 attend could watch later. So that's your cue Emily to make sure it's recorded but also want to make sure everybody knows that the session is being recorded as well. Okay, all right, Mark. So the little gem that I'm going to talk about today is the Canvas quiz tool and editing or using quiz questions that involve equations. So you can have Canvas randomly generate numerical questions for you. So there are a couple of things. If you're used to using the angel system there's some differences but there are a lot of similarities and right here I have loaded a sample quiz that we were working with Bill Broom for a meteorology course. So this is going to use this as my template. I've got the quiz set up already and I'm going to edit the quiz to look at some questions that involve equations. Okay, so for those of you at a distance I just jumped into a Canvas site that we have set up for the food for thought and I jumped into one of the quizzes that we have set up as a template and I went in to edit the quiz and I'm going to look at some of the questions that are in there. If you've been into Canvas, Canvas does quizzes multiple choice to false fill-in-the-blank sorts of questions but I'm here to talk specifically about using equations inside of quiz questions. If we get down towards the bottom. So sample word problem. Sam's on a train heading from Pittsburgh traveling at x miles per hour. The distance is y miles. How long is Sam's trip going to be to get between two cities? If we edit the question itself, we can see that the question type is a formula question and here are all the other choices for what types of questions you can put in. Again, very similar to what Angel had but what I'm going to deal with are formula based questions. And to write the formula to get Canvas to understand that you're using variables, you use square brackets around whatever you want to call your variable. So I could have said this is alpha or anything. And as soon as I put a square bracket around anything, Canvas knows that I have a variable and whatever I put inside the bracket is variable name. So I'll just put this back to x and you see it changed down here. So again, writing out your question, it can be something a word problem like this using brackets or you go down to another question, a simple question here where I'm just asking x equals a divided by b. And again, it knows my variables are a and b now. Let's go up to the first question. Once Canvas realizes that I have variables in my equation, it gives me a space to set parameters for that variable. So I can say make y anywhere from 100 to 200 or 100 to 1,000. I can set that up and I can tell it how many decimal places to put into the question. And then Canvas also gives you an example of a type of variable that's going to throw in there. So you can just double check visually whether it makes sense to you or not. So again, x is somewhere between 1 and 10. It's giving an example of 3. Y is between 100 and 1,000. It's giving me an example of 870. Then you have to come down and tell Canvas what actual formula you want to solve. So my question above said a equals x divided by y. So you type in x divided by y. If you're used to using that angel system, angel, you used to have to continue using your brackets in this part where you put in the final formula. Canvas doesn't want brackets. If you put a bracket in and then say I want to save this equation, it tells you that there's an unrecognized character at zero. And this number here is the place, the digit, or the character where it's finding the problem. So it didn't like character zero, which is the bracket. So delete that one. Go back again. x divided by y. Save. Now it understands. It's fine. So it's saying now it's asking me for how many decimal places do I want in my answer. Angel didn't have a limit. Canvas has a limit. I can only go four decimal places with my answers. So depending on your needs, that can be an issue. Another thing I should say is Jane and I are going to spend all day tomorrow in Wheeler Building with a group who is beta testing Canvas's new quiz tool that they're hoping will be out 2018. Yeah, I think at this point. So there's some limitations we found with the current system. This being one of them and Jane and I are hoping that the new tool will have more flexibility and better options. One of the decimal places, can you convert that scientific notation? Can you think of any number of cases? Canvas? No. Angel understood scientific notation. Canvas does not. And actually, I might, if I have a minute, I can show you some. Bill Brun was specifically teaching students about scientific notation and we determined that we could not do that well enough in Canvas. So we had to generate our own multiple choice of questions where we determined what the answers were. So that was our workaround. So what about the chemical formula? It'll only be that simple. Do you need to use parentheses instead of brackets? There's depends on, say, an Excel or some other programming languages you could make. Yeah, so you can, have you done angel formula? So you can get pretty complicated, but it's all order operations and your use of brackets and parentheses and stuff. So you can get pretty complicated. I just wear brackets. Yes. Right. And I think I have some examples in here later on. So anyway, did that. I set up my formula. I said I want to go back to two decimal places and then Canvas. Angel was smart enough that every time a student logged in, it would generate a random equation, random set of numbers for each student. For some reason, Canvas in the current version of Canvas, it says how many variations of this question do you want? I set it for 50 and just say, you know, go ahead, generate, oops, get it, that's one possible solution. I do have a formula. It's all up here. So now it's making 50 different questions. So if you have a class of 10 students, you could say render 10 variations of this question. I don't really understand why that's there, but me, I go big. I could go up to 200. The other thing is it's not clear when you