Transforming Professional Development with Canvas: A Case Study from the Online Learning Consortium

Thanks for joining on a Friday morning. After Casey and the sunshine band, that was quite the experience. I sent I sent a video of the boogie shoes song. Yeah. Never experienced something quite like that at a conference. So it's funny.

I was sitting on the other side. There's another door over here that says Homestead three four. I was sitting there since, like, eight thirty five. I was kind of waiting. I'm like, Oh, my word.

No one's gonna be at this session. That's okay. That's fine. And I ask someone, if I could get in and she says, yeah, that's weird that it's locked. She opened the door, and there was this big black curtain.

She's like, this is really weird. She goes around, she says, Oh, there they all are. So thanks for the pleasant surprise this morning. This is cool. Oh, yeah.

Yeah. Because as the sign says, the title of the presentation on that sign, so I thought Alright. Well, we're at nine AM, and we'll get started. Thanks for joining, this morning again. I am, director of professional learning at Online Learning consortium, my name is Josh Heron.

And, just by show of hands, how many are familiar with the online learning consortium? Awesome. This is great. So the online learning consortium for those who aren't familiar, and even those who may not know the full suite of, resources that we have at the online learning consortium. We're membership organization of about eight hundred institutions. We do have some K-twelve school districts and, online.

K twelve programs as part of our membership, but we're largely higher ed institutions. We've been around, several decades now. It started out as the salon consortium. So it was grant funded in about twenty fourteen. Transition over to a self funded membership organization.

And, you may know us by our conferences, So we have two big conferences each year, accelerate in the fall, and then innovate in the spring. And, when I joined OLC, a lot of folks said, yeah, yeah, OLC. I go to OLC, right, as if that's OLC is the conferences. And it is in a large part. It's a it's a big piece of what we do is gathering the community and having, important conversations.

The area that I oversee, at OLC is our Institute for Professional Development. And so that is, our year round professional development offerings. I call it the connecting pieces between the conferences, we have this year, we'll have six thousand registrations for workshops through the institute. So outside of any conference attendance, virtual conference attendance, workshops. We're at about six thousand this year.

So we've got sixty plus facilitators and, seventy plus offerings, and that we have a team of four IDs and myself dedicated to the Institute of Professional Development, which we're gonna be rebranding at some point to be the center for professional learning to model an institution like atmosphere. So my background is in working, as initially as a faculty member, then I became what I would consider a faculty champion for, instructional technology. I was, I think you hear this story often. I was an English faculty member of communication, right, interested in pedagogy teaching, moved into instructional design, by way of integrating mobile learning into my courses, did my own, research on that as part of my dissertation on mobile learning and how we're in this shift, this true digital transformation, just to geek out for just a second on this idea of we've moved from oral society to paper based society to we earn something different now, enforcing one thing from one modality into another, presents issues. So you'll hear me talk a little bit about digital transformation this morning, and that's some of the framework that I used for that.

But the Institute, has, as I mentioned, a number of offerings. This screen, this QR code will take you to our site so that you can see some of those offerings every Monday, just about. We are running a new set of offerings. In fact, I see some of our facilitators in the room who have facilitated some of our workshops. And, one of the things having been in faculty development in the past, So I didn't finish my my own story.

I went from to instructional design to leading online programs, and then now in this space, leading those, and and helping train those who do all those roles that I had in the past. And that's what the institutes there for, is to, equip faculty staff, and, leaders in digital transformation. I'll get to that when we get to the personas and pathways part, the conversation. But that is a little bit about the Institute. And, I wanna talk about one particular project this morning, that we're involved in, and and you may have guessed it.

It is the Canvas project, that we were involved in. So we, switched from another LMS to Canvas, and we switched from, another badging system to Canvas credentials, I'll talk a bit about how we went through that process. Maybe there's some insights there for you as you undergo, change management or new initiatives, in your organization. But I wanna take a broader look at what's going on in the space right now. We've talked a lot about, AI in particular, right? That's been a big theme at the conference.

And we're we're seeing some of those changes start to bubble to the surface in certain ways. Right? So I use this iceberg intentionally so that we know things like the Apple Vision Pro, right? That's just one thing that we're seeing. It's the manifestation of a lot of deep changes happening. Chat GPT is is right there with it. Right? But there's some deep, significant changes happening in the in the digital landscape.

