CanvasConEU 25 - Closing Keynote
Well, good afternoon everyone. That was such an incredible introduction from an incredible man and also a lot of pressure all of a sudden on that. But but as he described, I'm Instructure's chief academic officer. And as as Martin talks about preferment, I kinda think I'm in preferment. I've gotta be honest. Because while there is a lot of responsibility in the work that I do, there is so much joy.
If I could choose any perfect job that I would wanna do for the rest of my life, it's this work, largely because I get to spend it with all of you. And I've had an incredible two days here getting to know all of you, connecting with old friends, and most importantly, learning all that you're doing and how you truly are also alongside us and alongside a broader education community, changing the way our future looks. This is in all of our hands, it's all of our responsibility and again, hopefully it's all of our inspiration over these last two days to think differently about how we do that. And so what I wanted to do in the next sort of about fifteen minutes is share some insights or some thoughts or connect together much of what I've heard over the last two days. Starting this morning with an incredible keynote talking about generations, sitting in sessions listening to how you're applying what we're all talking about as a community directly in your practice and then sharing it with others.
Listening to Martin, the incredible panel, the insights from the field that we're bringing. And I'm hoping that I can pull all of that together for you perhaps and and maybe even inspire you in what you may choose to do next in your institutions. I see this as we pull this together, I see sort of this pattern. And this pattern is we're talking about three key things or three things that make educational practice, technology infused or not, have the future that we all know what we want it to have. And that's to think about the individual, the human, the person we're teaching, the learner.
That's to think about what do we know about ourselves as humans? How do we know we function? How do we know we interact? And then speaking of interaction, how do we know how we respond context around us and how does that in particular shape how we learn? And how does it shape our practices at institutions around how we should be teaching, how we should be creating an environment in which these individuals thrive. Our learners truly are able to embrace the futures that they seek. So I'm gonna briefly unpack each of these and then I'm gonna get some highlights on some sessions that that dove a little deeper into each of these areas. Now, first, we have to think about the human. And we did this this morning quite a bit.
Our opening conversation around generations was incredibly powerful. And in fact, we highlighted thinking about how we all collectively are serving five generations. Or perhaps, some of you are serving four. Right? Because we we do have generation alpha. They're a little bit on the young side.
Some of you here are serving generation alpha. But not only are we serving all of those generations, all four, let's say, but we also need to be thinking about future generations. How is the practice that we're doing now transforming the way we think about teaching and learning for the next generation and the generation after that. So we talked about that this morning and we talked a lot about and probably related to, I know I did, related to a lot of our own wiring, thanks to our generations. Right? Our how do we respond to who we are when we're born and how we think about education.
I thought I would take that one step further, inspired by many of the conversations that you all have had here and quite a bit of the research that's surfacing around not only how do we think about generations and who they are, but more importantly, how do we think about their learning styles and how do we think about their response to technology in a learning context. So for example, and I'm only giving three generations here as examples, but for example, if we think about millennials, there's so many key pieces to learning preferences and how they choose to learn, but what I find really interesting is they're truly the first generation that has embraced gamification. They see value in gamified environments and I don't necessarily mean leader boards or, you know, turning every learning opportunity into a video game. But what I do mean is leveraging game based practices, leveling, progressions. Right? Things we know that are underneath game.
Rewards. We talked about credentials in this last panel. They are the first generation that's truly embraced gamification and actually seeks learning opportunities in which game based principles apply. They're also interestingly enough in in partnership with that, the first generation that actually really cares about seamless technology integration. And I know this morning we talked a little bit about this.
They are the generation that lived through having forty five passwords. I know people that still have password notebooks where you're writing all of your passwords, which is a little weird to me because what happens if that notebook disappears? But they're the first generation also that's experienced what does it look like when you don't have forty five passwords and how does that change their lives? Right? So we're now thinking differently about how we shape their experience. If we, you know, fast forward to gen z and we think about what their preferences are in a learning environment, they really they are one of the first generations that uses at the same time multiple modes. So they're gonna be doing some of their work on their if this was a phone, their phone. They're gonna be doing some of their work on a computer.