first go to make one of these questions. It gives you allowable margin of error plus or minus. If you put in just a numeral, then yes, it's going to be five above, five below. If you throw in the percent sign, then it actually understands and it's actually using a percentage difference. So when you get the order of operations, that's a huge difference. We just tested that this morning to find out what that was. If you wanted to be exact, you just put zero. Yes. So then I generated 50 variations and then right here, you can see all the variations of what the answers are. So here's A, here's B, here's what the answer is, plus or minus 5%. That's basically it. Bill Brun wanted to use MathML in his questions, quiz questions. And so we sat down, did a couple with nicely formatted. So something like this, you have to use MathML or latex to get a nicely formatted question. The problem is Bill wanted to throw in variables into the MathML. So when you're writing your latex or MathML and you put in a square bracket, when Canvas renders that equation, it no longer understands that that square bracket is indicating that I want variables. So we were stuck. So after messing with this for a while, I thought, okay, so this is MathML, x equals num1 over num2 divided by num3. To get variables inserted in there, I created this equation down here, which Canvas, MathML renders this way, Canvas sees this equation and understands that, oh, he wants variables in here. This would be confusing to the student, though, because they see the same equation twice on the screen, two different formats. So what I did right now, this is purple. What I did was set this to be white text on white and I set the font size to 0.1. So it's tiny when it really presents to the student. And the student has to go ahead and substitute, okay, num1 in this nicely formatted equation above is going to get substituted. And here's where Canvas is smart enough. Where I put the brackets here, it's going to substitute the random variable for num1 equals 15, num2 equals 27. So there's a question. So what triggers a bracketed token triggers that it's a math question? No, no, no. Why do we need the equation? Because you're computing the answer down the bottom. You're telling it what the equation is, right? Why is that equation necessary? The purple one in there. Because, so what triggers it knowing that I'm doing an equation is a, setting up the formula type of question. And b, having the equal sign, no, having a bracketed number means I have a variable in there, right? But there's no solution. There's no problem to solve here. You tell it the problem to solve down farther. I thought it was triggering off of that equation, but you're going to go down to the formula definition, right? So there's a question. So if you take that out, now it's not accessibility because the equation, the mass ML equation is accessible, right? And so that's what it's reading. So what you're trying to tell me is if I do that and save, okay, question. So that's gone. So I'm sure what number of question this is, but it's called the top, tell it, save, quiz. No, I think you're right. Because Angel doesn't have that formula definition. So feel it. It actually looks back, doesn't it? I haven't been an Angel in a while. I think the reason the purple part there is because part of the process of figuring out how to make this work in Canvas, that was before we were thinking where x equals num1, where num2 equals num3. So we had to slip the variables in there somehow. But now that you mentioned it, yes, I think we can do away with that. So that would be, so if you had an integral and you had bounds, you had an integral from A to B. And then underneath you'd say where B equals variable. Yes, variable. And then that would take care of it. So you're right. So you're right. So we pulled this out. And because in the last step, we set what the formula was, then yes. So again, the only brackets we have in creating the question was bracket num1, which is throwing in the verandah variables now. And if I were smart and... I can't preview what the answers are, but yes, David, you're right. So we need to clean up our... I like that. I think that's perfectly fine. I think students, that won't confuse students. I like that solution, just having where and listing your variables out. Yeah. Because they see that often in the scientific literature. Yeah. Cool. You just cleaned up our code, then. Thank you. So no purple or hidden white. Correct. So do you use these exams as practice exams for students, like you can try it out, or is this for the actual exam? Both. So actually, Bill Brun has it set up that they do practice exams. And then he actually, using those same questions, pulled into the actual exam. So they're seeing questions that they have seen before, just they're getting random numbers from them this time around. Yeah. So I think that's it. Does anybody have any questions? So you have to be creative about when you do the formula type. I know you were asking about when you do complicated stuff. Yeah. So if I... So you have to do... Interdive solutions would be problematic if you wanted to go more with two or three iterations. Yeah. And then for those people who might be watching, if Angel allows you to do a multi-step question, so solve part A, that carries through to part B, which carries through to part C. Canvas right now does not allow you to do that. You have to solve one equation at a time. And then if you want that number to carry through to the next one, you have to basically start over again, the second part. I'm going to get to the end of this and keep editing quiz. So does that formula definition? Is that a single line or can you have intermediate answers? Or you know what I mean? You can set up a complicated word problem that has multiple solutions. So you've got two people on two different trains. How long is it going to take Jeff to get to Pittsburgh? How long is it going to take Bill to get to Cincinnati? But they're independent of one another. Again, like I said, you can't solve for the second