Moving from Canvas Core to Canvas Plus

Good morning. Good morning. Hi, everyone. Such a pleasure to be here with all of you today. Thank you so much, first of all, for joining us, especially if you are in your lunchtime. I really appreciate your your time here with us.

We're just gonna wait a few minutes here before we start so more people can join us. But, again, thank you for for being here with us. Welcome. Welcome. I'm seeing more people joining us.

It's exciting. We're gonna have a a really good chat today with all of you. So thank you again for those who are joining us. For those who haven't had the chance to say welcome, thank you, and welcome. We're just gonna wait one more minute here, and then we can kick off things.

There's a lot that we wanna chat, but there's a lot that we also wanna show to all of you today. So I'm really excited and looking forward for that. Alright. Two minutes it is. Let's get started.

You know, we're gonna as I as I was mentioning, we're gonna have a lot of great things to show you today. But before anything, this is all a lot of the things that we have been hearing quite a lot from the conversations that we are having across both Europe, Middle East, and Africa, so all the regions that our team here works very together. And the things that we keep hearing more and more is that institutions are managing a lot of the digital learning activities across much more courses while the expectations around the consistency, engagement, and support really continues to rise. And that creates a very practical pressure on the teams that are responsible for making all of that work well day to day. Checking course quality across, a large environment takes a lot of time.

Acting on data takes a lot of time. Supporting educators consistently takes time as well. And if those things depend heavily on manual follow-up, then as you might have been facing it currently, the workload grows very quickly. So today, we'll be, looking at how Canvas plus responds to some of those pressures, both for institutions already using Canvas core, but also for those who are still evaluating what they need from the learning environment as they grow. And just to set expectations, as I was mentioning, the plan is really to spend most of the session in real workflows without showing the administrator, the learner, and the educator experiences.

And please feel free to share any questions in the question and answer section. We kept the final fifteen minutes open for any questions that you might have. But before anything, I wanna introduce the team who is here with me today. So, Andre, could you start first? Hello, everyone. Good morning.

So my name is Andre Silve, and I'm a senior solutions engineer here at Instructure. My academic background is in education, specifically educational technologies. And, professionally, I've been working with many companies on digital transformation. So, we'll be covering a number of, technical aspects today, and I'll try and make the bridge to the pedagogical effects of that as well. Over to you.

Fran? Good morning slash afternoon, everyone. I am Fran. I'm, in the customer success team, here at Instructure, and I look after a few different regions across Europe. So can see a few familiar names, in the attendees today. So, welcome, everyone, and good to have you.

Joao, back to you. Thank you. And, well, I'm Joao, and I look after the market strategy here for EMEA. And you, as you can, notice already, you hear from, from each of us in the conversation that we'll move between the market context, the customer experience, but also the product itself. And now before we we delve into it, before we got into the conversation itself, we just wanna get a quick sense of what feels most familiar to you.

So when you think about Canvas across your institution, there's a few questions in the next slide so that you can answer to us, where is it harder to create consistency at scale today? Right? Think about is it supporting educators, isn't seeing where attention is needed, is it actually acting on what you know, or just keeping learning engagement? So there's gonna be a few questions that will come now that will pop up. So just choose one of the options that sound more close to the pressures that you are dealing with at the moment. Andrew, could you go to the next slide, please? Just so everyone can see the questions, and we would love to hear, your point of view. Just gonna give a few more seconds here so everyone can vote. We have quite a few people here joining us today, so really excited to hear your thoughts.

Alright. Well, it's interesting to see the results coming up. There's a a clear mix here in the the points on the bullet points here. And that, honestly, that makes sense. Also because, you know, the pressures usually show up in different places depending on the institution.

Right? What changes with scale really is the amount of coordination behind the pressures that you're seeing here. For example, a course quality issue might be easy to spot within one department, but once you're looking across hundreds of courses, as I was mentioning before, someone still has to identify where the problem is, decide what matters, and follows up with the right people. And at the same time, that same pressure shows up when when teams are trying to support educators, understand engagement, act on the data they already have. So before we delve into Canvas plus, there's just one thing I would like to bring in the next slide to all of you, and that is also answering those needs. Is that for those of you already using Canvas, Canvas Core is already supporting a significant part of that everyday teaching and learning.