They're gonna be even doing further work potentially in a physical environment. And they they they move and hop among those environments. It's crazy to watch them almost seamlessly as they're learning. Well, now we have to be thinking about not just a learner that's learning on a phone and a mobile learner and a learner separately and how they're they're working in an online, know, on a computer environment, but now we have to think about them moving back and forth. That creates opportunity and challenges for us in how we design the learning experiences.
They also are very comfortable with technology as a result of this, but they also are are the first generation that, well, the attention economy that we talked about this morning, I'll highlight a little bit on this in a minute, while that's very true for them, they actually don't know how to manage it. Right? They don't know they know they're scattered but they don't know how to manage that scattered. Whereas if we contrast that with generation alpha, they actually do know how to do it. They can zone in and they can focus if we grab their attention. They have that capability inherent in who they are and in fact they're seeking it.
So again, if we think about this context of individuals, the science behind how we function and learn, and then we think about the context in which we do that, All of these create this web when we think about how we build our learning opportunities that gives us a chance to reshape and change how we do our practice to serve future. Now I mentioned science and I do get a little nerdy. Those of you that know, I I, you know, I I get a little nerdy around how does the brain work. And in fact, over the last ten years, we have learned so much more than we ever knew about how the brain worked. And usually when I go into institutions and I and, you know, I chat, if I'm not in the neuroscience department or in the education department, I'll often ask, do you know how, you know, like, you know how we learn, how we build long term working memory? Do you know how we, you know, how we're fired and what affects that? And then are you applying that to your course design, to your program design, to your learning ecosystem, to your learner journeys? And they'll say to me, oh, kind of, but no.
And I'll say, well, we need to be thinking about this because we're learning more every day about how we as humans function and that needs to that needs to be pulled into how we deliver our practice. And like I said, and a little spoiler alert, I'm gonna share a couple of the sessions that you all shared today actually touched on bits and pieces of this. But in particular, I'm interested in neuroplasticity. I think there's the phrase that we've all heard, you can't teach an old dog new tricks. That's actually been debunked in the last ten years.
It's actually it's it's been debated and debunked and in that, what we've learned is actually you can build neuroplasticity or you can build the capacity even for someone well into past their preferment age. You can build capacity to learn but you have to do it in the right context in the right ways. And what neuroscience has shared with us is there are there is a process as you can see here and also some key things or triggers or approaches that we can take as educators to initiate that learning at all ages. My perhaps favorite one of those, and you'll see here change in novelty, intention, specific attention, remember remember Gen Alpha, they want specific focus, retention, intensity, time. These are practices, maybe some of you have heard things like retrieval practice, other approaches that we can take in order to build that long term memory.
My favorite one though, as crazy as this is gonna sound, is failure. In fact, research tells us failure is the number one way to learn something new. Failure. But think about our environments, the institutions we exist in. Do we embrace failure through and through? Right? Is that part of our culture? Are we addressing, are we creating environments in which it is safe to fail, in which we reflect on failure, in which we impact or think about how that translates into who we are as learners.
No. In many places, this doesn't exist. It's hard in society today for this to exist. But yet, we know that if we take generations and apply who and how they like to learn and how they use technology and then layer on top this kind of science, even this simple principle of introducing a safe place for failure, we now have more opportunity to build and teach and learn throughout our work and again, to prepare learners, as Martin was saying earlier, for a future that they may not even know. Now the last part of this is context.
And context, like to think of is everything that's happening around the learner. And we often talk about how we wanna make sure we're serving a whole learner. Right? We wanna serve all aspects and we have incredible learning journeys that we're creating and it just just learner journeys in general exposed to our institutions. But we have to think not only about all the positive things that we can do, but we also have to think about what are the challenges that learners are bringing and how are we creating environments that enable them to move past those challenges. This morning's keynote talked quite a bit about the battle for attention.
