[music playing]

Announcer: OTAN, Outreach and Technical Assistance Network.

Paul Yung: Good afternoon, everybody, welcome. I am so excited to be here with you today. My name is Paul Yung. I'm from LAUSD, the Division of Adult Career Education.

Hold on a second. I forgot I need to put on my first slide while I talk. OK, so here we go.

I was a developer of the original Moodle version of PTW1. That is Putting English to Work 1, beginning low ESL course, on Moodle, which has been very popular with adult ESL students in California for more than a decade now. As OTAN transitions from Moodle to Canvas, I'm helping to adapt the series to the new learning management system.

I need to confess that I too am new to Canvas and am learning as I go. In the course of this journey, I am hoping to gain insights and contributions from those of you who are more experienced and knowledgeable about Canvas. And together by sharing ideas and best practices, we will produce an interactive online beginning low ESL course that advances equity among our students and improves their learning outcomes.

The PTW1 on Canvas project is part of the California Distance Learning Cooperative. As I mentioned, it's a work in progress upon its official release. Possibly over the summer, definitely by fall, the course will be free for all California agencies that use the Canvas learning management system.

This is what we're going to do today. I want to share with you what I have accomplished so far in migrating, putting things to work one from Moodle to Canvas. You will see the exciting variety of interactive activities. You will have the opportunity to ask questions. More importantly, from the developer site, I will get to ask you for your perspective from the field of what might work better for students. And, finally, I will entreat you to join me in the beta testing of this course with your class and students.

Before we go any further, I want to hear from you. Take a minute or two. And introduce yourself in the chat. Write your name and your agency, any experience you have with Putting English to Work 1, whether it's through distance learning, Moodle, or the old video and workbooks in your classroom, and any Canvas experience you might have.

And just keep it simple. And that way, knowing my audience will help me better target this presentation. So take a minute. And introduce yourself in the chat.

OK, great. Jaemi, I hope I'm pronouncing your name correctly. And I really appreciate some Canvas veterans here. And I'm sure Debbie does as well, you know? OK. Sean, thanks for joining us. New to Canvas, all right. Hope you have some Putting English to Work experience. Oh, Penny is here. Oh, great. Now I'm a little bit nervous. But I'm happy to have Penny here. OK, Eileen.

Eileen: Don't be nervous.

Paul Yung: Oh, San Leandro. Oh, great. I just want to know, I grew up in Oakland. And I go to San Leandro all the time. Some Moodle experience, but no Canvas. OK, great. All right. I'll just hang out for a little bit. Oh, grew up in Berkeley. Oh, nice. Wow. OK. Don't tell me, Jaemi, you went to Cal? Because I did. I grew up as a teenager going to Rasputin's, and Tower Records and Telegraph, and eventually ended up at Cal too, so-- all right. Oh, great. OK. UC Santa Barbara. OK. Just as good. Just as good.

OK. All right, thank you. Thank you, everyone. It's so great to see such a dynamic, accomplished crew here in this session. So today's agenda, we're going to look at the PETW1 course layout in Canvas from the student's point of view, look over the variety of innovative exercises, from the usual multiple choice and fill-in-the-blanks to new interactive videos, dictations, and puzzles.

The good news is that the large variety of the-- the large majority of the quizzes is automatically graded by the learning management system. Yay! That means less work for you, OK? We'll learn to recognize which exercises requires the teachers to grade. And I'll explain why that's necessary. Along the way, I'm going to ask you a few questions, because at this stage, it will be helpful for me to know what you as teachers think. And your input will be helpful as I continue to fine tune things before our big rollout.

Finally, I'm going to talk about beta testing. And I would like you to consider participating and experimenting with me on this great project. So without further ado, I'm going to switch my share screen to my Canvas page, which is right here.

So this is my Canvas page. And it's my dashboard. And it's the developer's view. As a teacher, you're going to have a different view. And that won't be a problem. They're all quite similar. But on my dashboard, I have Paul's PETW1 Sandbox and New PETW1 Build. And this is where I'm sketching out the entire course.

Here on the left column, there are many options. And like I said, I'm a developer. You'll be a teacher. You might not have all these options. And that's a good thing, by the way, because these things can get overwhelming. But you will have a chance to customize things in the course to suit your needs.

And I'm going to switch right now to the student view to show you what I'm talking about. I have a Student View button up here on the upper right. And I'm going to click on that. And this is what the student will see. As you can see, great. A lot fewer options. And my temporary placeholder image is here with temporary placeholder text.

