[music playing]

Speaker 1: OTAN Outreach and Technical Assistance Network.

Penny Pearson: Well, welcome everyone we're at our session today with using Canvas with ABE programs to help us get started with that and using learning tools called LTI. We'll get all the details about that. We had a bit of a rocky start here I forgot to turn on the recording. So I'm going to go and hand over to Jaemi . And I'll let her introduce yourself, and I'll get us back to her slide. We just had introductions so everybody will reintroduce themselves when they start their section.

Jaemi Naish: Again, my name's Jaemi Naish, director at Tamalpais Adult School. And I appreciate the participants putting their Canvas experience in the chat. Sounds like we have a range here from, want to learn more about it, to have downloaded some shells and I'm kind of getting started with the program in our school, so that's great. So that's really just helpful for all of us to know here as we present on this topic.

So next slide, please. All right, so one of the things that I've noticed, I imagine you guys on the panel and the participants here today is that a lot of TDLS this time around were talking about Canvas. That it's being widely used not just in the Adult School world, but-- I'm sorry not just in the university world and high school setting, but now more so in the adult Ed realm as well.

So when the pandemic hit there were some schools, some high schools, and some adult schools that were online using Canvas, but really what I saw as an administrator is that there was a trend to bring in Canvas whether it was my own kids high school experience or the adult schools to really make learning accessible, because it looked like we were going to be online for a while.

So it's a really great platform to use with students, it's engaging, it's widely used, whether it's in the university or community college system or the school system. So in another presentation I was in this morning one of the educators in that presentation went so far as to say that if we're not introducing our students to Canvas we're doing them a disservice.

And actually I tend to agree with that, because I think it's important that we expose our students to what is being used in adult education, and also in the world of work or university or even trainings within university.

So not only does Canvas build that exposure but it also builds digital literacy skills with our student population. And I'm wondering if some of you on the participant list are wondering, well, you know Canvas is really just for students at the intermediate level of VSL and AB GED levels.

However, I would ask for you to consider that I think we have a responsibility to all of our students to all of our adults to build their tech skills no matter where their level is, because that's the world that we live in. And that's been especially apparent as COVID has sort of taken over the world.

And many of the presentations in TDLS have been by educators in adult schools who are working with the beginning levels of ESL. So I think there's a lot of possibility out there, and I'm excited to actually bring in more Canvas not just to the ABE level but even to our other levels as well. So let's go to next slide.

Penny Pearson: Hey, Jaemi.

Jaemi Naish: Yeah.

Penny Pearson: Also just to reiterate too when this says user-friendly platform. This is a user-friendly platform on multiple levels. Most of our students, because we've seen data out of our student surveys they have a smartphone, they own a device, they use it.

Not only that they have tablets or Yes there are issues sometimes with its access to broadband, but we should be able to meet our students where they have those devices. And Canvas is wonderfully compatible with all of those different devices. So thank you Jaemi.

Jaemi Naish: Thank you, and thank you for saying that, because it also reminded me that we're hearing a lot now just as global citizens of what the work how the workforce has changed and will continue to change with the pandemic parameters.

And so many of us have been working from home, or are now starting to come back on to school sites or work sites. But you're also hearing in the news that work from home options or study from home options are increasing.

So it's another important reason and component for us all to think about as we create our programs for adult learners is how are we going to meet that challenge? How are we going to offer that accessibility to our students? So that they don't just have to be on site to get the instruction. And so that would be another reason to use.

If you're a creative type I struggle with that. But you can get so creative in Canvas, from the design of your platform and the look of your class to the way that you create and roll out assignments and graphics. It's a wonderful place to organize all your amazing materials.

If you're in the ABE field, you know that there's very little out there for us and the materials that we find we have to struggle and work really hard to find, and they're from a lot of different places. We don't just have one book that we can use.

So what's nice about the Canvas portal is that you can use that portal, you can use your class as a way to organize your wonderful materials. You can do it by module, you can do it by week, you can do it by subject area, and you can move it all around in the course. So there's just a lot of really great opportunities.

