Training Teachers for Success in the Classroom

Well, thank you all for being here. I'm gonna start us off. Call you a little bit different than any of the other sessions, and you'll see why because, at Avid, we are very much engaging and getting everyone involved. So the first thing that we're gonna do is I'm gonna say making and you're gonna say moments. Making. Making.

Alright. So now that I know that we're all ready to go, we are going to be making moments and talking about how we at center use big blue button and how it really has changed everything that we do in terms of PD on line because of all the capabilities and the features. And I heard Fred say earlier to this gentleman right here, like, give us feedback and we'll make improvements, and we're gonna talk about the things that we were able to do in twenty twenty, and also the things that we're able to do now in twenty twenty three. So my name is Mark Dambowski, I'm a senior learning designer at Avid Center. I'm a high school math teacher.

Will always be a high school math teacher. And I've been doing professional development for teachers across the United States since two thousand and twelve. And so part of this presentation is how we use big blue button. And then the other part is going to be really focusing on the road map and what big blue button can do for each of you in your sites and districts. So when I think about where we are at and with Avid, so our whole goal is to shift the thinking of teachers from providing instructions to really shifting to that facilitation of learning.

And it really focuses on this idea of inquiry based learning and student centered classrooms. And that core idea is how we focus us on closing the opportunity gap so that all of our students can be college and career ready. So prior to twenty twenty, everything we did was face to face. We would be in convention centers. We'd be at hotels just like the gaylord here.

We would offer fifty two different strands. Communities different offerings. And we would be supporting and servicing roughly forty thousand teachers during the summer, and then another twenty thousand teachers during the school year. Then you all know what happened in twenty twenty. March, we just finished up wrapping up all of our face to face work it was like, we now have two months to flip this to virtual.

Luckily for us, we've been partnered with big button since twenty nineteen. And so we were already trained up already using big blue button, and it was a natural transition for us twenty twenty to switch everything over. So at that point, we were like, how do we do the best of what we do, the best of modeling practices, and how do we put this online. And so where we're at now is that we offer professional development in forty seven states, Guam, and Australia, both in online and face to face. And so with Big Blue button, what we were able to do is we can ask questions like this.

Now, we're not gonna test the internet today because my friends who have already presented at one o'clock and two o'clock have already tested the internet here. And when there's no reason to test it again for a third time, but it has the ability to use polling features we can get information right off the bat. And it's set up in a way with AI, and you'll hear more about this from Fred so that it sees a question on a slide, it will automatically pull up that polling of yes, no for you. So if I wanted to ask the question we could have done that. Same thing is here.

If I wanted to ask the question about engagement, here's multiple choice, it recognizes that a through e, and it will automatically pop up that polling question for us. So we can set up those polling questions just from our slides, and the AI technology will actually recognize it and pop up that, pop those polling questions up right for us in our presentations. So in twenty twenty, we switched to our digital experience So we did everything online. Again, really wanted to focus on best practices and how do we get folks engaged? Cause they're gonna be in front of computers. And so it comes down to four things that we really wanted to focus on.

We wanted to focus on our professional learning sequence We wanted to focus on our instructional practices, building relational capacity, and we wanted to focus on how are we gonna get engagement collaborative learning structures. So this starts with just our professional learning sequence. Isn't anything that we've created or made up at Avid. This is just what we believe and what we do. And so we always wanna start with front loading that information.

I provide you just enough context to give you the informations that you can get started and thinking about adult learning theory where I wanted you to spend most of your time is in a MERS. So when we get into a MERS, you're doing the the learning. You are the student. You're seeing all of the activities and the learning and then being able to think about how you take that back. Always provide time for debrief and apply.

Deb reflecting and on the processes and activities that we did and then application. How are you gonna put this into eat, bringing this back to your own site, your own district, your own school. And what we really like about the partnership with Big Blue in is although this is our framework, they have something similar to and how they like to structure their online classrooms as well. So it's a really a nice partnership that we have. Second thing that we talked about was instructional strategies and instructional practices.

