Revamp Your Online Existance with Canvas LMS and Studio

Well, good. I've been and everyone. Thank you so much for joining our presentation on revamping your online existence. We have a lot of really fun information for you guys today. And we're still gonna give you a little bit of time for Q and A at the end. So I hope that you all are super engaged and ready to see what we've done, where we're going, and where we hope to be.

So in real live online education form, I've opted to introduce myself through video. So here we are. Greetings. My name is Doctor. Javaughn Lancaster.

If you haven't met me before, I am the manager for the amazing instructional design team here at Lynn University. We have been challenged with developing or redeveloping our online course offering. Well, challenge accepted. Not only have we created our own process, it seems to be going better than expected. The Lynn University instructional design process is loosely based on the Addie Design model.

The ID model uses phases of development, including analyze, design, develop, implement, and evaluate. We are completing the course development in a series of stages in communication with the appropriate stakeholders of each course. This includes a few very important components. One, improving alignment using Bloom taxonomy. Two, ensuring that we meet or exceed the course vigor requirements of Lynn University, And three, enhancing the aesthetics to allow our students an exciting user experience to increase engagement, especially on their iPad.

Throughout this presentation, you will have the opportunity to experience our process from where we began to where we are now. Are you ready? Come on. Let's go and you can enjoy this presentation. So that's me, Doctor. Land Castro of Lynn University.

I am very happy to have members of my team here supporting us as we present this information to you. And my wonderful colleague and partner in crime at Lynn Waleed. So hi, everyone. Thanks for being here. I'm not as fancy as Jovan.

Because I'm not in the instructional design, team, but I am the academic assessment manager at Lien University I do a lot of academic assessment. The reason why I'm included in this presentation is because I was the Canvas LMS for quite some time at Lynn. I know a lot about Canvas. I work very, very close with Jovan on developing these courses as as you'll see. I've developed passion to coding, about, like, four or five years ago.

And believe it or not, I'm a former classical musician. That was what my under guy was. I was a classical musician for seventeen years, but then shifted gears. So that's about me. In today's session, we will try to, walk you through the our process, when it comes to redesigning our online courses.

Why? At the first place, why we needed to, redesign our online courses? The challenges that we faced, from an instructional design, standpoint, the framework that Japan pick to work, the short form videos, which we, discovered to be very, very effective for us. Where we started, we'll show you how our courses looked like. And, the tools that we used, we'll we'll share, like, how, CDLabs, for example, helped us a lot you know, when when we redesigned these courses, and then we'll show you the end result, like a live course where we stand. So, I hope you will, yeah, enjoy. So first, let's start why we updated our online courses.

Well, that had, like, two components. One is the university. Had like a strategic vision, for the online division. We were struggling with low enrollments. We had this culture, that you know, online is not a big thing.

Like, let's focus on on ground. So that was, like, a a complete shift from the executive team. So they added to the strategic plan for the university. They wanted to create new, models and deliver new models, to increase enrollment in the online division, create new experience for the students and also offer, different cost, programs for the students. So so that was like a strategic, you know, vision.

We also had to fight a culture, a legacy culture that, our faculty members tend to treat online courses as Oh, that's the extra course that I'll do to get some extra cash. Right? They didn't put the effort into it. They didn't think about it differently because it is completely different than teaching, on ground. So we needed to change that, also, that culture. So, yeah, so that was, like, one of the reasons why we had to redesign our online courses.

Another one is the market trends. The emerging market. Yeah. There's so many things that's happening, especially with COVID. You know, Finally, educators had the opportunity to do something different.

Right? And a lot of universities played around with a lot of different things. Some them went synchronous, some went asynchronous, some played with hybrid, and some high flex. But we really had to figure out what was going to work for us. Now at Lynn University, our face to face courses are really what a lot of our students come for. It's that experience, you know, that working, that collaboration directly with the faculty members.

So we really wanted to take that class room and put it into their living room. Right? How do we keep that engagement going in the online environment? Then going along with markets. We're thinking about, you know, LinkedIn learning, edx, Coursera. Now these are really major industries that higher ed has to compete with. Right? It's not easy because a lot of them are free.