This, you can customize. You'll be able to put whatever picture you want here and whatever welcome text and summary of the course you would like here. And the syllabus here on the left will also-- is also customizable to your needs. Here's a little page for announcements you might want to make to your students, a connection to your Google Drive, and a page for your scheduled Zoom meetings and link, and any badges you might want to award to your students who are completing or making regular advances through the 20 units of the course.

So where is the content? You're asking. It's right here under Modules. If I click on Modules, this is what the students will be doing, going to Modules as soon as they log in. And it's taking a second to load. If I scroll down, you can see that there are 20 units to this entire course with video episodes and workbook exercises that have been translated into this online course.

So I'm going to go back to the top. And the first unit I see is What's Your Name? If I throw down the arrow, the contents of the unit are displayed in order. OK, so let's just click through this. Episode 1 is right here. If I click on that--

Speaker 2: Paul, we have a request. Is it possible for you to enlarge the screen, please?

Paul Yung: Oh. How's this? Is this better?

Speaker 2: That looks good to me. How about Sean? Is that good?

Speaker 3: Yes, thank you.

Speaker 2: OK.

Paul Yung: Great. Thank you guys for speaking out. We're all in our little cocoon here, right? So if I'm doing something that doesn't come across, please don't hesitate to let me know or Debbie. And Debbie will inform me. So thank you, Debbie. Thank you, Sean.

So here, episode 1, you can see the Watch Episode 1 link. There's a quick synopsis of the story of this video episode, a summary of the life skills that are covered, as well as the grammar. And this is a snapshot from the student workbook if you're familiar with it. So if I click on Watch Episode 1, it's going to launch in a separate window. And it's right here. The video plays almost instantly. The streaming is very efficient and fast.

[video playback]

[music playing]

- There's also a Fullscreen button on the lower-right corner. This has filled up my screen.

- Hello. I'm Liz Chan. In this television series--

[end playback]

Paul Yung: So as you can see, the video quality is, although not high definition, is quite good and very acceptable for our students to study English with. And on the lower-right corner, there's a gear button. If I click on that-- OK, you won't be able to see this, because I have my-- my screen is actually a 4K, which means it's twice the definition of a high-definition screen. So it's a 4K screen. So the pixels will be much smaller here.

But there's a Closed Caption button. If I choose English, you will be able to see-- you won't be able to see it, unfortunately. But closed captioning appears on the top of the screen. And that's something that you can show your students. They have an option to watch this program with the English subtitles on for assistance.

So one advantage of having the video open in a separate window is that your students can keep the video open at all times while they are working their way. I'm going to click on Modules now to go back to the contents of the course. They can keep that video open and as a reference while they're working through the course and its exercises. So from episode 1, I went back to Modules to come to this main menu. And I'm going to go to the first exercise, Unit 1 Vocabulary.

So this is a very nice visual drag-and-drop exercise. Students click on the vocabulary. And they get to move things around. So it's very tactile. And it's fun. It's not like you have to type-- for level 1 students, they have to type right into a small box with their first exercise. To get to move things around and in a very fun and interactive way.

So let me try to finish this really quickly and see how this works. The pen, pencil, and the board. OK, let's hit Submit. And I get all the items correct. If I make an error, the students can do this as many times as she needs to improve her grade. So there's an unlimited number of times a student can complete this exercise.

So to proceed, I have two choices. I can go back to Modules and go back to the main menu, where I see my exercises listed in order, or I can click the Next button here on the lower-right corner. I hope you're able to see that. I will click this Next button. And it's taken me to the next exercise, which is It's Your Turn. And it's a video.

[video playback]

- Look at the alphabet page in your book. Work on your book at home. Watch and listen. Look at the alphabet on your paper. When I say a letter, point to the letter on your paper. Point to the letter you hear. Let's spell this word. P-E-N. It's a--

- Pen.

[end playback]

Paul Yung: So the video stops. And there's a prompt to identify this vocabulary word. So I'm going to drag this pen into the box and click Check. And if I did not get that correctly, I would have a chance to retry that, OK? I got it correct. So I'm going to choose Continue.

[video playback]

- Yes, Miguel, it's a pen.

[end playback]

Paul Yung: And here on the bottom, where you see these circles on the timeline, that's where the next exercises are. So I'm just going to skip-- for the sake of convenience, I'm going to skip to the next one and hit Play.

[video playback]

- It's a--

- Book.

- Book.

- Book.

[end playback]

Paul Yung: So I'm going to choose-- what happens if I choose the wrong answer? Retry. I get to try it again, check again, and then move on.

[video playback]

- Yes, OK. Here's a long word. You are--

- Students.

- Yep.

[end playback]

Paul Yung: Oops, I got that wrong. I'm going to click Retry and check again.

[video playback]

- Yep, and I'm your T-E-A-C--

- You're a teacher.