The other piece is that the Canvas portal as long as you have Wi-Fi it's accessible. So we could have students that-- we all know that we have students that take a couple of weeks off, three weeks off sometimes longer to go visit family out of the country, or they did. And now this is a way that your students can still stay engaged and continue to be with family or go places. And that includes with if there's child care issues on a given day.

So there's just really great opportunities to have both synchronous and asynchronous opportunities for learning. And Yeah, Penny is that students can go hang out at Starbucks and other places, the libraries, other places where Wi-Fi is better to do work.

And so those are just some of the other things to think about why you might want to implement Canvas at your site. All right, next slide.

Penny Pearson: And can I add one thing, Jaemi?

Jaemi Naish: Absolutely.

Penny Pearson: You have on your list here accessible and paperless. I think that it's really important to understand we're not talking just about students being able to get to Canvas, and be able to manipulate the materials there. But it's also accessible in the terms of 508 compliance.

So if you have the needs, if you have students that have special needs, or they have a disability of one kind or another Canvas is already built in the necessary tools to make that navigation piece much easier for them.

So I tend to tout that one because I'm very much about equal access and/or equivalent experiences for learners. So they can actually be able to get to those materials that's the access via broadband piece, and then have them accessible if they have any type of a visual impairment, or a hearing impairment that they can have a similar experience as the rest of the learners in the classroom.

Jaemi Naish: And before we go to the next slide. Thank you for saying that too, Penny. Because that reminded me that really can make your online, your Canvas course very engaging for students.

If a student, if you give them homework and they turn in an assignment, you can provide written feedback on that assignment, you can provide verbal through the use of audio feedback, you can create discussions within a course or a module for students, you can instead of imagining yourself in the physical classroom setting asking an open or question, you can do that online and solicit the same kind of feedback and discussion as you would in person. It just looks a little different.

And so there's just a lot of different possibilities that are there and it's a matter of getting started. You're not going to be as amazing online if you've never taught online as you are in person. There's a building process that's a journey to get there, but you'll get there. So that's just something to think about as well.

Mary Ann Perry: Hey, Jaemi, I just want to support what you're saying about the participation students if you do an online thing and discussion. Some students who would not maybe be brave enough to participate face-to-face actually will participate online where it's a different playing field.

So you're adding something that is very rich for certain types of students. So I think that's a real benefit, the shyer student for example, might not raise their hand or speak up face-to-face, online has sort of more equal opportunity.

Jaemi Naish: Really good point. Really, really good point. All right, let's go to the next slide. One thing I did forget, for any of you on the listing in now, if you are a Google Classroom teacher user I would highly, and you haven't started campus yet, I would highly encourage you to just play with it.

Because I think you'll find that you like, once you get through that learning curve and there is a learning curve, that you'll like Canvas probably more than you like Google Classroom, there's a lot more flexibility within the platform than I found there to be with Google Classroom.

And I'm not disparaging Google Classroom at all I think it's a great tool, we use it here also. But I just think it's another thought in terms of your usage, your implementation of Canvas if you decide to go that route.

So let's talk about the LTI tools. These are online publishers online tools that you may already use in your adult school to-- that perhaps you've given students account like in for instance Newsela.

Perhaps students already have Newsela as part of your teaching program within an ABE program outside of Canvas. Within Canvas they have different publishers and programs that you can incorporate right into your Canvas class and assign, instead of giving multiple emails and log ins and accounts, it can all be done in one place.

And I think more and more publishers for adult schools are understanding that Canvas is sort of the direction that we're all going to be going. So I think we'll see more and more of them that decide to figure out how to integrate with Canvas.

Let's see, so-- And I know Zoe's going to talk a little bit about that. I know Mary Ann is going to talk a little bit about that. I will be very candid here that I am just still learning about LTIs and even how to incorporate them, and what that really looks like. And I'm finding sometimes that the publishers and programs materials that we use and really count on don't yet have an LTI embed code. So we're kind of working on that as well, we're working through some of those issues.

Penny Pearson: Jaemi.