And just for a second, I would love to get your insights on what are you seeing as so I put two there, but what are you seeing as The biggest disruptions right now in your spaces. And so if you go to that QR code, There should be a question that pops up. So as we're thinking about educational transformation, we have to think about what is what is the impetus? What what are the existencies that we're seeing? And it's just helpful to to think about. What are those things? Right? We know change is happening. We've heard the phrase unprecedented and changed a number of times even during this conference.

Right? But let's let's name some of those things. So AI, of course, is popping up a lot. Micro Learning worried about academic, academic integrity, misuse of tech integration in the K-twelve classroom. Oh, well. Yeah.

So as we think about those and have that framework in place, for what we're seeing as some of the changes out there. Just visualize that happening at your institutions. Right? There's there's those all of those things are appearing. There's some, under the surface issues related to all of those, and then there's the man festation of some of those things. And unfortunately, and this just may be my experience with having worked at institutions we're often thrown, into, not an anarchy way of making decisions, but someone actually has, termed it the garbage can decision making model.

Is anybody familiar with that? Yeah. So it's this idea for good or bad we're set up with an irrational model of making decisions the best summary for for the garbage can model for me is that we have these products and we're looking for, problems. Instead of figuring out what the problem is and developing a solution around that. Right? So one of the reasons I wanted us to think about what are the problems out there where the disruptions that we're seeing is that we're not trying to force our current products to respond to that. So Our current products might be a degree.

Right? Oh, we need to set up a four year degree around this, or we need to set up policy. Right? Sometimes our defacto, response is a policy. So let's set up a policy for AI, right? That may not be the right approach either. Not saying there's anything wrong with policy, but this idea of we have these tools already and what the old saying is if everything if you if you have a hammer, everything looks like a nail. Right? And so garbage can decision making sometimes there's always results in that.

So, choice opportunities are initiated We can view the disruptions as choice opportunities, but none or few problems may be solved in the process, and then only by chance typically that we may see something resolved or changed or something innovative come out. I was actually talking with, someone who was on the AI panel the other day and asking her about how she approached, the cross functional team that she was referencing, and it sounded like such a great model for, dealing with disruptions And I said, I bet you had that in place before AI came along. Right? And she said, yes. We do that with micro credentials. We do that with, any disruption that we see, we're prepared with the framework.

And so my go to tools look something like this, and then I'm gonna add another one in just a minute. And this is kind of the framework that we're using when we're facing an issue, like we were with we needed to update our learning experience, and we needed to update our, personas and pathways of who our users are in the institute. And so diffusion and for innovation, many of you are probably familiar with that model. We we take a look at, all stages of the adoption cycle. I've been using that since, two institutions ago.

And I would look at we're gonna try something new. We might try mobile learning. Let's find the early adopters and incentivize them to try it out. Just that's that's gonna be how we reach them. They try it out And then on the other end, you've got those who are resistant to it.

Right? What do we do in that case? Oh, let's set up faculty learning communities. Let them talk it out. Let them air their concerns, let them see the research. So diffusion of innovation works like that. And then, critical digital pedagogy is key, right, thinking not only about, the critical pedagogy, mindset but the critical digital pedagogy mindset, what is it, what are we examining, the unintended consequences of digital pedagogy.

Right? My research was on mobile learning, made a big case for we have to model how we use mobile devices just because we are always on, doesn't mean we should always be on. Right? We're modeling that as instructors, as instructional designers, we're modeling that behavior, looking at, access, equity, the political and social dimensions of technology and education. The Gartner hype cycle is one that I go to frequently. We were at a we had a presentation at a recent OLC Conference and they were presenting on learning analytics. It was a summit presentation.

And he shared a slide, from a major ed tech article, and it said learning analytics is about to change everything. Then he revealed the date, and it was ten years ago. Right? And I think that's how a lot of the things that we see in the headlines, right? That's how we respond to them. So Gartner hype cycle actually helps us think about where where are we at? Are we at the hype the tip of the hype cycle, or we have to plateau productivity, where are we at? So taking a balance approach that And then the technology adoption model was one that just recently in the last year or two I've become familiar with is just making sure that folks are ready for a change. I've had conversation with folks who are, interested as leaders at their institutions to make changes, but they've done a good job making sure that folks are ready for it.