[end playback]

Paul Yung: OK.

[video playback]

- That's right, Lana.

[end playback]

Paul Yung: So one thing you have to remember with these interactive videos is that at the end of it, the student has to click the Submit Answer button in order for the Canvas to accept the score, OK? So I'm going to click Submit Answers. And it says, attempt successfully submitted.

If I ever want to check my grades, your student will simply click on Grades here. What was this? This was Unit 1, It's Your Turn. So let's go to Grades and look for that. OK, Unit 1, It's Your Turn. Sometimes Canvas takes a few more seconds than you would like for things to load. But it'll come soon.

So here we go. So the vocabulary we just did here. And It's Your Turn is here. So I got four out of four with It's Your Turn and 12 out of 12 with the vocabulary exercises. And I'm going to go back to Modules and continue where I left off, OK? Remember, Modules is the menu of your entire unit. So let's look at the alphabet. So here's a video.

[video playback]

- That's the alphabet. 26 letters. Each letter is very important. Watch and listen.

- (SINGING) Yo. A, B, C, D--

[end playback]

Paul Yung: OK, so the student will rap along with the alphabet rap here. And at the very bottom, the student has a prompt. Record yourself reading the English alphabet. Click the Record button below to start. Click Done when you're finished. OK, so let's try that. A, B, C, D. And I'm going to click Done.

OK, so this exercise is not graded. It's simply for the student to practice, that she can record her own voice, and listen to it, and have the option to download it or just listen to it.

[audio playback]

- A, B, C--

[end playback]

Paul Yung: As soon as I navigate away from this exercise, we're going to lose that recording, OK? So just keep that in mind. Whenever you see a recording exercise like that, it's just more for a student to practice temporarily. Once you navigate away, the system does not save the exercise, OK?

So I'm going to I'm going to continue by clicking the Next button on the lower-right corner. And here, we have an Arrange the Letters of the Alphabet exercise. And there's an instruction here. It says, put the letters of the alphabet in the correct order. Start from the left side of the top row. So I'm just going to make this one a little bit smaller. There you go.

OK, so what the student has to do is put the alphabet in the order starting from the left. So this is going to be A. I always get nervous doing this in front of an audience. So I can't find my letters. And what happens is that you can check your answers, and see what you've gotten correct, and resume. That means pick up where you left off without having to start all over again. So resume-- let's see if it maintains the first row of letters as I've placed them.

Speaker 2: Paul?

Paul Yung: Yes?

Speaker 2: We have a couple of questions.

Paul Yung: Sure.

Speaker 2: Where are you getting these exercises? From Lola. And then Jaemi is asking, is this course available for educators to use with students?

Paul Yung: I'm going to get to that, OK? Jaemi, hang on. Remember, you're going to have a chance to beta test this with your students. And I'll explain that later on. Where did I get these exercises? Well, is Penny still here?

Speaker 2: No.

Paul Yung: OK, well, we made them with an app called H5P. And we've imported them into Canvas. And like I said, when the program launches, hopefully this summer, but definitely no later by the fall, it's going to be free to all the schools who use Canvas, OK?

So save those questions for later. And let me continue so we can get through all the exercises, because I realize that I only have about 30 minutes left and much more to show. But don't let me deter you from asking questions, OK? I just feel confident that I can answer these two questions better later.

So Next in the lower-right corner to continue. And here's a flashcard exercise. What is this? Book. Check. Correct. Next one, pencil. Check. Correct. And this is another fun visual exercise that our students will enjoy. And once a student goes through all of these flashcards-- and you can see here, there are 10 of them. And if not all of them are correct, the student can try again as many times as the student wants to get a perfect score.

So I'm going to click Next on the lower-right corner. And here's another interactive video. I can tell because there's a video. And there are these little circles on the timeline. So let's watch this video.

[video playback]

- Excuse me. Can I have more water, please?

[end playback]

Paul Yung: So the video plays twice. The student watches it the first time. And then the second time, the student is prompted with questions, OK?

[video playback]

- Excuse me. Can I have more water, please?

[end playback]

Paul Yung: I'm going to try water and check. Oh, great. Continue.

[video playback]

- Oh, and how about some coffee and some of Lucy's pumpkin pie, heated, with ice cream?

[end playback]

Paul Yung: OK. Oh no, got that wrong. Retry. And it tells me what the correct answer is. So I'm going to retry it and choose the other one. In this case, there's just-- it's either going to be one or the other, right? But when you have more than two choices, that's helpful. OK, so let's check that. Good.

[video playback]

- Your waitress will bring your pie right out.

- Thank you.

- Miguel, you work hard. You do a very good job.

- Thanks, boss.

