PANDA by Another Name, Can Improve Your Course Just the Same

Alright. Well, thank you for for being here. Let's see. We got one more coming in. I'll go ahead and introduce myself. I am Matthew Jennings.

I am the director for instructional technology, at the University of Alabama at Birmingham School of Nursing, so I deal just with our nursing program. And for those who are wondering, we are not affiliated with the other Alabama, that people know from football were, were slightly different. We have our own thing going. But we are sister schools, So I've this is my ninth Instructure con. This is it's it's great to be here.

It's great to be back in person. Excited to be here. I've gone through the Canvas certified educator course, for higher ed, and I am almost done with the technical administrator course, which is another great course you're an admin, I would highly recommend it as well. And then I'll let Aaron. Alright.

Oh, I don't need that right now. Right? Yeah. Go. Go. I'm good.

I won't fall off. You promise. Alright. I'm Aaron Keith. I am the program manager over the Canvas certified programs here at Instructure.

I'm I am employee, eleven hundred. So I've been at instructure for just over seven years. It is also my ninth and Structure Khan. My first one was actually as a client. And I'm really happy to be here and pre presenting with Matthew.

Thanks for inviting me. No problem. Alright. So So we wanted to talk to you a little bit first about what is the Panda method and where did it come from? So the Panda method is our method of instruction that we use in the Canvas certified edge program. It is based on Ganya's nine events of instruction, which you can see over there.

In the Canvas certified educator program, which if you haven't heard of it, it is a program we offer for both K-twelve and higher ed here, add in structure. And The Canvas certified educator program has four core courses and then two electives, but all of the courses follow the same consistent design throughout. And Panda is an acronym, and we're gonna show you what it stands for. So in the Panda it. Each module has these five pieces.

The first piece is prepare. That's usually a page where there's content, where we review outcomes and action items, what we're going to learn in that week, there's so up by week. So in that module, the a stands for activate. In there, we connect any key questions about what we're trying to teach folks, and any critical learning resources we present there. The end stands for navigate.

So those three things are usually pages in in our courses, and the module. In navigate, we have usually some interactive content, more things that we're saying around the whatever the theme is for for that week. D is demonstrate. So then we're getting down to where we're going to have the students, the participants, show us what they've learned. So that's always an activity.

It's usually, an assignment in, in our courses. And then the A stands who articulate. The a is always a discussion. We think that really important in this model is that we're giving information. Folks are applying it.

And then they're sharing it with the others in the course. So how does Panda line up with Kanye's nine events of instruction? So there's a little diagram there. You see that each one of them flows into PandaA. We do have a resources document that Max, you'll be able to see this again. But I so I don't want you to worry if you're trying to see pictures from back there.

But, like, like I said, those do line up with the with Kanye's nine events of instruction. So I'm a How many people have seen this quote from Steve Jobs? Good you're an artist, copy, great artist, steel. It's one of my favorite quotes, but however, I I did a little research I was like, did did Steve really say this? Right? And, actually, he didn't. And I'm gonna actually read this off of my notes because I wanna make sure I get this right because it's pretty long. This quote in this form was one of Steve Jobs's favorites, but he was probably misquoting Pablo Picasso, who said lesser artists borrow, great artists steel.

But he, in turn, might have been paraphrasing Igor stravinsky, but both sayings may have well originated from TS Elliott Stictum, immature poets imitate mature poets steal. Bad poets defaced what they take, and good poets make it into something better, or at least something different. The good poet wields his theft into a hole of feeling, which is unique, utterly different than that from which it is torn. But now I love that this quote is a great example of somebody stealing somebody else's quote. Right? I always thought that was fun and ironic.

And so having gone through the certified educator program, I've really loved the structure of the Panda method. And I love a good acronym. Alright. Who loves a good acronym? Who's good at coming up with acronyms. Alright.