Right? Or this attention economy. And this concept that we are always distracted and grabbing attention is really challenging. Well, when you couple that with, and by the way, I find this statistic terrifying, right, that forty seven percent of people are doing something other than what they're actually present in at that moment, that means like let's see. There were three hundred people okay. So a hundred and twenty of you are looking at your phone at something entirely different than this presentation right now.
Right? I mean, think about that though in your classrooms. That's in an online environment and where you can't even physically see that. That, when you couple that with some of the negative impacts or the detractors or the impediments from building that neuroplasticity that we're working towards doing, things like sleep. Okay? Lack of sleep is the number one impediment to building neuroplasticity. Lack of sleep.
So we could be building the most beautiful environments and yet our learners come tired and our brains can't actually fire. The same holds true with stressful environments. That chronic stress, the impact on long term memory, the ability to be able to learn something and apply it in new contexts over and over again, chronic stress, an incredible impediment to being able to do that. So again, thinking about not only who our learners are, how are we wired as humans, but how are we creating environments that actually combat all of those challenges becomes critical in the work that we do. And it's also hopefully inspiring you to think differently about the work that you're doing or to bring back these ideas into your institutions to start to shape and reshape what is the culture of learning for us and how are we understanding us, ourselves as humans throughout the organization to then directly support and serve learners for well into the future.
And a couple of you have done this. And I I really appreciate the sessions here. I have shout outs for a couple of folks but have started to tap into the very practical approach to doing this. So Corina Karolinska Institute, you know, she talked about neuro inclusive teaching. And in fact, how do we create environments that provide options and and or enable connection for all learners to the content, to the learning experiences regardless of who and how they come to that learning experience.
We saw Kaya at Water Bear Education. She talked about, I love this, gamification. And she leaned into this and how she leveraged gamification in in their institution to to actually connect emotionally. Right? And to actually, gamification, we know, also creates dopamine opportunities. And so she talked about that.
And even Charlotta. Charlotta chatted about how that emotional piece becomes really important. Right? Because if you create an emotional context or connection, you can actually combat some of those things I was talking about that are are detractors or impediments to building long term working memory. And then finally, heard from Martin talking about a whole learner experience and how are we thinking about every aspect of learners and how are we ensuring that we're listening to learners and we're understanding because while we know this today and the things I'm sharing in your examples today resonate and can be applied well into the future, these are going to evolve. Everything is evolving.
So how do we understand that and use that and have the right conversations with our learners so that we can evolve right along with them? So hopefully this wrapped up your experiences today. This was my experience today, hopefully this starts to think about, okay, where do we take this next? What practices do we bring? How do I bring these conversations from this conference into my practice every day? And I will challenge all of you, perhaps I will call it a call to action. Please tell us about the work that you're doing. Please, I I think people will probably get scared when I say this but it's melissa at instructure dot com. Very easy to find me.
That's what happens when you've worked at a company for twelve years. You get the cool email. But reach out to me. I wanna hear stories about how you're thinking about generations, about neuroscience and applying that. How are you thinking about the context in which learners are existing in our institutions so that we can continue this dialogue that we've had today and learn from one another.
You also have another venue for doing this. And I'm not sure if you were all aware, although we did have a number of of submissions from Europe, that last year, or I should say, yes, late in twenty twenty four, we started an academic excellence awards program. That academic excellence awards program awards in three categories. It's an innovative tool, it's a transformative program, and it's an outstanding course. And in that program, we take nominations.
We have it's a it's a jury evaluation among your peers. And and we're very excited to be able to share, You have a winner of this program in the audience today. And I encourage you, we will be launching this with the entries again in early next year and I encourage you to go not only think about the conversations here but all of the other ways that we can be rethinking how our practice in order to future proof our educators. But I'm gonna embarrass Charlotta. If Charlotta doesn't mind, I wanted to ask her to stand because Charlotte Meyer, and she's from and I've practiced this, I hope I get this right because I'm I'm not the best at Dutch.
