Unlocking Our Imagination: Fostering Student Learning Through Curiosity + Wonder

My name is Bonnie. Kopiac, and I am the dean of teaching and learning for Vanguard University of Southern California. I also separate and apart from that have had a the teaching in higher ed podcast for nine years now and have aired an episode every single week for those nine years. So yay. And they sent over some beautiful marketing templates And I just had a little modification to make. So please, I this is gonna require some powers of observation here.

This is the slide they sent to us to use. And this is the one I would like to share with you. And I need a little bit of like, Anyone have any idea what year that was? This is a little bit of a deep cut. Some of you might have even been there. Twenty nineteen in Long Beach, California.

So my children are here, by the way, but this is however many years it is twenty nineteen and twenty twenty three. So if you see him around, that's who you're seeing. And I did not mean to tease one of my coworkers, but she literally thought that in structure put our entire family, like, up on all the big screens. I'm like, no, no, no, no, no, that's just me. Really enjoying making our photo look exactly like it came from instructure.

So I had a lot of fun with that. And, speaking of having fun, I mentioned having done this podcast now for nine years. I started out. I work at a relatively small instant tuition, and there just weren't as many people who dream about teaching and learning and woke up and thought about teaching and learning. A lot of people are very passionate about discipline, their discipline, but not as many passionate about those topics, and my husband who had had his coaching for leaders podcast for three years at that said, you should really think about starting a podcast since you love to to talk about those things so much.

We come to a place like this, You don't have to throw a stone very far before you're gonna find someone who loves those topics, but sometimes, especially those of us at smaller institutions. It's kinda hard to find people who can get really energized about these topics. So I have been fortunate enough to get to have these stations with absolutely incredible educators from all over the world. And in case some of you are like, How ever listen to this? Any podcast service that you use, whether it's Spotify, Apple Podcasts, Google Play, you name it, you search for teaching and higher ed, and you will be able to get to it. And one of the deepest compliments I had when we celebrated, the eighth birthday of teaching in higher ed was from The co founder and senior editor of Inside Higher Ed.

This is from Doug Leaderman. He says congrats as someone who's only been podcasting at the time since last year. I have a deeper appreciation than I previously would have thought for your achievement. It is just, both incredibly difficult mental, emotional work that has completely transformed by life for which I am so, so, so grateful to all the people that have said, yes, to the invitation to come on and have these conversations. So four seventy six episodes as of today.

There we go. I updated the slide just for you. And then, almost four million downloads. So, yes, yay, hooray. I love coming to instructurecon.

I've lost count. We've been to either three or four of them. Absolutely cannot wait. My kids love coming. My husband loves coming.

He's out running right now, by the way. So, I let I also, I really like to take in information. I like making sense of it. And so I come to a session, like, this morning, I'm in the keynote, like, my battery is going dead because I'm trying to take picture of every slide. I know.

I don't Anyone also do the same thing. So I got you here. Okay. You ready? If you're if you're me, There is a dedicated resources page with all of my slides. So you can save your phone batteries if you're, again, like me.

And then any that I either mention or that I think is helpful to people who are curious about unlocking our individual and our collective imaginations. So this is how you can get to said resources page. I will show slide again at the end should you want to, kick back now and get it on the second try? So it's teaching in higher ed dot com, slash instructor con twenty three. It looks like many of you are getting it on the QR code. Looks like we've got it.

Give me a wait if you need me to wait. I'm so glad I have some of my people here today that can be like, I need that for a moment. My hand is like, not so study these days. Alright. So hopefully you'll enjoy exploring those resources after today.

I have been fascinated by the topic of imagination, and I'm I'm so thrilled and honored to be able to explore some of these themes with you. I'd like to start out a little bit on what my sound like a negative note. I'm a generally positive person. So bear with me if this seems a bit negative, but I have been in the world of technology training. My first job out of college was teaching back this is back in the day.

I'm gonna tell a, fifty two year old person story here. We I used to teach six different Microsoft Excel classes in giant rooms with giant cuter, CRT screen sitting on a desk for eight hours to business professionals. That's what I used to do, and I have been sort of dabbling in and out of technology ever since. And I find that that sort of personal brand, if you will, people will often share with me a statement like this. Well, I'm just not good at technology.