So what we've done and and Erin's gonna help by passing this out is I've made a bring your own method. Card. So she's gonna pass those out. And it's basically this little spoke diagram, but it's got blank. So you can come up with your own acronym so that take that and and apply it.

I use Blazees because at UAB, we're the blazers. Our mascot's name is Blazees, but that's why you can you can have a card. You can fill it in. It's not in a for notes, but if you want to come up with your own acronym and start modifying it, this is a good way to to start that. But, you know, we we are adapting this from from Panda method.

It's, I love that it's a structured, consistent design. And that we follow we follow the same basic structure. So kinda just looking at it, we we we took it bring it over to Blaise as our acronym. And we'll see if we can figure out what all of the letters are because sometimes it is tricky to come up with a good acronym. So for us, B is begin.

That's where we provide the module overview, the outcomes, the objectives. We then go into leveraging is where we like to connect to that prior knowledge, that prior material, giving a key question to get the students thinking to activate their their thought process, a, access, we like to make sure that students are now accessing the new materials, the new learning content that they're going through. Anybody wanna guess what z is the hard one. And so I I don't wanna just show z. I have a funny story about z.

And and Aaron can share a little bit about z. Does anybody wanna take a guess at z? I made it hard for myself. Yes. What? Zero n. Zero n.

Oh my gosh. Anybody else? It's a good one. Any other ones? Zoom. Zoom. Yeah.

And, like, you, you nailed it. It's zero in I can't It is very, very good. I wish I had a flag for you. So do do you, Ed, do you wanna tell your story on that before I move on? Well, we we were together at a work event, for everyone at instructure, and I was telling them about how Matthew created the blaze method based on Panda, and we were all around. We had bets on what the Z was.

I couldn't remember it at the point. So someone whipped out their computer and looked it up. And then I had we had to pay every we had to pay the guy who got it right. We all had to send him, Venmo. Should we should I then bug you? It is zeroing on, and that's our task.

That's our assignment. That's where we're gonna assess the knowledge. Right? We want to zero in on. We did make it zero in on instead of just zero in. Somebody said, hey, zero in is typically like a firearm term for, like, zeroing in, zeroing a site in.

And so we we wanted to kinda make sure we were specific to zero in on. The objectives and not just zeroing in. We want to kind of keep that straight. And then our e is evaluate We wanna evaluate their knowledge. We want students to reflect on what they have learned.

So they're they're looking at that. So what does this practically look like? So again, we use the module structure. If you're familiar in Canvas, we would make our modules. And a lot of times we would have like especially in the very first module, this is just a quick screenshot. We would do like a module, a zero page of understanding the structure to explain that out to the students.

So, hey, this is what you're going to experience throughout the course, right? You're going to see this. And then we clearly identify and label each piece making sure that we have a consistent naming for the students. Right? So whenever they're on a module page, they know exactly where they are. In this process of learning. Right? Another piece of this, which, we found to be really, really important was using the module completion, options where students can mark things as done, and they can check it off for them.

A funny story for me on this is we were doing this in a course. It was the second time that students were going through a course in their program with this method set up, and we had forgot to turn on all the completions when we set it up. And we did a little survey about two or three weeks into the term. And one of the biggest things from that survey was like, we miss the marking it is done. It helped us stay on it helped me know where I was.

But the great thing was is because we had that feedback, I was able to quickly go in and we turned it on in the course, and they got see immediate results from the feedback that they gave us, helping them ensure the confidence in what we were doing and what they were learning. So that was one of my favorites. Do we have hands of module requirements in here. In modules? Lots of hands. Yes.

Lots of hands. Module requirements are great. The last thing that that we stress, and there there's typically a pattern within PandaA and within Blazees that it's a page of content, a page of content, a page of content, some sort of an assignment, and then like a discussion to to evaluate and reflect on. One of the things I really stress with my faculty is that this is not a set in stone structure. So we have done things where, when we're leveraging the prior knowledge, we make that a quiz with that testing them on maybe something that they had in the previous module, to make sure that they're making the connection into the new piece.