They can pay you know, a couple hundred dollars to get the certificate or the badge, it's hard to compete. So what are we gonna do as hired education institutions. Right? We have to compete. We have to be a little more rigorous, and we have to enhance the engagement a little bit. Challengesenges.

Well, we had a lot of them. How we overcame them? You'll hear a little bit of that. So what we had to do first, we, our department, our team, we were challenged with redesigning seventy plus courses. Now that included redeveloping courses and creating new online majors. So it was a little bit of a mix.

Right? We had limited resources, both human and non human because here's my team. Not many. Right? We also have a part time, and we also have one other full time instructional designer that unfortunately wasn't to join us today. So clearly, we have a very small team, a big task, lots of non human you know, resources that we needed. Faculty pushback.

Oh my goodness. You know, to get faculty on the same page, it's difficult sometimes, you know, but we try to overcome that a little bit too. We really wanted to be part of a culture change, and also not to mention saving thirty two thousand dollars per course because we definitely did speak to an external source to see how, you know, we can get a little help with our limited resources. So then, me and my partner in crime here had to think what we were gonna do to, you know, achieve this task of seventy plus courses. Yep.

We had a we had a goal and a vision. Right? So our, our vision is to really create courses that are engaging aesthetically look good. We both believe that the visual is very important to engage with the students, especially in online and by because in the classroom, that human interaction really takes care of a lot. Right? But in an online environment, you're only looking at a screen. Right? So it has to look good.

So we have that vision to create engaging content, to increase our, video lectures, you know, video presence in general because we didn't do good on that. And definitely enhance the aesthetics of the of the course, right, when it comes to the design, the instructional design and so on. And that was around the same time that we were looking at, at CDLabs to to really help us with that. And then, you know, we were challenged. Okay.

Well, how do we start with the faculty members? Right? They don't wanna come work with us. They want compensation. Right? We had to work with our, executives to to get, you know, approved budget for compensation, but also we needed to set a framework for them to to work through. Right? It can be just, hey, come see us. We need to develop this course.

We have to walk them through the process. Right? And that's where, Giovanni picked the addie model out of several instructional design models? You know, they always say if it ain't broke, don't fix it. And the addie model is tried true. It's, you know, the standard and of instructional design. It's the model and the framework that all the other models are loosely based off of.

So our framework is loosely based off the tried and true model. Same type of concept. You know, divided it into five phases plus the refresher. You know, we took a deep dive before you know, for the courses that we were redeveloping. Deep dive, analyze the course, thought about these learning objectives.

Some of them were a struggle bus. We really needed to figure out how to work around that. We really needed to figure out those overviews because sometimes you know, thinking about a snapshot wasn't as easy, for faculty members to think of as we would think of, you know, as instructional designers. Then we would have a meeting with the faculty members. We would give them all of I ideas.

Then we would what I say shut up and listen and take notes about what they want, right, because it's their course. We aren't the subject matter experts. That's one hundred percent them. So we took their ideas, and, you know, we went through the process. And at the end, phase five, they went ahead and piloted that class, took notes for all of us and just tell us what worked, what didn't work, you know, maybe they had to change around some assessments to make it work.

And then in that refresher, we applied all of those instances, and you know, so far, so good. But that's really the phases that we worked at with the faculty. We really try to keep them focused. Which was also a little bit of a struggle because we have a lot of faculty teaching, a lot of classes. They get really busy.

We had to figure out how to support them as much as possible to enhance their engagement with us, right, so we can then help them enhance their engagements with their students. So talking about those learning of what we did. And you can see these are, like, the older blooms that we use because a lot of our faculty members were still using that. So we still wanted to make it you know, a little more clear for them. So we looked through all of the courses at Lynn, and we pulled out some common looms words, align them with teaching strategies so we can help them develop stronger, you know, objectives for their course.

Then, you know, going back to thinking about all the moves, we wanted to enhance student engagement with short videos. Mhmm. So just for stakes and purposes of this presentation, I looked up a few different, you know, how twos on creating, you know, APA style paper. And I found tons of TikTok videos, tons of little things on, you know, Instagram, Snapchat. You name it.