Jaemi Naish: Yes, go ahead.

Penny Pearson: You know I'm one-- I'm a believer in that drip-drip water torture, or the squeaky wheel. If teachers and administrators start pinging it on these publishers more and more about, look I want an LTI, because I like using your stuff, but if I can't make it work for my learners to give them the learners the flexibility of having access to this material. Then I can vote with my feet and go to another publisher.

I think that you're right that publishers are getting the word. I mean, there are many, many, many of these learning tools, the LTI is out there. It's just sometimes you don't know if you don't ask, and you don't know if you don't find the resources to help you explore them. That's why these types of sessions are really helpful, because we can talk about specifics, which is what we will do here today.

But please expand your thought process of thinking about, well, what do I currently use? And what do I have available to me? Could I integrate my textbook with what I could do in Canvas along with all of those other wonderful tools that allow for feedback and the student voice in so many different ways? And then you still get to use what you've invested in terms of that textbook.

Because I just-- I'm a true believer in that squeaky wheel thing, so I just wanted to throw that out there. Because a lot of times we get kind of stuck, and well, it takes so long for New textbooks to get approved or whatever the case may be. There may be options here that could be very valuable to your agency and providing more of these LTIs in a Canvas instance that you're using. So I'll get off my soapbox, sorry.

Jaemi Naish: Thank you, Penny, so much. And I will say just having listened in to an earlier session today that Corona-Norco Adult School, they have done some really good work in bringing LTIs into their Canvas world.

And so Sean and Pamela and some of the other people on the listening in, I would highly recommend also if you can go back and listen to that recording if it's available and/or reach out to them as well. Because I think they're kind of doing what penny is suggesting, which is making sure that the publishers that they use are getting LTI codes. And then they're finding new ones if they don't. So they're a little farther ahead where we are, but I'm hoping we'll get there as well.

And I've been very thankful you're going to hear from Zoe a little bit. I've been very thankful for Zoe's tenacity and for her drive. She's really asked us to add LTIs to her Canvas course on several occasions. And so she's learning as she goes and she's doing a great job.

So I'm going to go on to the final slide. So next slide, please. So if you have not considered joining the Canvas pilot, with OTAN you definitely want to do that. Even if you're just playing with it, even if you think only one teacher is going to use it, it's just important to get started and to just try.

They've made the pilot very inexpensive and it's very adult Ed user-friendly. Even at the lowest levels of tech skill, at least that's been our experience. So I would just say it's important to get started, don't let the tech piece scare you out of just starting. And I think I anticipate and Penny can certainly weigh in here that next year or maybe even starting as early as this Summer, there will be a tremendous amount of training for new agencies that come on and join the pilot program.

Penny Pearson: Yeah.

Jaemi Naish: Yeah, go ahead.

Penny Pearson: No, I mean, just to let folks know, I we don't have a huge audience here. But if your adult school does not have Canvas, please know that California Distance Learning Cooperative is meant to provide all adult schools with an instance or their own Canvas platform, their own Canvas gateway. We pay for it and we pay for the initial 50 licenses for you.

And then after that then if you need more licenses we have a memorandum of understanding that we will enter into with your agency. And you can purchase additional licenses at an extraordinarily low rate. And you can get more information, I put the email address also in the chat.

Please, please go-- this is where you can go to your administrator, because an administrator has to be the one that signs up for this and approves this. Because we have to have somebody who has that fiduciary responsibility, they're the ones that can spend the money. We get lots of wonderfully enthusiastic teachers that want to do something like this and say sign me up. But they're not authorized to spend money. So they go to your administrators and keep pinging on them and bring them chocolate chip cookies or something. And say, look I think this is really good for our learners, because it is. And it's an amazing deal for adult schools across the state. So we highly encourage anyone who's not signed up yet. And it's no big rush, don't think you have to get started and do it immediately.