We might do an assignment for the begin where they're getting through the objectives and using it as a, formative assessment just to kinda get them stirring. So none of these have to be. We also had some courses where the evaluate was just a page where it just asks students to reflect and think and not actually submit things. So for us, the modality of delivery was not as important as the structure and the consistency of the the method. So that became a very, very important piece.

Some comments from our faculty, that were using this. They feel like the flow of the content using Blaise was conductive to improve learning experiences for the students. They felt like they saw results. Using the blades method template has helped me move students a lot faster through learning to the basic knowledge and into application. I love this quote.

So this was our we have a new midwifery program within the nursing, and this was our instructor that was using it. She was one of our first people to to adapt into this. And she was like, you know, we got into the second week of the term, and I'm already doing things that are application because students are already coming into our sessions more prepared than they normally are. And I normally have to spend the first, you know, thirty, forty five minutes of my meeting time with them going over all of this other stuff, but now they're coming in already prepared because they had checked things off before their live meetings. Students, a nice little graph here.

So overall, the what they thought of the structure, overall good and up. So it was ninety two percent. So the lowest two were, like, fair and poor. There was eight percent. This affair, zero zero percent said poor.

Nobody thought it was a bad design. Alright. And then the helpfulness of the structures was the one that was really important to me and how helpful it was in their learning. Eighty four percent were very helpful and above. Alright.

So and then helpful was, little, about eight percent, a little helpful eight percent, and nobody said it was not helpful. So this was very encouraging to us that the students really responded to the data, right, the structure, how it was set up, and the flow. A couple of quotes from the students. I like how you can progress through the module. It allows to focus on the material, gradually advance in progress through topics, how organized it is, how easy it is to stay on track with the assignments, really like the method.

It's helpful to make the information we learn more applicable in everyday nursing life And then my favorite one is we wish other if other courses. So we've just limited rolling this out. There's still only just a few. We have about one hundred and seventy five courses every semester. And right now, we've got about maybe four or five courses actually using that the students that are using it are saying like, we wish all of the other courses would start using it.

Unfortunately, we're we're a shop, a very small shop. And with one hundred and seventy five It does take time. So some of the things to consider with it is plan, plan, plan, because if you are building this out, you have to design it consistently. You as the designer, you as the person building it, you as a teacher building it, you need to be consistent in all that you're doing with because that's part of the flow with it. And good design takes time.

Right? It needs to be slowly worked through massaged, worked on. Another part that we said we needed considerations for were, how many modules are there? How many activities are you going to do? How many assessments do you plan on having? Because that'll impact how you set up that module structure again, with the page page, assignments, discussion boards. The very first course we started building it with, she had fifteen modules, one for each week of our semester. And that put fifteen assign and she did it in the generic generic way, and she had fifteen assignments and fifteen discussion boards. And we were like, whoa, that's that's gonna overwhelm the students.

Right? You don't want them to have to have that many things. So we had to go back and think through, hey, where can we change some of this? Where can we make less, summative, more formative, where it's lower stakes, just activities as opposed to maybe necessarily actual graded, heavy material. So, again, those are just kinda some things to think about. Can I? Can I ask you this one? Yes. So I agree with that too, and I think that you know, if you are going to redesign, especially a larger course that has a lot of of content in it and try to go to a mod a model like this where you're just having fewer items and in modules with the same thing all the time.

You know, in in the Canvas certified educator program, we do a lot of un grading. So we don't have a not everything is grading. Guess we we want folks to do it and participate and hand it in and, you know, and then we do give feedback on a rubric, but it's not not graded. And so if you're thinking about moving this way, there's it might make you a little bit anxious at first to think about all of those activities or all of those discussions. So Matthew's point is really well taken and really just think about not everything has to it can be a no submission assignment.

