Making an Impact - Customer Panel

Started, for folks just joining in. Welcome to our impact panel party here. I did wanna call out that today is leap day. So if you're seeing frogs, that's why. I I think we had some confusion on our side too of why are there frogs on this slide deck. So welcome everyone.

We're really excited to get started here today. With our impact panel, you're gonna be hearing from three lovely speakers at three different institutions, all different sizes, who are currently using our impact tool. So we're excited to kind of facilitate this conversation and get started with you here today. We are recording this session as well. So for any folks that are attending and, you know, want to watch back any recordings or share with colleagues.

We'll be sharing this out after we, you know, wrap up things today. Michael, if you just wanna go back one slide, I think there were some folks in the chat asking how to drop a pin for their institution. We created a padlet, which is just a fun visual representation to see where everyone's joining us from. So feel free to scan the QR code or we're putting some links in the chat here, drop a pin for your institution where you're joining, and we'll share the results at the end to see where everyone coming from. I think we have over a hundred folks in here right now.

Great. Next slide, please, Michael. Thank you. I just wanted to kind of lay out, a quick agenda for today, what you can expect from today's presentation. We'll start off with some introductions here who's joining us, from the instructor team and then from our panelist side as well.

We're gonna hand it over to Kylie. We'll call Kylie's corner. She's gonna open, with a little bit of her experience with impact and her unique story of, you know, how she ended up here at instructure and her, interactions with the impact tool, in her previous lives. We'll then transition over to our exciting panel discussion. So like I mentioned, we have three folks from three different institutions, all who are using that impact tool who are gonna share their use cases and experience with us here on the call today.

We'll then, give you just a brief overview of impact and some data that we can, you know, send you on your way with today. We'll talk about some of the initiatives that we have going on here, in exciting projects here at instructure, ways that you can get involved with exploring impact for your institution, and next steps for getting more information. And then we'll wrap up with a q and a. We wanna make sure that we're able to address all of your questions today, and we wanna hear from you. So make sure you're putting those in the chat or the q and a box and we will be addressing those at the end today.

Let's go ahead and get started. Alright. So I'm happy to introduce our instructor team that's here with us today. So we've got three of us on the line. We have Kylie Pugh.

Who is the CSM customer success manager over the state of Florida. We have doctor Michael Yacobov, who is a senior account manager in the northeast region, So for any schools joining from the northeast, you might recognize Michael. And then myself, Laura Chevlin, I'm also a senior account manager in the southeast region, so any of my schools from Florida, Georgia, South Carolina, Alabama. Great to have you here today. Kylie, I'll go ahead and turn it over to you.

Kylie's Corner. Hi. So I'm gonna apologize first and foremost. I am recovering from the flu. My lovely daughter gave it to me.

It's the gift that keeps giving. So, impact actually has a very special place in my heart because before I was with Instructure, I was a canvas admin, an instructional designer at the Center for Teaching and Learning, at my institution, and we utilized her funding to bring impact to our campus. And when we initially brought it in, I think our team were small, but mighty team was really focused on. We just need data. We just need Pampers.

We're struggling to keep track of all of these things. And then when we got impact, We have this, like, very wonderful messy journey into discovering all the different things that impact could do for us. And it ended up being kind of my baby that I took under, and I got had a really good working relationship with my CSM, who is Melissa McClayland, if you've ever gotten to work with her. She's wonderful. But it led me to something, I was able to cross kind of my personal passion with teaching.

I still teach as well, and utilizing that impact tool. And what we ended up doing was utilizing impact to boost on campus resources for student wellness and mental health. And we were able to increase those use those resources on campus, the use of them up four hundred percent in one semester. Just with the use of impact, making sure that messaging stayed consistent for students. They knew where to go, what to access, etcetera.

It ended up being, so powerful that I was able to I didn't add in structure con with it. And it was probably one of the more heartwarming career moves I think I've ever done. Publishing is great and presenting at conferences is great, but I think we can all agree that student health, student mental well-being, and all of those things kind of touches a different part of your teacher heart. So getting to present at instructure Khan and seeing all the people that wanted to make that same kind of impact for their students was wonderful. And it really just opened more doors, and eventually it opened to the door for me to come here and join the instructor team.

Which I have loved, and I've been able to further widen that impact. So when Lauren Michael asked if I wanted to be a part of the impact panel, I could not say yes fast enough. I think that there's so much that can be done with this tool. And, I've only felt more reinforced in that talking to the lovely panel that we have the last couple of weeks and seeing what they're doing. So think you're all gonna enjoy that.

And, yeah, so I do know the tool in and out. If you have questions, comments, concerns, I'm happy to answer from of the perspective of an institution that got it with our funding and continues to fund it even now and how we like to use that in conjunction with everybody that you see here. Bradley, thank you so much. I'm gonna jump in. I know there's probably folks on the call here who have never really looked at impact, don't even know what tool might be or what it does.

