usage. You can look at core success and student engagement with the three tabs that are available in there.

It's all filterable as well. That data can be exported and it's available to you now. In addition to that, we're doing things with Canvas data. You may be familiar with Canvas data. It's been around at least as long as I've been, at instructure, which is at six six years at this point.

But that was, how you could take that data if you wanted to do more with it. So you wanted to maybe bring it in and combine it with data in your data warehouse from some of your other systems. Maybe you wanna take that data, visualize it, with institutional research so you can provide that to leadership and so forth. All that was available. Imagine that faster with more datasets and more formats.

That's Canvas Data two. We just released it. What was it last quarter? Maybe went out into public, and that's available to you right now. And that continuously being improved, and that's setting the standard for what we're going to do with a much larger Canvas data platform initiative. That wasn't that long.

I should know. I'm not done. Oh, and see. Gonna sit. That's just a little bit about it.

If you wanna know more about we're doing with data, there's a session at five fifteen. Yes. And that's with Kevin Turkel and and Carly. Those are are, Kevin's on the data side. Carly's more on the product product side.

Definitely check out that session if you wanna nerd out on that. We told them we talk about it so you guys fill the room and, like, make the line go up the hallway. So please attend that session. It's gonna be really fun. Alright.

Along with that kind of data, it's always important to think about LMS adoption, what's happening We've talked a few times about this. Many of these features have impact that can be, put on top of Canvas to walk students through and particularly faculty provide awareness of new feature updates, one of the hardest things to do. We're not gonna slow down development. I don't think you guys want us to do that. So we have to do a better job of informing people of what's going on.

One way to do that is via via impact, right, being able to see what's coming up, look at these walk throughs, representing all the changes on the screen, Again, faculty can have an easier time onboarding. You wanna view how your tools are being used in Canvas and be able to do in that messaging, outside of the LMS, interventions, training sessions that you can track inside of impact. So you kinda know, if you did a training session on module usage. How many faculty used it, the module usage increase, etcetera. Super cool tool to do that with, and it allows you again to review what's happened and iterate so that you're building better courses for for traditional students and for non traditional students.

One thing I wanna add to that real quick. Mhmm. We just also added the course level impact data, so it's called course reports. So now teachers can get impact data on their course. And I heard a great use case about it, about two hours ago.

Teachers can use it to see if students are actually looking at their feedback. We always wonder that. Right? Are they looking at the feedback? That's new. I love it. It's awesome use case.

I'm like, that's beautiful. So find out more of the impact session and ask that question fifteen. We only have like one slide to go. Yeah. We're good.

We're good. Alright. So future developments. Our roadmap is never empty. So on the left side, you'll see some of the things we're doing catalog data in Canvas data too.

I'm gonna mention catalog one more time, because it's so cool. But make sure you track all of those. You have the educational moments of the future, which is the booth in the exhibit hall, which you can find out a lot about AI, which that to me was incredibly exciting. The in the lab tomorrow, the data and analytics session that we promised Kevin Turgo would be absolutely full. So please go.

Come ask questions at the booth on anything us up here. And as always, rest transparent as possible. So road map down structure dot com. Just keep track of that. We put a lot of information on there consistently.

So I'll be I'll be at the booth tonight. But we appreciate your time. Thank you for coming, and I hope this was helpful.