trip based on the first trip. So you could you do like C equals A, give the student A and B, and ask for variable D. But A and C equals A plus B, and then D equals C times five. Yeah, I mean, C is an intermediate variable that's not involved in the problem. Can you set up multiple lines in there? Yeah, so I'm here where I put frontally and I could put another one and just add it to it. So again, the odd thing here that if you're not used to the canvas and angel difference is they don't want any brackets here. They don't want an equal signs here. They just want whatever the equation is. So what's that four? What's that four? That four is based on the numbers that were given up here. Okay, then you can see a single. Yeah. Okay, so you could do an iterative thing. I don't want to sit down and actually try it. Let's go and see if Bill has some equations that are a little more complicated than what. So if you look at that's going to be simpler to actually multiple choice. Can we add any in the cap section, capital section? Um, it's a multiple choice. Yeah, I'm not, I'm not familiar with the rest of Bill's course. So pretty many of you just want to anyway, if anybody has any questions afterwards, you can contact any of us and we'd be happy to come over and sit down with you and camera somebody's out. And likewise, if you learn something new, yeah, share. Well, that's a really good point because the learning designers are kind of a common thread. If the faculty may not talk to each other necessarily in the course of their day, the learning designer. So it is a great way to help us spread knowledge across the college. Have you heard anything about the new quiz tool? Is it going to, is it just going to be improvements or is it they break stuff? The reason that it's taking so long to come out is they're starting to go from scratch to build it. So it's not just tweets here and there. They've started from the ground up and they they had a beta this past summer because it's supposed to be released this fall. And although I didn't make out about it, I think it was never made. So when is it going to roll out? Is it going to roll out in the middle of the semester? No, they're thinking last I heard fall of 18 is what they're shooting for. Oh, oh, yeah, you don't have no hand. Yeah, so and we haven't had our hands on it yet. Today's there are a couple people on campus who got access last week and they're gathering a group of people tomorrow to just look at it and then they'll give feedback back to Canvas and then they'll plug through a bunch more stuff and get more tweets. I think it's a really high priority for them to get this if they know what's there right now is not very robust. Yeah, I'm hoping just some of the quiz setting things change like feedback has been a big one for us this week of how you how students see answers or their answers or the feedback or all that is not real. Well, it's going to be a big issue. Yeah. I'm trying to go next. Sure, I don't mean to show. You can talk then we can stop. I'm just going to sit there because I can stop sharing. Well, no, you can leave that or do a totally different direction. OK, totally not technical and take us into the speed reader. Great. And just kind of just give a thumbs up to some of the functionality in the speed reader. I don't have an example. I do. Because our use case that we really like the speed reader interface for is for when students write written papers and where we wait, that's not it. Sorry. I should have my glasses on. So we have we have a scenario where we might have, say, 100 students and a few TAs or grading assistants who are evaluating those written reports and they might want to mark up those documents directly. They want to provide feedback. And they want to have some exchanges with the students in the speed reader really, I think, makes that relatively easy. And what I like about it is it keeps it all in the same place, the same interface. Levi, can you can you grade 100 stuff, 100 papers online? I mean, I'm thinking about the same thing. I've got a hundred projects. Usually I print them all off. Well, you know, because I'm carrying it with me everywhere. I have existing papers on my one of my courses. I have some live ones, too. We don't want to be just a matter of students. Yeah. So David, David, that's a good question about, you know, can does this facilitate grading? Lots and lots of lots of these. I don't think so. He's still your work will bring you a hard copy. You'll still have to do that. But what it does allow is if you want to mark up the document instead of marking up a PDF or a word document or something, right? This does have the capability to open up the paper directly in the canvas interface and put, you know, I like to put text markups on it. We don't use that so much for us. But yeah, so over here on the right side is this is this pain. And this is what we really like. This is totally simple. This is not math at all. But it's very simple, but it's nice because oftentimes our TAs want to just send back a great job or your site agencies have helped. Well, they can just put a comment in this little comment box and the student just sees it. The student can reply to this and it appears right here. So you get this ready conversation. It's simple, but it's out of your email. It's no email, so it's a simple show. You can't make comments on the app. OK, we'll get to the app later. OK, maybe that maybe you can. That's where I don't see you. I can't. I can't. I go into here and I leave comments. But how do you know the student three? The app might be a different conversation. No, even on here. I want to hear. Well, I'm not sure if you can have a trigger. It does initiate an email when your faculty member has graded something. So if they check their email, they would get it. If they check their grade, it shows comments next to it. I mean, so it's hopefully they read it. If they check their grade, it would be hard to miss. In the notifications, that several pages where I've left comments. Oh, and they're not interested to have seen it or you