Measuring Impact: Elevate Your EdTech Investments.


We're excited to share with you a new pillar of the Instructure Learning Platform! Impact by Instructure (formerly Eesysoft) helps institutions improve technology adoption and evaluate the impact of educational technology, while helping faculty and students seamlessly navigate new platforms.

Video Transcript
OK, thank you, everyone, for joining us for this measuring impact, elevating your edtech investments, a customer marketing webinar where we get to explore a brand new offering by Instructure called impact formerly EesySoft. So if you're looking up impact, you're probably going to find it Impact by Instructure or if you're looking up easy, soft, it will have a different name. And I am so excited to present this session with some of our fantastic panelists, as well as some all-star customers that are going to go over all the fancy things that they've learned about impact and the way that it has made an impact in their edtech investment, specifically some of the tools that they might use with us like Canvas. So thanks, everybody, for attending. We so appreciate it. But before we get started, some introductions probably are in order.

My name is Eddie small. I am the senior customer manager or sorry, the senior management manager of customer marketing working with Booth over in this side of the house to really connect with customers and find out some things that we can help them along the way with some stuff that is integral to their integration and their support. So I'm super excited, obviously, to be joined by a lot of customers today, but also this customer panel. I am joined alongside by my main man, Danny. I loved Pascal.

He's one of my favorite folks over there and product marketing, just one of the fantastic individuals that focus specifically with higher Ed add in structure. Dan, you want to tell the folks here a little bit about yourself before we get started? Everybody, yeah, I'm excited to be here. Formerly, I was a New York City public school teacher, so I taught at risk youth in New York City. Then I studied some data and analytics at a startup school, actually an alternative University in San Francisco. I helped actually scale portfolio.

I'm not sure how many of you might be familiar with portfolio now Canvas portfolios, but I helped scale that company. We got acquired by instructor and product marketing for higher end success. And so excited to talk a little bit about impact today. And just happy to be here. Thank you, Danny.

I greatly appreciate it. I didn't give a whole lot of background about myself, but I spent a K through 12 teacher. But my last few years I was focused on integrating a career center, which was kind of dual credit. So I, I did a lot with Ivy Tech university, Indiana university, as well as bensons University here in Indiana, working with dual credit teachers, as well as that higher Ed portion. So a little bit of higher Ed background, not as well versed as some of these folks that will be on the call today.

But again, super excited to talk to you. There was a question already in the chat, which we love. Feel free to use the Q&A section or the chat section of the Zoom call if you have any type of questions or comments while the session is happening, this session will be recorded and will be available after the fact. So don't worry, we're not you're going to lose anything. You don't have to take copious notes.

The session will again, the recording will be sent to you after the session in an email. So we'll be glad to forward that on. And if you have any questions, feel free to reach out on any social media platform and say, where is this thing? We'd be more than happy to forward it to you if you weren't like an official registered attendee. All right. Let's introduce the folks that are most important on this call.

Trust me, I'd like to just get out of the way on a lot of these things. Normally on the Livestream, I don't talk as much. So this will be super fun, but super excited to introduce to you our guest panelists today. We have a Lisa Taylor, who is from Utah State University. She's a senior instructional designer, a center for innovative design and instruction there at Utah State university, Neil legler, Hannah Higgins and trygve Ma gunnarsson.

Did I say that right, that I do it right this time? OK, I was like, good attempt, daddy. You're doing the best you can. We are super excited to be joined by trygve, who is at the University of Iceland. Neil, obviously Utah State university, Hannah Higgins, they're at Laredo college in Texas. But trygve is kind of our friend across the pond.

That will be more than happy to tell. He's probably tired of me saying that every time I talk to him like I'm so happy to talk to someone internationally to hear about some of the same struggles. Because I think what happens is, is that we are all part of this wonderful world of education and academia and that we find when we talk to these individuals, they're kind of all going through the same thing that we are. And no struggle is an island. And having these support pieces that we can pull to and lean on are super and helpful, whether it's through instruction or technology, support or administration.

So we love having all of you. I'm going to give you a few moments to talk a little bit about yourself. We will start with Alyssa Taylor here, the Center for innovation, design and instruction at Utah State University. Hey, everyone, I have been at Utah State for almost 17 years. I helped build online courses and support faculty who are teaching online face to face and everything in between.

I'm also a PhD student in instructional technology and learning sciences, and just like being in all of these buildings, again, we're going to have all the things happening around us, so make sure that you just bear with us as we go through that, I might have a bell ring. I am in a school building for the first time in a long time, joining some of my old friends here at Century nine, and they've allowed me to do the webinar from one of their really cool, innovative spaces. So I can't wait to get that little short interruption as we go. Alisa, thank you so much for joining us again. She's building online courses.

There She's supporting the faculty and teaching online in person and everything in between and really trying to improve those online student experiences. So thank you so much, Neal Legler. You are up also there with the Center for innovation, design and instruction at Utah State University. Hello similar to Lisa. I'm actually just same floor down the way here.

So it's great working with Lisa. And she's been really doing so much of the rollout here for impact on our campus and has just been doing great. So I've been here with this particular office since 2007 and I've spent some time as the LMS admin and and spent my time as an instructional designer. And just you'll note there on the slide, like all ids, basically dividing my time between supporting faculty and developing courses and training people and advocating for good practices. I am sorry.