If you don't, it's it's an analytics tool that lets you draw down data, in real time, right, from your Canvas instance, into kind of a a very clean subset and being able to see how effectively your faculty are being supported, how well, resources and third party and Canvas exist in two are being utilized and equally the same thing with students. How are students' behavior being modified and molded towards things like retention and engagement. You have data in front of you. In some cases, we can go to three levels deep and being able to see our students using discussions, how how effectively are they using discussions? And then the other part of impact is being able to do messaging. We can create messaging campaigns that are very targeted unique specific audiences, you'll hear about that today.

In addition to that, there's a support functionality. We we're working towards fostering a culture of self resolution, right, instead of barriers that create, log jams and students in bottlenecking for them to be able to persist in their studies or even for faculty, We can create walk throughs with messaging. We can create support, functionality that that kind of shows tutorials, videos, outcomes, questions and and answers, making it much easier to interact with your students when they're in Canvas in real time. So you're not familiar with impact, that is a very broad stroke view of the tool. Today, we have a panel.

We don't want you to hear from us. We want you to hear from efforts in the field who are deploying these type of solutions. And so, I wanna share kind of the themes that we've aligned here and the relevance behind these because we wanna cover a broad approach to understanding impact. Everyone has different needs. Everyone has different wants.

They have different perspectives. You have a lot of different tools that you probably already deploying at your institution, impact is actually the over encompassing tool. It's the one thing that's gonna help elevate the success of your other tools because you're gonna have real time data. We have over two hundred different, connections, LTI connections, what we can measure other type of platforms. Zoom is an example of one of those.

So these are the themes supporting faculty to elevate learning. We know that faculty need to continue to be supported We're in an evolving world, right, online learning, traditional learning, lifelong learning, continuing education. We have different faculty emerging different needs, we wanna be able to support them. Student success, right, with a changing paradigm in, enrollment, retention, engagement, how we are connecting with students. We know that students persist better when they know that they belong at the institution and somebody's recognizing their efforts.

So I've seen institutions use impact to say, you know, Michael, you're doing a great job this semester. Continue, you know, the great work. And and that alone can trigger somebody's success from where they are today. We wanna talk a little bit about the tool analyzation, so we wanna make sure that If you have other tools that are in Canvas or tools that you've added, impact can help surface the data around that, that engagement. We wanna talk a little bit about the and strategy.

That's important. You're deploying a tool that can do so much. You need to make sure that you have governance and you have an approach, kind of a playbook. How you're gonna roll this out. And finally, just things that are out there, the support functionality, the ability to look at specific campaigns to be able to monitor progress.

We wanna make sure that we cover all of those bases for you. So without further ado, I wanna introduce some amazing panelists that we have. We have search far and wide and we've come up what we believe are three amazing panelists representing very different type of institution. So Doctor. Jessica Higginsan is gonna be joining us, doctor O'naud Willie.

Putz is gonna be joining us, and doctor Shelley Howe will be joining us. And I'm gonna really pick on them right off the bat and ask them to just share very quick a little bit about their role at the institution, and maybe a little bit about the school that they support. And what we wanted to do is kind of open the door to different type of institutions because we know we have a very varied audience. So, Jessica, would you mind just sharing really quickly? And then I'll go to Renee, and I'll go to Shelley next. Sure.

I'm Jessica Higden. I am the assistant provost for teaching and learning here at the citadel We are a public institution founded in eighteen forty two, but we are also one of six senior military colleges in the United States. We have about three thousand undergrad students, which all have to be cadets, which means they are wearing full military uniforms, all of our instructors, like myself, are wearing full military forms. And then we also have about three thousand students in our graduate and online programs. Thank you so much.

Lene, would you mind just sharing a little bit about yourself and kind of your role? Rogie, Zoom move. This is my first time on Zoom. I'm sorry. Just kidding. I am the dean of online learning at Foot Hill College.

Prior to the pandemic, we were fifty one percent online. We are one of one hundred and fifteen California community colleges. We serve about ten thousand students right now, so that means prior to the pandemic, We had about five thousand students online. And, even, way back in two thousand nineteen, we were talking about our students being hybrid students, primarily. So almost all of our students were taking at least one online course, during the course of a year.

Thank you so much for sharing that in Shelley. If you don't mind also sharing a little bit about the University of Texas, San Antonio. Absolutely. Good afternoon, everyone. I'll almost say good morning.

Shelley Howell, I am at the University of Texas at San Antonio. I wear many different hats. I have an official title of director of faculty development for online programs. Since I took that title though, I've put on a whole bunch of other hats and one of those includes, some of the things we're gonna talk about today because I'm in charge of some of the communication pieces. UTSA is kind of a unique institution down here in San Antonio.

We are about, fifty percent first generation college students. Also a very strong Hispanic serving institution, more than fifty percent of our students are Hispanic, obviously coming from the San Antonio area Rio Grande Valley, that kind of thing. So we're very, very cognizant of our students' sense of belonging. And making sure that because they're first gen, they recognize that they belong here. So that's our kind of our bigger mission.