Vrehe Universitat Amsterdam. Charlotta, where are you? They promised me you would stand up close here. There you are, Charlotta. Thank you so much. Congratulations.
Your work and your sharing of your work is how we can transform this community. So on that note, speaking of this community, I am truly honored to introduce you to a very special person. I think you've seen her running around here. You've probably many of you have met her, if not here in other contexts. But I'm so proud to introduce you to our chief customer officer who's a dear friend of mine who inspires me every day.
I watch the the work that she does and her passion for ensuring that you all have the most incredible experiences and opportunities to grow together as a community. So it is my absolute pleasure to re to introduce Rachel Oriston and she will wrap us up. Time. I'll take the break of that. Oh my gosh.
Okay. I am I am what's standing in the way between us and having a cocktail, so I will make it super brief. But I could not end this amazing event without, first of all, just saying thank you. Thank you so much for being here. Thank you for your presence, for your presentations, for your trust in Canvas, your trust in Instructure.
We don't take that for granted. And I hope that, throughout the sessions and certainly our morning talk, you really are hoping to see that we are listening, we are actioning your feedback, and we care deeply, about your success. I also really want to give a round of applause to our amazing staff in the events team. Could we give them applause? They really did such a wonderful job putting on this event, and I think what makes our event so special is all of our guest speakers. So can we please give one more round of applause for them? Thank you.
And I have to say the best part of me coming up last is I was here in Oslo back in March and I was able to share that we were doing our CanvasCon here and I get to share where we're going next year. So let me I hope to see you literally a year from today in London. I hope to see you all one year today in the beautiful city of London. We hope to welcome you there. And before you take off and grab a drink and celebrate what I think has been two wonderful days together.
Please do not forget to fill out you will be getting an email survey with feedback, but now I'm listening to Paul and nobody answers feedback surveys according to him. But we hope that you don't ignore this one. Please fill it out because it's really our way of getting we wanna get better every single year. We wanna make this event more and more meaningful to you, so please fill it out. Tell us what we did well.
Tell us what we missed. Tell us what we could do better. And again, we hope to see you next year. Please, let's celebrate behind the wall. Go grab a drink.
Enjoy. Stay. Continue the conversation. And thank you once again. Appreciate you so much. Thank you.
If I could choose any perfect job that I would wanna do for the rest of my life, it's this work, largely because I get to spend it with all of you. And I've had an incredible two days here getting to know all of you, connecting with old friends, and most importantly, learning all that you're doing and how you truly are also alongside us and alongside a broader education community, changing the way our future looks. This is in all of our hands, it's all of our responsibility and again, hopefully it's all of our inspiration over these last two days to think differently about how we do that. And so what I wanted to do in the next sort of about fifteen minutes is share some insights or some thoughts or connect together much of what I've heard over the last two days. Starting this morning with an incredible keynote talking about generations, sitting in sessions listening to how you're applying what we're all talking about as a community directly in your practice and then sharing it with others.
Listening to Martin, the incredible panel, the insights from the field that we're bringing. And I'm hoping that I can pull all of that together for you perhaps and and maybe even inspire you in what you may choose to do next in your institutions. I see this as we pull this together, I see sort of this pattern. And this pattern is we're talking about three key things or three things that make educational practice, technology infused or not, have the future that we all know what we want it to have. And that's to think about the individual, the human, the person we're teaching, the learner.
That's to think about what do we know about ourselves as humans? How do we know we function? How do we know we interact? And then speaking of interaction, how do we know how we respond context around us and how does that in particular shape how we learn? And how does it shape our practices at institutions around how we should be teaching, how we should be creating an environment in which these individuals thrive. Our learners truly are able to embrace the futures that they seek. So I'm gonna briefly unpack each of these and then I'm gonna get some highlights on some sessions that that dove a little deeper into each of these areas. Now, first, we have to think about the human. And we did this this morning quite a bit.
Our opening conversation around generations was incredibly powerful. And in fact, we highlighted thinking about how we all collectively are serving five generations. Or perhaps, some of you are serving four. Right? Because we we do have generation alpha. They're a little bit on the young side.