don't know the claim they haven't seen it, but I don't know if there. I just want to make sure if there's an email that's generated or some type of record, is there a specific item in notification settings where you can specify every time something is created? They get a notification comment. Is that like a because I won't grade it. I'll just put a comment. A comment is a specific notification for that. It might be or might be that they haven't. It was a complete incomplete thing. They didn't complete that. They tried to sneak an old homework class, so yeah. So they're like, oh, you don't think that that happens? So would you give that a grade of zero then if you grade it? Well, I didn't want to make it a zero just so I didn't have to hassle with the emails coming back that they had turned something in. What they did was they recycled half of the homework. Oh, I see. So I just said, you know, you put you solved the wrong problems, resubmit. And the claim that they didn't say it. But if you want to know they got the email, you know, you know, yeah, I know what the other thing I know. Emily has seen some of my students. I know Jonathan Matthews likes to give verbal feedback for him. It's just easier. And you've got options of recording your voice or recording a video as your feedback to the students as well. Yes, so that's like, so you've got this little common thing for just a quick chat. Hopefully the students will see it. I was serious whether that's a great question. I know I get like Canvas announcements like yes, or something, but I never really looked through because I do so much on Canvas that it's pages. Yes, configuring the notification settings in Canvas as all of the food for thought. That's true. Yes, it is. But what I also like about here is we often will provide a more lengthy feedback document. It wouldn't just get in that chat box. You can attach and what I also like. And the last thing I'll say is that, you know, typically the TA will go back and forth with the student here. But if there's an issue, something comes up, they need to pull me in. I see this whole thing. That's really nice. The assignment is right there. The comments are right there. The feedback back and forth. I can see it. I can chime in. I've had trouble. This isn't in the course you set up. It's the other one I have that I set up that I want to make sure that it's not her. It's me, but I don't see the entire chain over here. I have to go into this great book to see the chain. Huh? Is that something that's changed recently? I just think I did set up things correctly. Like what part of the chain you've got to the almost the entire thing. So we have there's responses that they sent back. So it only shows like the last show or three or doesn't show the show. I'm not going to go into the great book on it. The in the comments there and then the comments there show up. Interesting. Is that where you're making the other one? You can put comments up top to into this. There's no place to add comments. I think it's on mine, not just on the assignment comments, but they get attached to the document. I think this is a text entry example. So depending on how students provide or submit. Oh, if it's a quiz or something else, maybe it's a different interface. Options. Um, or this was I was having them. They're supposed to be like, well, they're supposed to get the abstracts. They're supposed to give me abstracts and I was supposed to approve of my effort. I would send them by. They sent me an abstract. It wasn't good enough. So, OK, yeah, interesting. I haven't experienced that. I've been able to see the whole thing, but maybe that's another quarter of campus to figure out what to watch out for. I try to set it up independent of the professional. So always a risky move. There is a little news flash, too. As of this week, you can now make a comment about the assignment in the campus app on the Android device, but not the iPhone. I've noticed that the iPhone app lags a bit behind the droid app. And this is as of this week, so just a few days. OK, I haven't tried this week as well. All right, there we go. You might need to update the app. Yeah, I'll be proud of the Chrome update. OK, automatically. Yeah, how do you set that set up? So that's all. That's all I have. OK, great. Thank you very much. David, do you want to come show? Do you want to talk to you on how? I don't know. Is my stuff in there? Put your module in there. I think it's on the other side. So how do you go directly? Does it tell whether this is to be up or not? Did we put it way, way at the bottom? You're going to be able to just displace it. Yeah, I'm scared. OK, see that? OK. Well, yeah, and that's fine. But yeah, it's just because of the time. So. OK, also it's something independent of the. It's invited to campus, so it's a campus. So basically, it's an overlay. When we're talking about it again? Pretty. Yes, how do you hear this? So I got I got Shanghai. I got told that we're doing some pretty things. So. So in Canvas, well, a little background in Angel. Way long ago, we we had hacked Angel, basically, so that we could have custom icons and all this other kind of stuff. So when we got here, this is a little bit less hackable. So so a couple of things we did. And this is this is. So our content is stored in on another server. And so there's problems with displaying it directly in this page, although those make that may change, right? So we'll have to reevaluate when we get there. But what we wanted to do is have some a nice landing page. So we simply took our custom icons out of Angel and put them here and gave a little motivational blurb. And then we discovered that you can use. You can copy the buttons that Canvas uses. And if you go, there's just those are styles that are available to you. I wish you could set. I wish you could set the default. Yeah. So there's just, you know, button, button primary. So do you have to tell what color it is? There's all different kinds of buttons. If you just if you look up Canvas buttons, there's different colors and under the canvas helped. If