[end playback]

Paul Yung: And the cool thing is it plays fullscreen on your computer. The exercise is-- it scales nicely. OK, so Miguel is a good worker, right?

[video playback]

- But you need to learn more English. With more English, you could be a waiter, make more money.

- I understand.

- English classes are free at the adult school. You could start tonight.

[end playback]

Paul Yung: Adult school.

[video playback]

- Tonight?

- Yes, tonight.

[end playback]

Paul Yung: OK, so don't forget, with these interactive exercises, videos, you have to click Submit Answers at the end, OK? Your answers have been submitted. Great. So we're going to move on by clicking the Next button at the lower-right corner of the screen.

So here's an ordering, a sequencing exercise, right? Put the conversation in the correct order. You drag these things up and down. So remember, this is a very basic level 1 unit, the very first of the entire course. So it's going to be-- my name is Martha Lopez. What's your name? My name is John Franklin. Nice to meet you. Nice to meet you too, right? I think that's correct. Let's submit. Oh, great. I got it all correct.

As you can see, there's a great variety of exercises that the students will engage in and find very stimulating. So here's something that's very traditional, a fill-in-the-blanks. So look what happens if you get the answers all wrong. I'm going to submit. And it's telling me that I got them all wrong. And if I say Show Solution, it gives me the answers so that I could retry it with the correct answers, OK?

Nice to meet you. Nice to meet you too. What's your first name? It is, it is, my name is, and Submit. And the student can do this as many times as she needs to get the best score possible. So I'm going to click on this Next button here on the lower right.

And the majority of these exercises are straight out of the book. And we just tailored them and adapted them to the learning management system. Before, it was Moodle. And now we're upgrading it to a Canvas. And this page is right out of the book. If it's hard to see, you can always click this Fullscreen button. And it fills the screen nicely.

And the student can navigate at the bottom of this page with this arrow. Complete the sentence with "is" or "is not." It is a pen. It is not a book. Check. That's great. And what if the student is wrong? You click the eyeball here. It reveals the correct answers. And the student can retry, OK?

And so this is what this looks like. It is a calendar. It is not a chair. And sometimes, like with the videos, you have to click that-- there's a card at the very end with a list of the questions. And you click the Submit Answers text on top. And other times, you get this notice.

So after a while, you'll have to get used to when students have to do what. And that's probably the trickiest part of this, right? So I'm going to click the Next button. And it's a similar kind of thing. So this is multiple choice, right? There's a variety in this one, actually. It's multiple choice. And yes, they are. Check. Oh, no, they're not. OK, not notebooks. So I'm going to click the eyeball. And it's going to give me a chance to retry. No, they're not.

And here, write the short answer. So it's looking for-- because if we go back to the scaffolding, we're being taught the short answers here. Yes, you are. No, you're not. Yes, he is. No, he's not. So it's looking for that. So is it a clock? Yes, it is. And again, if I don't get this correctly, I get the eyeball, which we'll reveal the correct answer. And the student will have a chance to redo it.

And then Confirm. Confirm submits it. And here, there's no Submit button, unlike the interactive videos, right? So let's move on. Next here on the lower right. Hey, there's a crossword puzzle, right? Isn't this cool? So across 2, it says, my blank is 14502-- so I think that it's going to be my address, right? So I'm going to type address. Oh, and that fit.

My-- what does that say? Phone number, maybe? Oh my god, this is really long. So it can't be phone number. It must be telephone number, right? Telephone, right? So here we have a crossword puzzle. So again, I just can't emphasize this enough that the variety of exercises, engaging exercises, will keep your students interested and motivated to persist.

So I'm going to click Next on the lower-right corner. As you can see here, on Grades, I have six items already that I've completed, right? And so if I want to check, I can. So here, there's a little instruction here. It says, click Push to Speak and read the sentences and questions you see. Read the sentences and questions. Start course. OK, this is kind of cool.

So I'm going to have to read this, OK? But first, I want to think Push to Speak. How are you? It's telling me I got that correct. What is your name? Oh, my bad. I forgot to click Push to Speak. What is your name? What is your phone number?

As you can see, I'm trying out different sort of intonation. And the program is sharp enough to tag it as correct. What is your address? Where are you from? I am-- see, there was too much pause between words. So it thought I ended. But I could retry that.

I am a student. Wow. That's impressive, right? So there's a couple more. I won't bore you. You're probably mocking me right now for my pronunciation, which I don't blame you for if you are. OK, so that's how that works. And I think that's pretty cool, right? Basically, it's a kind of basic speaking lesson with a recording. And I'm guessing some very rudimentary artificial intelligence is going on under the programming there, OK?