And if they're not ready for it, then you're just gonna be banging your head against a wall. Right? It's how do you approach that. And technology acceptance model, typically as a questionnaire, not about one particular technology, about, but it's about what does the user need to be able to do. And so these are tools in place of, the garbage can model. Right? And I think these are tools uniquely situated in the roles that you all have as leaders of instructional design units, instructional support technologists as more technology is woven into every decision making at an institution.

This is where, we add value. And these are some of the frameworks again that we used in making the decisions for, where we were headed with our, learning experience transformation. And we used transformation intentionally as well. Right? It sounds lofty, but it is this idea. And so I I'm a big fan of the concept that experienced design.

And I think there's a lot that we can learn in education circles, about experience design. And so this is from the book Pine and Gilmore is the Experience Economy. There's another book very similar to this called Moments. I'm blanking on the name of the author's it's it's a set of brothers, I believe. They they wrote the Make It stickbook, and then it's called Moments, which coincidentally ties into the theme here, is this idea of thinking intentionally about moments, and education as a moment.

My favorite example of Disney, right? How they everything that you experience is designed that way. Everything is is intentionally designed that way. We've heard sessions talk about the modern user experience, what students are expecting, But we also have to think about that in terms of what are, our faculty and staff now expecting a professional learning. And so taking that step further, is helpful. So this is when I always add in, just because I I love this idea the experience economy thinking intentionally, and then how does technology influence that and how do we tie those things together? So one one more question for you.

We'll have a few if we get to them. But I'm curious. How well is your institution organization prepared to lead real educational transformation. I've asked this question at some recent conferences, and it's really fascinating to see that it's all across the board. There actually are some, and I hope you're someone might say we're a leader in the space at last conference house that asked this question.

There were a lot in that space. And so I asked some folks to talk about it, but Yeah. What we're seeing. We're kinda we're talking about it and not always walking the walk. Largely, that happens because the decision making processes, right? And this idea of the hammer, the nail, But it's great to see that we've got some leaders in this space.

Does anyone who would say that you're a leader in this space wanna brack on your institution or your organization or your district and tell us a little bit about how you're approaching this, need for education transformation in this day and age. How are you leading in that space? Good brack on your institution. Is it because someone's, president or provost is in the room and you're Of course, we're a leader in this space. Right? So, if if someone selected why, that you're a leader in this space, share share why you selected that, and and what you're doing, because we wanna learn from that as well. Right? I think that's the value of getting folks in a space together is is what does that mean to be a leader? Yeah.

Thank you. I'm sure there's different ways to interpret the leaders that'll call. If you don't mean this is gonna come really great. Would you pass it? But if I work at Aveline Prison University, I'm a instructional provider there, and we have a model that usually work at Abilene Christian University. We have a model that when usually when we share about it, everyone's like, oh, we could never do that.

Like, how did you do that? So I feel like that makes us a leader. But we have an approved template that, like, every faculty member has to follow to get a course online that we are the only online campus. I mean, let me rephrase that. We are the online only campus. So we have Aveline and the Dallas online is separate.

But in order to have a course run, you have to go through a contracted process where we have a subject matter expert and a contracted ID and they work together, and they have to go through the ACU standards before it gets even put into canvas. And so what that does is provide a really consistent experience for the students. Every student has courses where they know where to find everything because everything looks the same. It's just The teaching in it is different, of course. And and so when we hear about new things happening, then we have lots of conversations with our program directors who are freaking out about the AI.

And so we ask them, well, let's, let's use that in an assignment, you know. We we just try to embrace it as soon as we can and test it out. So that way, we and say, oh, well, Megan did this in her program, like, this is how she's doing it. So we try to get those early adopters in as soon as we can so that we have things to share as well. Awesome.

That's great. Yeah. The takeaway there is that, and we got someone in the back who's gonna pass back there who's gonna share the takeaways I hear from that, or you've got the processes in place, right, and that it's not just something comes out of the sky and you try to respond to it, it's you've got something in place for that. Is Scott ham at okay. Yeah.