I do sometimes get to teach online and face to face. And also I have kids that are starting to put me in the secret shopper program, taking college classes and working campus jobs and starting to see some of the the, you know, the challenges that they face, which is a good experience for me. Well, we love having you, Neal. I can't wait to dive into some of these impact key points that we'll be talking about today. Hannah Higgins, you're up next.

Technology and multimedia specialist e-learning and instructional Innovation Center there at Laredo college. Hi, everybody, I've been here at the college for a little over 10 years. I started in the library and then I worked at the admissions office and I've been here at the Learning Center for about five years now. So I've certainly seen the range of how the student experience here at the institution. And now, you know, I'm thankful to be here at the Learning Center.

Usually what I do is assist both faculty and students with campus. And so the impact is helping us a lot to communicate with them and share with them more about campus and how it works. So glad to be here. Thank you. I'm super excited when we get into some of these prompts and questions that we talk about impact today for Hannah to dive into kind of her Virtual Backpack online student orientation.

That's something that I just love seeing created and then implemented. And we got another question which I love. And I'm a live guy, so we're going to take it live. This recording is going to be live for those that are joining us late, as well as being recorded and available on a number of different sessions after the fact. So trust me, we will get these sessions to you afterwards.

So you'll be able to see all of the goodness, the impact by instructor goodness that can be shared with you and your staffs. The webinar is typically an hour. We're just going to keep it an hour. Some of these can be a little bit longer. I like to keep it to an hour or less because I know your time is super valuable as customers of ours.

And can't wait to learn more about the product itself. So, yes, we'll keep it to an hour. Recordings will be available. Sorry there. Trygve, I know is on pins and needles in that fancy studio.

I'd love to see it both have kind of that broadcasting audio/video production background, which I love. And he's like, I'm bringing it, I'm bringing it all out of here. He's in the he's in the broadcast studio there at the University of Iceland. Tell everybody a little bit about yourself. Yeah hi, everybody.

So I'm located in Reykjavik. I have been with in education for almost 20 years, first as a high school teacher. And then I've been here at the University of Iceland the last two years. I'm a project manager in the Department of Learning. And first of all, I was hired to participate in the implementation of convos.

And now we are focusing on improving the student experience in colobus and impact is something that we started using in January and something that we love. It facilitates getting messages to our users, both students and teachers. And we've been focusing on getting the right message at the right time to the right users. And impact is just great for that. And you know, I love to hear, as I said, I mean, I'll go ahead, I'm in the studio, will probably not have any songs interrupting me.

Just let's hope that the volcano that is erupting about 18 miles away from here will not interrupt us. Yeah, if that happens, you got to go. If I disappear, that's the case. Yeah, we'll just that's just something that happens. So, no, we greatly appreciate you taking your time to be a part of the webinar today, because I know there is that time difference and the volcano that could also just be peering down at any moment, which we absolutely are not a fan of.

So good luck. But thank you so much for being a part of this. If you're not familiar with I know a lot of folks are probably joining us from the states. If you're not familiar with the University of Iceland story, whether that is, you know, their implementation of Canvas or how they're using impact, just Google. We have tons of case studies happening with the University of Iceland because their story is a little unique and and it's very cool.

I've had an opportunity to meet their team multiple times. So thank you so much for, again, agreeing to jump on and do this. I am turning things over to one of my favorite people, Danny task over their product marketing to tell you guys all about what? You know, obviously an impactful change and a lot of these folks' lives as customers, but what in the world is this tool and why are we talking about it? So, Danny, your turn. Take it away. Thanks, Eddie, and I appreciate all the flattery.

I didn't know I was your favorite person at the company, but I'll take it one of my favorite people. But yeah, just to talk a little bit about impact and its impact at your University is really the main value prop is to help us understand what our users are doing, what students are doing, what faculty members are doing, how effectively they're using our tools, and then and then take action based off those insights. So the first thing that we want to be able to do or the first thing that we should be doing is understanding our benchmark data. How are users using our tools? Canvas third party eltis, whether it's portfolio or studio or any other third party plug in? What are they currently doing right before we take any action? What's that data look like? And then once we understand what that data looks like, then we can kind of see where we should implement changes, right? What type of messages that we should take. Right and that's where the other features of the tool come into play.

But before we switch from this, let's just jump back just one second. I just want to emphasize that the fact that we have all this usage analytics, so the first thing, understanding usage analytics to then dictate what we want to do next. So now we can do. There you go. So one of the key pieces of functionality in impact is the ability to drive it to send in messages so messages directly to students or faculty members, any users within the tool, directly within Canvas or any third party app that you're using.

You're also able to curate and be specific with who you're sending those messages to. So based off the usage data, which students are struggling. Right and we can actually narrow down and determine, is it the second year students that are in courses a, B and c, maybe we need to kind of prompt them to be doing x, y and z. Sorry about my terrible examples, but we can really get specific and curated with who we're driving these messages to. Maybe we want faculty members using the grade more effectively.

So we can kind of do that. But also what we've seen and especially during committed, I'm sure that there's going we're going to hear about some of these use cases that you guys have is getting those timely messages out, those critical messages to users. The best place, really, students and faculty members live in the elements. They all have emails. But really the best way to reach all of our users is from within the alums.