You do have the time, we put you through training, we get you all set up, and you know you've got now from now until whenever you want to start using Canvas with your students. You might want to work with your teachers first, and then bring your students on the next semester, you have that flexibility. So I strongly encourage you to get in touch with us to learn more. And we've got resources for you that are a quick-read, and it gives you the baseline of what's going on that you can share with your administrators. Or if are an administrator if you email us at that email canvas@scoe.net. We will be sure to get that information out to you as soon as possible. So I will then turn it back to Jaemi, Jaemi where are we going next?

Jaemi Naish: Well, I think I've done. I would just encourage you to keep putting your questions in the chat. I love Sean's question, which is I'm a Google Classroom user will it integrate with Canvas? And Penny answered that, Yes it will. And so keep those questions flowing if you have them. And thank you.

Penny Pearson: Definitely. Moving on and we're moving on to Zoe, right? Your perspective from getting started with Canvas, do you want me to go to the next slide?

Zoe Miner: Yes, why don't we-- Yeah, Hi, everyone. My name is Zoe Miner. And I'm a teacher at Tamalpais Adult School. I teach a multi subject high school equivalency GED test prep course to ABE and ASE students. Can I advance myself?

Penny Pearson: Yep

Zoe Miner: Oh, good, Yeah. Yeah, so I have ABE and ASE students at Tamalpais Adult School, we do high school equivalency GED test prep. And so I got as most of us, I'm trying to-- Oh here we go.

Penny Pearson: There you go, you got it.

Zoe Miner: Yeah, OK, that is right. All right, so as most of us did, I got drawn into the virtual teaching and learning universe when schools weren't remote in 2020. I did start with Google Classroom also which for me also was a learning curve. And it took me a while to get comfortable there, and get my students comfortable there.

And so at first and I didn't take it too seriously, because I first I thought the move to distance learning would be temporary, and everybody would be going back to in-person. And it seemed very clunky at first to be online compared to the visceral in-person classroom experience that I was used to.

So I did put a lot of focus, I just did enough to get by with the Google Classroom. And but I started to see that there were advantages also to the online environment for teaching and learning.

And but I don't-- so I dove in feet first because I had to but my head was still in the paper world. So I was like scanning all my favorite worksheets and trying to just transfer everything the way I was doing it before, because I had a lot of good materials what I thought. But and some of them didn't transfer as well to the digital environment, but I was playing around. And starting to just explore this new virtual world of teaching and learning.

And even though I had been exposed to a lot actually quite a bit of tech training, our district is pretty generous with training opportunities. So over the years I was exposed to different Ed tech training opportunities.

But even so once we had to do it actually for real and didn't have the option to be in-person with the students and show them in-person. I and my students have to admit was I was often seriously confused and lost and overwhelmed with all the new vocabulary, all the new ways for doing things, and new algorithms. And I have to say and the new apps and all the possibilities it was overwhelming.

And so I did spend a lot of time exploring, but mostly stumbling and fumbling around in the Ed tech world, and bringing my students along with me. But they were very patient and we've all been in this process of learning together and the learning curve.

But the Ed tech world as much as I put my effort into really trying to learn it seemed like it was growing tentacles faster than I could even begin to keep up with. And so it was just-- and it still seems that way I have to admit that it's just there's a lot of new things coming up as well as the things that are already in place.

So my learning curve was and it still is on its trajectory. Let's see, Yeah. So pretty much started with, blissful ignorance I didn't know what I didn't know, and I was fine with that until I had to kind of move to the next level. Blissful ignorance and then sometimes called unconscious incompetence and then. But then once I realized what I needed to know but didn't know it was a little bit of panic there. And very daunting the magnitude and the expanse of what I didn't know and needed to know, it was overwhelming.

And now I'm moving along. So I can't say that I'm at that conscious competent place quite yet, but getting there getting there. And striving towards getting to that, and I'd love to be able to achieve the unconscious competence with the flow where I can get to where I and my students can focus on the content.

And use our tech skills to enhance not impede our learning process. Because I-- and our learning experience, because I do feel that a lot of time and effort has been spent on just learning the tech, both of us the students and myself included.