So this is a little sign, a little precursor of things to come in the future of what these programs will be able to do. And that's quite exciting. So I'm going to click the Next button on the lower-right corner here. And this is your typical multiple choice, right? The student has to read this registration form and then just choose.

What is the teacher's name? It's Frank. OK, so here, remember, the tricky thing that you'll-- the trickiest thing you'll have to learn about this is how answers are submitted for grading in the variety of exercises, right? When you see items like this, when you click Check, that submits-- that not only checks whether this is correct or not, but it submits this one question for grading.

As you'll see here, unlike Moodle, if I choose the wrong-- I get a chance to-- I get a chance to redo this. Unlike Moodle, there's no Submit Answer button for the entire thing at the end, right? Those of you who are familiar with Moodle, it's like Submit, Submit All and Finish, and then Submit again. There's like three Submit buttons that you have to do to finalize an exercise like this.

But with this H5P on Canvas, each item that you check is actually submitting the question for grading, OK? So I'm going to proceed by clicking the Next button on the lower-right corner. And here, I don't know if you can tell, but this looks a little bit different. And it says right here, your teacher will grade this exercise after you've completed the unit.

There's a little visual prompt here, the mother talking to the child with dialogue bubbles. And it says Resume Quiz because I've been here before as a student. And the mother asked the child, what is in your backpack? And then the student is prompted to answer the same question here. So I'm going to say, I have a pen, an eraser, and two books. So I'm going to submit this quiz.

And this is one of those things where it's going to be here as attempt number 1. And right now, there's-- the score is 0 out of 10, because this is one of those exercises that you, the teacher, will have to grade, because obviously, the choices that a student might type into this box to answer that question are infinite, right? Like, I have a pencil. I don't have anything.

So this is one of those exercises where we can't preprogram in the correct answers. These are the ones that you will have to pay attention to and assign a grade to. And you will also be able to leave comments for your students too.

So I'm going to continue with Next. And this is a dictation. You can tell by these speaker icons that there's audio here. So I'm going to click on this one.

[audio playback]

- I am a student.

Paul Yung: So what does that say? I am a student.

- The teacher is in the classroom.

Paul Yung: So this is a-- these sentences are going to be case sensitive. So--

- The books are on the table.

Paul Yung: Let's try one where I forget to capitalize the first letter. The books are on the table.

- My telephone number is 213-456-9873.

[end playback]

Paul Yung: OK. I don't want to type that one right now. OK, Submit. Show Solution. OK, so it's telling me that I did not capitalize the "the." Therefore, "the" is-- the T. Therefore, "the" is not correct. And I missed all these items here. And I can retry. So that's pretty cool, right? There's a dictation exercise. Again, I just can't emphasize this enough, that the variety of activities will keep your students engaged, OK?

So Next. OK, so here's a little quick, random check for comprehension. It says, choose the correct sentence. And it just shuffles automatically. The student doesn't have to do anything to advance to the next question.

OK, and this-- again, you have to-- this one, the answers are submitted automatically. You don't have to click a final Submit or Check button. So narrative reading-- OK, when you see this Take the Quiz, it's going to be a native-- it's like the writing exercise earlier, what's in your backpack? It's going to be a native Canvas exercise, not from H5P.

And this is directly out of the book, OK? There's a story here. It's a reading comprehension exercise. And I'm going to play the audio that accompanies it.

[audio playback]

- Unit 1, exercise 15. Carlos Nunez is a student. Carlos Nunez is a student at Main Street Adult School. He's in an English class. His teacher is Mr. Edwards. Carlos's friends are Maria and Luis.

[end playback]

Paul Yung: OK, so a couple of questions here. And here's something you have to remember. This is right out of the book. This is directly from the Moodle version that we created many years ago. So it says, answer the following questions with complete sentences. So if I just say, what is Carlos's last name? If I just say Nunez, which, content-wise, is correct, right? But then it's not a correct sentence. It's going to be wrong. So let's see what happens.

So it's incorrect. But-- well, we created the Moodle exercise many years ago for these sort of questions where we're asking students to write the correct question. And we wanted to create a scenario where teachers didn't have to check everything all the time. We plugged in a variety of answers that we thought students might answer with to, as much as we can, make the whole system automatic and seamless.

So when a student gets the wrong answer in these type of exercises, where they're supposed to write a correct, complete sentence, they're going to get these options, OK? For example, what is Carlos's last name? What did we program in? His last name is Nunez. Let me make that bigger for you. His last name is Nunez. Carlos's last name is Nunez. It's Nunez. It is Nunez. Nunez is his last name.