This just happens to be one that we focus on with added and our students. It's the ten two two strategy and we knew that when we did online learning and twenty twenty. We couldn't just teach for as many hours as we wanted to. We had to break it up. We had to chunk it and provide time first.

Students to reflect and summarize. And so that's what this ten ten ten two two strategy does for every ten minutes of content it, give them two minutes to process and summarize that information. It can be two minutes with a public chat. It could be two minutes in a breakout group. It could be different ways that you wanna engage through big blue button to be able to provide that processing time for your students.

Then, of course, our biggest thing is relational capacity. So how are we gonna do relational capacity online mind. And what we did is we took a lot of our templates and we just digitized them. We put them in Google. We put them in Microsoft.

So our all about me t shirts. We did all out meet license plates. We used Flip to record video introductions. We used the canvas, the native canvas recorder. Our name tents were done the same way using those powerpoints.

And we also have our chats and our cheers that we use. And what we did is we put those the shared notes so that everyone on Blake Blue Bud and has access to it. And then as we were presenting, people could just copy and paste them right into the notes, and it just becomes this fun and engaging environment for our participants and our students. So another thing that we to really focus on outside of relational capacity was really how are we gonna engage through those collaborative learning structures? So again, can't be just done individually. We really wanted to focus on collaboration.

So our biggest challenge was how are we gonna do elbow partners online. How are we gonna do turn and talk? And in twenty twenty, we came up with this idea of let's create this template. We'll have turn on the multi user whiteboard and big blue button. Folks can move their mouse or cursor anywhere on that screen. We created those elbow partners, virtual partners, AB partners, and then what we did is we could use the private bats for them to discuss, and then we could also use breakout rooms for them to discuss.

We talked about the changes that have been made. In twenty twenty, there were only eight breakout rooms. So that was a limited feature for us that we couldn't do. There were now up to twenty four breakout rooms. We can now do this way more effectively AB partners with those with the more capacity with having more breakout rooms.

But we really wanted to think about what are ways that we can engage our participants online, and this was one with this AB chat partners. We also use breakout rooms quite a lot in our sessions. And one of the nice things that we can do with breakout rooms is we can assign by grade, we can assign by content. So when I'm facilitating with elementary teachers, I'm like, I want my first graders going to breakout room one. I want second grade going to breakout two.

Or if I'm going in and facilitating math, I get algebra teachers in one room and my geometry teachers in another room. So I can assign, but I can also randomly assign so we can mix up the groups throughout our time together. And I can also allow choice. I can allow our participants to select. So we can provide topics in our choice boards, and then they can choose which breakout rooms they wanna go into and kinda get into a little bit more those specific sections.

And so I wanna show you and talk about one way that we, use online and Big Blue Bud to really help us do philosophical chairs. How many people are familiar with this concept of philosophical chairs? Oh, okay. So Phil optical chairs, this is idea that I give you a central statement. Do you agree or disagree on it? So if you think about this in a classroom, you get to choose you get to meet, huddle up, discuss, and then you go back and forth, you know, talking about whether you agree, whether you disagree, you're constantly paraphrasing what the other person said and adding to that conversation. And so it's a great, strategy to get all your kids talking really moving and really getting into a deeper conversation around some central statement.

So again, trying to figure out how are we gonna do this online, and Big Blue Button makes this easy for us. So what we did is for our philosophical chair, here example, we created two breakout rooms. You can see I renamed them. I have agree and disagree. So then we let our participants self select.

Which one did you choose? They chose either one, we gave them time to actually talk and reflect. So they actually, the agree talked about all the reasons why they agreed around that statement to disagree the safe and then we brought them back to the main room. We put up a slide. We turned on the multi user whiteboard. And then we them move back and forth.

So if their position changed, we also had them talking about just how they are feeling about that statement and their comments and thoughts around it. And so it really was a great way to be able to do something that we do typical in all of our sessions and how we could do this on line and virtually with Big Blue Button. So these are just some examples that you'll see of, like, how we engage participants with one pager Again, if you're looking at a one pager and you think about it, that re that debrief and apply applies right into here and how they're taking this back, We used to use a third party tool to have our participants show their work for math with the new TL draw that gonna see in a little bit, we're not gonna need outside, third party vendors because all of this is gonna be built in and enhanced with our multi user whiteboard. And really, like I said at the very beginning, a big blue button really saved Avid, to be honest with you. Like, we needed a digital option.