Okay. Okay. Gotcha. Yeah. He teaches for us in the Institute.

Oh, good morning. I work for the Mississippi Community College Board, and we're a Community College Sortium. And so it's comprised of fifteen community colleges. And so my work at the agency is to center projects, work and engaging around faculty and staff development. And so what we're doing is, or, essentially, what my job is really focused on figuring out what's new and emerging, and then figuring out how we can disseminate that kind of information to the Thefterson Community Colleges, and then we also have committees that review products, procedures, different different things that are taking to the fifteen community colleges.

Even though we're a consortium, every college is run a little, a little bit differently. And so we a lot of collaboration among, like, the e learning admins, and, stakeholders that kinda influence how we do the work and what we do and how we disseminate that information for faculty and students to get the best teaching learning experience. So That's incredible. Thank you for sharing. If you just wanna set it down for as ever, bring it up here, if you just wanna switch it off, thank you for sharing.

That's that's incredible, to hear the examples from two unique type of institutions. Right? That you've built in, the themes I'm hearing, you've got processes. The number one thing is you've you've been resourced to do it. Right? You've had the leader buy in, which anytime I consult on an initiative, that is the number one thing. Leadership buy in is huge.

And leadership has to, has to have involved the leaders So, that's incredible, leadership by end, resource well, and then you've got processes and a great culture of innovation, it sounds like those who want to lead along with you, excellent. Cool. Thank you all. So I wanna talk a little bit about, the Canvas project, that we undertook at, OLC, a disclaimer I was not at LLC, on staff in twenty twenty two when this project started, so it's the incredible work of the team of IDs that I have, the pleasure of working with. And, they've done an excellent job in our our chief academic officer, Angela Gunder, and Dylan Barth, they, helped form a committee of folks, to to identify what is the mission and vision of implementing Canvas.

Right? So so thinking about it, that intentionally, is even different than a lot of, decisions we make about LMS or or some tools. And so we decided that what we do is we design and facilitate exemplary professional development, and that this was going to be a tool that helped us do that, and then What's our vision for this is we want Canvas to help us provide ongoing thought leadership support advocacy, for quality research drilling, learning design facilitation. And so then we added what are our values? I think this is important with any, digital strategy, any strategy, right, is what are your values? What are what are the things that you're gonna say no to? What are the things you're gonna say yes to? So for us, it was, educating, obviously, came up top, we want to educate about quality online, in digital learning experiences. So engaging our community and exploring designing assessing and sharing examples of that. Canvas was gonna help us do that centering, centering, equity, diversity, inclusion in the design, development, facilitation, and continuous improvement process.

So sharing models, but also being a model of that. Engaging, we'll see, uses the word community a lot, and then I'm huge, on on the idea of community is where the learning happens. So we learn from one another, even in our institute courses, they're built, by experts, they're well designed, but we often hear we just did a, landscape analysis. And the number one thing that comes out is the networking and hearing from other professionals at other institutions what they're doing. So that's at the heart of OLC is our community.

So we wanna make sure we're we've got a platform and that we're using it to engage. In that learning experience, interactive multimodal formats, that innovating we wanna show we wanna we hold ourselves to a higher standard. We want to model what can be done, not only in Canvas, but in online environments. Right? And sometimes that doesn't look like what a lot of folks expect. They think, oh, we're gonna have all these cool tools, it comes back to well designed, organized courses, simple, number of tools Right? Thinking about cognitive load theory, thinking about, getting the job done in seven days.

If it's a seven day workshop, And so we're we're intentional about that. In fact, we'll pull tools out when we hear from participants that it's, too difficult, and we'll figure out, another way to do that. And then constantly improving. So we went from our previous LMS to our current one. We're already talking about what's that next exemplar template look like.

We've partnered with, city labs to help us take that a step further as well, and constantly improving. Like I mentioned, the research that we've recently done. We're now collecting that. One of the questions that we asked was what is the most meaningful part of, the professional learning experience at OLC. And now we're making sure that our processes align to those meaningful parts.