Thank you so much. So before I turn it over to the fun part to to Kylie, I just wanna set the stage. So in addition to those themes, we identified specific questions from, kind of, subsets of data and information we've received from our, our overall canvas community, different institutions that we've kind of put those each one into the theme. Kylie is gonna lead the panel asking our panelists to kind of, share their feedback, share their experience. And we hope that that or organic experience is gonna help challenge you and your ideas and maybe relate to some of the things that you're doing.

So without further ado, Kylie, I wanna turn it over to you. I will navigate as best I can. And, appreciate everybody being here, and thank you to our panelists once again. Alright. So I think I'm gonna open this first question to everybody.

And just thinking, you can all read it here. Insuring faculty have what they need for quality instruction is key. How have you applied impact as a way to drive engagement and tool adoption? And, Jessica, since you're on my screen first, I'll just start with you. Sure. We, are one of a sort of a newer user to impact.

We've only been using it since the fall. We started using canvas in the middle of COVID, which was great timing. So we started to realize that our faculty needed certain things ways to get given information for adopting tools what the processes were. And so we use impact for a lot of that. We have it where once they click on a tool, the message pops up, it gives them, you know, these are the steps you need for tool adoption.

This is the form you need to fill out. Here it is right here. And so we use impact as kind of like our an extra person in our office in many ways, where it's kind of helping streamline getting information to the faculty that they need. It's quick. It's easy, and faculty love it because they're not, you know, going all over the place.

All the information literally, it's is right there as needed. Awesome. Shelley is, you're nodding. You wanna go. You're welcome.

I do. Thank you. They are they are We just started using Canvas in the fall as well. We actually had plan to implement pre COVID, like, right in twenty twenty and chose to wait. Simply because we felt like that was one extra layer that our faculty definitely did not need at that moment in time.

So you're, Jessica, you are much further along than we are. We did get Canvas implemented finally in the fall. We socialized all the faculty. Got everybody on board. Okay, most of the faculty.

We did recently have one walk out and say I'm not using this ever again, but, anomaly. So the main thing that we've been using the impact piece for at the moment is messaging. We, the the teacher part, somebody mentioned that. I think that was, Kylie, that I'm from I was a teaching and learning consultant faculty. This is my this is my my world.

Right? So The thing that we've been working most on is the impact messaging because we have struggled to get information to faculty and then also getting information back from faculty. So we use the the pop up messaging and the global announcements very, very strongly. To get our message out to faculty and also to get their input on various things. So we will create a survey, drop it into an impact message, and we get such good results from that. I don't see us ever changing that at this point.

It's it's been an amazing tool to kind of shift our dialogue with our fact see. I would agree. Renee, is it okay if I interact real quick before you respond? I will say specifically for tool at if you are wondering how to get everybody on board with, like, accessibility tools or, hey, we already have these tools. There for you to use. Impact is a big one that we used for that just to push like, hey, we don't need to buy any more software guys.

We we already have it It's already here. So we use the hint messages to kinda say, hey, I see you're about to do a video. Don't forget to turn captions on. Just little things like that. Like Jessica said, really allowed that extra person to be there without actually being an extra person.

So go ahead, Renee. What you got? So, we were invited to use impact when it was still easy soft, by the California virtual, campus. And we were kind of a test case for them. And so the idea was that they would put a couple of us on this messaging system to see whether or not we would be able to send messages to students who were cross enrolled, across our system. But, the the deal with a program like that is that you have to have students enrolled across the system.

And our messaging system was up and ready to go, but our enrollment system was not up and ready to go. So we didn't have anyone to test with. But then the pandemic hit And so we had this really powerful tool, and we thought why are we waiting to use it, with other campuses to message cross enrolled students, we can use it right here on our campus. And, we are on the quarter system. Which, varies from the rest of the California community colleges.

And so the pandemic hit as we were going into finals, and we had a ton of our faculty already trained because so many of our classes were online but the faculty that were not trained were the ones that were, you know, never online. And so we were panicked and We started using the messaging system to provide kind of like a helping hand for them. We're right here alongside you. We're telling what you you what you're gonna do week by week in your class. This is what you should be doing now, and just giving them helpful tips on when our workshops were, when our office hours were and what Canvas was actually doing for them at that point.

Like, you know, publish your class. On the first day. Publish your modules too while you're at it. And, so that you know, really helpful messaging week by week. And we got such great feedback from it with a lot of people saying that they never felt so supported before we continued doing that.

And now we have an actual schedule that aligns with both tools and pedagogy. And, like others have mentioned, when, when we have a new tool or a tool that's underutilized, we'll integrate it when we think it's pedagogically appropriate. So at the end of the quarter, we send some reminders to, check their next quarter course using our accessibility tool. And, we have a little template that we use for those as well. So they've got a catchy title We always have a video in our, messaging so that it walks people through actually using the tool.

And then links to their next resources, and we found that to be super helpful. So on that one, I'm gonna follow-up with what challenges have you been able to solve by creating impact focus initiatives. Well, training faculty. That was the the big issue that we were trying to solve but it has helped us with tool adoption as well. We integrated a PopeTech as an accessibility tool and we needed all of our faculty to know how to actually run the PopeTech dashboard on their course and get a list of their ability errors.