It can be something like you said for reflection, where you're just having them participate, but you don't wanna create too much work, or have it feel like busy work for them or you on the on the grading end? Yeah. And, you know, when you present, things always are slower in your head. And then I get up here and I talk really fast. So we're gonna have plenty of time for questions and answers. So but, I will we'll add that, you know, Erin mentioned earlier that I've got the QR here for resources.

It's also on the card. So the QR code is on the card. The the link is written out on your card as well. So easy. So I'm trying to make it.

It's it's a Google Drive folder. There's a few things. Hold on one second. The one on the card's not working. Okay.

Oh, no. Is that one not either? Is the is the if somebody try the link. If not, I can activate that, and y'all can use it later. I promise that's a link I can turn on and off. And I may have set it with an expiration date didn't mean to.

It's a a typing the link doesn't work either. Oh, it's four zero three years. Okay. I'll I will get that fixed and that link will work and the QR code should work by the end of today. I'm sorry, but it is a Google Drive folder and in there are some resources about the certified educator program There are copies of the slides, and there's also something else I created, which is a, course mapping tool.

So and it's got all of the components broke down by doing blaze and how to fill in the stuff. So you can actually do that in word, map out your course in that document, and then you're just translating that into canvas. I think that's also a really, really cool piece. I will promise I will get that fixed They should be in the app as well. Like, all the resources should be in the app after the conference.

Yeah. And Matthew and I also recorded this a video of it. So that should be posted. That posted as well. Yeah.

I'll probably be putting a page up in Canvas community on it where I'll also link to all of this stuff. So we promise I will get all that material out, and you guys will get access to it. Some information, just if you wanted to follow-up and connect. And then, any other questions or discussion that y'all would like to to talk about on this? Yes, ma'am. Oh, yeah.

Of course, it's on ground or online or hybrid. Okay. The question is our courses online, on ground, in person, hybrid. So at the school of nursing, our undergraduate program, is in person, but I would consider them blended because they do use canvas for assignments. They post their lecture notes.

They do all of their exams and testing in it. So I would consider our undergraduates very hybrid. Our graduate pro programs are all what we call distance accessible, which means that they are probably ninety percent online. But our students, because they are nurses, they do to come to campus to perform certain clinical activities and demonstrate skills, in in the areas that their study in. So that they are required to come to campus periodically.

So it's we call it distance accessible instead of fully online. But that's how our program around. We have about fifteen different programs, between the undergraduate and graduates. We have everything from masters, for nurse practitioners, to a doctor of nurse practitioner. We have PhD programs.

We have certified nurse anesthetist, doctoral program. In our undergraduate, we have three different pathways which is the traditional Bachelor Science in Nursing. We have an RN to BSN mobility program, which is for people that have their RN, the registered nursing license, and want to get to the bachelor of science. And then we have an advanced master's which are for people that may have a bachelor's degree in some other area outside of nursing, but have decided they want to become a nurse, that they can come in through program and get that accelerated master's level. Yes, ma'am.

Have you applied a similar model to your The question is, for the recording, if we have applied a similar method to our faculty training, funny that you should ask that, we are process. When we we've been revamping our our faculty training, we are working on a few other things before we actually start building those courses. But when we build them, we will build them with this as a best practice method, within our our training and development courses. Yes. And I always found that if someone goes through a program like that, like, I always think that if someone sees it and they anticipated, and they would be much more willing to be like, I'd really like how that felt as a student, and then want to explore it in their asses.

Yeah. Yes. Yes, sir. Let me talk a little bit about how you introduced the place structure to your staff. So, a question is how we introduce it to our staff or to the faculty? To the faculty.

So we introduced it in a couple of different ways. So I have my whole unit, which is me and three other people, have gone through the educator program. Well, let me rephrase that. Two, my two of my three have gone through it. My other guy, he's a videographer.