For those of you who are still evaluating Canvas, Canvas Core is the foundation that covers the day to day experiences around courses, around assessments, feedback, communication, and accessibility as well. That foundation continues to evolve, including improvements to teaching workflows and the Ignite AI capabilities available within the core. But as the learning management system becomes more established across your institution as a whole, what we see is that the teams also need to look across that environment, and they could need to understand how consistently things are working. That might mean checking whether courses meet agreed expectations or understanding where people are struggling or knowing which areas need support before the problem becomes larger. And that is where scale starts to create a different kind of workload.

There are two fairly practical examples on the next slide that talks a little bit about this. Course readiness, I would say, is a really good first, example on this because an institution might have agreed standards around what should be in place before a course opens to the learners. And again, across a small number of courses, that can be checked fairly easily. But across hundreds, someone has to identify where the gaps are, decide which ones need attention, and then work with the people responsible for addressing them. Data creates a similar workload.

A dashboard can tell you that something is happening. Right? But the team still needs enough context to understand whether or how it matters while having enough capacity to respond to that data. And that capacity is already under pressuring of so many parts of EMEA as we were mentioning in the beginning. And, Feren, I believe that the data on the next slide also gives us a helpful picture of just how constrained that can be. Right? Definitely.

Thanks, Joel. This slide really hits right at the heart of the conversations that I have, regularly, with our European institutions every single week. When we look at the data here. Like the fact that fewer than thirty percent of the UK teaching staff say that they have time to explore new digital teaching tools, it confirms what we already feel on the ground. Academics are experiencing acute change fatigue at the moment, and on top of that one in three European universities that track learning outcomes lack the staff support and resources needed to act on that data and I'm sure many of you here today can relate to that.

So handing an educator yet another tool without simplifying their existing routine doesn't drive adoption or doesn't really help it drives resistance, if anything. So real value happens when technology absorbs that repetitive friction so that teachers can focus on teaching and administrators can actually act on the data that they have. So institutions are trying to improve teaching quality engagement. The way they support people, while the teams doing that work already have quite a lot on their plates, so when we think about adding capability, it needs to help people focus on their effort more efficiently. So it can simply create another thing to manage, and that brings us quite naturally to how and what Plus is designed to add around the core experience.

A hundred percent. Which leads us to the the next slide here, which is really talking a little bit about what Plus is and what Plus really means when it comes to the product strategy that we have at Instructure. And, essentially, Canvas plus gives to the teams that are facing those problems that we just brought to you a clear view across the whole environment. So if your institution's biggest problem is that support, for example, is too broad or our arrival is too late, And then Canvas plus really helps bring that support closer to the people and the moments where it actually is needed. Now if the pressure is on the educators with the same work repeating across courses and teaching teams, than what Canvas plus can support, really, it's adding practical help around the feedback, around engagement, as well as the course quality.

And that's why these capabilities matter so much together. They really help the institutions to move from having more information and more activity to being able to focus the attention, focus on supporting people more effectively, and also on sustaining a good practice with less friction. And honestly, I could I could spend another ten minutes just talking about the value behind Canvas plus, but I think that the clearest way to understand it is really to see how it actually changes your daily workflows. So as I was mentioning at the beginning, we're going to look at the same Canvas plus environment from three different perspectives, the administrator, the learner, and the educator. And before, I pass it to Andre so he can, do the demo, just wanna mention in the next slide that Canvas plus is really working to answer those questions.

Right? Like, where does attention actually need to go? When we think about the administrator experience facing these challenges, again, it really comes down to focus. So once you can see where attention is needed, the next step is deciding what action makes sense more for that particular situation. So, Andre, could you show us, what that looks like in Canvas plus for the administrator? For sure. So the best place to start for that particular question, so where does the does does the attention need to go, is course readiness. Now course readiness is a tool that may be used by some of you or many of you, but in different points of the learning or the product life cycle.