So having a tool that you can kind of just, again, curate those messages and hit everybody at the same time when you want and be able to say, OK, users actually can't move on until they have acknowledged that they've received this message or taken action on it is really important. And we'll hear again, we'll hear use cases down the road. But in that messaging is one of the first things you could do to take action off of those insights. Next is the campaign speeches, and this kind of just builds on the fact that you can message users directly from within the tool, you can build a campaign. So a series of actions that you want to take to hit certain users.

OK, we know that faculty members, we want we want students to be using portfolio more effectively. We identified that students aren't using it. Maybe it's second year students we want to target. We know who they are. We can then send them in that message to those specific users and help them use portfolio more effectively.

But maybe when we maybe when we know that these users aren't using the tool effectively or that after we've sent this message, we're still getting we're still seeing that 50% of those users and we can kind of see who it is still aren't doing it. Maybe we send another one. And so it's a series of problems or it's a series of actions that you can actually curate that it's almost like a logic flow. If this happens, send text. If that happens, send why.

And so we can create these different campaigns to target different users. You can have multiple campaigns running at the same time to really hit everybody. And then lastly, the last feature or rescue that we want to talk about today is just the support, the support modules. So impact is really helpful in creating a culture of self-help. So obviously, ken, this has great support and your users and your family members can reach out to canvass, support and get support quickly.

But the idea is how beneficial would it be if you were able to, again, using that usage analytics, understand where our users or your users struggle and then create customized specific support within the tool that they can help themselves with first, right before they have to go in and write in, try to help them first. And so, again, the benefits are knowing where our users are struggling, being able to curate specific messages to them, but then giving them the tools to help themselves. Nobody wants to have to call up or wait on somebody else. Right as effectively as our support chat is, again, nobody wants to have the call built up when you to change your flight or really any sort of support, try to call out delta. But I'm going to look at the chat.

I'm seeing some questions come in. Yeah Danny Solomon delta very early on and I do have to call delta recently. Sorry was the first thing on my mind. I was the first person in the queue. Not yet.

Not not cool. Then, you know, we've got we've got a few messages there in the chat. If you want to go ahead and answer them in the Q&A, I'd be fine. I would say we'd probably take some of these live at the end. So Danny is going to stick around and we kind of do a Q&A at the end with some of our users.

So if you do have questions that he can't get to in the chat, we're more than happy to try to get to those at the end. Now we're ready for our expert panel of customers here. We are going to dive in and kind of go around the room. We'll start with trygve and then just kind of work our way down the list on the live here. But super excited to talk about what was life like at your institution before you were ever exposed to impact.

So how are you dealing with support? How are you dealing with communication? I know a lot of you kind of do those multiple roles at your institutions and universities. What kind of things were you doing to try to track a lot of this user usage and data on your own? Well, here at the University of Iceland, we to begin with, we were using a ticketing system, that's one of the things that we implemented along with Canelo's. So the information we had about common problems that teachers or students were a country came through the ticketing system. We also during the implementation, we had so-called Calmus ambassadors in each school. We have five schools here at the University and these ambassadors were kind of our ears and they would bring back feedback from teachers what they were struggling with.

And based on that, we tried to use the communication channels that were here before, which was mostly email. And I think we all know how. Tricky it can be to write email that everybody reads, I still haven't achieved that because people receive so many emails every day. And I guess that before impact, we were kind of sending the same message to everybody without knowing exactly who needed that message at the time. So we were kind of just gathering information about what was wrong and then just telling everybody this is how we solve it.

But of course, a lot of people didn't need that solution because they weren't struggling with it. And that kind of means that we were just sending messages all over the place. And I it was very soon that we found that it was maybe not very useful for users to get an email, you know, once a week, twice a month, something like that, with some information that they didn't need. So when that was kind of yeah, I would say I would answer that question, question that we were using all the methods we had to gather some information about what were the things people were struggling with. And then just letting everybody know how to solve it and, you know.

For here at Florida college, before we had impact, we would utilize the campus global announcements a lot to try to share information that we thought was important and needed to go out. But also, you know, some of the same thing where you're not sure if the message is actually reaching the people who need to see it and then how long can you schedule it in order for them to receive that information. And so finding impact. Also, we implemented impact right when COVID hit. And so for us, it's been a lifesaver in that we know that, especially while all of the staff were at home, you know, we wanted to make sure that the students and faculty had a way to get the help that they needed, regardless of where everybody was.

So, Yeah. Just to add to that, here at USA, so similar, similar to what both trygve and Hannah have said, we were using whatever messaging options were at our disposal. And and then there are some areas, some specific parts of that will experience where there were just nuances that were, you know, tricky for teachers to navigate. And it was just hard to get the right information in front of them. We put the information on a website.

We try to point people towards that website and then just hope they got there before they went and did like, for example, grade pass back from campus to Banner. You got a pet, that kitten just right behind the ears for it to purr, you know, and and you have we try to get the message out, but it'd be hard to have it be there in time. We've we've been fortunate enough to have some in-house developers who could do some little JavaScript in some places and put little messages in there. But the overhead for doing that was a little bit tough. And I used to always said, I pity the school that doesn't have a can of, you know, is the name of our developer.