If he doesn't really work in in Canvas, so it wasn't relevant to him, as much. But so our whole instructional design side of my shop has all have all gone through it. So we all became very familiar with the Panda method. We have introduced this to our faculty through a series of just what we call Coffee in the collaboratory. We have a monthly time to talk about innovations in teaching, whether it a faculty talking about, hey, what this is what we did in our skills lab or, hey, this is a new technology on campus.

So I've had a couple of those sessions on this method that we introduced our faculty at our monthly coffee in the collaboratory. And it it became it's also a word-of-mouth thing. I I also looked target particular faculty that I know that they're working on redesigning their courses. We're also undergoing a current curriculum revision top to bottom, at our school of nursing. And so that's led me into conversations with people saying, Hey, as we're redesigning, Let's try to incorporate some of these pieces in.

But right now, we are still in the very early stages of getting this rolled out en masse. I've actually had a couple of people that were panicking because they said, I thought this was required for the fall. I don't know how I'm gonna get it all built. I'm like, no, it's not not required yet. It's a best practice.

We advise people, but we want people to, take it slow because it does take planning, and we are asking them to work the instructional design team, not to just take it out on their own, so that we can maintain the quality and the integrity of the courses that are using it. Can you remind me, did you template at all? So, yes, we did use a template. So we have the the city labs design tools, at our institution. So we were able to make some templates, on the pages that then we actually, the there was a slide that sample module I can go back to it. The sample module will we put in a course and then allow people to duplicate these pages, if they wanna do it pages, or change things.

If we wanna change it to a different assignment type or content type, we we make we work with them to make those vacations, but we do have that templating structure in place, but we use this. We'll put this in their course first, for them to kind of get a look at it see how it works, let them have ones that they can edit and play with. And that way, and if they need to wipe it out, and let's put another version of it in, that they can then start duplicating pieces and start editing it. We do have that in place. We try to make it as easy for them as possible.

Yes, sir. So said something that got my attention about the number of modules. Yes. And I have fifteen modules. We with the work each module.

Because I got feedback from somebody saying, no, no, you your module is you gotta have smaller modules. And so I just wanted to hear your you talk more about your ideas of the number of modules and sizes? So to repeat the question for the recording, wanna talk us to at talk to the number of modules, because you were advised to maybe break your modules up because they were too big in to have more modules that have smaller chunked content in it. I think that there are some other ways to adapt this. I did look at a a different model where the each each module basically contained a page And in that page, it had header sections for each of the the letter pieces that pointed those pieces out. Which could help with with the amount.

Again, it's just every instance is a little bit different. When I first started doing this, I was very gun hoe, and everybody can do this and it'll work for any course. We can just change it over and I started somebody was like, okay, yeah, let's put it in my course. We started looking at it. I'm like, well, your assignment structures don't really fit here.

It didn't work. And so there was some learning curve on saying, Well, we've got to look at how you're assessing the students in the course as well. We need to look at how many things are you doing. How can we make it fit because we were very close in what we were doing before Blaise method. We were very much a one page per module with different headers.

And so we had an objective part, which fits nicely into the B. We had a we leverage we were kind of weak on. We weren't really connecting really well back to the previous content. But then we were given them a deluge of new information for the, for the access. And then we always had some sort of an assignment and then they may do some sort of a reflective piece.

And so those are some areas that were a little bit of a struggle for us to adapt in some courses. Because then a lot of the courses, they were like, well, we've got a pre module quiz and a post module quiz, and then that leads up to after the first three week after the first three modules, then they have a unit quiz over those first three weeks. And so there are still ways you can tweak it. But it does just kind of take some planning and some thought and sitting down with the instructor and really working, with their their content and getting to know it. One thing is instructional designers, I'm not a nurse.

Right? So I don't necessarily understand the content, but in working with them to learn, okay, well, what's the structure? What are your major course objectives? How can we maybe map this a little bit different. So I also like that mapping tool that's in the drive that I promise I will fix that link. I promise, we will get it fixed. But, yeah, that mapping tool is very was very helpful in in adjusting that for a faculty. And from my perspective, I don't think fifteen modules too many modules.