So that is one way that we have used the impact messages. But also, reminding people that they have tools like hypothesis that allows them to do a social annotation, of documents, and then hypothesis just had a big update where you can now annotate the Canvas page, and so letting faculty know that there has been a change in the way that the tools are functioning. You know, it used to be that technology around online learning was, not happening at, this rapid pace, but now it seems like we're just developing new layers and tools at such a rapid pace that it's our way to help faculty know that there have been changes in the tool that they're using. Definitely. Shelley, do you have anything you wanna add? Just real quickly, the the comment that the first comment is, like, just faculty information.

That is that is the biggest challenges, like getting faculty to actually read something that you send them that you need to share with them. The tools in in this have really made that much easier. And just simpler to deal with. We have we're trying to integrate simple syllabus into our courses, change. We know how faculty feel about change.

So Yeah. They it's they're just all gung ho and ready to go every minute. Although Jessica's faculty are probably a little bit more disciplined than some of the rest of us. Okay. Good to know, at least.

So one of the things that we've been trying to do with is specifically with message but we're also starting to look at all of the other tools as well the, not the walk throughs, but the the impact pieces to see who's actually adopting this already so that we can find them and bring them on as champions. So that has been a challenge that we have just trying to find those voices out there who think simple syllabus is really good and are willing to show that with other faculty. This has helped us find them. Definitely. Awesome.

Alright. Michael, you wanna take us on to the next? Alright. Now we got theme number two, driving student success initiatives with Impact. Here, I think it would be nice to hear some stories from everybody, focusing specifically on students. So think retention engagement, resource sharing support, And then Jessica, I'll have you start us on this one.

So we use it a little bit different than most people. I mean, yes, we use it to kind of Like, for example, yesterday, I realized we got a bunch of tech support tickets where students were asking, hey, sec, second week of classes are starting soon. I can't see my class on Canvas. And I realized we got a bunch of those tickets yesterday. Well, this morning, I put a message up saying, hey, you can't see your classes in Canvas until the first day of the semester, which is next Monday.

And guess what? Eight hundred people have seen that message since I put it up this morning when I got into work, and there are no more tech support tickets asking that question. So that's sort of my number one favorite way to use it is just to kind of realize this is what people are asking and then put a message in there and then kind of emails and tech support tickets and calls kind of stop. But we also use it specifically for our students that are commissioning. We have about a third of our undergraduate cadets. That are joining one of the branches of the military, and we get a lot of messaging from the federal government and from the military branches that we need to get out to those students.

And if you know college, I have a daughter that's a college student. They don't check their emails at all. And so, you know, we need to send them messages like, hey, if you don't fill out this form, you're gonna lose forty thousand dollars of scholarship money tomorrow. So we use it a lot for that for just I mean, we use it for everything, but just reaching that group of students and having them get that information instantly, has been made a huge impact not to be dramatic, but on our campus and meet up with the federal government and the military, because we do have such a large amount of number of cadets that are commissioning. So that's kind of our number one success.

Sorry is, you know, we we help the military with impact helps in the military. Not a not a big deal, but Not a big deal, bud. And for anybody that doesn't know or isn't familiar with impact, I know we're talking about these messages and things like that. But you can create as many or as few custom user groups throughout to receive these messages. So if you're kind of sitting there thinking, well, like, I don't I don't need everybody to see this, but I need some people to see this.

Anybody that you do send the message out to, you can create those custom user groups but you can immediately see in real time what kind of engagement you're having with that so you can see which students. So if Jessica did have, let's say, fifty students that were about to lose forty thousand dollars in scholarship money. She would be able to go through and see of those forty who all saw the message. So let's say there's one or two stragglers that didn't view the message in the first twenty four hours or ten hours, whatever it is, would be able to see that and she'd be able to message them directly in other ways if she wanted. So they are not SMS messages.

They are not Canvas messages either. They are I don't wanna call them pop up messages because there is a pop up message that you can do. But it is a message that kind of populates, on its own, on there. And I think we have images or screen captures at the end if we have time to kinda show what those look like, but they are neither. They're ones that students can't ignore essentially, you know, they can ignore an inbox.

They can ignore an email, but you can't ignore something that pops up on your screen that you need to acknowledge. So Yeah. We definitely have used those custom groups, especially for different modalities. So we can instantly message all the student all the faculty for online classes. Then we have another group for teachers that are just doing hybrid.

We have some teachers that are teaching in the flex model. So we have all those groups that we can really tailor who we're reaching out to. And, I mean, it literally is on your screen when you log into Canvas. You can place it in different places, but you also cannot say, like, oh, I didn't get your email. That does work with this because it's literally right there.

Everyone sees it. There's no way to deny that you did not get this message. Molly. Alright. Shelley, wanna answer this one? I know I kinda jumped in there.

Well, it's okay. I had a thought, and then I kinda forgot it. But the, We have had success in being able to kind of parcel out messages, for instance, if honor students need a specific message, we are able to do that. We we love the way that we can target our audience. I wanna one of my success stories was was pretty recent.

