 Hello everybody and welcome to our SWC Spotlight Webinar. This is the one that we wait for all semester long because it is our Canvas course showcase. So we are going to be taking a look into a couple of colleagues' classes to see how they're using Canvas with their students. So today we have Mikaela Vargas, Summer Mead, and Chris Hayashi with us. And we are going to be taking a look at a great variety of different tools and ways of teaching in Canvas. First up is English instructor Mikaela Vargas who is going to share with you one of the most humanizing instructor videos I think I have ever seen. You're going to love this. Hello everybody. Hopefully you can hear me alright. Last summer I decided that I would make a welcome video for my students. I spent about a week filming various places where I was spending my summer vacation and then I created this welcome video to share in my discussion group. I was inspired by the DEFT online training course I took last spring. I really love that course. I've been teaching online since 2003, the dark ages of online teaching, and I thought I knew a bunch of stuff. But the DEFT training really got me excited again, refreshed my energy, and it was great. So I spent last summer creating a brand new course in Canvas using new sources, new books, do everything because I just wanted everything to be nice and new and clean. So at the end of the summer I thought I really need to do some video and I thought I'll make a welcome video for my students. And so it didn't really take as long as you might think. Trace is going to show you part of it. I think it's about five minutes long. I made it over a week while I was on vacation and my goals were to motivate my students to get excited about the course, to share a little bit about myself because as you know when you teach online there's a huge distance and it's hard to really get to know the students. So I thought if I start the very beginning opening up my life and my world and my vacation to my students they'll feel like you know we're getting to know each other and I'm not just another computer that they're coordinating with. So I did that and I also tried to have fun and try to be a role model for my students like I always do to show them that it's important to give it your best in everything you do. So that's sort of the theme of the video. So I think that's a good enough introduction. If you want to share the video Tracey you can go ahead. Okay so poof here we are in Michaela's class and you'll notice that we're in a discussion area. So she has her discussion introduction here and then the first person to post in her discussion is her. So this this video appears in her discussion. We're actually going to view it full screen but if we were to look below this we would see all of the students who responded to her video because now she's she's not just the instructor she's a real person who's in the class with them. So we'll talk about that a little bit after the video. Oh hello. It looks like summer's winding down. I think it's time for me to tell you what's in store for you this fall. First of all my name is Michaela Vargas. I've been teaching college English for about 19 years. For the last 10 years I've been focusing on online teaching which I really really enjoy. I'm always surprised every semester about the connections and meaningful interactions I have with my online students. So hopefully this will be another wonderful productive semester. In case you're wondering how I spent my summer vacation I thought I'd make a little video to give you a glimpse into my life. Maybe the observant student might guess where this was filmed. Anyway, whenever I had downtime my favorite thing to do was read a book but I also had a lot of better hobbies this summer. It's time to tell you a little bit about the course. Some of you may not be totally stoked about signing up for an English composition course but my goal is to change your mind over the next 16 weeks. Now of course we're going to be focusing on writing research, all the things you need for academic success but you'll also hopefully find that the readings we're going to do are full of interesting ideas and philosophies. I'm available online every day. I promise to respond to your emails within 24 hours but usually a lot sooner. I really love getting to know my students so please don't be shy and reach out to me. Also on Mondays I have live chat office hours so if you need a question answered right away send me a chat ping on Gmail. Have you ever wondered what the meaning of life is or what we're here for or why should we be happy? Well I don't promise to answer those questions but we've got a lot of exciting interesting readings in which we'll delve into topics just like this. So you can do your work at lunch in the middle of the night while you're at work while you're waiting outside for your kids to the internet or read your text but I recommend all of you make a schedule to get lost in the middle of the night. It's really important to engage in the course this semester. It's a discussion post. You're not just talking to computers. You're talking to real humans that want to hear what you have to say. The more energy and effort you put into this course the more you'll get out of it. Remember you're paying for this course, you bought the books, you're taking time off to do your studies so you might as well get the most out of your money, right? I hope that you enjoy the course but also that you put in all your energy, enthusiasm and time. Alright and it's my goal that none of you feel isolated during the online experience. So whenever you need help just ask for it. Email me, use your fellow students and don't forget the wonderful campus resources. Alright, time to dive in. Wow, people are giving this video tons of kudos in our chat. So, Michela, can you tell us a little bit about how your students responded to this? Students were real positive. Don't get me wrong, the video didn't like change our course and make this most amazing, brilliant course. It kind of, the buzz died out after a few days and then the