We needed a strong virtual professional learning, and they helped us get there faster than we planned on. And some of the comments and feedback that you'll see is just this idea of this was one participant's feedback, just truly that mind was blown on how effective the learning was and how much they got out of online professional learning. And of course, if you're gonna have online communities, you gotta take a selfie at the end. So we did our little selfie there. And then these are just some of, like, the comments that we really refer to.

Again, focusing on those four aspects, the professional learning sequence, instructional practice, engagement, and relational capacity. This is what allowed us to get such great results and reason that people really love that professional development online is because of how we set this up and the tools that we were able to use with big blue button. So now where are we at in twenty twenty three? Well, next week, we're hosting five thousand teachers in San Diego for our face to face. We've got a thousand teachers that will be joining us online using Big Blue Button. And we expect to be hitting forty thousand teachers with professional development this summer and another forty thousand this year during the school year alone.

And again, all of this is possible in our reach has expanded because we have access to big blue button and how effectiveness that tool is for us. So with that being said, that's how we use Big Blue Button. I wanna pass it on to my colleague, Fred Dixon, who's gonna really show you all the new features I'm the road map for Big Blue Button. Right. Thanks, Steve.

Awesome. Alright. So I'm gonna talk for maybe fifteen, twenty minutes, and we're gonna open up for questions. So I I'm Fred Dixon. I wear two hats.

I'm the co founder of Bigbluebutton Inc. I started this project fourteen years ago, and it's been wonderful this I can think of many things I can do with my life, but if I can build something that enables teachers to teach and learners to learn learn anywhere in the world. That's that's pretty good. So this is the journey that I've been on, and I'm also the cofounder of Blindside Network. With the company that provides the hosting orange structure and many public organizations around the world and have it as well.

Quick things. So we're built in. We got built into instruction in two thousand twelve. Back then, there were one hundred and fifty people with sixty customers. And it was just a great time to be partnering with them.

They just grow and so did we? Couple things. It looks like part of Canvas because it is part of Canvas. It's built into the core you have some really nice capabilities where you can, enable a waiting room, you can add it directly to the calendar, you have the ability specifically say I only want to invite an individual student. So if you want to do like, say, a virtual office hour, and the only day we'll get the invite, and you got some other capabilities that distances. It's documented by Canvas.

Again, it's built into the core. It's part of Canvas itself. Some numbers. So, there's a free version of Big Blue Budd that's available. And man during pandemic, we have free version was used.

So I'd look through the numbers we've done in almost six hundred million minutes of virtual classes. A lot. And that was over six point seven million sessions. That's on the free tier. A lot of customers upgraded to the premium tier.

I got two of them in particular in addition to Avid. So Penn Suffolk is a large organization that has over one hundred and twenty charter schools. We've done over thirty two million minutes for them, almost, half a million virtual classes. That's K twelve. Higher Red the technology into the Philippines.

We've done, almost the same number of minutes, but less sessions because of course, K twelve, the class is are shorter, but at higher ed, the classes are longer. So again, thirty three million minutes, about two hundred and eighty thousand sessions. Lots of lots of capacity. And we are actually built into pretty much all the other major learning management systems, into the core, to Moodles, Schulogy, others, But this just reflects that we focus on one area, which was virtual classroom, and we did it through the LMS. So why Big Blue Button? Well, how are we different others.

Well, a couple thoughts. One is we now live in a world where virtual classrooms are mainstream. The pandemic helped with that, you know, for better, for worse. Here we come. But the virtual classes have evolved.

So it used to be that you wouldn't have a ver like, I remember, you know, there was our the university that we work with had, video classes, broadcast over lectures, learning management systems, video centric, there was emergency remote teaching, put a little unhappy face there. It was rough. And I think the future, which we believe is not video centric, but pedagogic centric. Does anybody know who this what this is? That was a nation's report card that came out about two months ago. And what it showed was an overall drop in scores for kids who are in the pandemic.