You're all aware that generative AI is, like, the big conversation right now. So we we wanted to get a sense of what our faculty and our students were doing and thinking about generative AI. So we did a really quick poll survey and sent it to all students and all faculty, which is a pretty big ask, the response rate was phenomenal. So we had we probably had fifteen hundred students respond to the survey and then another hundred and fifty to maybe a hundred and eighty faculty And for us, that's a really good response rate. We have about thirty five thousand students and about fifteen hundred faculty.

And and we've had a we've had trouble reaching either of those populations on a bigger scale. And so that was one really successful thing that we've done. With that, we're able to pull out some data to kinda share with leadership and share out that these this is what our students are thinking, this is what our faculty are thinking, and then kinda make some determinations on where to go with GenAI. So that's been a a good success piece for us. Some.

Renee, would you like to share a success story? Yeah. Similar to, Jessica, we really monitor our tickets. And so what we noticed was that there were, a lot of tickets coming in. I'm gonna talk mostly about, our response at the beginning of the pandemic only because, it was a unique experience for us and we were using impact at that time. And so what we did is used our, tickets monitoring them and, kind of classifying them to strengthen our KB, which built a much stronger student and faculty support.

And then, part of the impact, product is changes to the, support for students, and so it makes it much more, context specific. So we spent a lot of time kind of customizing that KB and using information from our Canvas admin tickets and other tickets that come in room freshdesk, to really strengthen the, the student support experience. And then when we saw particular issues that students were having, if we felt that they were a design problem, then we developed workshops or what we call our Tuesday tips, which are three minute videos for faculty, and we would put them up as our faculty message. So, you know, sometimes faculty just don't understand how students are actually using Canvas, and it allowed us the opportunity to take that data from one place create a message, for faculty and and really say like, look, your students are experiencing this problems. Have you ever had a student who asked you this? Well, here's why.

And, you know, create those little tiny, bite sized pieces to support them. Awesome. I feel like we kind of already answered both one and two. Does anybody wanna add anything else before we move to the next slide? Oh, I I will say that, for question number two, one of the things that we have developed, When we started using impact for student messages, all of a sudden, students were contacting us. So our associated students were contacting us, other clubs were contacting us and saying, Hey, can we do one of these messages? And so we ended up with too many requests And we now have a calendar.

We first worked with our marketing department, but we're a small campus, and we felt like maybe they weren't as strategic, at that point as we were. And so now we maintain a calendar and people make requests to us via smartsheet form, and we determine at what point during the quarter particular messages should go out and this has been so successful that at a recent all, admin meeting on our campus, they said, Hey, let's generate this calendar altogether. And so our student services are participating, our instructional Deans, and we're creating a calendar of messages go out to support students. And we've never had anything like that that was kind of grassroots So I think that's a huge success that demonstrates, how much people are paying attention to the impact messages via other messaging that's going out on the campus. I love that.

Alright. Michael take us to the next. Alright. So let's talk a little bit more about this third party tools. What tools have you successfully evaluated with impact or used impact to drive engagement? Or not because I know that this came up in some of our our pre chats.

So it could go either way for free or paid Shelly, did you wanna talk about simple syllabus a little bit? I know you already did, but Yeah. I can just kind of elaborate a little bit. One of the one of the new hats I've put on is this idea that that, we need to evaluate some of these third party tools see who's actually using them and how effectively we're using them and whether students like them or not. So it and one of those things is simple syllabus. That we you would think it would be really easy to get faculty on board to using a tool that's gonna make creating their syllabus really, really easy.

It's not. It's it's changed. So it's a challenge. But what we've been able to do to kind of evaluate this tool, like I mentioned before, is pull out who's actually been using it successfully Simple syllabus has its own metrics. So you we can actually go into there and see what students are actually clicking on.

And one of the cool things about Simple syllabus is its ability tell you down to the student level if they've even accessed the syllabus. So as a faculty member, that's like the most cool tool. But we have been able to really leverage the faculty using it and the students using it to get feedback. For moving forward with this tool and sharing it with other faculty. So that really is our biggest thing on the third party tools.

Haven't started using any of the impact walk throughs yet, or even started using the the the twenty four seven support piece where it pops up, you know, kind of personalized things where the plan is there. It's it's just not in place yet. And then I I saw somebody ask a question, and I think we covered on another slide, but I wanna make sure that I I've mentioned it We do have a very stringent approval process for what goes up in our messaging on Canvas. That the the way Michael put it early on was the bug stops with me. It's a huge responsibility to be working on that calendar, to be able to to say, nope, this one should go now and this one should go later.

So I love the collaboration, Renee, that you're doing with with everybody to create that calendar. I appreciate that. Does anybody else, Jessica, do you wanna talk about? Yeah. We've used it not so much to impact what people to monitor what people are using more so the opposite. We've used it to kind of see which tools now are obsolete, which we, you know, we've gotten a new tool.