I found it. And they were only two minutes long. Oops. Sorry. No.

It's okay. I'm gonna show you how do an APA some additional paper. First, open up a new word document. Microsoft Office three six five is free at most universities. First, go to format.

Click on font. So for page seven, you can actually choose from a lot of different fonts as long as it's legible. But I'm just gonna put times in your room in twelve. Now you can click on default. And then click on all documents.

So every time you open up a document, it'll automatically be times to enrollment twelve. Click okay. Next, go to format and then paragraph. Set the line spacing to double. Go to format and document.

Make sure you have all one inch margins. Okay. Now go to insert and click page number. Make sure it's top right. Click on page break.

A new page will show up, and so you can see our pages are being numbered properly. Okay. Go back to home and center your text. Now click the tab key three to four times. Your title should be one to two lines in bolded.

You're gonna skip a line then put your first name, middle initial, and last name. Should be your department and university. Xeline is the course the paper is for, faster for your class. You wanna put the date the paper is due. That's it.

You didn't. Just like that. You know? And it's so funny because when I was looking this up, I found it in all different languages, and, you know, it it was amazing, and it was all two minutes or less. Now, You know, we're all about statistics because we have to show why we're doing this. Right? So here's some statistics.

Gen Zien Millennials short versus long form video. Look at this. It's how many of them watch. You can see. It's crazy.

Eighty two percent. Here's another one. Distribution of leading search results of how to videos on YouTube. Now one to three minutes, twenty two percent. So we see that five to ten minutes seems to be our go to spot.

Right? And I always tell faculty members, let's keep it out about six to seven minutes. That seems to be the sweet spot. And Canvas studio really helps us, you know, utilize that because we can see exactly how long students are watching, and when they drop off and who watches it from start to finish. And then here, level of importance of short form content on video streaming. From very important, to don't know or no opinion.

So we can see, you know, not important at all. So streaming video services in the United it saves. So we see short term, short form videos, very important for our course content. You know, as we saw on TikTok, some of them pretty. Some of them are very pretty, but it doesn't matter.

The students really, really enjoy learning through small spurts of information. So with that being said, now we're gonna take you through the journey of where we started, right, and where we ended up. And we'll go through what we used, what tools we used, and so on. Right? So as you remember, the slide with the vision and the goals, right? We had a vision. We wanted to create engaging courses, right, add more videos.

Jovan, you know, was like very big advocate for short form videos. Let's slice a lecture into, like, you know, three, four minute videos and so on. Right? And then comes the aesthetic part. We want the courses to look more engaging, and so on. So this is where we started.

Our courses, looked like any other Canvas course. Right? You know, basic modules, pages where, like, you know, plain text on a white background, Part of that is because we also migrated to Canvas very, very quickly over one summer. We're a small institution. So we get to do things a little faster. But we migrated to Canvas, and we didn't have the time to really spend, extra time in, like, real instructional design, right, put aesthetics.

But this is where we started. Our courses were very boring, very not engaging. Right? You could even see here overviews could sometimes be just one line, right, here, like you said, discussion board, I know if you can see it or not, but we have a student here that's saying she's lost, are there any videos that can help me? You know, this was like a math course in the online division. So that's where we started. And really, it was the, like, a challenge to change that and, and, and, and, like, create a new culture.

Right? So first, we needed to identify the tools that we need. So we first needed a video platform. Think about YouTube, Vimeo. Right? These are video streaming platforms. We also needed our own studio to create videos.

Right? We have a university studio, very fancy, advanced. However, it was very challenging to get time in it because they give priority to students, to so we needed our own little space where we can quickly get a faculty in and out in a matter of hour or two. Right? And then we needed to identify the hardware that we need and then the software that will help us, again, achieve the the the goals and division. Right? So I'll start with the video platform. We ended up using Canvas Studio because we already had it as part of our Canvas, package.