So for example, if you are more of an academic institution, you're gonna be using this tool to check whether you are ready, for example, ahead of an academic year or particular semester, or if you are more of a professional company, or you have a cycle that is not an academic cycle, you're probably gonna be using this more as an audit tool to basically, what we're talking just now is how can I look through the system, filter all my courses, and understand where do I need to focus my attention? So courses, course readiness will enable you to see based on a set of criteria which courses are or which courses are not meeting a particular threshold. And before we jump onto the dashboard, I'm gonna show you how it works. So here you have, the levers that you can pull in order to define what is course readiness. Because course course readiness may mean many things to many people, many institutions. And what we are not we're enabling you to do is very easily fine tune what readiness is for you.

So in this case, does the course need to be published? So in this case, mean, general criteria. For example, does it need to have a start and an end date? Or, for example, questions around navigation. This is something that our clients ask quite a bit. How can I confirm that all my courses have a particular navigation bar with particular items selected and available? Or, for example, if you want to check whether your courses have particular content configurations, for example, number of announcements or number of modules and whether the modules are published. See, some of those things that you typically need to go through every course to check those courses are meeting those that that that that set of criteria.

We are doing here with a few clicks. Right? Going through all the courses without you having to go to each one of these courses. We can go further in-depth. For example, activities. Are we gonna have assignments? Are we gonna have quizzes, discussions? Or there's a number of other aspects, such as compliance, if there has been an accessibility scan.

We're not gonna be able to cover this in detail, but see whether your course is your the courses are compliant or not. And you can see I've changed the criteria set to twenty twenty twenty seven, twenty twenty eight academic year. Of course, the use case can be just an audit halfway through the year. Now what then happens is once you select the criteria and note, you can have many criteria sets. You can have criteria set at the institution level, at the subaccount level.

K? So and and, of course, you can filter exactly what the focus is gonna be. For example, subaccount, term, courses. You can actually make it for by teacher as well. But once you select not only the criteria set, but also what or, which part of the business or the whole institution that you're gonna be applying the the feature set, you have the visualization that tells you exactly how many courses are being considered to be ready, as in meeting your criteria set, ready, or not ready, which is in this case, ninety six courses. Courses.

And on the right hand side, what you can see is from the criteria that I have selected, you can see basically the reasoning why courses are not meeting the criteria set that we have defined. Of course, the more criteria you add, the more stringent is gonna be the pass or failure of this this review. The important thing is you can very quickly contact either staff linked to those courses that have, either completed or met the the criteria or quality threshold and congratulate them, Or, you can contact teachers or staff that are linked to courses that have not or are not meeting these requirements, and then you can message them directly. The important thing here is that the messages are gonna be tailored dynamically to each one of the of the receivers. So the teacher name, the course name, and the criteria that is not being met so that staff can start immediately working on this particular or the courses that are displaying particular issues or not meeting a particular quality threshold.

Okay? Super powerful tool. In this case, structural. You can go through many courses and very quickly flag where you need to focus your attention. So at this point, the question becomes not whether the courses are meeting or not meeting the quality threshold that you have specified at your institution level, but then the conversation starts moving towards, is my staff or my teachers ready to implement those changes? Basically, question, have they not implemented the changes because they don't know how to do them, and how can we start supporting them to do so? And that takes us to the next tool, which the two tools work very well together, but they're not strictly linked, which is Impact. Okay? So impact enables you to create messages to users.

In this case and now use use case or your your our our example here would be teachers, how to enable teachers to perform particular activities or complete particular tasks or make specific improvements. But what enables you to do is position messages directly in the workflow. And these messages are contextual, so they know where you are as a user, and they know which user you are. So for example, are you are a teacher, you can receive a particular set of messages. So in this case, you have a pop up message.

This message knows I'm I'm I'm I'm logging in the system, and it's giving me immediately information that is relevant to me on the dashboard. But what I wanted to show you is if I jump to a particular course, you can see that a number of things. I can have access to this button on the lower corner, which is a resource center. And the resource center, can use to either use articles that we provide you with or add your own articles. And what we are talking about here is starting to think about training differently rather than enabling your staff upfront and expecting them to perform particular processes in a given way a year later, a year down the line.