So, that's not so great. And we'll ask there was little reasons why And one of them is this. So if you we believe if you use a video conferencing system, you can do a virtual class with it, but a virtual class has a lot more in it than just video and basic, audio into the screen. You know, the way we think of it is the goal the virtual classroom not to me, it is to learn. And so if you use video conferencing alone, you have this kind of dilemma.

Either you live within the constraints, what the platform provides, or you start using third party websites to kind of augment the the limitation. Not are these a great solutions. Ideally, you have a platform which knows what you're trying to do. So I don't know if anyone's a cyclist here, but if you took a street bike and did it and went the mountains with it, it's still a bike, but that's not gonna give you a really good ride. You want something designed for off road or designed for purpose.

That's what Big Blue Witten is purposely designed for virtual classrooms. So we always ask ourself, how can we make the virtual classroom better? How can we make it better for Avid, Panasonic tip, and anyone else who uses Big Blue Button? Well, we don't have to imagine it. It's pedagogy, right? The science of teaching and learning tells us how we effectively teach and effectively learn So when designing and the roadmap at the big blue button, we'd spent a lot of time thinking about what has already been happening, with the foundations of pedagogy. So can anybody tell me what this is? Global science. Exactly.

Right. So nineteen fifty six, you know, it's basically a frame says we learn in stages. And the first couple stages, remember and understand kind of memorization, basic comprehension, but these middle stages where you have to apply the knowledge. You have to assess what's happening and evaluate it. Well, that we kind of call the apply zone.

You can't get the master unless you apply your knowledge. So you're sitting in a video conferencing and you're just passively watching it, you're not really applying. You need to do things, and that's where it leads us to. You gotta do things during the virtual class. You gotta do breakout rooms.

You gotta be able to get students active. So, we came up with this framework based on talking to a lot of teachers and how they teach class and it kind of boils down to there's four segments. And this is like can be applied to any virtual class. In the beginning, you need to strengthen the relationship between the students and the instructors. Can anybody tell me why that's important? Right.

Right. You, you need to have students be comfortable. In fact, you need to be comfortable to make mistakes. Because if you're not applying yourself and making mistakes, your brain's not rewiring. You're not learning.

Right? Seating students, they have to overtly get them engaged, you know, do something fun at the beginning It's okay. You're here to do things. Making mistakes is how we learn. If you don't struggle, you don't learn. You review and preview the content.

This is like formative assessment, some polling at the beginning, the main section I'll talk about in a moment, and then you review at the end. Get the students to recall, like, ask them what happened in the class and then spend the last bit planning for the next. We had some teachers who spent that last five, ten minutes of getting them working on assignment. And it teaches right there to give feedback. So this is the main segment.

And basically, our brains can handle about eight, twelve minutes, and then you want to do some activity. So that eight, twelve minutes is kind of a scaffolding, and then you want to get them to apply what they're doing. Right? And again, virtual classroom platform should make it easy for you to do this. So this is what we call the virtuous cycle of applied learning And basically by getting students to apply themselves, there's some effort. They will struggle and struggle is good, right? You wanna be at the limit of what you can do in think about hard.

I mean, think of any problem that you had to solve in the past. Right? When did the real learning occur when something didn't make sense? You're frustrating, like, I'm gonna figure this out. Well, feedback is getting feedback from the teacher or peers to help you figure it out. And you get to hire level understanding. So the cycle that you want is the students realize the more I apply myself, the faster I learn.

And that means that you get feedback. And who knows what the zone of proximal development is? Yes. Okay. So it basically says that there's a a zone where if you the blower end, you can learn things by yourself At the higher end, your most optimal learning is learning with others, with teachers or others, and give you feedback. So you want to have students stay as much as possible in that zone by getting feedback, and that's the way they most efficiently and effectively learn.