What is his teacher's name? His teacher's name is Mr. Edwards. His name is Mr. Edwards. Mr. Edwards is his name. It's Mr. Edwards. So that was very, very tedious for the developers. But the teachers really appreciated it. So keep that in mind. So there'll be a couple of exercises like this, probably just one, one in each unit. And that is the narrative reading.

So the cool thing about the narrative reading is that it comes with the audio. The students could hear the story read to them. And they can also practice pronunciation. For example, you can teach them to do this.

[audio playback]

- Unit 1, exercise 15. Carlos Nunez is a student.

Paul Yung: Carlos Nunez is a student.

- Carlos Nunez is a student at Main Street Adult School.

Paul Yung: Carlos Nunez is a student at Main Street Adult School.

- He's in an English class.

[end playback]

Paul Yung: He's in an English class. So the student can practice pronunciation. And I don't know about how other teachers do it. But I highly recommend this, right? Because it's a side-by-side practice. They get to emulate the pronunciation, the articulation, the rhythm of the syntax. It's just so valuable. It just really contributes to fluency.

And they have the option of downloading this audio track. Oh, it's expired. So this is something I'm going to make a note of right now and investigate. It says expired token here. I don't know if you can see that. I'll have to talk to Canvas about it.

But we want the students to be able to download this audio track and just keep it on their MP3 file. And something that they can practice on the go when they're taking the bus to work or doing the laundry at the laundromat, OK? So that's how this works. There's a variety of answers that we've plugged in, hoping that it'll help the teachers.

OK, so I'm going to-- I have an option to take the quiz again. Let's see what happens here. There's no Next button here. So I'm going to have to go back to Modules after this. So I'm going to go to Modules. Click OK.

Usually, when you're in that student test mode, which is what that is, it takes a little while just to bounce back and forth. So that was narrative reading. We're approaching the end. So now I'm going to click on What's Your Name?

And this is one of the ones that, when you see Take the Quiz, it's a native Canvas exercise that was imported from Moodle. So as you can see, this prompt, your teacher will grade this exercise after you've completed the unit. So answer these questions with your information. So this is going to look familiar.

Students have to type in their own answer. What is your name? My name is Juan, Carlos, Gonzalez. What is the name of your school? Los Angeles Adult School. And the student will submit the quiz. It'll be saved. And you, the teacher, will have to come, look at it, and assign the relevant points, OK?

Speaker 2: Paul, we have a question.

Paul Yung: Yes?

Speaker 2: How long is the course? How many hours to finish on average?

Paul Yung: OK, so there are 20 units. 20 units. As you can see, each unit is quite substantive. And the standard has been that this has always been a distance learning course, mostly. But in the past couple years, some teachers have begun using it in their classrooms. But as a distance learning course, students earn 10 hours of attendance by completing the entire course and scoring 80% or better on the unit test. And here is the unit test.

So this is the last one. This is right out of the original book. My name is Martha Ortega. Check. What is the last name? I'm just going to click through this, because I want to show you something. OK, because this is the unit test, if the student makes a mistake, they're not going to get the correct answer. There's no eyeball here to reveal the correct answer, no Show Option button.

They can click this arrow to clear and retry. But they're not going to get the correct answer, because it's a unit test. So that's one difference here. And let me just see what happens. How do we submit at the end? Because as you recall, submitting for a grade is different for every different class of-- I have to think about what I'm doing here. Oh, that's correct.

OK, so he is a teacher. I just want to see how our-- also, here's another different kind of exercise, where students can move words around and place them to match the verb "to be" with the subject pronoun. I hope I got this right. Check.

OK, so you get this prompt to confirm. That's how that works. So if I click-- because if you recall, this is the last-- the unit test is always the last item in the course. So if I were to click Next right now, it would take me to the first page of episode 2. And I can watch the video here.

And I can see a synopsis of the story-- Miguel makes plans to study with his classmate, Jane-- and a summary of the life skills and grammar in this unit. And this is a picture of the original page 1, cover page of the workbook.

So that's it for my demo now. And I can answer any questions you might have before I go onto my next thing about the beta test. So anybody have a question? You can feel free to unmute and ask me directly.

Jaemi Nash: Hey, Paul. It's Jaemi from TAM Adult School. So what I heard you say was there was 20 modules. And they get, when they successfully go through them and get in the 80 percentile, they get 10 hours of class instruction?

Paul Yung: Yes, that's correct.

Jaemi Nash: OK. And do you think it takes some students less time or more time? What are your-- I'm assuming this is for like the very first level of ESL.

Paul Yung: It is the first level. And it's going to be different for everybody, to be honest. And what is going to happen is that-- and every unit is not exactly the same length. So some units will be shorter, and some will be longer. So it's a general ballpark, the 10-hour assignment. And it's something that we've worked out with OTAN and the Adult Ed office as a CDE from the very inception of this course.