video was done and nobody watched it. But for me, it set a tone, a couple of students made comments like this video gives me the warm fuzzies and thanks for the warm welcome. So they, I think it gave a tone of welcome, warm feelings. And a couple students commented that motivated them to put more effort before they wrote their introduction. So it set the bar high for really putting some effort into introduction. A couple of them said it seems like you really love what you do teaching and learning. So that was nice that they got that. My best comment was, but let's be honest, the real star of the show was that amazing Pomeranian. So yeah, my dog kind of stole the show. But yeah, generally, they're good. In another course that I taught, after I showed the welcome video, about 10 weeks later, students had to create their own video, they had to write and perform a speech. So a couple of them said they're really nervous, but they were motivated by my video. So it was, it wasn't like a huge deal for the course, but I think it just created a tone that was helpful throughout the semester. When they see that you have a pet, especially your dog who's just bounding in and bounding out. And then you're talking without any interruption, it just really shows, like you said, what kind of person you are. And your students see how much time you put into this. And then they feel like they're in really good hands, because you obviously care about this class. And you're obviously present, even even during the summer, you're still present in the class. Yeah. And then it's interesting what you said about how that gave them the courage to make their own videos, because your video was not formal, right? And it was fine if you took video with, you know, your diving mask on or popping out of the pool, because what you wanted to do was connect with your students. And I think that really frees people from the nervousness that comes with making videos sometimes. Yeah. So somebody wants to know how did you get the shot of the beach? Oh, my husband has a drone he's been playing with. So after he videoed me speaking, he cut and he sent his drone up to film me. It's like his hobby. So yeah, that was pretty lucky that I have him on my side. As for close captioning, it was very easy. I just sent a link to Darlene Poisson at Disabled Student Services. She sent me back the closed caption link built into YouTube. It was very easy and very cool. Yeah. So I know that if you're like me, you're gonna want to watch this video a couple of times and think about how you could do some of this in your class and you know, see if McKellis husband wants to bring his drone out to make your video. Yeah, I decided I'm gonna do the same thing over winter break and make a winter welcome for everybody. And then I'll probably use those over the next few years. So I'll have to make a video every semester. So that's, I'm sketching out my ideas for the winter. Yeah, you were smart to not mention the year or any other Oh, well, that that is probably my favorite video of this entire year. I just don't think anything that I've seen can top that. So thank you so much for sharing it with us. You might have noticed that in McKellis class, she was using groups. So we saw a discussion and it was for a group two. And so summer also uses groups. In fact, she's probably our canvas groups guru. I think she's been using them longer than anybody else on our campus. And so she's going to share with us how that works, how she does it. And she's going to be really showing you what it looks like in the canvas course. So you once we're done here, you should be able to do this for your classes too, if you'd like to. So take it away summer. Hi, everyone. I'm summer. I am going to take my video off. I'm at my day job and there's a lot going on around me right now. So so you're not watching people walk behind me, I am going to turn off my video, but I wanted to say hi and show you I'm here. So I teach sociology. I've been at Southwestern for almost 10 years now. And I've been teaching online almost that entire time. I typically teach eight week classes and have 35 to 45 students. And I basically found that my discussions were just unmanageable. I was spending, you know, 10 hours a week minimum going through and making sure that I was making contact with each student. And so I was really trying to figure out a way to make it more manageable and decided to try out some group discussions. And that was back in my Blackboard days. And so what I do is I assign students randomly to groups. Canvas makes it super simple to do this in just a matter of seconds. I put them in groups for the first four weeks of our eight week class. And then I reassigned them to new groups in the second four weeks of our eight week class. So that way they have the opportunity to, you know, intermingle with with other students and get to know each other. And really my goal is always looking at the regular effective contact because I feel like discussions are one of the best ways for us to do this. Not to mention, of course, establishing a really strong rapport with them and helping them kind of grow their knowledge and understanding of the subject matter. So I found that when I was doing these really large discussions that students were kind of too anonymous, right? There'd be a lot of discussion in one forum or one thread and not enough in the other. And so this has certainly helped in that way. And I found that people are participating more. I'm seeing a lot more effort going into posts. And the groups themselves have had a lot stronger identity. Sometimes I'll even, depending on the semester in the class, I'll even ask them to come up with a group name and a group motto and that kind of stuff. So I'll show you some of the features in Canvas for groups that go beyond the discussions. So I sign on that first day. I have them tell everybody what their group is and their introductions. And so the the bonds kind of start immediately in that first assignment. This screen shows you what what I see when I'm in Canvas looking at my group discussions. One of