And I have found a lot more empathy than maybe I used to because I kinda wanna just be like, so technology is a really big thing I'm I'm really bad at like WiFi stuff because I figure only one of us in the household needs to be really, really good at it, and that's Dave. I'm married to Dave. He's got wifi covered. You can tell I've got Excel fairly covered in the family, right? So technology is so broad, and of course we know a lot about what fixed mindsets can do to ourselves, as well as students that we serve, I try to say, well, I am becoming a person who dot, dot, dot, and then we get to decide what's important enough for us to do it. So I would like to pause it to you that it's often a lack of imagination that holds us back, not a lack of skills as much not a lack of knowledge as much, and that's why I get so thrilled to come to things like Instructure Con where we can, again, individually have our imaginations expanded.

And then when we get together in community, we get to do that actively, which I found, find amazing. Ross Gay English professor, spoken word poet, said this on the on-being cast, he said, quote, I often think the gap in our speaking about and for justice or working for justice is that we forget to advocate for what we love for what we find beautiful and necessary. We're good at fighting, but imagining And holding in one's imagination, what is wonderful, and to be adored and preserved and exalted. Is harder for us, it seems. One anecdote to expanding our imagination when that is what is limiting is to get curious.

So I have some things, some things I'd like to explore with you today. How can we get a little bit more curious? And specifically today, because we are at Instructure Con, I get to geek out about getting curious specifically in the context of the Canvas learning management system. I should mention one other thing I have been a user of Canvas for so many years. I've forgotten how long. It's been, but somewhere the neighborhood of seven to ten years, and we also subscribe to the Canvas studio product and are huge fans.

And I just feel like those two things play so well together at a small institution like ours on, what I would perceive to be a sometimes limited budget. Those two things go really, really nicely together for a wonderful tool set. So I'd like us to start by just imagining We're students. Imagine that you are a student. And this will look familiar to you unless you are brand new to Canvas.

This of course is the dashboard. And I'd like you to be thinking about the dashboard right now as if you were a student and not necessarily as someone teaching a class. And I'd like to ask you a question. It's gonna be a poll, but rather than trying to do a poll everywhere or one of those, when I wasn't sure what our wifi situation, we're gonna pull the old fashioned way by having you clap in a moment. So get your get your clappers ready.

So I'm gonna ask you where do students look, and we're not voting yet. Let me just lay this out for you. Over there is choice one, and that would be when students log in to Canvas, would they most likely have their eyeballs go over there on the left hand side Again, not voting yet, but choice two would be their eyeballs are gonna go right there in the middle. I can still remember when we first adopted Canvas all those years ago, my friend and colleague tells me, you know what, Bonnie? I like Canvas. We went over from another learning management system.

She says, I like but I really wish you could put images in those cards. When I talked to myself, like, yeah, good luck on that. I mean, maybe in five years or so something. I kid you not at that time. It was weeks later than they came out with this feature.

And every time I look at it, I'm like, that is so cool that you could have. You know, something that might get someone curious about what is inside there. Choice number three is over here on the side, things like coming up and it looks slightly different for an instructor than it does for students, but this would that would be that. She has a question. Before I get to her question, I need to let you all in a little secret.

It's kind of a trick question. Okay. Kinda. She's she's already She's like nodding. Yes.

It's trick question. So we're If we don't get it right, it doesn't matter right. Okay. Yes. Question.

Okay. Okay. She says it might be moot. So we're gonna do by applause. How many of you think it is on the number one? Wow.

Okay. How many of you think it's number two? Okay. How many of you think it's number three? Okay. And then The person, you you thought it was a trick question. Why'd you think it was a trick question? She's right by the way as number three, but but why'd you think it was a trick question? Students don't use this view.

Yeah. Correct. So let's this is from the instructor guides. So this is a little bit a better reflection of what a student would see than the screen I just showed you. And I like to think of this like stuff I need to do up top as a student spaces and places I need to be at so it could be a space like an actual classroom that I'm visiting a digital place like a Zoom link, what have you, and then down at the bottom stuff about my learning.

And again, I've been using Canvas long enough to see such incredible precision taken. I can remember being at the keynote when they announced a entire rethinking of the dashboard, and they had done all of this user analysis of where students eyeballs got. And I used to think of building courses in Canvas as very course centric. I would get very, very compulsive about once they got inside the class and not think anywhere near enough about their experience when they just come on campus and not only are they seeing things that would be related to my class, but to any other class that they're enrolled in as well. So thank you for participating in this poll, and thanks to instructure for continuing to do that kind of user analysis, because now I never have try I've never had to make a little screencast how to find the feedback that I've spent all this time giving you.