And what we are doing is breaking down their training and delivering training at the point of need. So before, with course readiness, we identify that some teachers needed support to improve courses so that they meet that particular quality threshold. And then here, what we are doing is giving the users, and in this case, teachers, the information they need, the training they need at a point of need as they are using the system in the areas that are relevant for that particular training. And for example, here, I can have actually a step by step process that takes me I could just start step number one, and then guide me to step number two, step number three, and guide me to perform a particular task, complete a particular task task or implementation that you have identified before was not being implemented. So hopefully, this this this covers a number of aspects that are relevant to you.

There are other features we could cover here, but, not relevant for a particular use case. So, Fran, over to you. Thank you, Andre. Thank you for taking us through that. So one thing that I would take from that is that most institutions already have plenty of support material.

Now the question is often whether it reaches the right person at a useful point in their work. So if you are still relying heavily on broad emails, separate support pages, or manual follow-up for something that happens repeatedly inside Canvas, then there is a clear difference between having that support available and being able to put it in context. And, and with that, it takes us to the institutional view, of what the learner actually experiences. Absolutely. I just love how easy it is to see all the data in just one place and take actions directly from it, messaging directly the people who needs to make those changes.

Or even as Andre said, like, just to congratulate people from the work that they are doing, which is also a very positive. But for the learner experience then, with all of this information, all of this, focus that now we can give, it really comes down to active participation. So what matters here for the learning experience is what they can actually do with the content while they are learning, how that changes their experience inside of the course. For example, can the learner respond, participate? Can the learner demonstrate some understanding while they are there in the course? So Andre is going to show you how that works in Canvas plus for the learners. Thank you, Joao.

And I will start from the home page. And just just a a brief note before I jump into the the the the demo. I I've been bidding as you with many clients. It is interesting to understand where our clients think we are positioned. As in some clients think that we they'll have a platform that we're able to deliver a mostly online experience.

Or I have clients that use our system as a content repository, but they focus on the class classroom. And there is no right way of of approaching education. Whatever works for you and your learners is the right way. And the important thing is we cover you wherever you you sit within this range. Now, Studio enables you to deliver content online, especially I would use Studio, as a way to deliver content that you are repeating year over year, and you want to use your staff to actually add value.

Right? So we are using tools, online tools to deliver that repeated content, and that can be past lectures or content as in video format. So in this case, I'm in my module. As a learner, I'm gonna go jump to the topic number one. And in this case, you can see that all my digital learning of course, I'm gonna have live learning and I'm gonna have exams and all of that. But right now, we're talking about learning experience.

And we have moved some of that content that would typically be repetitive from the teacher's side, freeing that time to the teachers, and adding that online. And in this case, I have two video tools that I wanted to to show you. First thing, Studio is not just a video tool playback. It enables you to playback. Yes.

And you can, for example, expand and watch the video in full screen if you want. But where we actually exceed is the ability to add functionality on top of video. So in this case, you have discussion. So videos are engaging in discussion on top of a video. And by the way, all of these features we are talking to you today are opt in.

So you can have video and not having the discussion. In this case, you have discussion sitting on top of video, and you can see exactly in the timeline where the discussion is taking place where learners are leaving feedback and comments. And this works exactly like a participation forum. Learners can leave a comment or start interacting with each other. So super powerful tool, enables you to make videos that are typically passive way of consuming content, right, into something that is quite interactive and brings that social presence that is so hard to create most of the time.

Alright? Next tool I wanted to show you in the studio, still in the studio tool is the ability to add videos with quizzes. So I'm adding a layer of quizzes on top of videos. And and if not mentioned before, these videos can be YouTube videos, Vimeo videos, or your own videos that you upload. For example, a lecture that you have recorded. And note, there's no adverts.

So even if you are using, YouTube or Vimeo as a source, you're not gonna be, detracting learners from the learning experience and pulling them away. Okay? So in this case, I'm watching a particular video as a learner, and you can see directly the timeline where the questions are. Many of you ask, can I remove the markers, question markers? Of course, you can, and I'll show you how knowing exactly what's happening with the video can help you serve better videos. In this case, see what typically will happen is learners will jump onto the question. And what happens, if you are watching a video is when you get to the question, the video pauses, enables you to respond to to the question.