So but yeah, that's what it's been like for us. And we'll listen. As as a former radio guy broadcaster, I love when you can throw out any type of fancy analogy that I'm just going to. You got a pet back. I love it.

I'm just so excited that that game out on this webinar, Neal, specifically, how has impact really allowed you to measure how faculty and students use educational tools? I know there's a lot of questions in the chat. I'm like what teachers can specifically do inside campaigns. And I Danny's kind of in there kind of work in the chat, but I really want to dive in with you because you've shared some screenshots with us on how it really has allowed you to measure kind of the use of your educational technology. You bet. So, I mean, the two screenshots that I have here, just kind of a scratch of the surface, I guess you'd say that.

You can see here on the left, on the screen shot. This is just one of the areas. You can look at here where you can look at all of the different tools that are available. And you can look at student behavior and teacher behavior in terms of their access of tools. And in this example, this is showing student access of the syllabus.

And there's two lines. Did they enter the syllabus item and did they do enough to make it seem like they were reading it, you know, scrolling, whatever, and. These are summer. This is summer data, so it's lower than usual, you'll see that little bump there in the middle, that is when our second half of our summer term started. And so it's, I guess, confirming to us here that we go students are getting in and reading their syllabus.

Now, this is looking at the percentage view. You can also look at the numbers view. And the next slide, I think, gives an example of that with regard to faculty. So this is a faculty view, looking again at how many faculty are getting in and posting an announcement in a given week. And so, again, you can see our new semester jump there.

And we can get a sense of during the summer term, we were floating somewhere just around, what, in those summer classes. So we've got some room for improvement there, given the number of classes we were running. It's not terrible, but what we'd love to see that go up a little bit. And then there that number that you see as far as classes get started is a little bit more reflective of the number of summer classes we might have had. So it gives us some actionable idea of some areas that we might want to push on.

In addition to this, there's other things where you can actually create your own monitors and have it monitor specific behavior by attaching it to specific buttons and items. We're fairly new. We just roll this out over the summer at the beginning of the summer, which is why I'm not showing you fall data. So we still have to get in there and play with those monitors more, otherwise, I'd love to show you some more of that, but maybe some of the other panelists can speak to that a bit. Yeah isn't it great when, like, data is correlated with something that you kind of already knew because it's that immediate and it's that little trigger that's like, OK, I think we made a good investment here, don, adding in back to our infrastructure platform with Canvas or whatever tool that you might use.

And you're kind of looking at and saying, oh, that is the start of our second summer. You know that. And I just it's just that little trigger like, OK, this is going to be impactful for us, because now we can see the trend because you start to see slowly that creep up. Right, as you probably get closer to fall and then your data now is going to show you all kinds of things that you can decipher all of it. Trygve, you're probably our most seasoned impact user on the panel.

I love that basic conversation about how that is allowing you to measure how you guys used it there in Iceland. Then we'll follow up with maybe Hannah and Elise, if you want to chime in as well. No pressure, but maybe just tell us a little bit about maybe how it's impacted you. Yeah, I might be we might be the most recent one, but still, we've started using it in January. So we don't it's just like you said, we need to develop better into the data.

But we have used because when you're using the messages, you collect data, too. You can have a feedback on the messages. And we've used that to improve our messages and sometimes remove them if you get a really bad feedback. But we've been looking at the usage of the syllabus a little bit and we've also looked at the usage of assignments because these are just kind of the first looks we've had into that. But we haven't really we've been using the false of the spring semester to collect the data.

So we have some good overview over the usage of the tools and we have planned, but we've not executed yet to try to increase the usage, for example, of the peer review in Canvas. So, no, we have we can monitor it now. We set up our own monitor for that. And when we see how much is used, we can target those, for example, who haven't used it before and encourage them by sending them some examples and some instructions on how to set it up. So that's where we are.

No, I appreciate that, Hannah. Have you seen any quick data? I know that you guys are just here actually just getting ready to roll it out, correct? Yeah this is going to be actually our first semester using impact, so. One of the things that we've been promoting with our instructors is for them to create and use a student introduction discussion in their courses in order to promote community within their courses and give their students an opportunity to get to know each other. And so we'll be tracking that throughout the semester to see did they implement that and how did we have a message, a campaign and a message going out to remind them to do it. And so we'll be tracking to see, you know, did they do it, and how did they receive the message? Do they need did they feel like it was helpful or was.

Awesome So we're going to kind of pivot to trygve again and really kind of dive in because he's used campaigns a little bit on creating some data points for their adoption within their organization. And there have been some comments in the chat, dragna, about, you know, how educators might use this or teachers in an institution might use it. And there were some great comments here by Danny about how maybe institutions can create maybe request forms to submit or suggest campaigns. And I you guys are great about feedback. You mentioned that earlier about like you might get some feedback from your institution about what things are working and what things aren't working and to be actionable about actionable about that.

So talk a little bit about campaigns and talk a little about maybe how that process works at your institution. Sure what we do when we start the campaign, we try to figure out what the problem we are going to solve before it happens to be trying to be proactive with everything we do. And, for example, what you have on that screen. So there is a campaign that is currently running reminding teachers to publish their courses because before convos we heard our own Alamo's that was created to you. By our own Kenneth, probably, and and there there were announcements with was the biggest channel of communication between teachers and students, they would send out announcements once a week, maybe, but in canalis, you have to publish the course before you.