the things that I really like is that you can't mess it up. And the students aren't going to just show up in in a group that they're not supposed to be. I was having that a lot in Blackbird. I was assigning students to groups, but then I would find them participating either in all of the group discussions or the wrong one. And I was having to do a lot of reaching out and trying to make sure they understand where they're to be participating. And so I don't have that problem here. As the instructor, when I look at the screen, I have all six of the discussion groups that I've created. And on that right hand side, you have your numbers and that kind of tells you how many posts there are in any given group on the right hand side. And then in blue, those would be the ones that I haven't viewed yet. And so it's kind of a nice way I check in on my class multiple times a day to know when I need to go in and check on a discussion. It also indicates to me when there's not a lot going on. So I can pop in to just one group and say, Hey, guys, you know, I expect you to ramp it up. Or if there's a lot going on, it tells me there's something controversial happening and I should get to it immediately. So my group discussions all revolve around some kind of quote that is relevant to our topic for the week and then some fairly focused questions. And I require that students post to a response to this original post, and then they have to respond to two of their fellow students. Those responses have to include questions that keep the critical thinking going. And then they also have to come back and follow up on whatever questions are posted in there. So this is what it looks like for me. This is what it would look like for the student. And I kind of cut the screen a little bit short, but they have the full assignment that's appearing here. When they go into the discussion, though, you can see where I have it redlined here, the ones you have access to underneath that, it's just going to have the one group that the student has been assigned to. And I suppose if you assign them to multiple groups, then that would appear there too. But I assign my students to just one group and then they just click on that and it takes them straight into their group discussion. So it's really, like I said, foolproof. The actual discussion itself functions exactly the same as non-grouped discussions in Canvas. We have each student's thread posted underneath the assignment. And you can kind of see here with the arrow, again, which threads have more comments than others. And so it allows me to really focus my efforts each week. You know, if there's one post that's not getting a lot of attention, I can go in there and really, you know, try and make a big impact there. Or if it's blowing up, then I've got something I've got to deal with. And then I always go in and I post more thoughtful questions to keep the discussion going. But this part just displays and functions like all other discussions in Canvas, which is nice because it's easy to see. It allows you to isolate things a little bit. And it also helps me in keeping it grouped and making sure that I am making that regular and effective contact with each of my students in multiple ways in those discussions each week. There is some additional features that come with the group function beyond just the discussion. So when you're assigning students to a group, it gives them like their own kind of landing page that they can go into. And so there's a couple of things I wanted to draw your attention here on this page too. So the first is that I can post an announcement just to this group. So if I have a course project going on and I'm just wanting to communicate with them, I can do that in here and make that really customized. Another thing that you can see are some of the tools that I have in that students would have access to. So I can create content pages that are just for this group to be able to work with. They can have other discussions that allow them to communicate with each other. I can give them exclusive access to certain files and then they have the conference and collaboration feature, which is nice. I don't presently use any of these options, but I hope to soon. The last thing here is the feature that allows me to switch between groups really easily. So instead of having to go into each group or into each discussion, I can just move straight from one group to the next and go right to that discussion so that I can participate in it. Setting up a group is incredibly simple. You really have two options. And so the first is when you are in your Canvas course and you're looking at your left hand menu, there is the people area where you can see your list of students. And there's a tab up at the top that says groups. And if you click on that, there's not going to be anything, except for a blue button that allows you to create groups. When you click on that blue group set button, this is what comes up. So you would just decide on what your group name is going to be. I always start off with discussion group and then it will go in and give it numbers. So discussion group one, discussion group two. And then when we reset and do new groups at four weeks, I do fancy new group. So they all get those names. You could allow students to sign up for certain groups. I do a random assignment. I just choose how many groups I'm going to have. And I, at the four week mark, I reassess and see if I need to maybe create some bigger groups or smaller groups based on the types of discussions that have been happening. If you're teaching multiple sections of that course and it's all tied together in your Canvas shell, you can require that group members have to be in the same section. I teach a cross-listed course in sociology and psychology. So those are both sections in my one Canvas course and I could make it so that just the sociology students are grouped together and just the psychology students are grouped together. So that's kind of a neat function. You can create groups yourself instead of letting Canvas do it. And you can also assign a leader