you look at the style for a style guide, there's a section on buttons, but code is wrong because it has fans, dial, equals, class equals. There's something goofy about the styles and code to give you in the styles that you have to tweak. Oh, OK. Yeah, maybe I did. Maybe I saw that. And I don't remember doing that tweak, but I did this a long time ago. So so you're using that read on instead of the next page or, you know, as a more obvious next page button or. Yeah. So if you click that, I don't know if this will go. So it goes to our it goes to in another page and it's a nice jump out and you don't get that weird. You know, if you try to embed it and then it's got the canvas wrapper. And so this is just a this is just a target target equals blank. And you can go right there. And we kind of hard looking sideways here. It's hard to see. So so we use that in a couple of different ways. I think for this one. So now this one, I don't think we used a. We didn't use a we didn't use a button. We just used we just used a link out. Can I go? Let's just look through these. So here, show me the solution kicks out to a new thing. So we have little, little pictures. I think using this. No, yeah. So I forgot to do my disclaimers. So we are teaching we are teaching we're teaching in canvas for the first time in summer. So but I hope it works because all of our courses look like this. I was wondering if it'll be intuitive for students if they are presented with that new page in a new tab to know to go back to the original one to go on. Yeah, or if that's even going to I mean that's why that's the way it works in Angel. So and nobody's ever nobody's ever had any problem with that. So because it opens in a new tab and you can see. So they should recognize. Yeah. Maybe people understand why you do that instead of just having it all in the Drupal. Yeah. So so like with some programs like the GIS program, they start the students in Drupal and then for assessments, they go to canvas. Everything is in Drupal. We I think we've just always had the other way that the that the entry point is canvas because we do well, we do our communication in canvas and our assessment. I don't think the GIS communication within this start from they start from. Okay. I always thought it was go now go go back to and sort of back and forth. But I mean, I assume always the starting point is the LMS because that's what all students do. Okay. All right. So yeah. So we just pop them out and let them do stuff over here and then there have been many debates about whether you, you know, do you pop them out and let them navigate in Drupal to find the assignments and that kind of thing, or do you just link everything, link all the assignments through the LMS anyway. And I suppose they could do both. I've never really had any anybody have any problems with navigation. So this is our solution to the quiz feedback. So the way we used to do, we allow the students to take two quizzes to take the quiz twice. So an angel. We actually have two separate quizzes, one that gives you the feedback and one that doesn't give you the feedback and the second one is always locked until you take the first one. But with canvas not allowing. That's always been always a little confusing to the students, especially when they don't read the orientation material, they wonder why there's two different quizzes and they're the same. So when we went to canvas, we said, okay, look, so we'll let them just do the quiz twice. And because it can't distinguish, this is their second time showing the feedback. We don't show them any feedback. And then we will manually, we will manually publish this when the quiz closes. So the only way we can do it, because you can't lock individual items, you can only lock modules. So hopefully this will be able to go back to the feedback model when the new quiz is set. But so this is just the explanations to the questions and we'll just unlock this like we do any other solution. So let's see, what else, anything else in here? That's very clever, I'm glad to see you do that because we've run into that too with the quiz feedback, it's hard to give general feedback without also revealing all the answers or something like that, I can't remember, but it just made it impossible to do. Well, it was weird because like it always showed you the general feedback. I mean, if you get it right, you don't need feedback. If you get it wrong and we give you feedback then you'll get it right the next time. And then the general feedback showed up regardless. So essentially if you want them to see their score they're going to get whatever feedback you've given even if you don't show them the correct answers. Right, right. So if you have any information and your feedback about the correct answers you essentially Yeah, that's right. The feedback should really be more about have you thought about this other aspect or this is in Section 3 part 2 paragraph 5 Right. I think in the original Angel we used to do in the second quiz we would put that in red underneath the question, you know, kind of if you missed this the first time you might want to go back and read this section or you but we found that that was, I don't know that. So here's an entry to the project. This is the first project so it's quite a bit more verbose than Project 2, 3, and 4. You know, just before you, you know, some questions. We used to have this at the top of every project and that was a little heavy handed particularly by the end. So and here's our Open Project 1 button and then we talk about how you're you know, it's amazing to me the number of varieties of project submissions that we get, you know, so and then I love, I tell you, I love, I can't wait to limit the file types. Gosh, so I look forward to that. I look forward to trying out the speed grader. I think I'll still have to print them because it's grading a hundred projects online would be really, I could see doing, I have another class, a graduate class where, where, you know, I'm going to have at the most like 20 and when they're submitting papers, I can