And I do think that getting myself first out of the fixed mindset of, Oh, no this is secondary to in-person. In-person is better to just the growth mindset of, Oh, look at all the possibilities here. And maybe there are some benefits here that I haven't explored quite yet. So I'm trying to just stay open to all the possibilities. And finding that there are a lot of positives, and especially for our adult students who do have the challenges of childcare and time schedules and transportation and all of that.

Penny Pearson: Zoe?

Zoe Miner: Yes.

Penny Pearson: I have a question for you. First of all, I love this four stages of competency. And I love that willingness of someone who admits to this unconscious incompetence, because we've all been there. And I'm just curious I know this trajectory can be quite steep or it can be kind of a level gain over time. And at your point in this stage is that right now, can you identify or is there anything that you would go and say, well, OK I would have done this better or different or something if I had just done x beforehand?

Is there any additional supports, resources, things that you think that if you had known about them at the time that would have been helped along this four stages?

Zoe Miner: Well, the thing that got me that really confused me at the beginning. And maybe it was because I wasn't really organized in how I sort of approached it in terms of the trainings and all of that. But the vocabulary or just the jargon. Like a page in Canvas and I'm used to the page on my Mac, and files mean something different than the files on my computer. Just some of the jargon confused me in that way.

So I had to in the beginning just kind of get my terms straight, define terms. So maybe if I-- it was more on my user error on my side to just really approach it maybe with a little more organization. I didn't realize what I didn't, and how just the sort of it was this vast expanse of new learning that had to happen.

And so I'm not sure if there was something anyone else besides myself could have done different.

Penny Pearson: That's very compelling to me, what you just said. Because it kind of lends itself to some empathy for our own learners, right? Because we go through that experience. But then secondarily it's like, Oh, my gosh of course. Let's describe the situation, let's describe what we have before we're tossing people into the frying pan on top of the fire.

And I ask that because OTAN does a lot of training, and sometimes we kind of miss that force for the trees not intentionally. But because we might make assumptions that we shouldn't make.

And I really like hearing that point of view from you of having a better idea of when we do some of these trainings. Especially with brand new teachers, we have other elements that should be considered.

I mean, we might make an assumption, and I'm just speaking off the cuff here. We might make assumptions that somebody has a great deal of technology experience because golly, they have an interest in using Canvas. Well, that's not always the case, you stated quite clearly that you were very used to being in the paper world, and now you had to convert to digital.

And I think that journey in and of itself is commendable. I mean, I just want to give you super rounds of applause, because it's obvious of what you're doing is working with your learners, and your learning, and you're comfortable with that discomfort. I guess that's as far as I could go, but I really appreciate that insight. Because like I said I do like these four stages of competency and understanding where you are in those stages, so thank you.

Jaemi Naish: And can I just interrupt here and just say that she has a great attendance. Zoe has a great attendance. And Zoe has given our office some ideas about how we need to enroll new students. And what preparation they need before they get into her class. And while we don't always get it right. We have listened to her guidance, and it's helped us reshape how we enroll new students with the mindset that they're going to be getting Canvas.

And I also forgot to mention with Zoe is that, we hired Zoe on this year to be a remote-only instructor, to deal with--

Penny Pearson: Wow.

Jaemi Naish: The pandemic parameters, and the fact that our students wanted online only. And so Canvas, although it felt very large and it is very large Zoe's taken it on and made it pretty doable for our students. We do not get a lot of complaints that it's something they can't do or they don't understand why we're using.

So it's been-- I wouldn't call it seamless, because nothing new is, but it's been a really nice addition for us.

Zoe Miner: And Yeah, and thank you Jaemi, you guys have been very supportive and just being receptive to my suggestions. And we're all learning, we definitely are all learning. Like even that video Jamie that you just shared in your presentation about just that intro to Canvas.

In the beginning I didn't even know what Canvas was, I would have-- I'm sure I could have found that video, but I didn't. And so I just now just I liked how it just was a very basic overview of even what it was. In the beginning I was trying to figure out even what is it, how can I use it.

So in fact, I'd like to be able to share that video with the students so they know too what it is and how we're using it. So Yeah-- Yeah so we all need to just get more comfortable.