I I I, I also have worked with K twelve schools, and, you know, they got year long they've got a year long thing, and they've got lots and lots of modules. If you make it easy for students to know where they need to find the content, be able to find where they are. If you're using module requirements and and prerequisites, that's really all. The important part is to be consistent, I think. Know, and if you have a nice homepage that helps them to get to the module they need, that makes it even better.

So, yeah, I I do believe smaller chunks is better. Yeah. That's fabulous. So you're already doing good stuff. So you can just take the acronym card, come up with your acronym and and and make it your own.

And I've seen some other, there's a K twelve school in, in Georgia that has used has redone it too, and they called there's launch. Okay. So and we use it in the Canvas certified technical admin as well, and we call it admin. It's really we made admin work. So my question is, like, when you're having them progress through the module, do they have to do point one before they get to point two, or do you owe it all up at once in the market.

So Question for for the recording is do we require them to visit dot one first before they can move to dot two and dot three. So to do them in sequential order, or is it all just open and it's up to them to market? At this stage, we have not required that they do it in sequential order. Again, that may be something that we adjust to in the future But for right now, we're still allowing students if they wanna hop around once and get things in a different order. That's up to them. The whole mark is done.

All of that. We're not using that as any type of, hey, who's progressed through the modules because you can see who's marked things done, alright, as the instructor. We're not looking at any of that. We're not judging the students on that. That's purely there for them to help guide them in their choice and what we heard resoundingly from the surveys was they liked it to help them keep track.

And I don't know. Maybe it's a nursing thing because nurses really like checklists I think everyone loves the checklist. Yeah. Everybody likes a good checklist. Right? Where this is really nice.

I don't know if anyone's participated in a course where you've you where you as the student has seen what that looks like. Has anyone taken a canvas course to see what that looks like to you with the mark with the check marks, it's really easy to see where you left off, and where it's the easiest to see it really is in the app. And we know that students love the Canvas app, and it's very easy for them to see it in there and and know where they left on. Yes. Going through the courses as a student, going through the and the and the educator program, being able to say, Hey, I've I've got everything checked in that module.

I can minimize that module. I can collapse it down. I don't need to think about that one anymore because I know I've done everything. And then I just leave wherever I am at. It works really, really nicely.

Yep. Yes, ma'am. Hey, I've gone through the educator, certification, but tell about technical. What's your thoughts on that? So the question is is to talk about the technical admin course. I'm really liking it.

It is I won't listen. So it's it's it's great. It's shorter. It's it's shorter. No, Anne.

You're welcome. It's still good. It's good. It it but it is a lot of information and it's shorter because they add the technical admin course is two two core courses and one elective. Which I was like, okay.

Because I felt like, you know, the CCE with the six courses, like, you're you're committing six weeks. It's nine months to go CCG. So you're having a child as well. Yeah. And there there was a point in there.

I was like, is is it going to am I gonna get to the end? Mainly because it was like, you know, you're doing it when you're going through this, you're also I'm working. And, there's times of the year where I'm busier because start of a term and stuff like that. And I'm trying to get that work done. The great thing is it is very flexible. They're very good at accommodating.

There's always there's there's definitely grace in getting assignments done if you need to be a little later on that. And the same is true in the Technicloud Mid there's a lot of considerations in the technical side that I had not thought of. I've been a Canvas sub I'm I'm a subaccount admin. I'm also, which is I'm not at a root level. Because I'm just at the school of nursing.

So there's been some parts in it where it's been a little frustrating because, like, I don't actually have access to what we're talking about. But you're learning I'm learning what what should be there and what could be there. But I have no idea, like, does my how do they actually have it set up? Because I can't see it and so that's been a little bit of frustration for me, but that's because of my role, which they do a really good job of being accommodating towards that you work from your role. The administrative plan that you come out with is is something I've been wanting to create something like it for a really long time. And this given me the structure and framework to build a plan that if I ever leave, I can actually hand to somebody, and they will understand exactly what is set up, how it's configured why we did it the way we did it.