see doing that online and marking those up and things. Yeah, we'll see 20. Yeah, yeah. I think they'll have to, they're going to have to get better at mobile device grading to make that, to make that easier. Yeah, I just use the speed grader on the app mostly just for complete and complete. I was teaching my class if I didn't make them turn in at least attempts at the homework they never would keep up and they'd wait to study before they exam. So it's just a complete and complete and it's easy to do that. I can just look and see that they just made an attempt to say complete. You know, they just sort of get a point. Use that in lieu of the tethys as well. Okay. But you haven't really tried. I haven't tried. I mean on small, I was thinking maybe like on an iPad, what would grading a paper on an iPad look like? I mean, if they would have the ability to do like I annotate or something on there could actually mark it up. I think you can. You can. You can draw on it. Yeah. They have annotation tools. I can do it in here like I said, or you could just export it out and mark it up like you would in a PDF and then I just can't do that. And you can just bring it back in and attach it also as a common guy down here. If you're like marking it up separately or if you'd like to do an art copy then you're on your own. Yeah. That's a problem I'd like to solve. We have such a collugy way of doing that. But are the annotate features of an iPad be loaded onto a tablet? I don't know. I'm not sure SpeedGrader works really well on a tablet. Yeah, it would be. It doesn't work real great on the phone. Yeah. But at least you can comment on that. But if you want a tablet, I would just go to the website. I would use the app, right? Well, if I'm out on something. Yeah, yeah. Yeah. So, I mean, this just explains. So, this just explains. This is how we do it. So, in your project, we give you a grid. Type in a grid of numbers. And then, and then you look at your project and you look at the key and you can set the project says this was two points. And so, you got two points for the first one. But maybe you only got one out of two points for the third one, you know, the third section and things like that. And so, this can cause a little bit of grief. This is something I'd like to find a way around. But this is what's worked so far. So, and here again, this is a little bit more verbose because it's the first one. But, I mean, everybody gets the hang of it after the first one. So, it's just a little bit different. Have you used the rubrics in Canvas? So, I thought about doing that for the left. The problem is, is the rubrics, you can't collapse sections. And so, think about, so I've got what? I've got maybe, you know, let's say 20 different parts or 25 different parts. So, the rubric is like huge. So, we may use the rubric tool for the labs. The labs are five questions. And so, we may do that. But I'm going to let my TAs kind of play. We did play a little bit with the rubrics versus just them. It's very easy for them just to say, question one, missed a point, you know? Because they don't, if you got it, I think if you get them right, they don't comment on them. But I would love it if you could collapse sections of the rubric, like question one, and then open it and then have all the parts. But, yeah. So, we'll see how it goes. I mean, if anything, we're still doing the same thing we've done, so it's not any worse. And I like having the pages to, like, I would have to put all this in Angel. I would have put all this in an email, right? Here's how you do it. I like having it right there. So, it's nice. Students refer back to it. And I had a student this semester, was, you know, and so here's the, she was like looking at the key. And, oh, well, anyway. So, she was looking at the key. And the key said, you know, two points for this, two points for that. But she thought it was her personal key. I've never had a student do that. So, she's like, why didn't I get a hundred? Because I, because you gave me, I got all the points for every, I was like, no, no, no, no, no. That's, you know, so, I don't know. Maybe if you made it on Answered Project, on Answered Key. No, this is pretty, like I said, I've never had that. I've never, it's, it amazes me how that the tails of the distribution kind of misinterpret something. So, like, where have you come from that this is confusing? So, anyway, I think that's all the pretty. Great. I don't think there's anything else. Nope, okay. All right, all right. All right. Tom, do you want to share since you started talking about the mobile app? I think I sort of just hit on most everything. Just a little summary. So, what's the login stuff like? I notice, like, when I want, every time I want to go to the app, I have to log in. I don't know. I don't think I've got a setting rule. You kind of save your login. Maybe there's a button. Maybe. Yeah. You have to log in. Yeah. Do authentication. Yeah. It made me do that when it, when it does update the app, you have to go back in and do that. Or when you change your password, the university makes you change your password. Right. That's not the only time I've had to go back in after the first one. So, my question for you would be, well, first of all, I was thrilled to see that Canvas had an app at all. Yeah. Just a light year's lead from Angel. Yeah. And the iPhone one does seem to lag on Detroit, but just in general, since you seem to use it, I don't use it a lot. Do you use it most? Do you? Well, what I need is fine. Okay. If I wanted to do anything more with grading, I'm not going to grade projects on it. Right. But just for checking attendance or, you know, now that you can add comments, maybe I'll be able, because if I had one, I couldn't go through the SpeedGrader. So, the thing is that the SpeedGrader is just separate after the Canvas app. Oh, really? Is there even an iPhone version of that? I don't even know that there is. Yeah. Because it'll ask you, if you try to go in the SpeedGrader, that you don't have the app. I don't know if you try to load that. Serious. So, you try