Now nobody's using this old one. So we've definitely kind of impact as paid for itself just in that sense because we've been able to get rid of some tools. That we found one. I don't remember what it was, but literally nobody had used it in a year. Why are we paying for this? So that has been a great thing just to kind of do some cleanup and see, you know, what what needs to go, what needs to get replaced, and kind of help our fax see with their needs based on that information.

I would agree. That was our use case too. Renee, what about you? I'm gonna hop on Jessica's train and say, that we were really looking for, I'm gonna, I'm gonna name, a particular tool. We were using Proctorio. And, We had an an equity initiative that was drawing into question, some of the Procturing tools and their impact on students of color.

And so we were doing a kind of a deep dive, and we asked Proctorio for some metrics, and, other people have reported this as well, but they sent us metrics and they said, you know, this is where you can see where you have peak use during your midterms and your finals. And that was really interesting, except for the fact that we're on quarters. And, what they showed us was metrics from a semester based, term. And so we said, well, how can this possibly be? We don't have finals at that time, you know, we're on the quarters. Our finals are in late June.

And, they kind of, you know, danced around a little bit and and said, oh, we must have pulled the wrong numbers, but they could never get the right numbers for us. And so We did some monitors, and we found out that, the use was actually very, very small. And, that we were overpaying for the tool and maybe should not be using the tool at all. So that was really helpful. And then the other thing that happened is that, you know, funding goes up and down, and there was a question about whether or not we should have, twenty four seven support and whether or not we should have an after hours support person.

And we were able to use data to show that Our students are working after hours. They're often working, between nine and one, nine PM and one AM. And that they do a lot of work sometimes on nights that faculty are not doing any work. So students work on Saturday nights and Sunday nights and Monday night And faculty pretty much take off from Monday till Tuesday, from Friday until Tuesday. And so, our students needed that support, and we would not have had that data without the tool.

Awesome. Yeah. I would say there's pros and cons to both. I like being able to save money on the free stuff, but I know sometimes you're locked in too. And so you're like, okay.

We gotta We gotta dig deep and use it anyways, guys. Let's find a way to do this. So wonderful use cases. Alright. Does anybody have anything to add before we move on to theme four on either question? Okay.

Alright. So we've kind of touched on this and hinted at it as we've gone along. So This is implementing the right governance strategy for impact, a very heavy lift, if you have not deduced already. So what led your institution in search of a tool like impact? And then what decision makers had to be involved to leverage impact? I know it's a pretty fully loaded question there. There's a lot of lot on there.

Shelley, do you wanna start us on this one? Yes. I can. I don't have a lot to add. So but what I what I did neglect to mention is that I am part of a division at UTSA, that is academic innovation. So we are we are teaching and learning.

We're we're digital learning, we're online programs, we're video production, and we're continuing it. So those are it's a big a big division. But our our role is really managing, creating, adopting all of these things. So, we do have a direct line to the provost through our vice provost. And so they they've worked together before too.

So they've been together a really long time. So we were we were able to make a lot of decisions based on that. I feel like, I was not involved at that point, so I don't really know who who made those decisions, but I'm certain it was the provost and I'm certain it was our vice provost of academic innovation. And then we have our Canvas administrators that have been amazing in our transition piece. So, and then I've already mentioned like the impact messaging that all comes kind of through us.

So I don't really have a lot more to add than that. Just to jump in really quick, we've gotten some questions in the chat that I think would be relevant as you're answering this question around like the governance strategy. Folks would would like to know, you know, do you have a dedicated impact admin and messenger or is this someone, you know, that's already associated with Canvas admin? So as you're kind of talking through the governance strategy that your institutions have, it might be helpful to touch on that as well. I can do that real quickly too. It's literally, it's me and the Canvas admins.

So we have about maybe four people who who work with this. We've created some templates and things, and, definitely about to work on that calendar. I will say I know at our institution, that we had a lot of front loading. So we would do a lot of the messaging ahead of time and kinda set it so that it would automatically go to kinda offload some of that. Renee.

Would you like to talk to us about some of yours? Yeah. We do that too. We work ahead a little bit. So we make our calendar and especially if we need to make new videos. We recycle some of ours because we get like, faculty only have to do grades so often, and we have a lot of adjunct faculty.

And so we have, a short video that we we run, the week of, grade input and it just reminds them of the process for actually syncing Canvas to banner, which is the SIS system that we use. And we get so many requests for that. Like, if it doesn't go up, we start our new messages on Tuesday and Monday. People will be saying, like, are you gonna run the grade thing again? Are you gonna run the grade thing again? But for the most part, we make new messages. And so we have to kind of get that calendar up and running.

All of my team, which is fairly small, by the way, we have, two instructional designers and some faculty that get released time. For working in the department, for each division, one faculty member from each division. And so, some of them helped make those messages. And that's how we can kind of control that workflow. Getting buy in, we didn't have to get institutional buy in because the tool was being, piloted by our system.

So we were really lucky. We didn't have to pay for the tool. The first two years we had it because of that. Statewide pilot. But now for California community colleges, it's been adopted across the state.