Because again, the goal is learning outcomes Right? It's not to deliver the classes to get students to engage and learn. So our North Star for development the road map of Big Blue Button is this. We believe that the virtual classroom should maximize time, create the most space for applied learning and feedback. And I'm gonna talk about how we do this. So, this is this is the big blue button part.

Right? So all this lays the foundation. Depper left are the things a built in, some of which Mark talked about, breakout rooms, multi user whiteboards, smart slides. The bottom right hand side is the learning analytics dashboard. This is the live dashboard we have in Big Blue Button that gives you data, gives you visibility in students based on their activity. So you can see all the pull you can see all the activities, and this will tell you who's struggling.

So you can give them feedback in the moment. So I'm gonna give you some screenshots. Again, we're not gonna attempt gods. But we're in Boost fifty seven, I can give live demos of all of this. Classier management.

So k twelve, higher ed, we built it in so that you could have control over what students can and cannot do in the session. So he can minimize, or stable the microphones. At the bottom, you could say, can you see other in the user's list or see other cursors. That was when Mark showed that slide. I think I might have it up.

It might be the one coming up. About students, the instructors were pointing at which rooms they were That way they could see the instructor could see where they're pointing at. But the students, you could set it up, but they can't see each other. So it's a form of visual assessment. Put up a map, playing to where France is, and you would see where all students are pointing, but the students couldn't see each other, but super strong way for doing an assessment.

Breakout rooms, which capture the content, both the whiteboard and the shared notes automatically bring it back in the main session. So the goal of breakout rooms is to go, social constructivism, you'll learn by working with create something, and then you can have bigbluebutton automatically bring it back so you can present. Again, it's obvious if that's if the goal is to teach and learn, this is what you do. Multi user whiteboard is built in. So you can get students to collaborate together on the whiteboard.

I love this slide. That's the most teaser whiteboard where you can see all the students, and you could turn it so the students couldn't see each other, again, visual assessment. Shared notes is built in. It's a collaborative air environment where you can have the students collaborate together, like what's the key takeaways from the class. Again, these features so that you don't have to have students go to the third party tools.

The platform should understand that the goal of the virtual classroom is not to meet is to learn is to help the teachers teach and the learners learn. And this is a screenshot of learning analytics dashboard. So this is gonna show with you how long each of your students are in the costs, the activities that they're doing, and there's like this rough relative activity score. And from the activity score, you're looking to see students have a low activity. Again, it's relative.

It's not a grade, but if a student is not participating, imagine in a video conferencing system, you ask students to share their webcams, most don't. So the teachers kinda sit in there, looking through the keyhole and say, okay, who's there? And eventually kind of degrades to you. Just teaching the screen. You hope students are participating, but, you know, you're talking and they're listening, not the most effective. Right? The more students apply them the faster they learn.

So we wanna make it possible that the teacher, when they're applying themselves, they're not based on video. It's based on data from their application. And then you can see who's struggling and give them feedback in the moment. So things we can show you on the dashboard, we can show you visually for every slide if students raised their hand or gave an emoji, you don't have to remember this. We have the data for you, and all the poll questions as well.

So as you're going through when you're doing formative assessment, you can be asking students questions. It's really easy to do the poll questions because we can read the slide, read the text off the slide, and actually do a poll question for you. And notice this one right here. This shows you the slide, the number of people that responded in Sam only responds responded to the three questions, and some of them they didn't do. So imagine you're in a virtual class, and you say to everybody, okay, we need everybody to respond to polls.

And, hey, Sam, go ahead and or if you get it wrong, it's important that you do it. And Sam would be there like, what? You're aware of me? Yes. Because you're not relying on webcams, we give you the live data based on the performance. That's the difference between us and the video conferencing system. So I'm gonna talk about some fun stuff.

This road map ahead, twenty twenty three. And again, I'll break it down into what can we do to save time. So we have more opportunities for applied learning and give feedback as a student. So, grid layout is good for building relationships. You can see everybody.

This one shows you that even if the student doesn't share their webcam, you kind of visually see them in a it. Just makes it familiar. Time were built in. So if you set up an activity where you want students to work on something, there's a countdown that occurs in the operating again, keep things on track. Infinite whiteboard.