So in this case, as a learner, I would respond to the video or or to the questions in the video, and then I would automatically see the feedback on my responses. So I'll stop here. This, as you can see, adds a lot of value in the learning experience. But I would like to jump on, to the teacher slash educator slash institution side to show you the value that Studio app offers to you as an institution as well. Shuang? Yeah.

And also because, you know, when when it comes to the educators then, the question that we should be asking is, really, how do we sustain quality without adding more repetitive work. Right? If we think about the the overall experience, a lot of the time goes into work that happens again and again and again and again across the course, like building assessment criteria or reviewing the the learner activity given and this is really important, giving useful and meaningful feedback, and really keeping a consistent center across the different groups of students that you might have in your classes. All in which takes a lot of our educator time and a lot of their energy as well. So once we identify the pattern of repetition across a wider teaching community, even a small improvement, and this is what we wanna show you in those workflows, really starts to make a big difference. Right? And that's where all the Ignite AI capabilities in Canvas plus comes in to support it.

They can support parts of the work while the the educator keeps control of the judgment and the final outcome. And to give you a bit more, visibility on that, Andrea will then now show the educator experience and how does that work now that you have seen already the administrator and the learner view. Thank you. And what I will do is I'll show you on the educator side, we're talking about Studio. Right? And this is the exact same page we're just looking at from a learner perspective now from an institution slash teacher perspective.

And what you can see is I have a tab called insights. And this tab enables me to see very quickly the total number of views. You can also see the number of unique viewers. You can see the time viewed. And then you remember before, we had the question markers.

So I could I would be able as an institution to see, well, I need to remove those markers because learners are only jumping to respond to the questions and they're not really watching the video. So the the the important thing here is how having access to viewership data analytics will inform you on making the right decisions on content development. Content development or how you integrate the quizzes. So for example, if if a video starts tailing off, means that that video is too long, or maybe at that point, that particular way that you are communicating ideas is not relevant for learners or know how learners would consume content. So by looking at this, this is a great feedback mechanism that enables you to improve over time.

Okay? Now we're starting to move, we'll start to move more towards assessments. And a few things. Still on the topic of Studio, one of the most powerful features that tool, that that, Studio offers you is the ability for all your learners to submit video in a robust way as assessment submissions. And what I have here is an example of how a learner has submitted a video. And especially, I would say this this can be used in academic settings and but also professional or job placements, for example, where you are using or or it can be academic settings when you are, for example, asking learners to present a particular topic.

Learners will be able to submit a video or recording of themselves speaking, presenting, and especially think about this. As we enter the age of AI and learners are gonna be using AI, how what are the mechanisms that we can give you robust that that you can use to robustly assess that learners know particular topic or a particular practice or particular application. Okay? And video is a great way to do that or studio integrated in in as as an assessment mechanism. So in this case, the learner submitted the video. It's just of course, we use just an example of a of a video.

Learner would just submit a recording of themselves or recording of themselves presenting because they can capture on the screen on on their side. And this will enable the discussion between the institution and the learner directly in the timeline. You can see as a teacher or as a trainer, I've left left feedback directly in the timeline, as you can see here, that you can send then see down here as well. You have the time code. The feedback from the teacher and feedback from the landlord enables the conversation.

This opens this opens, the conversation of assessment to trying to get learners to perform where we are expecting them or want them to perform. And this is a dialogue rather than a point in time. Right? And we are very well positioned to enable you to do that. And at the same time, you'll be able to match the video submission and video and feedback from learners directly against the rubric on the right hand side. Alright? So very robust.

This, of course, gets all gets recorded from an auditability. You can access to these over time. Okay? So video submissions from a learner perspective capture practice or capture knowledge in a robust way, enables you to leave feedback, have conversations with learners, and then mark the learner against a rubric robustly. Now, gonna go back to the home page. I know that some of you we talked about rubrics.