So I did see on the map there were lots of, CCCs here. We can talk more at the online teaching conference if people have, questions. But getting faculty to buy into it was a little bit more difficult. They said there was The messages were being, seen by so many people, and you can track how many, of them are actually opening them and viewing them. But we would get about ten or fifteen, thumbs down or comments every single time we ran a message.

And so I just responded to every single one of them individually. And if they would say something like I've been teaching online for fifteen years, how dare you tell me how to teach online. We would say, oh, you know, we're just supporting all the people who haven't been teaching online for fifteen years. Do you have any suggestions for topics? And, like, what would you tell those new faculty? And so we did kind of the tried and true method of, turning haters into lovers, and we don't get any thumbs down anymore. People just don't I mean, every once in a while, people would say, well, that's not useful or you ran that one before, and we just try to reply to every single one of those and and diffuse the situation.

That's my job. Jessica, do you have anybody giving you, SAS? Yeah, I can kinda jump back to you because it the first question was kind of what led you to search for the tool. So when we adopted Canvas, we looking for things. We were doing a lot of trying to do a lot of these, find out this information by hand. What we could find was very labor intensive.

A lot of spreadsheets. And we were working with Stephen Lang, and he was the one who was like, hey, guys, I have an idea. Like, there's something that does this for you. And so he was kind of the one that explained to us what it was and kind of got us hooked on it. And then for decision makers as the assistant provost, it fit into our budget and I was able to buy it.

And then we do have a lot of buy in from the assistant provost and the president because a lot of the data that we're pulling for our annual report or when they ask me, you know, like, how many students are doing this or that, I can literally show them in thirty seconds. So they are now huge fans. And it's something that is built into our budget moving forward. It's one of our, you know, basic you know, like Canvas and Zoom, we're we're gonna pay for those forever. You're never gonna take them away from us kind of tools now.

Awesome. Alright. I know we wanna leave time for question and answer too, so we'll skip on over to this next one. Alright. So we've kind of already talked about the approval strategy, the calendar, and things like that.

Do we wanna kind of just briefly overview maybe some of those kind of requirements that make the calendar a little bit more manageable or kind of the process a little bit more manageable before we open it up to q and a. Yeah. We have really strict guidelines. It has to be a video So if and it has to be a short video. So if you to be one of our messages.

So we'll help you make a video. But we won't accept something that we think is not, well done, not short, not concise, and then people put in their requests and we triage them. If we feel like it's not appropriate for the audience that they're suggesting, then we suggest other ways that they can get their message out. But like Shelley, kind of like the the book stops at our office. Some.

Jessica Shelley, anything you wanna add? We do something kind of similar where it's our office that is our four canvas admins. They control the messages and basically our kind of role is, like, does it positively impact teaching or learning? If so, it'll be posted. If not, no, thank you. Mean, we've had students come in where they're like, can you post this message for my club? And we're like, no. No.

So we do have some, you know, deans department heads. Sometimes they have come to us and we can target those messages. But again, it's we don't have a formal policy, but again, it's just kind of does it impact teaching and learning. Yes. We'll we'll send the message.

Ours is all very simple. We do have a template that we put together. We share and we ask them to fill these pieces in because those are all the basic things that we need to have. I love the idea of requiring a video. We do have the requirement of a banner or a photo or something that's visual, but I love the video idea.

Awesome. I know that we could all probably continue to talk about how wonderful impact is all day. I know that I could. I do wanna leave as much time as we can for Q and A. How do we wanna do this, Michael? Yeah, Kylie.

Thank you so much. First of all, thank you so much to all the panelists for your time, your contribution, your feedback. I hope to the audience that kinda listening this is informative. This is in line with your thought and process. If you want to see impact and action, talk to us.

Right? Like, let us know. We'll we'll definitely be doing follow-up to you. But let let's tackle a few questions. One of the questions that surfaced, and I know Laura has another one that she probably could share. But but how do you get faculty on board? Right? Like, so, obviously, that's a big piece and component.

You you wanna empower them to be successful. But what did you use any application strategies? Did you just go right in and start messaging. If you could maybe share a little bit about that, that'd be great. And anybody. I know that we when we started impact, the very first campaign that we did was like a, hey, you're gonna see these messages don't freak out.

You've not been hacked or anything like that. With faculty, I find that less is more. But the students really, really respond well to them, at least at our institution. We get more feedback from students than anybody else. So I know that that's how we kind of eased in.

I don't know about you guys, but that's how we did it. Kiley, we kept getting, feedback that people couldn't close it. And so, like, and the first time it was, like, I saw the message, but then, like, every time I logged in, the message was there. And then the next week, it was like, how do I get the damn message off of my right? So they were getting, like, more upset with it. And so we just did a little animated video and made it really funny about, like, how you close the message.

And so it had a catchy title that says, you wanna close this message and then the video and then a couple more links to other things. And you know, even people that were like, why is this message appearing? We're like, oh, thank you. That was so helpful. So I think humor really helps and we felt the video engagement really helped. Great.

Thank you. I've got another question here. Do you use campaigns or do you schedule the message or walk through independently? If you do use, oops, sorry. This just scrolled on me. If you do use campaigns, what are the main benefits of going that route? We use kind of a mix of everything.