We never used it that much before we started this. Right? It was always like, oh, let's just upload to studio so that we don't take away from our storage quota, you know, in Canvas. Right? But we never treat it as a streaming or a video platform. And it's actually very powerful because it does do a lot of good things. Right? You could add quizzes to the to the videos.

Then increase the engagement with the with the video. And it could sometimes it ensure that the students are watching the video in its entire Right? It increased the engagement because of the comments and, you know, you could do threaded comments in it. So faculty members can engage with the students also through the video. And also it provides, you know, insights so as to who watched the video Right? You could also see our students watching the first fifteen second and then skipping or they're watching the the whole video. Right? So Canvas Studio is a very powerful tool.

If you have it and you're not using it, consider using it because it is powerful. And then, next, we set up the studio. Right? So this is Giovanni's area. And it was very basic. We just thought Okay.

Let's just get a green screen, a camera, and a teleprompter, and be done. So Again, it was challenging to use the university studio. We needed something very, add dial that, again, like, we'll we'll tell the faculty member, hey, come in your lunch break. We're gonna do, like, a quick, video. Right? We don't have to wait two, three days in order to book the university studio and so on.

No. It's just you come into the office We turn on the camera, the lights, and then you you, you know, we do a mini lecture. So that really, really helped helped a lot. This is the picture of it. And really didn't cost much.

I mean, we got a four key camera We got a Sony four k camera for, like, twenty three hundred dollars, a green screen kit from Amazon, lighting, an iPad for the teleprompter, we got an iPad teleprompter, a teleprompter for two hundred dollar a mic, headphones. A total, again, around thirty eight hundred, you could go a little fancier, spend up to five thousand dollars. But really, it doesn't require a fortune to build your own studio. Right? Think about all these kids, YouTubers. They do it for, like, twelve hundred, a thousand.

And they produce videos sometimes way better than what universities produce. Right? So it is very, easy. Yes? They Yeah. It came out of the instructional design budget. Yeah.

Not to mention thirty eight hundred dollars. Remember I said earlier that third party company wanted to charge thirty two k per course, and we have, and we have over seventy courses to do. Yeah. So huge cost saving for the university, of course. And this is, again, this is images of the studio.

This is the teleprompter that we got. So, yeah, even Jovan here created her own, light. Lightboard. Lightboard. It's it's great.

It's a great tool that I saw at a different university, and I loved it so much, and it just costs way too much money. But I took scrap tools left over from COVID, the plexiglass is then we had a table. I bought some clamps off of Amazon. My team helped me clamp them on. We got some LED lighting, some fluorescent markers.

Flip the iPad and boom, now faculty members can actually write on the board, flip the camera, and it's amazing. Great. That's cool. It is. It is.

So, again, with limited resources, you could achieve a lot. So that's just what we're trying to say here. And then comes to the software part. Right? So we do have, we use Adobe Premiere for all the video editing. You could use there are so many different softwares out there, but we use it because it's part of our creative cloud, you know, suite at the university.

We also wanted a stock footage provider. We use Envato, but, again, you could use there are tons of them out there. And of course, we use CDLabs to help us really redesign the courses. Right? Prices of CDLabs, you could contact them. I believe they're, like, based on FT.

And then this is a quick stats of how our usage for the, for Canvas Studio. Have progressed since we started this project. So we started around, you know, twenty twenty. And you could see that back, like, when we started, we had, like, around five terabyte of storage, video storage, And then just in, like, almost three years. Right? We went to twenty three terabyte of of of video storage.

Right? So more than what we have accumulated in the past three years since we had Canvas. We had Canvas in twenty seventeen. We have twenty seven thousand hours of video on on Studio right now, with eighty nine thousand video. So, yeah. So, it's impressive.

And again, like, didn't take us a fortune to produce that. So and now we're gonna show you where we are right now. So do you remember the images of our courses from when we started. Right? Now we're gonna take you to where we are right now. And really, we couldn't have done it without you know, like, designing these courses in Canvas without CD Labs because it does save a lot of time.

So this is one of our courses. It's an online course. One of the gen ed core curriculum that all the online students have to take, history, two thirty, This is the landing page of the course. Now it's not the modules page. Right? It's It's a well designed page.