The announcements are sent via email to the students. So that was a problem during our first year of Canvas. And we had a lot of tickets coming in from both teachers and students that this was not working. So we created a very small campaign, very short messages, emphasizing have to publish before you send the announcement. So we identified the problem.

We set up the campaign and we ran it just about two weeks prior to the start of the semester. And two teachers and only teachers who have not published their courses will see this message because what impact does it picks up that the button publishes is there. So you have to push it. And it brings this message up for those who have haven't published and blog about data. We have feedback from that campaign that shows us that it's the right message at the right time for the right people because we get a lot of upvotes on it, like it's called an impact.

And we also get good feedback that we have run some campaigns, that we're just not in the right time, not the right place, and then we just stop the campaign. We received so much bad feedback that you could use that information to stop it because and try to do it better the next time. And some other useful information that you get from a campaign is, for example, we are running now also a campaign for new students at the University. You have never looked into cameras before. They get a pop up message, just a welcome message with a video that explains what camus's very short video about two or three minutes and links to the instructions that we have created for students.

And you can see you can analyze how many people click on that link. So you have an idea whether this message is being useful or not, just from seeing that. So the. This feedback and this counting of clicks is very useful when you're running, when you're running campaigns. And you know, yeah, I'd love to I'd love to talk more about feedback.

We had a great and this is one of those moments like in a webinar when you're like, OK, we've got a format, we're kind of sticking. Everything's everything's going as planned. But then a question comes up and I'm like, yes, I would also love to hear that. And this is one of those moments I think we ought to talk about this, you know, from some of the panelists that have had your experience. I know Neil there and you're just getting ready to roll it out, Elisa specifically and and trygve.

But speak to your experience with what the faculty perception is of the use of impact like today. View these at all, as you know, an invasion of maybe their academic freedom or an overreach from you guys to be able to track some of the things that are happening. Or do they appreciate these insights. So the great question, Bethany white, on the chat, that's a fantastic one. I'd also love to hear from our panelists on what that has been with our universities.

And you if I just finished talking about our campaigns, we've had both we've had very thankful response where people say, oh, I think you just reminded me to do something that I didn't was almost I was just about to make a mistake. But we have also received feedback where people say this is too much, and that's usually when we're trying to kind of get almost everything to advertise something, just like when we were first starting with impact, we had a little campaign just explaining what the button should do. What happens if you click this button? And some people just didn't appreciate that much and you have to be careful with campaigns not to run too many campaigns. You don't want to open Canvas and just get pop up windows all over the place. You have to be precise and you have to respect the academic freedom of the teachers.

You know, we see the campaigns more as a way to instruct people how to use common sense, not to tell them how to teach. That's not our job. But there's technical things we ought to at least we are at that point right now. Neal, how have you managed that invasiveness or the perception of invasive and that's why not say that it's invasive, but I know there are some folks that might perceive it as such. How have you managed that in Utah state? That's a great question.

So one of the things is that it's just giving us aggregate reports so we're not seeing individual user behavior. We're just seeing basically behavior as a whole. And we can drill it down to specific user groups. We can drill it down to specific departments. And, you know, I guess if there are some programs that are small enough, we might be able to extrapolate a little bit.

But for the most part, it's aggregated data that's helping us see that. And we're not sharing it at this point with department heads or administrators. We're using it internally. So as concerns come up around those things, we do have a data governance team and we have data stewards established. And so we just follow the protocols that go with our data governance policies.

Yeah, I, I'll go ahead now. was going to say as a coach, I remember and our campus adoption and usage in my institutions at this data would have been invaluable to me as an administrator, as someone that was always looking to how to make impactful professional development for my teachers and staff. Right trying to find ways to help me be a better coach, be a better innovator, be a better ad tech support person for my district. Right that's for me. That's that's what this data is used for.

And probably a super impactful you know, you're not trying to catch teachers not doing something they're supposed to be doing, really. You're setting up very, very detailed and personalized support options for them, which we will dive into a little bit later. So I appreciate that, yeah, thanks, Neal, Thanks. Today, we're going to keep it moving here and talk about targeting specific user groups and how that has supported your users. We're going to start with Hanover over there at Laredo and talk about a little, you know, talk about some of those things that you've created.

And we're to show some screenshots. So why don't you dive in to some things that you've noticed there in the technology multimedia center there at Laredo. So we have our main. Well, not our main usage, but what we're showing here is the messages that we have in our virtual backpack, online student orientation, and so basically when they access the orientation for the first time or not, when they access the home page, I guess, of course, they'll get this Welcome message through impact that lets them know, hey, here's where you're at and you're going to go through the course. The course is modeled on our official template for all of our online courses.

So they get a feel for exactly what they'll see as an online student. And then in the message, we also introduce them to the Support Center through impact. And so we're letting them know that help is always available to them as they're going through the course, what they'll and then where to go. So it's like a friendly message at the very beginning. And then we've got another message about halfway through that encourages them to keep going through the orientation.

And then again, we refer them back to the Support Center so they can know where they can get help if they need it. We're excited. I love that. I can't imagine I would be if I was still in the role that I was in, I would have jumped on impact immediately. And then, like, let's learn all the things that I can to just be better at maybe intervening on some of these things that might come up while they're there using the tools.