So right now, if you use the whiteboard, it's actually inside the slide. We want you to be able to pull back and have this, like, kind of infinite canvas where you can have students follow me around and use it inside a big blue button. And the reactions buyer, just make it fun. So if they'd clap their hands when it makes an animation, again, virtual classes should be fun, it should be engaging. There should be some emotion in there as well.

The more you can get students doing things, the more they engage, the faster they learn exactly. So these are things that we have in progress. Some of I can demonstrate now the next roadmap is actually things that we're building upon what we got already. So, analytics, I guess some analytics in from Canvas, AI generated polls and quiz, gonna build on top of what Mark said, breakout vision, whiteboard vision, and something we call cone of silence. So this is not in place yet.

And I have working with instructure on doing it, but, Canvas knows if your students haven't, like, given the last assignment in. So imagine you go to your virtual class. There's thirty students. And next to two of them are sort of like an alert. And it says, hey, There's something about these two students that's in Canvas, and you click open them their names and it shows you, Hey, they're missing the last two assignments.

And maybe there's a link up in the right upper hand corner, it says, links you back to Canvas. So what just happened? The teacher window virtual class, there was some useful information that came in for the MS that helped assess that, hey, there's two students here that maybe I need to encourage more. Right? The date is there. Let's make it available to the to teacher live in the class. AI generated polls and quizzes.

So right now we'll read the text of the slide and turn it into a poll. But what if your text is not like formatted like a quiz or a poll question. Well, this is a really good use of AI. So let's say you have a a slide with some content, you're talking about it. This is a good example in air ed, and you want to assess whether students are comprehending.

It would take a moment for the instructor to sit there and type a question in with four possible response and one of them is correct. The other three are kinda close. This is a really good example of AI. So we can demonstrate this here. We got a prototype already.

You click, say, generate a pole with AI. It sends it to a language model, it comes back, and it says, okay. I've got five possible responses. The question is what is the form, and there's one that's correct. You as the instructor see that first, and you decide whether you wanna use it or not.

And if you accept it, it takes it into, the editor. You can you can make changes, and then you can start the poll. So students are getting a formative question that was generated and you vetted it before they saw it. And of course, all the results go into the analytics dashboard. So you can track it as long.

You don't have to remember it. We'll do it for you. We'll make it easy so you can just focus on engaging with the students. Breakout vision. So what happens when students go into whiteboard? What do you wanna do as a teacher? Anybody.

See what they're doing. Right? So today in Big Blue button, you can jump into each room. You can even open up each room in its own tab and just tab back and forth. We've had instructors who actually join each room in audio and listen to four breakout rooms. They say it hurts their brain fit, but they really enjoy it because they have visibility where they never had before.

So we're thinking, okay, let's make that even easier. What if we gave you, like, a thumbnail view what was going on on the whiteboard, and like an activity counter, this is like the activity score, but let's say we aggregate it over the, the group and the breakout room. And we could say, okay. You had four breakout rooms. The first three are active in the last one.

No one's talking. No one's typing in the chat. No one's moving the mouse around. If you're thinking is there a breakout room to drop into? Probably that's the one, right? Go in, get the students going. But you don't have to guess.

We want to be able to tell you which one it is. Okay. So this one I am super excited about. We actually have a prototype in the booth. You can come check it out.

Whiteboard vision. So I want you to imagine this. You've been teaching maybe something about math, and you want students to now working on it. But you wanted working on a way that they're working on it individually and would you like to do? See everything that students are working on individually. So imagine you gave them a math problem let's say there was three slides, and you said, okay, in ten minutes, just go between these slides and draw with is the right answer.

Maybe type in the answer. So big blue button will know what the correct answer is. And as you're doing it, big blue button is ordering the the thumbnail live view of their whiteboard ordered by maybe how many answers they got correct or how active they are. So in that ten minutes, you could click on each individual student you think you need to give help to, go in, and on the right hand side, it would show like their webcam. I can do this.