And then it has all the modules down here broken down into tabs. When you click on each tab, it gives you, like, you know, what's in that module. Again, those are all CDLabs features, that allows you to do that very easily, and I'll show you, like, can build a page quickly right now. All I can, like, you know, drag and drop type of, thing. So, we'll just gonna walk you through one of the courses quickly.

So this is, again, this is the welcome from instructor page, with the video. Remember, video now is a big component of our online courses. So would try to encourage faculty so that, you know, your welcome message, let's do it in a video. Let's not do it in, you know, a text. Right? It builds that engagement when students open that course for the first time.

They see the professor talking to them. It builds that engagement. Right? So this is one of our professors. Welcome to HIS two thirty. I'm doctor Robert Watson, and I have the pleasure of being your professor this semester.

History is such a big topic And we only have a brief semester in which to study it. So I decided rather than covered an event here, an event there from thousands of years of human history. I thought it would be best to focus on just one period, the nineteen sixties. Why? It was one of the most important decades in US history. Perhaps it was the decade when we, the people, finally meant all the people.

It was a decade when people began to question the answer It's fun to watch. Here. But, we don't have to find The thing is is that when we're working with these faculty members, we really try to grasp their personality too in the video because it makes them a little comfortable. When they see the final output, they're like, oh, yeah. That's me.

We even have some faculty members now that go get their hair done, their have done and they're fully ready for their video sessions. It's a lot of fun. So one of the things also we we, like, when me and Javon down and we planned for this was we were looking for consistency. We wanted all the pages to look the same. We wanted to include our brand in it.

So we have created all of these blocks. And, again, back to CDLabs, they, you know, it works great because you can build them one time, and then you just use them. Right? You don't have to build them every time you're building a page. Right? So we built these banners, right, that has the logo. We added the, the progress bar that has, like, all the items in the module so that students can stay on track and see, okay.

Well, this is this module has four items. I'm on item one out of four now. And as they progress, they they they they see that. Right? So, yeah, we even even this this piece, we we've designed it as a template that now any faculty member can just change their image and then put in their information Right? So this is their the the faculty information page. And I mean, there's a lot of other little things that we made sure to include in these courses as we were building them.

Right? So they're all accessible. Everything has captions. We made sure to check the color contrast. We went through all of those steps just to make sure that our learning materials were equitable for everyone no matter what ability, they had coming into these online course One thing I usually when we present on this, I usually, I know it's little, but it's just, you know, like, back to Jivan and how she pays attention tension to accessibility. You see this? Push next to continue.

Think about a screen reader. Right? That would be a huge improvement for someone, you know, using a screen reader just to say, like, push next to continue. So these little details, I think, like, she's she's great in that. But yeah. So you can see now the pages, they look completely different.

They're more engaging. That you present our brand, and they're easy to build. And I'll I'll show you that in a second now, how easy it is to build. So let's go through, one page quickly. So this is a blank page in Canvas in the same course.

Right? Let's say I'm I'm trying to build, something. I don't know if you can see it, but this is CDLab design tool. Right? And what I've been saying is you can build these templates, these blocks of templates that then you can see them here in a drop down menu. And then I can you know, like, maybe plug in one here. Yeah.

Overview and learning objectives. So you see, all I did is just just plugged in that. And then here, it gave me this, these templates that we we did spend some time both of us. We did spend some time designing these templates, making sure that they will be saving us time and make us work efficient. Lee.

Right? But as the time comes in, and Giovanni is building a course, or one of her team members, another instructional designer, building a course, it really now, the the the building itself in Canvas doesn't take that long. Right? They can spend their time on other things now. Maybe spend the time on on, you know, the alignment or the, you know, the course objectives or the video production part. But the building in Canvas itself, you know, really, really improved. So mind you, when we're working with team members or SMEs, they don't ever really touch our master shells.

Right? So we build it out linear with them. Using folders. We have Office three sixty five. We create a folder for them. They upload all of those documents there, and my team will then create it in Canvas.