which has a lot of promising possibilities. I've played a little bit, the sociologist in me, in just randomly assigning leaders and not really saying too much about it to see if having that role brings out the best in students who are randomly assigned that and it's been kind of fun to watch. It does seem to kind of get people a little bit more aware and involved. So that's one way to create a group set. Another way to create it is when you're actually in doing your discussion assignment, if you're either creating it or you're editing an existing discussion assignment. And what that looks like is here's your screen where you're actually editing this and there's just this one little button that you click down here and it says this is a group discussion. So if you click that button it's going to prompt you with this screen and this should look pretty familiar, right? So you're just putting in that group name, choosing how it's going to be set up and what the structure is and then saving it. You'll notice here that it doesn't give you an option to do the leader but there's another way to do that. I'll show that to you in just a second. So that's familiar, same process. Or you have, if you've already created group sets, when you are doing this through the discussion assignment then this would be what would pop up. And so it just allows you to choose from the group sets that you've already created and then you save that and it's done and there's nothing else that you need to do. So it really does take two seconds to set up a group discussion and then it automatically puts students into it and then they are where they need to be. For managing the groups there's a couple of different functionalities here for you. So here I am in the people tab and you can see up at the top I have my list of everyone and then I have my discussion groups and my fancy new groups. So those are my two group sets and so it appears this way you can collapse them and actually look at who is in each group. At the start of the semester I open all of these. I print it out and then I have a nice sheet that shows me which student is in what group and that's an easy way for me to kind of keep tabs on who I'm commenting on with each of my discussions. You have the settings of each group that are available in that drop down with your little settings icon. You have a settings icon for each individual student. I'll show you what those options look like here in just a moment. There's not a lot of things that you're going to do here but there are a few things that you can do and then you have your little dots and what that indicates is that you can move students from one group to the next just by clicking on those dots and dragging the student into another group and so it makes reassigning group members really really easy and also when I have new students who are coming in maybe with an ad code and weren't there when I originally assigned groups it gives them the opportunity to just drag them into a group from that an assigned area that you see over on the left. So if we look at that drop down menu from the student perspective you can go in and you can remove a student from the group that would put them in the unassigned category or this is the other place where you can set them as a leader and if you weren't feeling the drag and drop you could also select to move them from this particular menu. So really simple options really easy to work within. I always look at the unassigned students you know for the first week or two as students are enrolling and drag them and then as students are not participating I actually will go through and pull them out of the groups and I'll go through one week to see if they try to participate because it'll put them into the general discussion instead of into a group discussion so I can follow up with them and make sure that they're doing what they need to. But it's really really simple to put this all together and it's really helped me keep my discussions much more manageable. So I'm happy to take whatever questions you have. We do have one question summer and it is does each discussion group get a different topic to discuss or can all the groups have the same question? It defaults to set you up with all the same question so when I create that discussion assignment you know everybody gets the exact same thing but you can go in and create separate discussions for each of the groups if that's what you want to do. We have another question have you ever had a group submit an outcome where they have to agree on something to submit in other words they would submit it as a group with perhaps the leader submitting it? I have I've not played with that in Canvas but that has been a function in in my classes and I imagine that in Canvas it probably would be a little bit easier to do because you have that group page that you can work with and it makes it a little bit easier to communicate with them. I've played around with that feature a little bit in Canvas and you can designate one person to submit for the group and one nice option there is you can choose to have one grade for everybody in the group or you can choose to do individual grades for individual group members on a assignment by assignment basis. Another question is group size have you found that smaller groups are better for getting everyone involved? Is there a sweet spot an ideal number that you found? I really am finding that it makes a big difference in the discussions they're making a much more meaningful because people are starting to catch on to hey you know these are my these are my six people or my eight people and so they're communicating and week over week I'm seeing themes kind of pop up and shared stories oh this reminds me of last time that I wasn't seeing when we were just having 45 person discussions so I have been splitting up my classes into groups of six or seven to start with and then I make adjustments as I need to um if I'm finding that one group isn't very participatory I'll pull them all apart and put them into groups where I am seeing better participation but I try to keep