It would show their webcam you would do a whiteboard with them and you do shared audio, like a cone of silence. So now, in about ten minutes, students are applying themself, and maybe you've helped four or five of them just giving them a bit of help. Again, keeping them in that zone where they're really applying themselves, but they get to that level of understanding because some feedback in the moment. And then we take that and we put the results of that in the learning analytics dashboard so you can see it. And then we summarize it for you.

So this hits all the notes. It saves time with the instructor. It gives them visibility. Students replying themself. It gives lots analytics and let you give students feedback in the moment.

That's where we're headed in terms of virtual classes. Okay. So in summary, we're built into the core of Canvas. We've been there since two thousand twelve. Our focus is to help teachers teach and learners learn.

The goal of virtual classroom is not to meet, it is to learn. And we measure the improved learning outcomes by max maximizing the time for applied learning and feedback. It's just how our brains work. So you can see all of this. Some of the examples I hinted at, Boost fifty seven.

At this point, I'd be happy to answer any questions you have. So my my week so far has been dealing with compliance. Just to give you an idea where I'm going. Yeah, man. Their big worry right now is the recording sessions, and having personal information on those recorded sessions.

K. So my question to you is that when my faculty their sessions, is there a way to a not see anybody? Yeah. And the any response is not being personal and then fire of that student. So the first one we already built in, so we did this during the pandemic. We had schools using us heavily, and they wanted the students to share webcam but they didn't want those recorded.

So there's a free version of Bigbluebutton built into Canvas. And if you upgrade to the premium tier, which gives you per recordings, we can also set some account level settings, and one of those is turning off the recordings of student webcams. The second one, a bit more new months because you're we're faithfully recording what happens in this session. We've had requests to anonymize the student names, and we also have had requests to not show the students, their chat messages. And then you go further.

Like, don't record the students audio. Right? So we can go Yes. So we are customer driven. So if every one of our customers said, you know what? Love it, but I just don't want the recording chat messages anymore. It's easy to it's much easier to take something away than it is to add something to it.

So we could add that level. We're like, okay. For this, we we have the record you chat messages, but when it comes time to process the recordings, the thing is we're not screen capturing. We're getting all the events that would happen the session, when you type a chat message in, it goes to event. And then when we create the recordings, we process those events, and we take the subset of those events and turn it to record So you we can go down the road as far as the customer would want.

Can I give you one more question? Yeah. The the last slide you showed with that of the things I always hear from faculty is they don't participate because there's no grade or anything associated with whatever they're gonna do more. Right. Is there any way because I see that you have some form of assessment up there to give a score and have that score going Yes. So that's the next thing is, like, you could do an activity score.

You could basically say, look. I I need you guys to be active with, and five percent off the top. Just show up to class, get every poll question wrong. But look, in the end, you're gonna actually better results because you're applying yourself That's one. The second would be is we could be doing quizzing in the session.

But in some ways, and that kind of feels like Canvas has quizzing you really wanna do is get students to make to do stuff and make mistakes. Where you could get to that is imagine the class. This is what we're thinking imagine the class, you want to do a little bit of gamification. Every student who joins, they are given like a secret name, like Green Goose or, you know, blue bull fog or something. You do some quizzes.

And at the end, a teacher puts up a leader board of how well students have done. No one denies anyone's secret name except theirs. So they know that, Hey, I want to get to the top of this class. I'm going to answer every question. I'm going to respond to every poll gonna get prepared, you as a teacher would see their results.

They wouldn't be able to they would only see theirs. And then the next step would be is maybe take that and put it back in the grade book. But it feels like the virtual class should be this, this fluid like I'm gonna adapt to you. If you're struggling with this, we'll spend another ten minutes on this. And the the assessment that you do during the class is really for you, the teacher, where the more summative assessment goes on outside in campus.

Does that feel right? Yeah. It's just I it's we just had such a tough time, a, beginning to show up. You know, anything to participate in anything. So they constantly want to have some form of assessment associated with it for them to literally get there. For some to be there, how's that sound? Right.