And I'm always telling the students that they have to be uncomfortable with that sense of not knowing. And so I got to experience it firsthand here. So Yeah, I'm moving right along. So I've been using campus since September, 21. So the just this last couple of semesters.

And where I am so far is I was able to create at My Canvas Course, I've got some modules going. I'm still working with the particulars, but I was at least able to get myself and students on there, I still have a lot of questions, a lot more to learn, lots of hours of trial and error in there clicking around, and lots of my own user error and frustration, stumbling around like I said.

But I was able to create this Canvas course and I'm still working on it. And I was able to publish it.

Penny Pearson: It looks great.

Zoe Miner: And now I'm at the point where I can-- even though I'm still daunted and confused at times, I'm excited about all the possibilities. And for myself for my students and for the potential of education in general, because Yeah, it has really opened up possibilities here.

And especially for access and just ability to students to move at their own pace, teachers to be more creative. I love being creative, that's why a lot part of it is I've spent a lot of time, because I'm just looking for the right little image or the right just scouring the internet looking for digital resources and all that. So that's taken me a lot of time and still does, but it's kind of fun to do. And I think the students are kind of getting into it as well. We're still struggling with the assignments the quizzes, I haven't quite figured out.

And also the-- here we go. Trying to go to the next slide but--

Penny Pearson: Need some help, Zoe?

Zoe Miner: Yeah, the next slide.

Penny Pearson: Sure, there we go.

Zoe Miner: There we go. OK, so there is this thing called, which I didn't know at first what LTI was LMS, LTI. Again, all those acronyms, but LTI, Learning Tool Interoperability. And at first you're just in Canvas and I don't even want to add anything because it is just too complicated as it was.

But then little by little it became clear that it would be nice to be able to have the students work on a Google Doc in the Canvas itself. And then that I would be able to then access it there, comment on it, return it to them, instead of the way we were doing it where they were sharing with me by email, and then my email inbox would get filled with student work. And that was also not manageable.

So the fact that they can do work in Google and then submit their work within the Canvas platform is really nice. I've done that a few times. It doesn't always work but I'm still working on how to do it better.

And then I've also worked also with Juice. Students are able to access Juice right out of the Canvas, out of the Canvas course. And Newsela, CK-12, I'm just starting to look at that. And like I say it doesn't always work, and a lot of times it's on my end, just not in I just need more training and more practice.

But the fact that it's there and that there might be even more and I know there will be more different learning tools that we'll be able to use. It's amazing that we've come this far, I mean, just in terms of the ability for students to learn online like this is pretty great.

Now that I'm a little more comfortable I can say that, at first I was a way not as positive in terms of my outlook. But I knew it was there, I knew the possibilities were there, and that's what actually created a lot of the frustration is that I knew that there was a lot I could do and I wasn't doing. And I knew that I could do it a lot better, and I wasn't doing it as well as I thought I should.

So Yeah, it's all that part of it, you can see what you can do but then aren't able to do. So that's part of it.

So far as you saw I created the modules, I've created some lessons in there, just starting to work with assigning assignments and quizzes. I know there's a lot more features that on Canvas that I could use. But I'm not going to go, I'm trying to go slow and just getting this far has been quite a journey and an adventure.

And Yeah, so-- but it kind of reminds me of I just got a new car recently and it's got all these buttons on the dashboard that I have no idea what they are. But I have I know enough to drive the car, and that's what I need to do right now. And eventually I might really dive into that user manual and find out what all those buttons are about.

But for now I can drive the car and that's what I need to do. And once I get a little more comfortable I will look into all that stuff, and but I'm not there yet, I'm still just moving along. And then OK and then my final slide here is just looking at where we are, where I am actually with Canvas and moving forward.

So for needs I would say that myself and teachers both and students rather. But also other teachers all of us need additional training and tech support just to and the time to integrate and apply what we learned. Because in the past, I would take these Ed tech workshops and webinars and this and that. But then go back to teaching the way I was teaching, because that's what I had time for.