It is so evident to them it right there visible as they log in. Alright. So I mentioned to you that I am very excited about having not just me stand up here talking, but what we can learn from each other. So there is a padlet that you can get you from that QR code. And throughout the time that we're together today, it is also on that resources page.

I'm hoping that we can be banding each other's imaginations in these key areas. So if you'd like to contribute to the padlet, you just go over to the imagine you're a student. This will work on your phone or on, a tablet of some kind or your computer. You just click on the imagine you're a student. Choose add post, and if you have other ideas that we should be thinking about when we're designing and and you want us to imagine a little bit differently, any other tips that you have learned from your years of using campus, please feel free again to contribute that now or in the future, or come back here later and just see how it grows how it evolves.

So I'm not gonna stop every time I ask you to imagine something, but if you scroll up and down here, you'll see where we're headed by the way. If you are like me and you enjoy knowing where we're headed, we're gonna imagine a blank canvas. I have already populated some tutorials here from someone I have seen present now. I think three or four times at at instructure Khan, Sean Nefer, who has a amazing tutorials on his website, just a couple of them linked to you there, a post that I wrote, which I'll share a little bit more about, imagine future you, So I learn a lot by making mistakes. I don't know if you're like me.

So I've made mistakes that I have to go backtrack on, So I wrote a post with my frustration at myself till I get it out of my system. So I linked to that there, and then also, ways that we might keep imagining. How do you keep your curiosity going? How do you keep your imagination resources like that? So this is just one time you will see this padlet link. We'll see it one more time, it is also on that resources page for you. This is where I do an analogy that I'm sure is over done, but I can't help it.

It's called canvas. Yes? I love thinking about it as a blank canvas. I love that it allows us to have the kind of structure that is helpful, so I don't have to relearn how to use a learning management system every time I into it, but it leaves all this room for us for surprise and delight. So I want you to imagine a blank can us. When I introduced myself, I shared that I've been doing this podcast for nine years now every single week.

I've aired an episode and a lot has changed, but one thing has not. In my introduction, I always talk about teaching, as both an art and a science. I think if we get too far in any one of those thinking that you can measure everything about teaching and learning or thinking that it is all entirely artistic, and there's nothing we can learn from the scholarship of teaching and learning, I think we need both things. I think we need a continuous acknowledgement that it is an art and science. And to that end, I suggest today as thinking about that our courses need to both have high structure while also having those elements of surprise in them.

And I'll share some ideas with you today. Let me talk about struct sure. People tend to perceive me as a person who is incredibly detail oriented, people who are to me, or work very closely, laugh at that idea. But just to give you an idea, today's session started at what? Two fifteen. The number of times my brain thought today's session started at one fifteen because in my calendar, when I was in California, it was fifteen, and then we had the two fifteen, and it got a little confusing because the sign out there, I don't know if it still does, but at one point in time also said, three fifteen.

So I am the kind of person who goes one, two, three, squirrel, seven, nineteen. I mean, that's that's me. And I know I'm not alone. Tell me I'm not alone. Yes.

Okay. So our learners are like that too. So high here, something to take a look at number two. So just having a number for something. Most of my courses that design are eight modules.

And so it makes sense to have them be numbered. I would submit to you that maybe we could add a little bit of surprise and delight what we call those modules. What might get me curious about what that portion of my learning could be all about. I also speaking of the numbering things, one, two, seven, twelve, whatever, if something happens in a sequence, most of my classes have twelve things that are called attendance and participation. Which can be accomplished either through some type of asynchronous engagement or through asynchronous engagement I teach a version of high flex learning that allows people to opt for which type of attendance works best for them.

It has high flexibility. It also has high structure. So you know whether or not you have accomplished the things you need to for your attendance and participation, and they're numbered to make it very clear which ones you've done. So notice over there, on the left, I'm also numbering the assignments, m followed by a number, dot, and then followed by the number that the assignment is. And then down at the bottom, same thing with exams.

How many exams does this sample have? Super easy, high structure, It's through my naming conventions that I try to raise that curiosity a bit. If you're having a hard I'm thinking about what's this whole curiosity thing about? I could share some ideas, but I have invited Dave, my husband, through the magical powers of video to share his story of his first day of chemistry class in high school. And as you're watching Dave tell this story, I would love to have you think about what you notice and what you wonder as you watch his story. So I'd like you to think about what do you notice as Dave shares a story and what do you wonder as he shares the story? It's the first day of my high school chemistry class, and the teacher goes through the normal things that you'd expect in a high school class, which is reviews the books, talks about the assignments, goes through the syllabus, And toward the end of the, oh, forty five or fifty minute class, he, lights a candle on his desk right up at the front of the classroom. And he's still talking and kinda going through the logistics of the course.