Some of you here are serving generation alpha. But not only are we serving all of those generations, all four, let's say, but we also need to be thinking about future generations. How is the practice that we're doing now transforming the way we think about teaching and learning for the next generation and the generation after that. So we talked about that this morning and we talked a lot about and probably related to, I know I did, related to a lot of our own wiring, thanks to our generations. Right? Our how do we respond to who we are when we're born and how we think about education.
I thought I would take that one step further, inspired by many of the conversations that you all have had here and quite a bit of the research that's surfacing around not only how do we think about generations and who they are, but more importantly, how do we think about their learning styles and how do we think about their response to technology in a learning context. So for example, and I'm only giving three generations here as examples, but for example, if we think about millennials, there's so many key pieces to learning preferences and how they choose to learn, but what I find really interesting is they're truly the first generation that has embraced gamification. They see value in gamified environments and I don't necessarily mean leader boards or, you know, turning every learning opportunity into a video game. But what I do mean is leveraging game based practices, leveling, progressions. Right? Things we know that are underneath game.
Rewards. We talked about credentials in this last panel. They are the first generation that's truly embraced gamification and actually seeks learning opportunities in which game based principles apply. They're also interestingly enough in in partnership with that, the first generation that actually really cares about seamless technology integration. And I know this morning we talked a little bit about this.
They are the generation that lived through having forty five passwords. I know people that still have password notebooks where you're writing all of your passwords, which is a little weird to me because what happens if that notebook disappears? But they're the first generation also that's experienced what does it look like when you don't have forty five passwords and how does that change their lives? Right? So we're now thinking differently about how we shape their experience. If we, you know, fast forward to gen z and we think about what their preferences are in a learning environment, they really they are one of the first generations that uses at the same time multiple modes. So they're gonna be doing some of their work on their if this was a phone, their phone. They're gonna be doing some of their work on a computer.
They're gonna be even doing further work potentially in a physical environment. And they they they move and hop among those environments. It's crazy to watch them almost seamlessly as they're learning. Well, now we have to be thinking about not just a learner that's learning on a phone and a mobile learner and a learner separately and how they're they're working in an online, know, on a computer environment, but now we have to think about them moving back and forth. That creates opportunity and challenges for us in how we design the learning experiences.
They also are very comfortable with technology as a result of this, but they also are are the first generation that, well, the attention economy that we talked about this morning, I'll highlight a little bit on this in a minute, while that's very true for them, they actually don't know how to manage it. Right? They don't know they know they're scattered but they don't know how to manage that scattered. Whereas if we contrast that with generation alpha, they actually do know how to do it. They can zone in and they can focus if we grab their attention. They have that capability inherent in who they are and in fact they're seeking it.
So again, if we think about this context of individuals, the science behind how we function and learn, and then we think about the context in which we do that, All of these create this web when we think about how we build our learning opportunities that gives us a chance to reshape and change how we do our practice to serve future. Now I mentioned science and I do get a little nerdy. Those of you that know, I I, you know, I I get a little nerdy around how does the brain work. And in fact, over the last ten years, we have learned so much more than we ever knew about how the brain worked. And usually when I go into institutions and I and, you know, I chat, if I'm not in the neuroscience department or in the education department, I'll often ask, do you know how, you know, like, you know how we learn, how we build long term working memory? Do you know how we, you know, how we're fired and what affects that? And then are you applying that to your course design, to your program design, to your learning ecosystem, to your learner journeys? And they'll say to me, oh, kind of, but no.
And I'll say, well, we need to be thinking about this because we're learning more every day about how we as humans function and that needs to that needs to be pulled into how we deliver our practice. And like I said, and a little spoiler alert, I'm gonna share a couple of the sessions that you all shared today actually touched on bits and pieces of this. But in particular, I'm interested in neuroplasticity. I think there's the phrase that we've all heard, you can't teach an old dog new tricks. That's actually been debunked in the last ten years.