And we would add them to the master course as a student so they can then see our progress as we're building out the courses in their content. Wanna save it just to show you. Only well, it it is available, but we manage it in my office. Right? There are a couple super users at the institution that we'll give, you know, availability to, but for the most part, it's really in our office. Yeah.

But, yeah, I just saved the page and you can see it's it's really, like, you know, you don't have to spend a lot of time on the aesthetics anymore. You and even right now, you know, we usually every year or so, we will sit together, look at these templates look, okay, how can we enhance? Maybe we need to add something else. Maybe there is something she or one of her, team members is constantly creating So then why not put it in a block? Right? And then they can just take it and grab it there. So so it really saved us a lot of time and really helped, you know, take our courses to the next, level. They live in in your Canvas instance.

So, yeah, they live in your Canvas instance. And, like, you can think about it as a as a master course that hosts all these blocks, and then you just you grab from them. Go ahead Great question. So our university is not quality equality matters university. However, all of the instructional designers are quality matters certified.

Right? So we definitely use that quality matters template, to help us, evaluate all our courses. Also, we're members of the online learning consortium. So we kinda use both the OLC scorecard in conjunction with quality matters, you know, rubric in order to make sure that our courses, you know, check all of those boxes and make sure that they're rigorous? As we said before, we we always try to aim for consistency. And that is something that, you know, the design tool helped us a lot. This is a sample of our syllabus right now.

And again, that was, you know, done using CDLabs. We created these blocks of, okay, well, this is a block, of course, description. This is a block, of course, objective. And it's very easy now. We plug him in and in a matter of, like, you know, ten minutes, you you have, like, a beautifully designed syllabus we transitioned, I would say, like, three years ago from, PDF syllabus to zero PDF syllabi.

All our syllabus right now live in Canvas in an HTML format helped us a lot. It's it's great. Right? Because what happens now, what we found is that sometimes when we were going through the courses, we saw this ADA statement may not be correct because the faculty member forgot to update it, or, you know, the adddrop dates are incorrect because the faculty members didn't update it. So now we're able put in all of our institutional policies right within a locked block once we update them on the back and all the faculty member has to do is click on edit and update syllabus, and they pull in all of the updates automatically. So there's no downtime for for the faculty members.

Question? Gotcha. So what happens is that as we're building these courses, we definitely have master shells. And we also have a syllabus template page. So as a new faculty member comes in, when they obtain their canvas Shell, we automatically provide them with that syllabus template page so then they can add and update as they see fit. They can, you know, alter every little block, the course descriptions that comes automatically from the course catalog, and we have it linked right there for the faculty member so they can search their course copy and paste it and put it right there.

So as we move forward, you know, we go through and we vet all of the courses just to make sure that they are consistent with the new syllabus. And then as they copy the as they copy the courses, it moves on with the course Of course, we had some faculty members that weren't happy about moving to HTML syllabus. We had to do some policing but and we kept telling them, hey, this is so much easier than maintaining PDF. You don't have to have, like, you know, five different versions of the same syllabus. Right? This is this is quick.

This is live. This is so took us some time to get them, but and now they they all love it. So And then also for ADA purposes, you know, don't want the students to scroll through. I mean, we're an Apple distinguished university, so all of our students have iPads. We don't want the students scrolling through thirty five pages of syllabi content.

So with this, there's a little navigation button where the students tap it and say What's my instructor's contact information? They'll go straight there, and it'll automatically hit that bookmark to get to that block. Yeah. So the students, they don't necessarily have scroll through, you know, thirty pages of syllabi. So, of course, didn't, like, that didn't happen without any challenges. Right? We had, like, so many challenges.

And, actually, Devon had to deal with all of them so I'll let her talk about that. So, of course, faculty. And, I mean, I'm a faculty member myself, so I get it. You know? It's a lot. So faculty definitely conflicting schedules, not having the time to come in.

We definitely had to, you know, make some creative decisions to accommodate some faculty members when we had multiple lead faculty members on the same course that definitely caused problems because one didn't like the book, one like, the assignment. So, you know, we had to figure out creative means of them butting heads and, you know, separating that and alleviating that. Lectures, breaking them down into quick chunks. Right? We want small consumable bites. So that was.