And then he gets to the end. And he says the one thing I really want you to learn this year in this course is that, you're going to learn a lot about different properties and chemical forms, but I really want you to remember that chemistry in the world around isn't always what it seems. And he reaches back and he grabs the candle, still lit, fix it up, tosses the whole thing in his mouth. He starts chewing. And then he says, see you tomorrow.

Walks out of it. And I remember sitting there watching this in the front row of the class. And I turned to my friend Christy, And we said to each other, this is gonna be a great class. And he was a really good class, because once in a while, he would do those things. But the interesting thing looking back now is he actually wasn't the most dynamic teacher most of the time, But because he started so strong, he didn't need to be because we were always at the edge of our seat, wondering what he'd do next.

I'm gonna give you thirty seconds to reflect what did you notice? What did you wonder? Just gonna ask two people to share just on the wonder side. Somebody from over here, what did you wonder? Oh, someone over here. Yeah, please. What did you wonder? Love it. Anyone else wonder the same thing? I gave this talk for I've used this video at, I think, fifty times.

My husband's always like, I could rerecord it and make it better. And I had no idea. And, I mean, and so finally someone comes up to me afterwards and says, you know, that's just a Google search away, don't you? So If you are curious, Google, candle, eating something, you will find it very, very quick, and my husband Dave does not wish to know the magic behind how that was possible. So when I got home that day and said, Oh, I discovered how it's possible. Don't tell me.

Don't tell me. Don't tell me. Would you like a little clue? Bananas shaped like a macadamia nut, I guess, in a thing. And then the wick is a macadamia nut. I guess I'm totally giving it all away.

Who were getting there? But actually carved a little bit macadamia, which is flammable. I guess. Now, what I have not tested and I will not test is some people tell me you could actually pop the thing in your mouth and chew it and swallow it and not get burned. Okay. Seriously.

I'm not gonna try that nor will I be responsible? Other people pause it that the teacher blew out the candle It wasn't noticeable, kinda like a magician sort of slide of hand sort of thing, and that by the time they popped it in the mouth, they weren't really thinking about was it still lit. So, yeah, I don't know about that. I don't know about that. So what what we are talking about here, there is a name for this. And researchers, Daniel Schwartz, and John Bransford call this a time for telling.

And what they argue is, and and what they share from their research is that one of the things you may have noticed about the the story that Dave shared is that teacher was not like that all the time. They created what is called or can be called a time for telling because think about your own brain, your own imagining as I asked you to notice and wonder, and then he starts to tell this story and you start to think, most of us, I mean, did anyone not think how they do it, and you probably didn't think it if you already knew how it was done, but but it it's just then an opportunity to get the learner curious Enough to be ready for the more dense material. Some of you may have heard of the mentos experiment where if you put the diet coke in a bottle and you do the mentos, and then it explodes. And then if you do it with regular coke, it doesn't explode. And then so you'd go about why does it, why does that work with the diet coke? And why does it not with the coke? I also mentioned the Lilly con friends in San Diego, California in January, that I had never tried this experiment myself, and a very, very sweet woman went to their gift shop and bought me a die a coke and some mentos, and we all got to take it home and have our own little science experiment.

So I can no longer say that I have not tried the mentos experiment But this is a really good thing for us to be thinking about. How do we hook people's attention Don't don't believe any of this godly cook about our attention spans are only forty two seconds. Oh, yeah. Think about the last thing you binge I guarantee you paid attention to that for more than forty two seconds. Right? So it depends.

Right? One way we can increase the ability for us to have the the attention is through times for telling, coming up with a time for Alright. My last little piece of advice for us to be thinking about is imagine future you. I think about future you, future me, not future. I don't think about future you all the any because I don't know you well enough. But past future me, I'm trying to think how to phrase I I know that I can be a scatterbrain.