And so we've been kind of forced into this virtual learning universe. And so it's given us time to apply here and there and try things out. But I'm not quite sure I'm there at where it's totally integrated in all my past teaching experience can really be effectively presented to my students, because I'm still fumbling around with the tech part of things, but I'm getting there.

I'm excited about the new possibilities here, in teaching and learning. And then our challenges will still be student access to devices and internet, but we're trying to overcome that with just learning devices out having. Now that we have in-person we're having students come to the school site, and then take My Remote class from the school side so they can use the Wi-Fi and the devices there. So that's one way that we're overcoming that.

And then, of course the learning curve and just the mindset all of us just being willing to move into this new world. And just being positive about our experience, and moving forward. Anyone have any questions or comments?

Mary Ann Perry: Zoe, I was just going to make a connection when Jaemi was showing her slides. And I think she had a slide where she talked about single sign on. And that is one of the big advantages when you were showing the various resources that you can now link to from your course. It makes it a lot easier for the learner if they don't have to log in again each time they link out to something.

And that's one of the jobs that the Canvas LTI connection can do. So it can make it a lot more smooth for the learner to just go into whether it's Google Docs or Juice or Newsela or the other ones you mentioned. And I just think that's a really big benefit, because for all of us just remembering our log in name and password is really one of the big hassles of working online. So I just wanted to make that connection in case people hadn't thought about the single sign on benefit.

Zoe Miner: That's a very good point, Penny because that's where we were getting into trouble, it was like OK now we're here on the Zoom class, let's go to Newsela or let's go somewhere else and then I'd lose students, because they couldn't find their other screen.

And so if we're Yeah, so if it's all there it's one place to go. And then just the ability of students who miss a class or being able to work on things during the week when we are not in class. I think is really, really a big benefit.

Mary Ann Perry: Also I just want to commend you on all the work you've done, because I met you a little bit earlier along this journey. And your course looks beautiful, and one of the things I've learned is that when one person is created a nice course that can be shared sometimes as a template or of course it gets copied.

And I think it's just helpful for anyone listening to know that every time someone makes a step like you, you are creating a path for someone else who if they want to teach like you do. Jaemi and the other administrators can actually use that and build on that. And you've just come such a long way just, I think it really opens the path for others.

Zoe Miner: Thank you. Yeah, now one of my-- now that I feel a little more comfortable with creating the modules and the pages and those kinds of things. Now my bigger challenge is finding and designing the lessons that are really work on the screen, as opposed to in an in-person how I was used to.

So that's been-- it's interesting to explore those possibilities. But it's not like I have a huge bank like I had before of just materials I can call it pull on depending on who my students were. So just creating those modules and the lessons is part of what I would like more time to do and all that.

Mary Ann Perry: Well, one of the other things I learned from you and Jaemi is. And I hadn't really thought about it this way but once you have your class or your course in Canvas, you can use it face-to-face in a classroom as a presentation tool too, and just link to whatever it is you want to do with your class.

I mean, Jaemi you explain that to me because we were talking about Juice. I think, or it was Rebecca one of your teachers. So it's amazing once you get it all together. It doesn't have to be completely online. It can be hybrid or HyFlex or they're just it's not taking away any of the flexibility you have to use those materials in a variety of ways.

Zoe Miner: Yeah, I'm finding it, it's sort of like an interactive textbook almost for the students, because I'm putting a lot of reference materials in there. So that if they forget things like the rules of order of operations or anything, they can just go there and click on there and remember.

So it's like Yeah, textbook. I mean, it's like a textbook or a bookshelf of different ways you can look at it. But Yeah, just sort of switching the mindset to the digital.

Jaemi Naish: I wanted to highlight one of the comments that Linda just made in the chat, which is that the classes are reusable. So what's amazing is all the work that Zoe is putting in on this class, and she has a couple of different ones going. But let's just say she's selected one and she's giving all her attention to it, you can copy it, you can move it over, and start a new class, move things around, delete stuff, quiet stuff.