On camera presence, some faculty members are amazing on camera, and some faculty members, they struggle. They don't want their accents you know, on camera, and I said, Hey, let's embrace those accents. We love it. You know, so it takes a while, but you notice in the first couple the faculty members are very, you know, shy, but as they move on and they get more comfortable, you see such a change, you know, as they us. And then the limited human resources that we had, that was one of our biggest struggles.

Mhmm. Yeah. So when I looked at it, I saw an average of about I mean, our class sizes are small. We have about twenty two students per class, and it was on average between nine to twelve students that watched all the videos. And then, you know, some of them would watch the first three, some of them will watch the first couple minutes of each video.

So a little more than half of each class. We also have a question in our survey just to see how the aesthetics are going with the students. And in our course evaluation survey, the question says, The layout and organization of the course content in Canvas, the average score came up to be a four point three six on a scale of five. So that's a long way from where we were before. Yeah.

Yeah. We're about done. There's one one last thing I wanna say for all instructional designers in the room or, like, if you're, you know, Canvas, LMS admin or If you're working on course design period, right, showcase your work because we found out that we spent two years working on this project. Producing this great courses, right, working with faculty on video production and so on. And our executives didn't know anything about Right? Not until we really pushed for a presentation for the cabinet that we got one of these courses, the one that we showed you.

Right? And we showed them how our online courses look like with the videos and and all the engagement. And they were, like, tongue away. Yeah. We got our general counsel asked to take that history class. He wanted access to take that history class because of how good it was and how they've so showcase your work.

Because sometimes these higher ups don't really realize how much we put into these courses And that also helps when we ask for more resources that would, like, give us the, you know, like, the, the reason why we're asking for this. So Yeah. If you have any questions, sorry. We Got two minutes. But yes.

Courses that also always presentations the course because the videos will be in one disrupt period, but then does that match the accuracy Right. Great question too. We get that a lot from a lot of the faculty members. You know, if I did all the videos, was Wally teaching the class, And my, you know, argument to them is, well, you have this guy in your YouTube videos in every single module from a different institution, Right? You have you have your welcome video, you have your presence, you're creating weekly videos for your students, you know, enhance engagement and to build an online relationship with your faculty, you know, with your students. So that way, you know, He's the the guest.

He's presenting. He's, you know, the one. It doesn't necessarily mean they're the actual teacher. They're the lead faculty member. Yeah.

From the same institution and not someone from YouTube. It is. Yeah. Three. You mean, like, the the one that you used to create modules and, like, yeah.

Yeah. So That that is It is a it is a a, like, a robust tool. It it it allows you to create modules all at once, like, in bulk. Right? So you can, choose that you wanna create eight modules. Right? So you put in eight and then it gives you, like, eight place holders, then you can start fill out, you know, okay, in this in each module, put in an overview page.

Right? So you don't have to repeat the work. Right? Process. The process. Unfortunately, we don't have time. If we would have time, I would have showed you, like, yes, and we have used it a lot in in there.

It does make our life a lot easier. Correct. -- duplicated. Mhmm. Every time.

Yep. Yep. The multi the multi tool. This part of the CDLab. Yeah.

Any other questions? Yep. Yeah. We export it as a PDF. We just go through the browser. If they want, we can export it as a PDF through the browser.

Like print in a PDF. However So there's an admin in each college that typically, takes care of that. Sometimes if, you know, they're struggling with it, we'll definitely do it for them and organize it in folders. But for the part, they they do that. Or or the faculty members would save it out and email it out.

Yep. For a course? Oh, the LTI, the integration. Like, the integration integration is very quick. It's like, I think an hour call or something. Right? We have Ken here.

I met met with him for an hour and we did the integration. It's a bit of a learning curve, to build these blocks, but it didn't take me long. I mean, I I remember, like, within two weeks, I was able to get myself very familiar with how to build the blocks, how to distribute them, and and so on.