So it's a standard that is used across the state, regardless of which-- for distance learning, regardless of which agency you're from, that basically, we're assigning 10 units-- I mean, 10 hours of attendance per unit upon completion, OK? Completion--

Jaemi Nash: Oh, per unit, not per course. Oh, I thought-- yeah, OK. So it's really more like 10 times 20, 200 hours.

Paul Yung: Exactly. Yeah, yeah. Right, right. I'm sorry. I misunderstood you. OK, so--

Jaemi Nash: OK. That made me feel better. I was like, 20 units, 10 hours? Wow, OK. Thank you. Got it.

Paul Yung: Right. The course is called Putting English to Work 1. It has 20 units. Each unit is comprised of a 25- to 28-minute video and all the accompanying corresponding exercises that you just saw, OK? Did that answer your question?

Jaemi Nash: Definitely, thank you.

Paul Yung: OK.

Susan Ranch: Paul, I have a question. I'm Susan from Contra Costa County, both Martinez and Mount Diablo Adult. I noticed at the bottom, you had badges. Can you tell me more about the badge piece of this?

Paul Yung: OK, so thank you for your question, Susan. I haven't gotten that far yet myself. And that's something I'm sure the teachers can figure out. You know what I'm saying? I'm not an expert at Canvas. But as we work together and start beta testing this, hopefully you'll join me.

Susan Ranch: We definitely want to beta test. And I know that Marin and I at Mount Diablo Adult Education are interested in the badges piece. So yeah, we want to beta test so we can figure out the badges.

Paul Yung: I just want to say that I love Contra Costa County. Did I mention that I grew up in Oakland?

Susan Ranch: No, but that's a different county.

Paul Yung: I used to take the Caldecott tunnel through the mountain to go to Walnut Creek. And so--

Susan Ranch: Yes, exactly.

Paul Yung: --I am thrilled that there's such a strong Bay Area turnout here. We got San Leandro in the house. We got Contra Costa County. So glad to hear it. And we're going to work out that badges thing later, because that's one of those minor things that we'll figure out together, OK?

Susan Ranch: Yeah, we're hoping to use it for encouragement for our students and have them have like a little badge--

Paul Yung: Oh, definitely, definitely, more incentive, positive reinforcement. OK, thank you, Susan. Anyone else? So listen, think about your questions. I want to move on to the next thing, because I have to do my little spiel about the beta test. So the beta test, all right? So I'm going to spend the next few weeks proofreading and fine-tuning things. There's still more that I have to do. But basically, if you saw my earlier scroll through the modules, that all 20 units are basically there. I do have to proofread, though.

So I hope I can begin this beta test with you guys in April. I hope you're interested. But there are some requirements. But they're not set in stone. So I always have an open mind. And I love enthusiastic teachers. But it would be great if you have experience using PETW1 online, and even better, if you have access to Canvas, because-- and that your school is part of the California Distance Learning Cooperative with OTAN.

If not, let me know, and we'll see what we can do, OK? The reason why I would like some PETW1 experience is that you can compare things and tell me if it's better or not or what we could do to improve. And then the Canvas thing, it's just like Susan's question. It'll free me up to just work on polishing the exercises, and you guys-- and not have to help you with Canvas, you know?

And I hope we can beta test it in a situation where you're actually using it with students. And it could be either in the classroom or through distance learning. And then, in the process, you're going to provide me with feedback on the pros and cons, basically what's working, and what might not be working, and how we can improve things.

So right now, I want to put-- I'm going to put a link to a form that I made that I would like those interested parties to fill out. I'm going to put that in the chat right now. You can-- oh, hold on. I just sent that to Penny. And she's not here. So I just switched to everyone.

Does everyone see that Google Doc link?

Speaker 2: Yes.

Paul Yung: OK. So let me share my screen, switch to the form. Basically, it's a simple form where you're going to just describe yourself, your email, and so that I have a way to contact you-- your position and agency. Does your school use Canvas? If yes, we could easily copy the course over to your Canvas class. If not, we'll have to talk to the administrative team here at OTAN to see what we can do, OK?

And do you currently have a class that could participate in the beta test? It'd be great if you do. And if not, I'm not going to reject you automatically. We can talk, OK? And if yes, please describe your class. Is it an in-person class, remote, hybrid, distance learning? Is it ESL, a supplement to a CTE? Just let me know.

And briefly describe any previous experience using PETW1, any experiences using Canvas. And if you don't have any, don't worry about it. I just want to get to know you so that we can form a better partnership in this, OK? Any questions about that? OK, and so you don't have to fill that out right now. You can just make sure that you click on that link to the form and open it in your browser so that you can fill it out after the session ends. And Debbie, do you have a link to the--

Debbie Jensen: I do. The presentation evaluation, right there. So please fill that out as well.