So if you are an account admin, I would recommend the technical admin course as well. If you've been doing it for a while, there's probably a lot of stuff that feel like you probably already know, but it's also good refresher because Canvas does update regularly and a lot, and it's great. So there's always new things. There's been a lot of things where I've been like, Hey, I've been using this since twenty thirteen, and I never knew that was there. Never knew we could do that.

Totally missed. I totally missed that release note. Yeah. My technical person is about to retire. So not sure what's gonna happen there, but a phone like this would be Can can can I plug plug a benefit of of Okay? So one of the other benefits of the technical admin is you get to bypass level one, tier one support and go straight to tier two support.

So it that's another perk. Once you're certified, you have you'll have a direct access to tier two support. Which is Possibly. Yes, responsibly responsibly. They're they're assuming that you've gone through.

You've you've gone through the basic because you're trained to understand where the basic things are. So you can That's what you feel like. Can you tell us just the forty nine? Yeah. I don't wanna talk to somebody who's gonna be like, have you tried to turn it off and turn it on again? Yeah. Yes.

So Give me to someone who You're the one who tells everybody that? Yeah. Well, it helps most of the time. It really does. Yeah. Yes, it does.

Any other questions? Yes, ma'am. I have one. I, similar to you, teach well, I'm a faculty member, but I do a little bit with our e learning. And so we are health care programs and our knowledge, which actually pretty much mimics a lot of k twelve because all standard space. Right? Yes.

And so I'm interested. It's just as you know, the incredible amount of content for faculty to get through -- Yes. -- times the fifteen modules. Right? So I'm interested to hear from, you, how your instructors have changed. I know you mentioned that some, like, their their current course, models just isn't quite fit exactly into the Blaise method and, you know, I'm just for those who did decide to modify their approach and So the question is for those that had a lot of content and had decided to go blaze method, how did they accommodate, how did they modify, what did they change? One particular course comes to mind that's in our palliative care, course.

She was a little crazy. She decided like three days before the start of the term that she wanted to go to this. And converted her stuff, she stayed like a week ahead, and she was a fifteen weaker. She was staying just like a like a week ahead of updating her content. And so me and her were meeting weekly just hammering it out, like, right before she had to release it to the students.

That's what I say. So it was a little crazy because that made the whole semester really frantic. She, you know, took things like, a lot of the things where she had quizzes that would became her zero in on because she already had module quizzes. That became what she used for that. She had some discussion boards.

So she put them in and where she didn't have a planned discussion board. She just kinda put a page asking people to reflect on something. And so she just I mean, we just kinda molded it as quickly and, the best that we could. I think, you know, we're as we're refining now over the next courses, where we actually have, like, a semester to land ahead, because she didn't actually have a course this summer. She her next course was in the fall.

And so we we've actually had time to massage it a little bit more to to get it a little bit better and just kind of tweak how they're doing it. She's actually changing to making her content more theme based. So she can have fewer modules. So she's kinda lumping it. Hey, these, you know, these first three weeks of modules, they're all kind of tied together.

And so we're kind of lumping those. And so instead of having fifteen, we're having five modules. They're just three each module is three weeks long. So they have the time to kind of work through the glut of content that that nurses are required to know. We do something too in the in Canvas certified educator where we had way more content than really could fit into five things.

And so we gained the system a little bit. Right. So it looks like five to the folks who are going through it, but there might be a button on a page that leads to another page. So it's not necessarily in this flow. So we're not really going outside of the flow, but I don't like the scroll of death is what I call the, you know, a really the pages, I guess, along.

So, you know, you can find fun little things where, like, pages link together, but it still has this clean table of contents level. One of the other things that I I really liked that they did, if anybody ever used like the mastery paths to selectively release the content. That became really cool. We did that in in one of the courses as well. So we would have like the o two would have it have a quiz where they would decide something whether whether they wanted to do an assignment, this assignment on this topic or this kind of a presentation on this or a paper here, and they would choose based off of the quiz, and then that content would release.