Some of you are already using rubrics. Some of you are not. Some of you are in the process of starting to use rubrics. And I have a tool for you, for the people that are thinking about these topics but have not applied just yet. What I'll do is I'll show you a feature that will enable you to create rubrics very, very easily.

And I know that that's the most difficult. Some of you already know what rubrics are. You want to you have the aspiration to apply rubrics, but then you're missing the time and resource to actually do that piece of work. So I'm gonna do here, and I'm gonna use a quiz, but you could use this to, formal assessment as well. I will go to this assessment and go to the rubric, and you can see now I have a button, that says create rubric.

And you can click on that button, and this opens the rubric generator. And this is gonna be tapping into our Ignite AI, which basically the AI engine that sits in the background. And you will be able to specify what you want your rubrics to to be. You can define the grade level, number of number of criteria, of course, the title, scale. You can also give it a bit of a prompt to really, ensure that the final result is very aligned to your assignment.

And once you click click on generate criteria, don't don't leave it empty. Please populate this as much as you can so that you get good good quality results. You'll be provided with a rubric draft that you can then edit, you can change, you can delete, you can duplicate if you want, you can regenerate if you're not happy with it. But the idea here is rather than starting from an empty page, I've been there, it's hard. You have something that you can start from, improve upon, and then integrate as part of your assessment flows.

The idea here is that all your assessments will have rubrics that will then ensure that not only the assessment is transparent for learners, but also for you as an institution, robust, repeatable over time, and you are consolidating or offering consistency of assessment even if you have, for example, I know many of you are, you subcontract people to support you with marking, ensuring that that that process is consistent and robust. Okay? So super important. Now from this point, you have created rubrics for both your video assignments, for your text assignments. And then the final tool I wanted to show you today is how you can start integrating AI in the grading workflow. So in this case, I'm going to show you Ignite AI grading assistant, and it's a great tool.

Enables you to mark learner submissions. And for those of you that don't know, this is SpeedGrader. On the left hand side, you have the submission from the learner. Of course, you can leave feedbacks that feedback directly in the submission. You can interact with the submission.

That is all unchanged. Now on the right hand side, imagine that I've created this rubric using rubric regenerator, and I know that this is aligned to my qualification. So I'm I'm happy with it with that result. And typically, you would have to come here and select a particular rating, by the way. Of course, you're I'm I'm treating you as specialists in Canvas.

You know that the the the ratings, all of these is customizable to your particular unique case. So I'm not gonna go to that, in greater detail. But typically, you would have to read the document and select a particular rate rating from from the rubric. Of course, you still do that process, but what we are giving you here is an a a a level of support. In this case, it's called Ignite AI grading assistant and enables you to use AI, Ignite AI, to check the document against the criteria automatically.

And we're not saying that this is gonna be replacing you because it won't, but it's gonna be first he'd be he's gonna be supporting you as a sounding board. Where did you think the learner was sitting, and why does your opinion and Ignite AI opinion diverge? So that is something for you to consider. So using this AI component as a sounding board to help you to deliver better, a bet better better outcomes, at the end of the review. The second aspect I wanted to cover is the ability for you to start from an empty pay from from a from a drafted page rather than an empty page. You can see I clicked clicked on the button, and Ignite AI has helped me craft a a review or a comment on that particular particular criteria.

So you can do this by criteria. Right? So again, this idea, we're not wanting we're not we're not saying that this should replace your feedback because it shouldn't, but is a great starting point so that you don't need to start from a blank page every time. So from here, of course, everything is editable. You can edit, add your comments, remove. But at least you're not starting from a blank page.

And also, finally, all of these things I've shown you here today will not be submitted to learners first. They're they're not enforced, so this is an opt in feature first. And then second, none none of these AI components and AI support will be automatically showed to the learners. The final say will come from the teacher. So you have the human in the loop that will give the final approval of everything that has been done.

So it will be ultimately the teachers or the the trainer or the marker's responsibility of what has been shared with the learner. So with that said, I think it's obvious here that when we're talking about all of these features, we are moving from feature feature by feature to a much more integrated experience where features are really improved workflows and reduced workload whilst extending and expanding the ability of support and, this case, detailed feedback that you can deliver to learners. So, Fran, over to you. Yes. Thank you, Andre.