You know, we live in this world of constant notification, constant messaging. Lisa, can you kind of provide some specific examples on maybe how you're targeting user groups specifically and then how that progression and process kind of works through your support? Yeah, so we did a campaign for new student users when they are coming in for the summer semester and that worked really well. One of the things the top calls that we get at our service desk is students missing. Of course, they should be in their Canvas. And that could be a number of reasons that could be at courses unpublished or that could be something else that's going on.

But they we're able to put some information out to them. And this example is about our atomic assessment tool. So it's a third party tool and it's one that not a whole lot of instructors use. We have about 107 87 users that used it in the spring. And we wanted to remind them before they imported their content in the fall that they needed to turn that tool on so that the content for the tool would copy over correctly.

And so I was able to pull a list of the users that had used it in the spring and then import that into a custom user group. And then I could target just those users. And it was cool because we had turned the impact on a little bit later and we were able to we didn't have as many people that were in impact, if that makes sense. Those users weren't visible yet. And so when I imported that list, only about 57 people came up and had actually logged in to campus over the summer.

And so I was really concerned that list would be kind of a dud, that I'd have to go in and monitor that and keep updating it constantly. And I was pleasantly surprised that list updated for me based on when users logged in an impact, notice that they were on the list and it connected their user ID and was able to send that message out to them. And that built as time progressed. And so that was really an exciting thing for me that I didn't have to monitor that it was being updated as more users logged in. Yeah, it's always nice when the automated system takes over.

And you can take a step back and be comfortable knowing that it's going to work the way it should. Trygve, over there in Iceland, I know you wanted to talk a little bit about how you're targeting specific users in your org. Yeah, it's you know, some of it has been mentioned here, like we the campaign I mentioned earlier for New Zealand is run with us. Yes, we find that comes from our asses and we all produce things that appear on the screen because with impact, you can see certain things that the user is doing. And it can pick up certain words on the page.

And if that were the word appears, you will get a message. And we've done that both with a publisher that is on the screen now, the publishing the course. We also did one campaign where we we're trying to target users who were trying to upload really big video files directly into the file storage in within the course and not to the video hosting platforms that we use kind of studio or Panopto. And if you were trying to do that, you would get a message so you can either target with, like we said, with a CSV file or an Excel file, you can target a group of people you've somehow extracted from your sources or from or from canvas, or you can target those who are on the way to make a mistake. I mean, and that has been very useful for us.

And another thing here we first. You know, when a term is finished, after the term is finished, the teachers cannot add things to their courses and students don't get any updates from the course. And then for some reason, some of them wanted to send announcements to a course that had been finished. But so when they open a course from the last semester, you will get a Warning. This this course belongs to a semester that is no longer active.

You have to reactivate it before you send your message that something that is targeted to specific not users, but to specific usage of the system and find that very, very useful, because here we are always. We have the same kind of mindset when we are creating campaigns or just messages of any kind, we are trying to get the right message to the right people at the right time. I think that's what impact can really, really help with. If you if you try to pick up arrows that users are doing and try to get the message either with the custom user group or with picking up certain things that are on the page in the what people are doing, something they shouldn't be doing. Yeah when Danny and Danny mentioned earlier about the things that impact allows and from what I have seen specifically that I think really can grow and an organization is kind of that culture of self-help.

Right, matching students and educator expectations with not only kind of that on screen that like you said, those campaigns, you know, those interactive intervention things that might happen, but also instructional support, ways to help with design or ways to encourage users to use those specific tools. So, Alex, I want to go to you next, because you've shared this fantastic report on how that this specific tool, how impact has allowed you to kind of put a place that allows this culture of self-help. Can you speak to that a little bit? Yeah, so we know briefly mentioned are submitting grades at the end of the term, and that's something that we had changed how that process was going to take place, what tool we were using. And we talked about sending an email. And inevitably, when you send an email out, people don't get it.

And so to have something that is right there that pops up and reminds them, like these are the steps that you need to take to do this really important task that you need to complete before the end of the semester before you leave. So you can see there's a lot of value in really when we started the campaign in the not so much towards the end and people really engaged in what happened with those clicks. And it's not a lot most of us instructors either maybe got the information somewhere else. But for those that missed it in other places, it was really nice to have it there. Right for them.

I think the telling thing was that we got some upvotes, but very few downvotes, like they really appreciated being able to get that information and being able to click on it and get what they needed when they needed it. And so that was really useful to us. I think it decreased our number of calls that we got and probably even caught people who wouldn't have made calls. They probably would have just struggled through it to kind of figure it out or waited until they got another email from the provost later on saying, hey, you're late getting your grades and take care of this now. And so those things really helped.

The other thing is, with our beginning of the term in the summer for missing courses, I mentioned this briefly. Again, that's a thing that is people call on all the time. And again, I was pleasantly surprised to see how many people upvoted that they appreciated getting that information and very few that downloaded it. And it was interesting to read some of the comments of students that said, hey, I didn't know that my class didn't even start until the second session of the summer because we have kind of a weird two session thing. And so that was really helpful for some of those students that they wouldn't have even known what they were seeing there.