So I have a printout of all my slides, and I have exactly where each one should start, and my watch has buzzing what feels like sixty two times, but it's probably not that many times to help me be able to minimize the distractions that I have and be able to be fully present for you. I don't wanna constantly be thinking about, oh, in my off base, I also wanna end my presentation with, oh, well, let me fast forward through forty seven slides I didn't have a chance to get to, and you're like, really? I blew all this way for you not to have shared your whole presentation. So I have a few tips for you of mistakes that I have made that maybe might be helpful to some of you. In in three categories, the first category is about linking. Canvas does have within it a file cabinet in the sky.

You know, I'm getting super technical here. So you can upload documents there. I find the most types of documents that I upload are simply graphics because I might want to display a graphic on a page, a syllabus page, or a page page, right, that kind of thing. But other than that, almost all of my content doesn't live in their file cabinet, it lives in another cloud storage. So, I encourage us to think about when could we link to things versus uploading things because if you things.

This has nothing to do with Canvas being a bad product. Anything you uploaded, I don't care what it was. If you if you email a file, And tomorrow, you realize there was a mistake on the file. You gotta email everybody again with the new attachment versus if the first email you sent a link. You can fix that link and no one has to know the difference.

Right? So let's think about linking. Let's think about embedding, which is like a gorgeous view into a link. You get to sort of preview before you go and click on that link. And then let's think a little bit about naming conventions. So I showed you if you were here when I started, and if you weren't here when I started, don't you worry, I got the link coming up again.

But I have a resources page for today is what I'm sharing. That link there, the pink button at the bottom If I changed my presentation five minutes before y'all arrived, I didn't, by the way, but if I had, it it would not have been a big deal. Because it's a link. I did not upload a PDF somewhere. It was a link to the presentation, and that's something that's always curtains.

Current. I gave a practice presentation at my campus and my our head librarian suggested that I I give this advice to all of you. Talk to your librarians about permalinks. He he shared for like ten minutes. I was like, oh, give me more.

Give me more. Give me more. There is a lot of services, he gave an example of Wikipedia, where Wikipedia instead of linking out to things, which the link could be broken, They create a link on the way back machine. So that, that link is always going to be current when people are trying to use that for So ask your library about persistent links. That'll be helpful to you.

I do a little small version of this? Any syllabus that I do, take a look there. It's a management elective that I teach You can see I taught it in twenty one fall. You can see that I taught it in twenty two fall. The link to my syllabus is always that PDF which has no date indication. So if I need to go back to older syllabi, I can go to the word documents and send that to students if they need to have whatever the syllabus was in the year twenty nineteen.

But I only link to Canvas to management four seventy dot pdf. And every time I place it, it's pointing to the newest thing. This does not work if you are using OneDrive or Office three sixty five for your files. This works in Dropbox. So your results may vary, but it can be very helpful if you have a service that that file, no matter if you replace that file later on, is never gonna have its file name changed.

So something for you to think about I talked a little bit about embedding. This presentation is embedded in a little canvas course, which is publicly viewable by you. You could go to that resource page and check it out, but that right there that you're looking at lives inside where? What are we looking at here? That's K Remember, Canvas is a blank canvas, and in this case, Canvas is a window into this presentation, which was designed using canva Camba has a presentation tool, and I really like it a lot. So that is just a window, the same exact presentation, which remember, if I change it over here, is gonna change anywhere else I linked to it, and anywhere else that I embedded it. And then finally, I wanted to chat a little bit about naming conventions.

Lots of opinions about naming conventions. You can get people angry, especially about date naming conventions, but, whew, what we tend to do is year four digits. Dash, that's controversial, by the way, but bear with me. We're safe. Right? We're safe among friends.

I'm joking, but everyone has their own preferred character to separate things, we do the dash, and then we do a two digit month, not a one digit month, because otherwise it won't line up nice and pretty, and so for you well, and whatever your file repository is, dash, and then the two dates dash whatever the name is of it. So be thinking about naming convention and I put this on the resources page, a wonderful resource from Purdue University. This librarian had a a terrific thing to think about anytime you start a project, establishing some file naming conventions with your project team and making everyone's life easier, because everyone knows how to find the information that they are looking The last thing that I'd like to leave you with is for us to keep imagining. And I I know I mentioned to you that that sort of a a personal brand I've carried around with me for some number of decades has to do with educational technology, and the ways in which we can limit ourselves by saying, I'm not good at. By the way, I say too.

I just don't I just don't say it about technology. I can limit my own imagination just along with everyone else. But what happens when we come together in community like we're doing today, is it just helps us remember we're doing this in solidarity with people that share many of our values and that this is not an individual work that we are doing. It it it otherwise can be too discouraging. So I just encourage you to think about the power of humans.