to go in from a browser? I haven't, no. But do you use it for discussion forums? I don't have any discussion forums. Okay. But messaging, does that work pretty well? No, I just typically use my email. I just allow the, I just have it forwarded to my website account. Okay. Have you found the, have you found like notifications and stuff through the app to be pretty decent? You know, I want to know, really use them now in that way. Elected. I mean, I've been playing a lot with my notebook. I mean, you can't, you don't know until you've actually run a class. I don't think you've ever had it. That's what I typically do. That's what I just eat. And then I just run it off my email. Okay. Probably not a smart move, but I think that I should answer it all out. I just like to know, like, yeah, somebody makes a post or, because I know they're definitely not in a separate morning. They're off the, yeah. Two AM. Yeah. Here is another news flash. I'm just Googling while we're talking. Again, recently there is a speaker at that has been released for iPad phone. Which would make sense. You'd want a little bigger. Yeah. I can. I've had. I could do with a stylus even. Even the messaging on the iPhone and discussion forms feels clunky. You're going to see it on the TV. But I can tell you those two guys, students sitting class with their phone. I assume that they're looking at the lecture slides. I'll ask them questions when they have the phone out. They have the phone. Yeah. I still have a hard time getting around that students don't write things down. I have them sit there and stare at me for 15 minutes. And not write. And not write a thing down. Just. All right. Thank you very much. Our last presenter is Beth Bailey, who's sharing her screen remotely. And can, is your mic on? I just put it back on. Can you guys hear me? Okay. Then you're ready to go. Beth, unless we're not hearing, you may have my speaker run off. No. Okay. Okay. Let me test my speaker here, Beth, because we're not seeing you. Okay. It's not seeing my speaker. I think I'm right in there. I thought I saw her picture. It was muted. She was muted. Was she muted? No, I unmuted. She's taught me. Oh yeah. Okay. Get out of, get out of zoom. The computer. Or at the bottom of the. Minimize this. Exit. I don't know. It's not any volume. That's good. Sometimes you have to put them on. Yeah. That's all I was just going to say. And with zoom, we've always had such good. Good experience, but sometimes. If the speaker. The person has to get out and get. This one. The bottom one. Oops. A little speaker. This one. Because this is. It sounds stupid. But that might try getting out and getting back in again. That was sometimes. Okay. I'm not getting. Here. Stuff on the side of this. Yeah. Is there anything? Yeah. Over here to plug into. Nope. Here to. Y'all. This. Oh, that makes sense. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah, yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Oh, that makes sense. Yeah. Yeah. That's about three joining. You can tell the problem seems to be on our end. You know what? I'll have. She's not. I was looking at though. Okay. She's not. She could she could call her phone so we could business that's true I've done that before Can you guys hear me? Member Is it everyone? Testing testing go ahead Beth and share your screen. Okay. Can you hear me? One second I can't find my screen. Hold on one second. That's strange. Can you hear me now? Excellent. Hello. Hello. Oh, that's why I have the wrong browser open hold on one second. Let me Grab the correct one too many windows open They had it set. Yes, found it. Okay one second We're just gonna for some reason it's Okay Can you guys hear that echo or no, and can you hear me? Okay, no longer can hear you I can't hear anything now. I can hear you again All right, that should be good. Beth. Can you hear and see us? I can okay All right, I will do the short and sweet version of this and actually I'd like to break this out into two Um Into another session because there's kind of a there's many different things that you can do with voice thread That's what I'm going to be covering very briefly today Um within canvas, but today I'm just going to show you how to add it And integrate it into your canvas space another time The next time we do one of these or in a future session I'd love to show you guys more about the grading Um of voice thread conversations within canvas. So Um first off we use this in a course this past spring With 17 students in geography 432 brandy robinson is the instructor the course's energy policy and there were many discussions that um We're very uh had the potential for quite lively conversations um In this particular time period. So we said hey, let's try something new. Um, so we decided to go for voice thread so Since this is a canvas You know hidden gem sort of thing I'm just going to hop right in first of all wanted to let you all know that I added a voice thread information um Page with an instructor's guide and a student guide And I have to say both of these links were super helpful in getting us started Also helpful to know is um the support at voice thread whenever I had a question They're very prompt in getting back to me with um the answers. So How does that kind of speak voice thread people or at the company? Uh not university so great with the company Wow Yeah, and I'm like, oh, am I gonna get like a bill for this? I don't know so any you might get a bill. I don't know That's like I'm always paranoid with the canvas chat. I'm like, oh, I use them a lot Anyway So I apologize if I'm too expensive for the support So Anyway, so what I'm going to show you right now is adding voice thread to your course and have a voice thread link And what I'm going to do is just hop into modules here And I'm going to show you an example for a non graded activity or a voice thread So basically you go to your modules and um, I'm going to pop it down to Where we are today for the presentation And we're going to do add content what we're going to do here is add external tool And as you'll