So and this last one is more of a guide about that atomic assessments that I was talking about earlier and how people as they come in and trickle in the summer to prepare for fall classes. It's helpful for them to get that information when they need it. You'll see it's very few people who are getting that, but it helps those who are there and when they need that information to have as they need it. Yeah, I enjoyed a lot of what you shared, because it does talk a little bit about set up voting and down voting system and allows you as an administrator to kind of take a look at that content and say, OK, a lot of people didn't like that. We were even if there's no, like, immediate feedback or you don't have a forum or you're not getting comments in, it's that immediate feedback for you to say maybe we overstepped here or pushed a little too hard on getting them to try to use the tool.

We also shared a few things here as well for the call. Yeah, I would just about this slide here just to mention, because all of you talked about how we target the users and so on and how we get the message. It's video message to the students just to brief mention. Don't know how international our crowd is here today, but here in Iceland, we are about 320,000 people. We have our own language and the us, a public university, we have a very strict policy on the language to use Icelandic as much as possible.

And a great thing about impact is that it picks up the language of the user in commerce and it shows the message in that language. So you can have translations of each message. And like here we have a lot of foreign students and an English speaking teachers. We put the message in both Icelandic and English. So when the user opens up, like, for example, if the new students were getting this message, they will get it in English.

And the same, actually, even though that the Support Center of impact doesn't exist in icelandic, we have the possibility of getting translations in that so that we have the most important instructions and help items available in Icelandic. And the system picks up what language the user is using. I just want to add that if there is someone out there in the same position as us, that it's possible to have it in multilingual many languages. Yeah, the multi-language pieces is key because we know that a lot of users are probably using, you know, a number of different tools to go back and forth between their language and the language that they're in the country of, which is incredible. And I think that's one of those accessibility features that are so important here.

We have some questions, Neal, and I'm pivoting to you kind of to finish this off here before we get into Q&A. But impact, obviously, for those of you that don't know, it is an additional paid feature of your tools and an additional cost. There has been some questions. Is this an additional cost? Where can I find this? But I think the most important piece of this is that it might cost some additional dollars to get rolling into the tool. But it also can reduce not only your support cost, but it'll improve the user experience so that those investments that you're making in edtech, that we know that those dollars are going to be spent on en masse or those dollars are going to be spent on third party tools.

We know that impact can help not only justify those means. Right but also improve that experience for users so that they can continue to be happy about the tools that you're giving them through your department. So talk a little bit about how that kind of has reduced support cost and improve that experience. You bet. So I think I'm actually just going to look forward here and I was thinking about this, I, I, I thought I just kind of show her the list of what we've got planned here, looking ahead.

So we've already talked about really how this gives us the ability to have things in a just-in-time nature that are proactive and that and that are kind of just right there. So one of the things. There are several things that we want our faculty to be doing or tools we want them to be utilizing or practices. We want them to have. And, you know, in the past, when we have that need, we are know, we'll always be doing workshops and we'll always be doing departmental tours.

That's not going to change. It's nice as a tool, but it's also, you know, it takes sometimes that's a lot to maybe get out a couple of small items that we just want everybody to be aware of. And it's nice to be able to say, hey, this is another tool that we can use in a campaign. We want our faculty to be using better accessibility practices, using the Ally tool that we've purchased. We want our faculty to have their course with some Basic Usability features or even just be published on the first day.

We want to help our students, as you've seen, find their courses. And so being able to just kind of proactively plan these campaigns and say we're going to anticipate the need or we know what we need people to do, allows us to spend a little less of our time and efforts having to pick up those phone calls or, you know, go on a massive tour or something like that of the campus. So these are some of the things we're looking ahead at and then down at the bottom. I just took a screenshot of our Google doc, and it's actually a lot longer than this. But we have a lot of other things in mind.

As we were talking to our CSM from impact about these tools, she's like, well, here's this template. Here's this template. Here's this template that does what you're looking to do. So nice for us. A lot of these things, these needs that these campaigns we need to run are things that other schools also needed to run and that have been anticipated.

So there's these templates that are available that we can roll out, that also speed up the time and campaign planning. So that's awesome. I know that you've mentioned it and I mentioned it kind of right at the jump of this webinar, which was no. One is an island here in education, that there are a lot of things that other folks have. Have you come across are considered.

So it's really nice when you get a new tool like impact to jump right in and know there is a community of users that have been using this product for a while and can generate those templates and help you out to get there. I mean, the family aspect of what and structure does, what campus has done, what impact is now doing, bringing all of those users together and sharing those ideas is super important. I'm going to bring Danny back in while I share a little example in the chat, if you haven't seen it. But there are a lot of impact messaging to student acknowledgments for a new policy for watching a required orientation video. It looks like this user will not be able to close the message until they check the acknowledgment box.

Looks like they've got a campus customer doing this for an important social impact. COVID statement that's coming from their leadership. So absolutely fantastic. Danny, I'm going to bring you back in, if you don't mind. And is there anything that we would like to cover right before we leave? I know this is kind of open for the Q&A.

We've answered already a lot of the questions in the chat and already in the Q&A. I feel like we're kind of caught up. But is there something that maybe we want to drive home that there are some questions that you saw on the chat that you'd also like to dive in before we leave? Danny is having trouble finding his mute button, I think, which is fine, but Nick here says, can someone mentioned what options exist for exporting data found via impact, saying we want to take that one from our customer panel, Danny's back. But let's do this question first. What kind of options? You see the questions that came through, so.