Always always blows my mind when I look at the SpeedGrader. Still wish I had it in my teaching days, but here we are. So where I think that all of this becomes really, relevant institutionally is that, it is when the same type of repeated work exists across a a a much larger teaching community. So it's really the the the scale that we look at. So what might feel like, you know, fairly small efficiencies for one educator can really become a much bigger capacity and consistency question when it's repeated across large departments and and hundred of courses, of course.

So that's the point, where, it makes sense to, zoom back out from the individual workflow, and I might need you to get on to the next slide, please. Fabulous. So we've looked at three different, experiences here. Thanks to you, Andre. So for the administrator, the question was where attention is needed and how support can be focused more effectively.

For the learner, it was about creating more active participation around the learning content. And for the educator, it was about maintaining quality and feedback without relying on the same amount of repeated work. So what matters institutionally is that these aren't isolated issues, really. They there are different pressures inside the same learning environment, and that's the useful way to understand plus, I think, from from my perspective and from the perspective of the many partners across Europe that I speak to, very regularly with. So, it adds the capability around the core experience so that the institutions can see more clearly where the attention is needed, support people closer to the point of need, and sustain that teaching practice more consistently across the environment.

So that's also why these capabilities make much more sense when we look at them together than treating them as each kind of separate little features, really, which is why we kind of packaged it all together. Absolutely, Fran. Also, if we think historically, and in the next slide, you can kind of see the the transition there, but you might have remembered or you might know already that, many of the capabilities in the past could be considered and bought separately. Right? So the conversation was more on the feature by feature and not the connection. The thing is that as the the educational portfolio of thing infrastructure grew so much and it keeps growing, especially with a lot of our partners, that could also make the planning and the procurement more fragmented for different institutions all over the world.

But particularly when the institutions were trying to understand which capabilities were relevant for their specific use cases and how they fit it together. So, really, the the tiered structure was launched this, this year to give the institutions a a clear way to plan around the different needs inside of the learning environment itself. So just as a quick reminder, Core remains as the teaching and learning foundation, and I see that some of the questions that have come up already in the q and a are also aligned to to that that context, right, of, like, Canvas Core will keep always being the foundation of the learning process of our of our users. But Plus brings together the capabilities that we have been looking at today around visibility, around support, around engagement, and the teaching practice. So that's really all the packaging context that we need for today's conversation.

We're gonna talk about Canvas next, really in our webinar on September twenty first. But, Fran, you have been, again, part of this change from the customer side. So, you know, from your perspective, when does moving to Canvas plus really starts to make sense? Yeah. Absolutely. If we can move on to the next slide, please.

So why move to Canva plus? That that's the question. So if you think of the free workflows that we've just seen, the reason to move to plus becomes quite tangible when you kind of add them together, really. So an institution can see where the attention is needed without the relying on the course by course checking, so a lot of automation there. It can bring support, closer to the moment a user actually needs it. So timing is also, you know, at the center core of of of these solutions, and it can make digital content a more active part of the learning experience, which is essentially needed in this day and age anyway.

So that can give educators more support around the quality and feedback, where the same work again is repeated in over and over again. So the point isn't that every institution has all all four prob problems to the same degree, but these are recurring pressures across institutions. And I know that because, you know, that's my job to speak with many institutions around around Europe. And that's where Plus starts to have a practical a practical role. So the usual conversation from there is to identify which of these pressures matter the most to you here today and what you would actually want to improve.

So what happens now if we change slide? Whenever we talk about tier changes, we always have IT directors and cadman Canvas admins immediately brace for impact and, as they picture data migrations and system downtime, and that I want to put, those fears to rest immediately. Moving to plus is not an LMS migration. That's all. You keep the Canvas environment you already use and simply add these new capabilities that that you need in the in the right setup. So what happens now? So the next step is to, not empathetically, just buy plus, of course, but is to work alongside myself if I am your customer success manager, or your, your customer success manager, of course, to identify the priority and define what success should look like, really for your institution and decide which and whether the plus workflows you will explore you will make sense to explore next, really.