So if it's engagement with the facilitator, we need to make sure we're evaluating that engagement. If it's, updated content, like, we need to make sure that's happening. If it's things like, we need to be able to use this immediately, which is something that we're we're known for in our workshops that someone can take a workshop and start implementing that We want to make sure that our assessments and activities are aligned to that, and so constantly improving. And so I just want to show you a few examples of out of previous, workshops, and then how Canvas helped us use those values to to, create new course templates. And so, thinking about those values that educating, centering, engaging The idea is that we went from, sort of an overwhelming list here to Simple multimodal focus here.

We, use Canva for syllabi now. And so it's not your typical. Here's your PDF text. It's you can click through on the canvas screen, the pieces, so that you have the the pieces that you need. And, we're we're glad to share that, example.

But one thing we're already doing, just to go to that value of improving, you see on the home page here, we've recognized that that's actually a little overwhelming. People register, and they know what the learning objectives are, and they know what the description is. Do they need to know that? Does the day three learner so seven day workshop. It's a day three student need to know the course objectives and description again, or do they need to know what's their progress and where they're so that's one of the things we're improving on is we're going to design for, for day three when they jump in, right? That this stuff will be on the course syllabus if they want to refer back to that. And so constantly thinking about, using feedback is one of those values And then this idea of, engaging and making sure that we're, using assessments that, aren't over, overly cumbersome, and that it's just trying to prove something academic in nature.

Right? But how do we use it? And so even in the design, you see some some more simplicity there, some simplicity in how this is gonna be evaluated, Canvas helped us do that, and again, constantly improving to make sure that we're able to do, to more of this and respond to feedback. Here is the feedback that we're seeing. This is after so in twenty twenty two is when the switch was made, by October twenty twenty two, all courses were in, Canvas. We started with some of those pilot programs, thinking again about early adopters and testing things out. But this is just praise for Canvas, really, in terms of of what we heard, the simplicity, the going from stack modules where you must scroll up and down the page, but four main course module wasn't too bad.

We'll take that, for now. And then, just the idea of navigation. One of the feedback pieces that we got from the recent survey that we did that wasn't just on Canvas, but on our experiences, that our courses are well organized and designed. I from when I started teaching, I knew the research on organized courses. Right? That's that's like number one thing.

Organize yourself as an instructor, organize things in your LMS, and that you're you're you're far ahead if if you've started with that. Right? And so Canvas helps us do that, but also do that. It does that in a way that We're using learning principles, to to make sure that folks get out of it with their, needing to be out. But speaking of, user feedback, the other project that's related to the LMS transformations to the learning experiences is transforming how we approach, the design of our programs and the design of our credentials. So folks can get certificates, they can get badges.

What does that look like? Who is our audience? Are we just trying to just fit a a workshop onto a new disruption that we're seeing. Right? We don't want to do that. Right? I'll just talking about how we don't want to do that. That's not a good model. Just because we have a workshop format, doesn't mean we just create a workshop around it.

We need to think about who is our audience. What skills do they need? I'm a big advocate for this idea, especially having been in a director and Dean role of online learning and making sure that our students have personalized learning, that we know the skills they're gonna achieve, that they're clear, that we need to do that for faculty and staff as well. If we're going to approach digital transformation, we have to do that. Companies are doing that, right? Recognizing how do we rescale, upskill, and support our faculty and staff in, leading change. And so that's that's one of the things we're trying to do.

And I think there's some takeaway too, for for any of us. But what we ended up doing was reimagining professional development way. So Canvas LMS gave us the chance to reimagine the learning experience and set us on the right track for that. Canvas credentials is giving us the ability to reimagine, our audience and our approach. So instead of topics and tools, we're gonna have this topic that we're gonna talk about in this shop.

We're gonna have this tool that we talk about here. We're thinking of, what does, what does, someone teaching in a digital environment need? So we have faculty as faculty instructors as one of our personas. What does someone who's supporting learners in digital environments need? This this was, one that I, emphasized when I came in, to my role at OLC, because I'd been in a role where had a team of advisors, they supported, online learners. And every time we would look for a professional development for them, we couldn't find anything. It was either heavily traditional focused or enrollment management focused.