So so so I want to talk more, but this is where we're trying to get to, is that there is so much during the pandemic of students showing up, not sharing their webcam, meeting their micro and ignoring the class. Right? And look, the world we live in is you guys, we're all up against social media. Our brains got boiled down to us to be fifteen to thirty seconds whatever, which really want to get to is like, look, guys, learning is hard. If you think you can watch YouTube for two hour on basic Spanish and go out and speak in this, you know, basic Spanish, our brains are not computers. Right? Think of anything that you struggled it was frustrating.

You were like, this doesn't make sense. But then you got it, and you got this, like, okay, I figured this out. And we gotta get to a cycle because our brains haven't changed. Right? It's just the world around us is changing. We gotta get to this cycle where students show up and realize, I come to this class.

I'm gonna participate. I'm gonna make mistakes, but the teacher's gonna be there give me feedback and is the most effective use of my time. Other questions. Yes. Can I ask you the follow-up question? Please.

Yes. Is the concern with students who are at first, Laurie, K-twelve or in married? Is it a concern with students who are in online classes? Well, it's hybrid and online. Hybrid and online. Right. And just for those watching the recording, the question gentleman asked was about compliance and making sure that privacy was respected and what options there are for and yours is about like K12 or higher ed, and there's certainly a strong K12, right? You know, like, I want to only record what I want to rerecord it and nothing more.

Yeah. No. I mean, I get what he's talking about in the recording part because, even, if you have any prerecorded zones, which you've done in classes before you can't use them again because I mean, you know, so it's a big issue right now. I'm hired also. So I just wondered if it was their concern was mostly because you you have a student who's, let's say that you're you're taking an online class because they want to remain anonymous.

Maybe they have a domestic violence issue going on, and they don't want any of their information shared with anyone in the class, because that person might know someone. I mean, that's kind of the thought process behind it. So those are great tools to be able maintain your anonymity. Yeah. One of the, one of the capabilities we actually built in a big blue button, you can actually have where, see each of those in user lists, the second one from the bottom.

So we had, we had, some schools that were teaching kids who were incarcerated. And they didn't want the kids to see other users in the users list. So we've been exposed to, like, how can we protect the privacy of students, and there's more we can do. Good questions. Other questions? Yes.

Go right ahead. Sure. Can you talk about the differences between the free and the premium tiers and what? Absolutely. About pricing with the nice salsa level. We'll push that on at this point.

But, I mean, just in terms of what you get, because we have, obviously, we we try to use the three one, and we're at what we wanna do with it there. Yeah. So Fair enough. So look, we made a decision we worked with in structure early on, was like, We will provide a free version to everybody. And I think he was that if they could see the value of what the virtual class was providing, they would probably wanna use it, like, with permanent recordings.

So recordings is the biggest difference. On the free tier, the recordings aren't downloadable, and it'll expire after seven days. And there's some limitations in terms of how many concurrent sessions, how many concurrent users, but we actually don't really apply those so much. The recording the main tipping point. So if you want to use it where the students could refer back the recordings and download them if you want, that's where the pre year kicks in, plus the ability to invite a user and, a guest speaker in, and those, configurations, like not recording the web for students, that's available to you in the premium tier.

So things like privacy and that, we can do a bit more on that. Perfect. Thank you. Yeah. It's there to use.

Like, go use it. A lot of people I talked to was, like, try it out almost everything I showed here you can do, and the road map as well. Our goal is to make it available in the free tier. And for those that want the permit recordings can upgrade. Any other questions? We have a few moments left.

Do recordings require you to host those yourself? It's a good question. People ask do the recordings count towards your Canvas storage? They don't. We host them on our servers. You get to choose within Canvas whether you wanted to lead them or not. And some schools will sort of set up an automatic deletion, like wanna record.

They wanna keep recordings longer than say one year. We can delete it for them all automatically. If you have studio, we can automatically flow the recordings in your Canvas studio. So when a teacher does a recording, it will come back and appear in their studio account, and you have all the capabilities in studio for tracking, subtitling, and so on. Again, this is the goal of being, you know, deeply integrated into canvas.

That's the benefit of it. Alright. I thank you all for coming, and thanks for your feedback. It was a pleasure.