Oh, yeah, sorry. Sorry I was I was prompted you into just anything that you've seen in the chat that you're like, man, I just need to talk about that instead of typing it out would have been appreciated, you know, for sure. So you can export everything else, the CSV. So everything's exportable out of the tool I and say. Try and look at the other questions here, that's OK, and if anybody had a question that they put in the chat that they feel like they'd like me to expand on, please do that now.

Joe Biden had a great question. Before about the difference between the data that you can generate from impact versus Canvas or structure analytics, and that's a great question, really. So impact is about is about generating data that we can use to understand usage and analytics usage and adoption, rather excuse me. So increasing the usage of our tools of the adoption of our tools versus the data that Canvas is generating and where we're going to continue investing in the Canvas and in structure, analytics is more geared towards understanding student student outcomes. Right and student levels of achievement, of course, data program data.

So that's more of academic data versus impact is more about usage and adopting data. Yeah, and Sylvia had a question here, too, and maybe some of our customers can speak to it, how they have kind of facilitated that process in their organizations, but do we need an extra local admin to help set up and back to maintain it to generate these reports? So thank you, Sylvia, for that question. Trygve, Neal, Hannah, anybody have any thoughts there on how your organization is facilitating those? You're well here, we didn't need any. We got a lot of help from it was easy at the time, but from impacto to set it up for us and there was no issues there. But I have been doing some training to learn how to use impact.

And it's a part of my job now to read the analytics, to figure out campaigns, how to target correctly and so on. It was rather a smooth journey, I would say. We started in January. Our first campaign was up in, I think mid-february. So awesome.

It's been know, it was, I would say. Quite smooth, Neil, has it added a ton of duties to your plate? I know you and you and Alice are probably the two that are kind of pushing the movement of impact. So, you know, has it added a lot? I think that's probably going to be the most question. How much how much more work am I going to have to do to set these up and keep these rolling? Seems like it's pretty low key, but I want to get a take from you guys as well. I would say it's been simpler to set up in a lot of the tools we've used, that we've had a good implementation team that's really helped us to so early on.

We had a few things that we wanted to do, kind of unique for us. And we had a number of really good set up meetings. I'd say we probably spent. What I don't know, three, three or four hours with our setup team, and then after that we were off and running. And the videos to help do the training were really helpful that are available.

So Pannier, you're fresh out the gate on this, so we get to turn to you to say, as someone who's kind of new and new ish getting into the tool, how has the impact team been? I mean, working within the implementation team? I'm sure things have been pretty successful, but I won't speak for you. I'd love to hear from you on some of the things that you've seen or have been excited about and how that team has been helping you get started. Yeah, the Danny Moynihan, he was the one who helped us learn all about the use cases and get us started. He helped us build out our first campaigns and then now our CSM Melissa. She's very helpful.

We have monthly meetings scheduled with her. So, you know, always available. I even I have her on Slack as well. So very helpful and resourceful. She's shared a lot of, you know, videos with me on how to do specific things that I've asked her how to do.

And so it's been a wonderful experience. So far, working with the impact team. It's awesome, Danny, I'm going to ask you one more question before we get out of here. I know there are some folks that are kind of asking questions in the chat. Maybe they feel like they need to dive some deeper.

They need to dive deeper into it. And there's been lots of conversation. Thank you all to those that have jumped in and answered questions. do appreciate it. But Danny, talk a little bit about if folks need to get a hold or who's their point of contact? Where should they go? I know we have a website kind of dedicated to impact that we are more than happy to continue to share out.

I know the emails that were shared out for this specific webinar had a lot of those links. So you might want to go back and dig through them if you don't want to. When we send this out, we'll make sure we include those other resources for you as well. But what's the easiest way for someone to get a hold a product or say, if you want to get a hold of me, I'm on Twitter small Indiana or just email me at a small ad in structure com? I'd be more than happy to turn over those questions, hand them over to some of our product marketing team. So that they can answer them.

But I know our time is super valuable here and and we've run over on the hour, but I'll let Danny kind of take that. What's the easiest for folks to jump on and kind of learn more for sure. You guys can just reach out to me. I'll put my email in the chat for Product Related questions. If you guys are interested in using the tool, we connect you to our sales.

Org but I can kind of just be the source of direction. So I'll put my email in there and you guys can just send any questions you have for me. Just to answer the last question, just briefly, no retroactive data. So data collection will start as soon as you implement and you do not need to have a dedicated person to kind of run or manage impact. It's pretty it's pretty self sustaining.

So, yeah, I'm going to put my email on the chat, guys. It was great to be here and excited to see all these questions. That means that people are excited. So I love it. Reach out with anything you got.

Thank you guys so much to our customer panel, our expert panel to trygve tenille, to Hannah, to Elisa. Thank you, guys. I can't thank you enough because you guys are the ones that are using the tool and you can speak to it more than anyone. And we get a lot of questions about impact. This was just so timely and much needed.

So we really appreciate you taking the time to be a part of the panel. Thank you, thank you, thank you very much. All right, guys, we are wrapping things up. If you have questions, please reach out. Lots of emails being shared in the chat.

We appreciate you until next time. I'm at a small. This has been measuring impact, elevating your edtech investments impact fine structure formerly of EesySoft. We'll see you on the next webinar. Thanks for joining us.