It's actually it's it's been debated and debunked and in that, what we've learned is actually you can build neuroplasticity or you can build the capacity even for someone well into past their preferment age. You can build capacity to learn but you have to do it in the right context in the right ways. And what neuroscience has shared with us is there are there is a process as you can see here and also some key things or triggers or approaches that we can take as educators to initiate that learning at all ages. My perhaps favorite one of those, and you'll see here change in novelty, intention, specific attention, remember remember Gen Alpha, they want specific focus, retention, intensity, time. These are practices, maybe some of you have heard things like retrieval practice, other approaches that we can take in order to build that long term memory.
My favorite one though, as crazy as this is gonna sound, is failure. In fact, research tells us failure is the number one way to learn something new. Failure. But think about our environments, the institutions we exist in. Do we embrace failure through and through? Right? Is that part of our culture? Are we addressing, are we creating environments in which it is safe to fail, in which we reflect on failure, in which we impact or think about how that translates into who we are as learners.
No. In many places, this doesn't exist. It's hard in society today for this to exist. But yet, we know that if we take generations and apply who and how they like to learn and how they use technology and then layer on top this kind of science, even this simple principle of introducing a safe place for failure, we now have more opportunity to build and teach and learn throughout our work and again, to prepare learners, as Martin was saying earlier, for a future that they may not even know. Now the last part of this is context.
And context, like to think of is everything that's happening around the learner. And we often talk about how we wanna make sure we're serving a whole learner. Right? We wanna serve all aspects and we have incredible learning journeys that we're creating and it just just learner journeys in general exposed to our institutions. But we have to think not only about all the positive things that we can do, but we also have to think about what are the challenges that learners are bringing and how are we creating environments that enable them to move past those challenges. This morning's keynote talked quite a bit about the battle for attention.
Right? Or this attention economy. And this concept that we are always distracted and grabbing attention is really challenging. Well, when you couple that with, and by the way, I find this statistic terrifying, right, that forty seven percent of people are doing something other than what they're actually present in at that moment, that means like let's see. There were three hundred people okay. So a hundred and twenty of you are looking at your phone at something entirely different than this presentation right now.
Right? I mean, think about that though in your classrooms. That's in an online environment and where you can't even physically see that. That, when you couple that with some of the negative impacts or the detractors or the impediments from building that neuroplasticity that we're working towards doing, things like sleep. Okay? Lack of sleep is the number one impediment to building neuroplasticity. Lack of sleep.
So we could be building the most beautiful environments and yet our learners come tired and our brains can't actually fire. The same holds true with stressful environments. That chronic stress, the impact on long term memory, the ability to be able to learn something and apply it in new contexts over and over again, chronic stress, an incredible impediment to being able to do that. So again, thinking about not only who our learners are, how are we wired as humans, but how are we creating environments that actually combat all of those challenges becomes critical in the work that we do. And it's also hopefully inspiring you to think differently about the work that you're doing or to bring back these ideas into your institutions to start to shape and reshape what is the culture of learning for us and how are we understanding us, ourselves as humans throughout the organization to then directly support and serve learners for well into the future.
And a couple of you have done this. And I I really appreciate the sessions here. I have shout outs for a couple of folks but have started to tap into the very practical approach to doing this. So Corina Karolinska Institute, you know, she talked about neuro inclusive teaching. And in fact, how do we create environments that provide options and and or enable connection for all learners to the content, to the learning experiences regardless of who and how they come to that learning experience.
We saw Kaya at Water Bear Education. She talked about, I love this, gamification. And she leaned into this and how she leveraged gamification in in their institution to to actually connect emotionally. Right? And to actually, gamification, we know, also creates dopamine opportunities. And so she talked about that.
And even Charlotta. Charlotta chatted about how that emotional piece becomes really important. Right? Because if you create an emotional context or connection, you can actually combat some of those things I was talking about that are are detractors or impediments to building long term working memory. And then finally, heard from Martin talking about a whole learner experience and how are we thinking about every aspect of learners and how are we ensuring that we're listening to learners and we're understanding because while we know this today and the things I'm sharing in your examples today resonate and can be applied well into the future, these are going to evolve. Everything is evolving.