It wasn't on how do we support learners in that in those interstitial spaces. They are the, glue that holds the pieces together between the courses, they are the institution, for online learners. And, Paul Leblancet, snhu, called the advising team there, the secret sauce. And I believe it, having worked with a team of advisors. Advisors can be the secret sauce.

So we need to support them as they support students, and that includes career coaching for for digital learning. So so what holistic pieces do we need to be thinking about supporting? And one way we're doing that this year is, we've developed a student support persona and thought about what are the skills that are needed there. We've developed new offerings around mental health and student well-being, trauma informed practices, one that overlaps with, faculty who also do some work supporting digital learners is inclusive assessment thinking about what is grading for growth look like, pedagogies of care. And so we're we're weaving some of those things in. And then those who are designing and developing the digital learning experiences.

Right? So they need something unique as well, and then those who are, leading digital learning initiatives. And that's that's a fairly new one for us as well. Our research found that we were great at new to online, and new, new to online faculty, and new instructional designers. But we were not doing so hot with those who had been around for a while teaching online, those who'd been around, designing, and then more, importantly, those supporting the students and those leading these initiatives, right? How do we involve all of those in the conversation? So for us, This is this is who we see we're delivering. And then we decide, alright, what are the skills that are needed there? And so before we had topics and tools, right? If you've been to OLC schedule, in fact, right now, the schedule still has topics and tools, because we are working with our IT department, and as we implement keywords credentials to move towards, personas and pathways, it's actually a help ticket I have in right now.

And our team has taken our our air table of all our offerings and, talked through and decided, here's here's where, each of these fit but this is this is our previous model. And again, this is probably what you'll see, in our, older scheduling system, and it's, you know, sort of on that track, but again, it was, tools. And then that was a category, and then we had, you know, some workshops for that. Now we're moving towards personas. So what are the workshops and skills needed for faculty, and even renaming our workshops.

So instead of, foundational assessment strategies, it's engaging assessment strategies, instead of you know, foundations or principles of, grading its inclusive assessment, right, capturing even more the student mental health and well-being one. We we launched that, and we're already talking about renaming that because we've heard from folks who say, oh, I thought that was our counselors. Right? This is for for anyone who supports a digital learner, even faculty. So that might be how do we better articulate that? Again, Cambridge credentials has helped us do that. We are, able to show a, participant all the pieces needed to get to that end goal.

Right? So if they want to do an online teaching certificate program, Here are the pieces that you need to get to. If you want to do an advanced instructional design, demonstrate advanced instructional design skill, here's where you can go. Then it shows up recommendations through Cambridge credentials, which is a pretty cool feature. But it awards the badges, and it not only helps us, with displaying those things, but internally too. Now that we're in Canvas and have Canvas credentials as an automatic self servicing.

Previously, it was, we had the idea of badges, but someone had to ask us to award a badge manually, And and now we've we've got those tools in place with, what we're trying to do. And so this is what we've been working on over the last year with Cambridge Potentials. This phase two. I'll talk about what's next in a second, but I'm I'm curious as to how you feel, your area, your organization, your context, Do you have a clear professional development strategy for, these personas and pathways? Does they strongly disagree or strongly agree? Where do you land on supporting these folks, who everyone has folks, in these categories at your institution, How well does your institution in professional development plan support these? Give a few few moments. Yeah.

So kind of kind of fitting, what I was mentioning earlier, how we will focus in on faculty and students and leave out, unfortunately, those who support faculty and students It's interesting to see. It's actually surprising to see that there's a a good number of student support personas, being supported in pathways for development there. Not surprising at all to see that there's very little leadership, support and development. Right? At any institution I've been at, there's never been a real. Here's your pathway for directorship, for a Dean Ship.

Right? It's Oh, good for you. Now you get to do scheduling or, evaluations. Right? So, but how do we, yeah, how do we approach training and and development for for those folks. And that's a conversation we've had internally too. Right? How do we support that persona? They're not gonna a a a provost is not gonna take a seven day workshop with us more than likely.

They're going to need something else. They're gonna need more of that networking and, being able to talk to to peers, but they need to be in those conversations about, digital learning strategies. So Thanks for indulging me in that. But yeah, so and what's next for us with with Canvas and with this, learning experience transformation is we're developing that exemplary template. I mentioned that we're we're partnering with city labs on that.