I mean, a lot has been shared and and is continuing conversations. I don't know if you saw this. When you were coming down the hall, there was an unconference. Did anybody do the unconference that was out there? Art Intelligence, I just became the scholar in residence for the University of Michigan Dearborn and I am partnering with them to look at artificial intelligence in the higher education context. There have been something like think I've done nine or so episodes about artificial intelligence.

There are so many conversations we need to be having about the ways in which positive negative, negative ways we can't even imagine. I would argue you would imagine a lot of it's on. We just can't imagine it yet. How much better can we expand our imaginations when we do it together? And when we do it, and we've we've talked about and wrestled with our values. That was something I appreciated in this morning's presentation that kept coming back to.

This is being done to and and it's rooted in these values that they shared. And I like that too. So someone whose work I have found to be very transformed in my teaching is James Lang. He's written a number of books about teaching and learning. His most popular here is called Small Teaching.

I would mention one other in case this is of interest to you. I saw some eyes sort of light up around the distraction thing and the Dave eating the candle story. So he wrote a book called distracted. That is really, really good. If you wanna think about how do we help people not be distracted and it is not, by the way, to believe that attention spans are only thirty seven seconds.

That's not fair to the human mind, and how variable we can really be. It depends, right? It depends. So small teaching is wonderful for me to not have a fixed mindset about that field too hard. I mentioned I teach at a relatively small institution. We don't have giant budgets.

I mentioned having done this podcast now for nine years, so I talked to these people where I'm going, oh my gosh. I'm thinking about Chico state, and they have this entire day that they dedicate, and they get people to come in, and all students, every class is canceled, and they all come together toward the common good and civic life. And so I'm almost like, oh, how would we ever do that? And the answer is that we probably wouldn't, but we could do something. So how do we shrink down whatever it is when it feels too big. And so small teaching is great about that.

We don't have to completely rewrite every class we've ever built, redo everything. What is the small thing we could do To quote, Adrian Marie Brown, in emergent strategy, small is all, because small things add up to the magnificent things. So in his book, he quotes Mary Oliver, instructions for living a life. I submit to you today. These are instructions for teaching and learning.

First, pay attention. That's why you're here. We notice what people say. We notice what they don't say. We ask more questions.

Oh, that sounds interesting. How did you do that? Have you ever tried this? What worked? What didn't work? We pay attention. We pay attention with a childlike curiosity We share our gratitude. We wanna be astonished. This is incredible, and I mentioned to you this this collaboration that I'm doing on artificial intelligence.

I've listened to what feels like seven thousand podcasts and we need to be very understanding of some of the dangers and some of the ethical concerns, and there are a lot of them in that topic. Let's not all stay in any area. Let's let's think about all the things, the good, the bad, the ugly. So let's be astonished especially when we're able to meet students' needs. Let's be astonished about that.

And finally, let's tell about that. And I'll thank you in advance for if you've already had a chance to contribute to that padlet board, or if you'll do it later on, revisit it, because that to me is the absolute magic of getting together at conferences like this. So tell about it I do want to end by sharing that this is hard work. This is incredibly hard work. I have met on occasion, people who think it's easy.

And upon further exploration, their values do not align with my values. The their values do not align with why I got into this work in the first This is hard. This also can feel incredibly lonely when you are working so hard and experiencing some those failures. So I'd like to leave you with one last quote from Mary Oliver. This is from her poem, Wild Guy Whoever you are, no matter how lonely, the world offers itself your imagination.

Calls to you like the wild geese, harsh, and exciting. Over and over announcing your place in the family of things. We all have such unique strengths. We all have such creativity, especially when we can get in touch with our child like qualities We are not alone. We have a place in the family of things.

I'm gonna show that resources slide in one more and, and then I think I have a PowerPoint to show you for your QR code, but I just wanna first, say thank you so much for spending your time here today. So we're doing two things. We're gonna show you the link one more time in case you missed it. And then I'm going to flip over. They have a link that they wanted me to show for something else.

So Looks like some of you are grabbing a sec or some of you weren't here the first time yet. Everyone got it. One more link to the padlet. Anyone not get this the first time? Looks like we've got some contributions already coming in. How fun? Oh, thank you everybody.

Cannot wait to explore this more. Everyone got the padlet. Good. Good. Okay.

I will flip over to the official instructure one. One last thing, and then y'all are are set. Thanks again for being here.