So how do we understand that and use that and have the right conversations with our learners so that we can evolve right along with them? So hopefully this wrapped up your experiences today. This was my experience today, hopefully this starts to think about, okay, where do we take this next? What practices do we bring? How do I bring these conversations from this conference into my practice every day? And I will challenge all of you, perhaps I will call it a call to action. Please tell us about the work that you're doing. Please, I I think people will probably get scared when I say this but it's melissa at instructure dot com. Very easy to find me.
That's what happens when you've worked at a company for twelve years. You get the cool email. But reach out to me. I wanna hear stories about how you're thinking about generations, about neuroscience and applying that. How are you thinking about the context in which learners are existing in our institutions so that we can continue this dialogue that we've had today and learn from one another.
You also have another venue for doing this. And I'm not sure if you were all aware, although we did have a number of of submissions from Europe, that last year, or I should say, yes, late in twenty twenty four, we started an academic excellence awards program. That academic excellence awards program awards in three categories. It's an innovative tool, it's a transformative program, and it's an outstanding course. And in that program, we take nominations.
We have it's a it's a jury evaluation among your peers. And and we're very excited to be able to share, You have a winner of this program in the audience today. And I encourage you, we will be launching this with the entries again in early next year and I encourage you to go not only think about the conversations here but all of the other ways that we can be rethinking how our practice in order to future proof our educators. But I'm gonna embarrass Charlotta. If Charlotta doesn't mind, I wanted to ask her to stand because Charlotte Meyer, and she's from and I've practiced this, I hope I get this right because I'm I'm not the best at Dutch.
Vrehe Universitat Amsterdam. Charlotta, where are you? They promised me you would stand up close here. There you are, Charlotta. Thank you so much. Congratulations.
Your work and your sharing of your work is how we can transform this community. So on that note, speaking of this community, I am truly honored to introduce you to a very special person. I think you've seen her running around here. You've probably many of you have met her, if not here in other contexts. But I'm so proud to introduce you to our chief customer officer who's a dear friend of mine who inspires me every day.
I watch the the work that she does and her passion for ensuring that you all have the most incredible experiences and opportunities to grow together as a community. So it is my absolute pleasure to re to introduce Rachel Oriston and she will wrap us up. Time. I'll take the break of that. Oh my gosh.
Okay. I am I am what's standing in the way between us and having a cocktail, so I will make it super brief. But I could not end this amazing event without, first of all, just saying thank you. Thank you so much for being here. Thank you for your presence, for your presentations, for your trust in Canvas, your trust in Instructure.
We don't take that for granted. And I hope that, throughout the sessions and certainly our morning talk, you really are hoping to see that we are listening, we are actioning your feedback, and we care deeply, about your success. I also really want to give a round of applause to our amazing staff in the events team. Could we give them applause? They really did such a wonderful job putting on this event, and I think what makes our event so special is all of our guest speakers. So can we please give one more round of applause for them? Thank you.
And I have to say the best part of me coming up last is I was here in Oslo back in March and I was able to share that we were doing our CanvasCon here and I get to share where we're going next year. So let me I hope to see you literally a year from today in London. I hope to see you all one year today in the beautiful city of London. We hope to welcome you there. And before you take off and grab a drink and celebrate what I think has been two wonderful days together.
Please do not forget to fill out you will be getting an email survey with feedback, but now I'm listening to Paul and nobody answers feedback surveys according to him. But we hope that you don't ignore this one. Please fill it out because it's really our way of getting we wanna get better every single year. We wanna make this event more and more meaningful to you, so please fill it out. Tell us what we did well.
Tell us what we missed. Tell us what we could do better. And again, we hope to see you next year. Please, let's celebrate behind the wall. Go grab a drink.
Enjoy. Stay. Continue the conversation. And thank you once again. Appreciate you so much. Thank you.