So reach out to your to your team, and, of course, we can schedule a discovery call. We've had, quite a few already in the summer. So, yeah, don't miss out on that. So that is all really that we had for you today. I just wanted to thank you all for your attention and, would love to use the remainder of today's hour for, our q and a.

Thank you so much, Fran. Thank you so much, Andre. And with one minute in addition, so we have sixty minutes, to answer any questions that might come. And I see that we have actually a couple of questions already here in the q and a. Linda, I would love to understand when you say that can your you message the course administrator rather than the teacher, if you are talking about the two dashboards that Android has just shared or if it is the messaging capability itself that we also have for Canvas plus.

So if you could add that context as well in the q and a, we can definitely answer you. There's another question as well in terms of the pricing of of the Canvas plus, and I think this is a really interesting conversation as well to keep, as the next step with, your contact here at Instructure. But, really, the idea that we have right now is not to sell separate products anymore. It's really to create a connection in between the products, and you could understand today why this is so relevant to the experiences of our institutions. Okay.

It was the course readiness piece. Thank you. So, Andre, can you talk a little bit on the technical point there, on how to message, and what is the best practice to message the course administrator? I would say I would message the course administrate the course administrator, really, what the message is gonna go to the teacher that is linked to the course. So if that is your course administrator, that is gonna be, that the message is gonna be sent to them. What I would say is probably I would have a point where you do those checks.

So your point is gonna be at the start of a particular academic year or so don't we don't need to be reusing and remessaging this the the the people involved. So I would I would say one message will be enough, and then you can do a review to see if the courses have been improved a week after. But I think I would say there's not a use case or a particular workflow that we recommend you. It's more a question by institution. So, yeah, what I would what I can say is those, the dashboard that we showed you is gonna show you live data.

So if you have made a change or if you've sent a message today and teachers have made or the course administrator has made a change over that week, when you run it again, he's not gonna be sending the message again to people that have already acted on that particular particular message. So I would say not there's no rule of thumb for this one. It's gonna be institution by institution. And I would say, for example, once you you decide to send messages, one every week until all the issues have been resolved would be a good way to go. Hopefully, that answers.

Perfect. I can see another question from an anonymous attendee. Can we only move when our existing contract ends? You can move outside of your renewal time. It's just a matter of amending amending the contract that it's absolutely fine to do so. So, yeah, the answer is you don't have to wait until renewal to move.

Amazing. And we have another more technical question here, Andre, if you don't mind answering as well on the permissions. And the question is sorry. Sorry. Will all of the new elements have truly separate permission management that is not integral with other elements? Like rubrics is with assignments even though it also has its own permission settings.

So I may be wrong, but that is correct. So they will be all separate. Now they may they may be different places. Okay? Some of them are gonna be system features. Some of them are gonna be subaccount features or course features.

So, the answer is yes. Amazing. Alright. It seems that we have answered all the questions. So what I'm gonna do now is just gonna leave maybe two more minutes here in case anyone has any additional questions.

Otherwise, we can wrap it up early. I know it, that time to grab another coffee is always a good idea for everyone. But I really, really appreciate the engagement here with the questions. Feel free as well, you know, if you if you wanna send us an email after you have our contacts, so just feel free to send it. And while we're here, just a reminder that we're gonna do a second, session on this webinar series on September twenty first, and the focus is really gonna be about everything that is inside of Canvas Next and how can Canvas Next enhance your experience within, the LMS and the educational problems that you are trying to solve in your institution in particular? Alright.

Well, I'm seeing that some people are already leaving. I see we don't have, any more questions. But, again, if you remind anything, just message us, and we're gonna be happy to answer any questions. Really, really appreciate your presence, and thank you so much, Andre, for this amazing, demo that you have just done. We were talking in the side here.

We need an autograph from you later. And, Ram, thank you so much as well for bringing the perspective of the institutions that you work daily and your team as well. And we'll see you on September twenty first. It's you. Bye bye. Bye bye.