Paul Yung: Yeah. And again, for both of those items, you don't need to fill it out right away. Just make sure you click on them and launch your browser. And you can fill it out later on today, OK? And let me just show you-- share my screen one last time. OK, this is-- I want to thank you guys for coming. It was fun hearing myself talk. I really appreciate the questions.

And listen, don't hesitate to contact me with any questions you might have. This is my email, pyung@scoe.net. And thank you. You know, I'm going to-- Debbie, what's going to happen now? Are you going to leave, and we have to close the room? Or can we hang out for a few minutes?

Debbie Jensen: Well, because we're a 60-minute in a 90-minute slot, we could hang out for a little bit before I get in trouble, because they tell me I have to close it promptly. But define promptly. So if you need a minute or two, anybody, to ask any questions, if you're thinking of being in the beta test, and you want to ask Paul questions, please do. We'll give you maybe two more minutes. How's that sound?

Paul Yung: Yeah, so fill out that form for me, OK? And like I said, I'm going to spend the rest of-- the next few weeks fine tuning things, proofreading. And I'll contact you within the next two weeks. And hopefully we can start in April. And if we can-- and really test things out. Maybe we'll will launch over the summer, or definitely by fall. Yes, Tom, question?

Tom Kennedy: Hi, yeah, sorry. I missed the entire beginning of your presentation. But I'm interested in-- I was in another presentation that was also on Canvas or a Canvas module. And I'm interested. But I don't-- is there a way that I can look at your course to see if it's the right level for my ESL students and--

Paul Yung: Well, what level are your students?

Tom Kennedy: They're high beginning.

Paul Yung: OK. So this is like a level 1A and 1B. So--

Tom Kennedy: Possibly.

Paul Yung: Possibly, yeah, yeah. You can watch-- Debbie, does this-- Debbie is making a recording. And this recording will be available. You can watch it again. And feel free to contact me, OK? Did you write down my email address?

Tom Kennedy: I did.

Paul Yung: Yeah, OK. Yeah, so watch the video. I clicked through every single exercise in unit 1. And you'll be able to see for yourself whether it's right for your class or not, OK?

Tom Kennedy: Thank you.

Paul Yung: And I have a good feeling that it will be, OK?

Debbie Jensen: Paul, can they still get it on Moodle?

Paul Yung: It's still active on Moodle, but I don't know if I would recommend it at this time, because they're planning on taking it down at some point and making the full transition within the next year. So I would hate for you to gear up, learn Moodle, and then find out that have six months left to use it, you know? But I don't know. Maybe the better answer is to ask Penny about it. But probably the ideal thing is to beta test it with me. Tom, do you have a class right now with students?

Tom Kennedy: I do. I just don't-- yeah, I'll need to ask more questions about the specific content.

Paul Yung: But yeah, watch this video, OK? OK, Jaemi. Jaemi has a question.

Debbie Jensen: Do you have a question?

Jaemi Nash: Oh, sorry. I just asked it in the chat. In terms of CASAS-level ESL, CASAS scores, do you have a certain range that you think works best in this class?

Paul Yung: I don't. I'm sorry.

Jaemi Nash: That's OK.

Paul Yung: Yeah, it's just generally used for beginning low students, 1A, 1B, OK?

Jaemi Nash: OK. Awesome, thank you.

Paul Yung: And you know what? There have been many studies that have shown that students who take a regular in-person class and do distance learning, their CASAS results are higher than classroom-only students and higher than distance-learning-only students. So that blended learning has really been effective. So keep that in mind. OK, more questions?

Linda Laymon: So I asked one in the chat. Are you going to be-- is somebody going to be developing this course for the course 2, the higher level, to course 2?

Paul Yung: 2 and 3 will be coming hopefully sometime next year, OK?

Linda Laymon: Great.

Paul Yung: All right. Well this--

Debbie Jensen: That's all the questions anybody has? The videos will be available once they're remediated. And that will depend on your evaluation. So please, please, please fill out the evaluation so that his video and his presentation gets remediated sooner than others. And then you'll have access to it.

Otherwise, show your address again on the board. And then they can email you if they still have questions.

Paul Yung: OK, let me show it--

Debbie Jensen: Or put it in the chat would work. There you go.

Paul Yung: OK, so here it is, pyung@scoe.net. And I'll put it in the chat as well. I want to thank everyone for coming. I had a lot of fun. And it was exciting to roll this out, and even more excited to be able to beta test this with you in April, OK?