We have a campaign that we set up for the beginning of every semester. So it kind of checks all those box is, you know, like, the first step class. We send this. We, you know, and we can kind of get all those policies and procedures out in front of our students. So we have a, like, we run the same campaign three times, you know, fall semester, spring semester, summer semester.

And so that's really helpful. And then we use the other tools like walk throughs and messages just sort of as needed. Awesome. So I I wanna be conscious of time. We have a couple other things to share.

I know you have probably a million in one questions. We promise we're gonna scrum through all of this. Put together kind of a a frequently asked questions, summarize outcomes. If you wanna tap into Renee, Shelley, or Jessica, please do that. I think they're open to that.

Right? I know it's a busy time. We don't wanna inundate anybody, but, you know, I think that this is really been great. It's a great way to kind of engage different perspectives and talk about, you know, not just a tool, but a solution. And, really appreciate that. Let us just get through a couple of other slides here.

So we have Taren on the call. Taren is from our product side. Taren you with us. Hey. My pleasure.

I am. I'm gonna let kinda lead this and just talk about a couple little missing here of a value of a impact, and I'll close this out. So you got about two minutes if you can. Alright. Thanks so much to the panelists.

It always smell hard to hear, especially my educator part on how you all are using impact. So one of the things that I'd like to add to what has already been stated, and really accentuate is, with impact, we have tried to create instant value. So there are already hundreds of templates available to you inside the product with content that's already created. So we have a special content team at instructure who creates content everything from, release notes and being able push those out as messages and tweak those as you'd like, to pedagogical best practices, how that aligns with technology integration There's a just a wide gamut of options available for campaign templates, walk through templates, all of a hundreds and hundreds of out the box monitors where all of those things are tracked. And in addition, there's also what is called the impact universe, which is in the community.

So inside the instructor community, we have customers and clients just like the three fabulous panelists we heard today. She said, hey, we have a great idea. This is campaign that worked really well for us and share that with the broader, you know, the widespread audience in the community. For inspiration and for use. So that's a really excellent, value add if you will inside of the product itself.

And then in addition with the LTI tools I did want to mention really quickly, part of our work this year is really around a tech effectiveness and being able to, view, measure, track, and deepen adoption of those integrated tools inside of Canvas because they've traditionally been, it's very hard to have us with some truth of data around those things. It could much less be able to support users in their use of those tools, figure out make decisions on return on investment, etcetera. And so, we'll be launching we'll hear more about it. And I know that a couple of people posted in the in the Zoom chat as well about what we were doing around network. If you haven't already, and I'm sure somebody can post in the product road map in the Zoom chat to see what we're up to.

And the one last thing I'll I'll say, especially for, since these are all hired institutions, talking and that's been a big focus is I know that for many of you, you use the NSSE survey or similar annual surveys. We just, released a personalization feature inside of impact where you can actually add personalized links. So you can actually push out things, and it doesn't even have to be surveys. It could be anything it could be, personalized feedback, person, you know, tailored resources for certain groups, etcetera done in bulk. So it's really, really exciting.

What we have on the product road map for this upcoming year. And I will work with the team here. And if there are questions, we'll make sure to follow-up with those later, and I'll turn it back over to you. Darren, thank you so much. I know we're wrapping up and up against time.

I wanted to share one last thing here. One of the really neat things that we're doing this year as part of Terence's team and really us here is being able to bring this data to you. So if you're truly interested exploring impact, you wanna get a better sense of how it empowers a lot of the messaging, division, and addresses some of your challenges You know, we can connect you with the right folks internally. Well, we will be doing a survey, but what we can actually do is we can activate your data on the back end. We can track for several weeks a month of how effectively your outcomes have been surfacing, how well your faculty using tools that are being supported, or how they feel about being supported, how your students are actively engaging with third party or or canvas native tools.

And we can actually provide this real live data to you in an outcomes conversation. And, you know, you get to see that live data. You become a champion around the tool. You have true content to talk to your leadership about, you know, it'll it'll help evaluate the strategy approach. We've done this very successfully with a number of institutions.

And it's a it's a better experience than what you get out of a sandbox. So we just wanted to surface that. If this is something you're interested in doing, let us know. We'll put you in the right and contact with the right folks and and walk down that path. I just wanna thank everybody.

I'd be remiss if I didn't thank Kylie and Laura their incredible contribution to, our, our panelists. Thank you so much. I know it says, this is time. This is energy. But your willingness to to share this across kind of the stratosphere of higher education to helping peers and being able to talk about these things that are really important technology that that blend of high touch and high-tech.

And, this is our contact information. We'll get you to the right people. We'll we'll be following up with a survey as well, and really wanna thank you all for for taking the time. I know a lot of people are sick under the weather, busy, so much going on. Kylie, that wasn't at you.

I'm feeling it as well. So Thank you all so much. And, we look forward to working with you and helping make make an impact. No pun intended to to your institution. So Two o'clock on the money.

So we'll we'll call it. Thank you. Thank you, everybody.