see you can select Various tools and you may have used different ones, but we're going to choose voice thread And this is important you see this URL and it's got the LTI one And that becomes important because that is literally your link for your course In within canvas for voice thread. So you can use that throughout That course. All right page name. I'm just going to do voice No, well, so this is okay No, what it does is that allows you to Basically come to a home page for your Um course within canvas. I'll show you in just one second I'm talking about there So now we're going to add that item and save so now you can see Well, I'll publish I guess you can see it too. Um, so now I'm going to click on the link And what you should see next is We can choose here. So right now we're in canvas, but As you can see, you know, the voice thread is part of it's just right within it's integrated You can choose course view Home which is the voice thread home or you can choose an individual voice thread Which you would have a link for that you prepared prior I'm going to go to course view in this case. I just Created a sample earlier. Oh, but it's not found. Oh probably because I didn't publish it. Okay So what you can do here is typically here You would be able to see Voice threads for that particular course if you were in voice thread and you identified it with a certain course Let's see if I can get to my home Oh didn't want to do that. Sorry about that. I was thinking it would All right one second here Yeah, still not funny one. Okay, so Like I said, typically You you can either create your voice thread right in this environment or you can do it via voice thread and Then find it later. So we can just create one right here Or I can select for my voice threads as it shows me And here it is. So this is my Voice thread sample. So if you had a course that had many different voice threads voice thread discussions You could select Which one you wanted? So you select And I want because my window seems to be Now i'm sharing this voice thread within Canvas Usually it's pretty But right at this moment. It's not. Um, so basically that's how you would apply A voice thread right within your canvas environment um There's different things that you can do you can add it as a graded activity Which is something that I would like to handle or cover. I don't know why this is being so slow um, anyway So but I'll handle that in a different session. Um I wanted to show you I wanted to show this to you, but It's not cooperating Perhaps if I try it again It's definitely there because when I went and I go into the course it shows up some modules and click on it again Okay, all right. Let's try that Because you'll see your voice thread sample Okay Or at least I see it There it is Okay, excellent. So if you so basically this is what you would do and The students would go in to the actual Sample and then they can respond to it As you wish and it's And there's many different things you can um have the students do you could have them everybody. This is both family I am okay. So now from here with voice thread You can allow for comments. So right now I'm going to do a typed comment or you could do and then basically what shows up is your um, you know your profile picture and And now I can also respond to this comment. So you can do threaded discussions Could be interesting. So this is my uh threaded discussion comment Thank you So anyway, so as you can see you can just go on and on and the students you can set up a formal discussion Uh or informal and have the students read and respond to your own The question as well as Other other discussions. So it worked out well in this course. We have some, you know food for thought for the future um things You should think about our think about what you really want to get out of the discussion and is this the right medium. So um, Randy in this case found it to be less formal than a written discussion. So Just think about things like that as you go on To decide to use it or not Students stuff like I wonder because you can't skim through it like you could a written one. Do they care or? Right, so we don't have the feedback yet. Um, So we will soon though Since he's wrapping up the course So i'm happy to share that One thing that we learned also is it's I mean, I will say this the students were very chatty and In fact, brandy had to go in and say, okay, you know set a time limit per per question um Because the students they really I think they did actually perhaps they did enjoy it because they went on and on and and responded to each other and And just kept talking so had had very good and lively conversations as was the hope You think the the modern student prefers to do this type of Discussion instead of written discussion It's an interesting question. Um Because They did this these topics that we were covering um this spring were Either way, I think would have produced you know intense and lively conversations um but Yeah, I mean it is like right now as I'm doing here from a distance in terms of just kind of talking and um students Yeah, they that's a good question to know if If they would prefer that From a grading perspective, it's a little bit challenging. There is a way to Connect it to the grade book, which I'll show you at another time Um, which that would have made the grading for this much easier this time around um so great Thank you, Beth for sharing and we've kept you a little bit longer But um, we'll stick around for questions or if you have any ideas or we'll be rejoining And continuing on with the food for thought sessions in the early fall I think we're going to open it up with maybe some academic integrity um kind of options People are I'm sure are ready to move on from campus Although we might interject some cool things if you have any interests and things in the future If you have ideas for topics, we are more than ears or our ears are very open But thanks for coming enjoy more cupcakes And we'll see you in the Thank you And thanks for sharing everybody that makes it much more fun, of course Oh