each group with about six students six to eight okay great and I think we have time for one more question about discussions um okay I'm going to put two questions into one the first part how often do students participate in your discussions and do they ever get together outside of your canvas discussions okay so first question um I have them in most of my courses they're either doing this weekly for the first seven weeks or they're doing it weekly for all eight weeks but it is a part of our weekly structure and the second question with regards to interacting outside of the discussion I don't have anything that requires them to do so but I have seen some indications that students are trying to continue to communicate even when I switch them into a new group and they're kind of referencing each other so I am seeing some connections in that way yeah well that to me says that the discussion groups are really working as a almost like a study group where they can support each other and they're comfortable working together and and maybe they'll be more comfortable working with these people when they see them in future classes too because you know as sociology or psychology majors they may well end up in online classes together again right and we're delving into some pretty controversial issues sometimes and I'm seeing a lot of group identity that's forming within that and I've played with changing the groups every two weeks every three weeks not changing them at all just to see what is the the right amount and I'm really finding that that four weeks has been really positive for getting them to to connect with each other so thank you so much summer so we're going to turn things over to Chris Hayashi from the psychology department and they have been doing some really innovative things with Canvas and also with OER so I'm going to turn it over to Chris to let him explain Greetings everybody my name is Christopher Hayashi I'm a professor of psychology I've been in Southwestern College since 2004 and I've been serving as the department chair for the department of behavioral sciences for the last six or seven years so my inspiration for creating this psych 101 course was to create a department standard course that people could build off of going forward and the reason I did that is because I noticed in some of our online courses that student outcomes in terms of retention and success varied anywhere between 30 percent to 100 percent which was kind of interesting so I wanted to see if that was something that perhaps we could do about that I thought the online venue might be a good opportunity especially since we were transitioning to Canvas so that being said I will take you through a little tour of this course which is built upon the open stacks OER so here's the homepage just a little introduction about myself and the course and then as you can see there's a kind of a course map here and a little introduction about how this course is built upon the free online textbook by open stacks and Rice University I provide a link to the textbook site that also provides some opportunities to purchase the textbook at a very affordable cost both a hardback edition as well as Kindle versions and anything else for your portable device then we have a kind of a course map that's broken up in two weeks so pretty much one chapter per week from our textbook and I have it broken into content dissemination so this is where students get the kind of a course content I haven't implemented any knowledge checks yet but and then we also have the different types of assessments that the students complete each week as well so I'll just take you into a module to see for you so you can get an idea of how the open stacks is integrated into the course so I chose the topic of personality so introduction to week one here all right so the link takes you to the first page of the module and just provides a little overview I usually give a little short description this one's very short I probably need to build upon this a bit more and then I take the kind of more general core objective for this chapter and this is actually a verbiage straight from our course outline participants will be able to and then to meet these objectives these are the things that the students will actually do so that's the first page the second page takes them to some video tutorials that I have chosen these are from crash course and the nice thing about crash course is that they are pretty well integrated into the open stacks I'm not convinced but I'm pretty sure they consulted with open stacks in terms of building the content for these videos and they're also all closed captioned so compliant ADA compliant and I also have screened them to see which of the specific chapter learning objectives that they address so I provide a little short intro in addition to the assigned reading this video tutorial will help you to address the following learning objectives for the chapters I encourage them to take notes on the learning objectives as they view the videos and read the textbook I've screened these videos as I mentioned to make sure that they do touch upon those specific learning objectives so here's another video tutorial from crash course as well and here's some learning objectives that weren't necessarily touched upon by crash course video tutorial so I let the students know that they need to consult their textbooks for those oops all right and so this is how the textbook is integrated into the course you can just copy and paste the URL and it nicely and neatly embeds it into the canvas site so here's the introductory page for the chapter on personality so students can either navigate the chapter in the canvas site themselves or they can link out to the external site which provides a little larger screen so this just gives you an idea of what the open stacks textbook looks like and once again this is completely free online so you know we're saving students a lot of money which is a great thing so it's very comparable to any textbook that costs 100 and over $200 that you would find in the bookstore it's also nice that