It's an incredible time saver as Penny just mentions. But all the amazing work that you do for this particular one course is it's just going to get better year after year or time after time. And that's amazing, that's the fun part about this.

Mary Ann Perry: Right, you've laid so much groundwork. And I mean, back to your slide Zoe it's a process. And you're going through a lot of stages, and it's just going to get more interesting and richer as you go forward, so cool.

Zoe Miner: So like I said, I'm just trying, and I think we're all trying to get to the point where the tech is in the background and we can focus on the content and the learning. But it is a learning curve, and what we're putting in now though will pay off that's the hope anyway.

Penny Pearson: Yeah. That's awesome thank you. Thank you so much, Zoe for sharing your work and what you've been doing at Mount Tamalpais there, it's just amazing.

Zoe Miner: Thank you. You're welcome.

- PENNY Pearson: And I think we're going to move on. So you can learn a little more about at least one LTI tool and this is something that Zoe is using. And there are many, many others as we've mentioned several times before. But we wanted to take a deeper dive into this tool, that I will let Mary Ann talk about, and I'll advance us to the next slide. And Mary Ann, do you want control?

Mary Ann Perry: Sure, I think I know what to do--

Penny Pearson: I'll get it, hold on here. You should be able to get it now, I'll have to keep my hands off my mouse.

Mary Ann Perry: OK, you're an amazing pilot of all this technology. Well, really this is, I mean, I'm very happy to talk about Juice.

I worked on a four year grant from the Department of Education, and what we built we decided was so valuable. And could be so useful to learners adult learners in many different contexts that I still have a little startup company and I'm delighted to be piloting it with Tamalpais, and other schools in the California Distance Learning Cooperative and also with the NEDP High School External Diploma Program.

So but we're a great example of what Jaemi and Zoe are talking about. And LTI is really just a standard and interface just a plug-in interface just like the reason all our lights work in our sockets. And they did this in education to reduce the complexity that Zoe is talking about of having all these different products that you might want to use at the same time.

And it is a fairly new standard, but not that new. It's been around for probably seven or eight, maybe 10 years. So we integrated Juice with this standard interface, or programming interface. And that means that you can use a product like ours, and I'll tell you a little bit about it inside Canvas or any other learning management system that supports the standard.

So just lets for an example, so Juice is a readiness library that provides very rich tutorial, interactive, and game-based learning of basic academic skills. And we're just looking at a view, I'm not planning to do a live demo, although if we have time, we can look at it if you want to.

So all of the things that you see there in this library, you can link to and link to any part of it. So and you can add that link, and when we looked at Zoe's class you saw her curriculum there, you can link to those things.

Sorry can everybody hear me OK? All right.

Penny Pearson: Yes.

Mary Ann Perry: OK, great, I'm just going to make sure I go to the next one and see if I can get that to work. OK, I think I got it, there we go.

All right, so just a little bit more about Juice. When you go to a particular skill in Juice there are many different ways for a learner to practice. A teacher could use some of these resources in class to present or have an interactive class activity, which Zoe and Jaemi are familiar with, and Penny too.

About Juice our goal is to motivate and engage learners at different skill levels and support them where they are. And let them do as much, as little or as much that as they need in a tutorial experience online, to get the help they need and practice.

And the example I used I like to give is, if you want to help me become a better basketball player, you're not going to sit and talk to me about it, you're going to throw me the ball, make me go out, and make me start shooting hoops. And you know that I won't become a better player unless I play.

And that's what we try to do in Juice we try to engage the learner in working through a real world problem, and applying skills to solve them. So it could be in the future adapted for any skill context. But we tried to pick the things that adults care about, like carpeting in your house for mathematics, and that's why you need to be able to understand how to do percentages for example.

So learners can use these overviews, try a tutorials, and I don't think you can see too well. But they give different real world problem solving contexts, or challenge games which are very short sort of three questions at a time, with interactive feedback.

And in Juice our philosophy is if you get the answer wrong, you just didn't get it right yet. So we don't tell you you're wrong, we say, Hey good try here's some feedback and why that answer is wrong, try again.