So we would have a a two dot a, a two dot b, and a two dot c that would then just release to the student based on what they needed. So again, is it's still part of the the leveraging piece, but it had some subs underneath it. Yeah. So we still try to keep the naming, keep the numbering, keep that part so that students associated it. That was another creative way to to release, more content than just in the five pieces.

Yep. Any other questions? Any any one guest? Are the discussions threaded? Like, do they have to post their initial response by a certain day So the question is It's the last thing on the list that'd be difficult. So the question is about the discussions and whether they're threaded have to have a post by a certain date and so many replies, it depended on the course. And it being at the end of the module, it was a change for some of them because some of them, that was their activity for the module. And what that one is really supposed to be about when you talk about the evaluate, it's really for them reflect on what they've learned.

So it wasn't a place for them to show what they learned for necessarily the same thing as living, unless we moved it to the zero in, Right? If we move the the the meat of the discussion board to the zero in, it maybe made the evaluate a quiz where they're reflecting on what they learned by taking a quiz. There was also a great quiz that you guys used in the educator that was at the beginning level. At the beginning, it's a quiz for understanding. We told we said, The answers to all of this are true. Yeah.

We just want you to go through this and get the we wanted to release the content in a different way. And in their format. And so they use new quizzes, and they use the the case study, what it what's the top it called. I'm I'm blanking on the type of question type. Do you remember the the the contents here and the questions were there? Content was on the website.

I only work here. I can't remember what that type is stimulus questions. Thank you. You know, your your mind goes blank sometimes. Stimulus questions.

So they had all the content was presented And then they had one or two questions about what they've read over here or what video that they watched in the content, one or two questions. And then it went to the next stimulus question where they were given the next piece of of material. So it's a great way of varying it. So it's not just a page for them to read. They could actually interact with it as well.

I love to click things. Yeah. You wanna click things. You know what I'm saying? It wasn't for a grade. They wound up being, you know, yes, sure.

You get some points, but it doesn't necessarily count for anything or it it's it's a formative. Right? It's just getting them to gauge in the content. So discussions, it just depended on how it was being used. Right. I think if you're using discussions for where you're threading it and you want them to respond.

And that is your I would say that really would be the activity. That might be the demonstrate. And, like, like Matthew was saying, that evaluate to be just a page then that says, where you just want them to reflect. Yep. So I would move if I was doing a thread of discussions, I might move that Yeah.

And it also depends if your module is a three week module, then you could have that in that earlier piece of it and help them get it in in time. Anyone else. Alright. We'll give you a little bit of time, but I do wanna say one thing. So on the cards that you got.

One card on the backside that has a logo that's on this shirt, there are stars Who has the card with the stars? You have a card with a star? No. No. No. They're in the four corners of the card. Around the corners.

Around the corners of the card. Did anybody get a card? Yeah. Anyone need cards? Does anybody have That's it. You are the winner. You're the winner.

Winter winner. So we have one of our shirts. You're welcome. Oh. So Yes.

Yes. Look at the draw. You get a shirt. Okay. Yep.

Afterwards, if you'll hang out and get, you know, like, a so we can tweet it out and put it out there. Okay. Oliver too. Oh, man. You almost think it was I promise you it wasn't rigged.

I did not give out the cards. It wasn't me. Nope. It was me. And he didn't rig it.

Alright. Alright. Well, that that is all. I believe they forgot the let me get back to the end of the presentation. There is rate this session in the in the app, please.

I I will appreciate any type of feedback. I will fix the link. I promise you. That link will work by the end of the day. But here's this, as well.

And I hope everybody has a great rest of their day. I give you a few extra minutes to get to that next session. We're actually pretty close on time, so y'all did great. Thank you. So if you can get one more hand to the rep, presenter.