Some some really cool tools that we're looking at, within a revision schedule for all of our offerings to make sure that we have that consistent template in place. We do have a consistent template place in place now, but we wanna make sure we're constantly refreshing, that. And then we wanna do an OLC wide ecosystem for credentialing and mapping. So we'd love to connect, what's happening in our Institute, with what's happening in some of our conference Right? And then what's happening with, our research. So we have folks who are writing articles for us.

And should that be, part of our our credentialing and mapping, and then embedding outcomes. I love campus outcomes at the previous institution I was at, the program I directed, I used outcomes in all the courses. And then when it came time for end of year assessment, I would download the CSV and, you know, muddled through that, but it was still much better than asking, what's the grade for this? And how did you determine the grade for that? It was faculty were selecting outcomes as they worked on it. So I'd love to do that. That's what's on our roadmap at OLC.

How do we embed those outcomes? Then when we're talking about skills pathways, we have even more data around, around that. So that's what we're doing next. I'd love to continue a conversation with you, if you're interested in in partnering with us, hearing how we're using Canvas, anything like that, feel free to reach out. It's one of my favorite things to do just to have this conversation. So With that, I'll end my time.

We can take some questions if if anyone has questions on on how we're doing this. Yeah, man. You mentioned this. I was just curious some of the ways that, maybe your OLC training is here promoting Yeah. So, we use the Peralta equity rubric for all of our offerings to make sure, that we're holding true to what we're we're with the values that we're espousing.

But then we have offerings dedicated to, that topic as well. So we have a diverse equitable and inclusive digital learning environment, so four week workshop around that. Accessibility is is huge with us as well. And so we several workshops around that. We have one person on our team who's dedicated to that.

So even internally when questions, come up from other areas, she's our go to person for that. So we do our own audits of of things, and then we have workshops dedicated to that as well, which I know it's it's we've heard it's a challenge for some states, to actually enroll in some of those offerings, and then we'll talk to to some folks who, you know, need even even more around that. So in Canada, there's a need for, training around indigenous populations and making sure that those are served well. So we're trying to make sure we're at the forefront of all those conversations and supporting, all of our personas around that. Thanks for asking.

Right. Yeah. Yeah. And and there's even possibility, in talking with the Canvas credentials team about if, your institution uses Canvas credentials, and then you someone from your institution, or you want to put in one of our workshops as a pathway for them. You can have an OLC badge in your credential system for that for that faculty pathway, student support pathway, whatever it is.

So yeah, it's, really opening up the opportunities there. One more credit. Or do you want to? Yeah. Go ahead. Do you charge for your courses who are included in the LLC membership? So OLC membership, gives you a discount on the courses so that if you you don't have to be a member to take the workshops, but if you are a member, it's it's gonna pay for itself with, you know, at least five people signing up for it.

But, yeah, it's a discount model. Yeah. I was just wondering if you could talk a little bit about the logistics have certificates and we're looking at adding badges and, like, they could be standalone badges or the badges can count towards certificates, and it sounds like guys are similar? Like, how does that work out? So, like, there's not, like, duplication? Yeah. That that's a a really, important conversation to have internally. So we previously had the model of everyone got a certificate after they finished, like, a just a PDF certificate, actually using a Google script.

And then they would get a badge if they had several of those certificates. Now we flipped that model and that you get badges, and then you get a larger certificate, if you finish that. And so we've called those pathway badges. Those pathway badges can be certificates as well. We've actually had folks internationally ask, a certificate's worth more over here than a badges, So what does that look like? Thankfully, Cambridge credentials has that.

You can print your badge as a certificate. And it displays that that level of, learning. And so we actually worked with the Canvas design team to have our badges, visualize And if you're if you go to our OLC badger page, some of our newer badges are there, but we have them color coded and then have icons so that you can see, alright, this one is around student support skills. But then if you take several of those, you have some, like, on the edges to to symbolize that it's a larger, like you took more than one piece to get that larger one. Right? So we call those our pathway badges, which are also certificate.

Programs. Yeah. Yeah. Great question. That is an important conversation.

Yeah. Thank you all. Alright. We're nine forty five. Thank you all very much. I'll be around a few. I'd like to chat.