they have in the open stacks textbook some kind of embedded embedded video to relevant content a summary as well as some review questions for the students so this just gives you an idea of what the textbook looks like and then next I have some more kind of rigorous assessments have a reflecting on your learning so I have students answer a few questions what's the most interesting thing that you learn from watching the video tutorials what's the most interesting interesting thing that you learn from reading the chapter as well as then I have them pick a specific learning objective from the chapter or two of them and I write out the answer and then I have a rubric that makes it relatively easy to grade here then we have a chapter quiz and quiz and I also wanted to draw your attention to the fact that the assessments or the assignments that students do are all linked to specific student learning outcomes so we have two specific student learning outcomes that we're assessing at the moment in our program this one is students will be able to use scientific reasoning and knowledge based in psychology to interpret psychological phenomenon so this is our thinking and reasoning the one on the previous screen has to do with communication skills I thought I had a learning object or SLO there but I guess we don't and the final assignment here is kind of a video application so again this one is linked to this student learning outcome for communication skills students will describe and apply major concepts and theories of psychology and writing or in other forms of effective presentation so I have students basically choose a video that I have pre-screened summarize the video and tell us how it applies to their life and so the videos are here embedded as well and there's a rubric for the video applications and then last but not least I have a discussion board that also assesses the same SLO communication skills students will describe and apply major concepts of psychology and same kind of idea I have them pick a term theory that they found interesting summarize and basically tell us how it applies to their lives and you know the purpose of these assignments was to not only have some kind of agreed upon rigor and standards for what students should do but also for what our instructors are accountable for grading and using for a regular effective contact as well so hopefully that gives you a little idea of what this course looks like built upon a completely free open stacks textbook and this course is open for all faculty in my program to take and modify this was intended for to be a collaborative effort so that we can as a community build upon it going forward full disclaimer I'm currently not teaching this course this semester so I built the whole thing and I'm not teaching it but I will be next semester so I'm excited to work with the faculty that are currently teaching it and see where we can go with this so that's all from me I hope that's helpful that is super helpful Chris I'm going to show everybody what it looks like out in the comments in just a second but we did have one question which was is this your only textbook have you found this to be a complete enough textbook students don't need to purchase anything in addition to it absolutely yeah this is the nice thing about psych 101 is it's it's pretty standard in terms of the course content from textbooks to textbook to textbook there's probably 30 40 50 textbooks out there and this one is pretty comparable so for this particular course yeah I don't really require students to purchase anything outside of it but some instructors are having some supplemental reading which we of course we encourage a related question is is OpenStacks essentially an online publishing house could you talk a little bit about OpenStacks yeah as far as I know I think and Tracy might know better than me I believe it was a project funded by the Bill Gates Illumina Foundation and so they gave money to Rice University and so it's developed by the faculty at Rice University and our our system the California Community Colleges have been funding OER development and adoption in our colleges as well so there was an initial round to develop and or select OER textbooks and then right now a lot of our colleagues at other colleges are working on Z degrees which are zero textbook cost degrees so students can actually go through their entire major path and not have to purchase a textbook and Angela in the chat is saying that OpenStacks has online material for math science social science humanities and there are a variety of disciplines and they're increasing every day but they don't have everything a lot of the titles that they started with were some of the ones that are most expensive for students and new ones are being added all the time so I have a couple of things that I will share with you okay so let me do a little screen sharing then just to show you where some of this is Chris if you don't mind I'm going to stop your screen share start mine and take you out to the canvas commons so from your global navigation menu in canvas everybody has a commons link you'll still be logged into canvas but it takes you to the canvas commons where faculty can share information and materials with each other and so we by default are connected here to all canvas instructors everywhere but as the person doing the sharing Chris or me or you can choose how widely we want to share something so we can choose to share with all canvas users we can choose to share with the California community colleges southwestern college or we can create custom share groups which is what psychology has done biology communication studies and a few others and so they will be sharing this with just the instructors who will find it relevant and so that's what has been done with the course that we were just looking at there's a share group and the department maintains who has access to it and feel free to contact me if you'd like to set one up for your department or even just for instructors teaching a particular course so that's the canvas commons the other thing that I wanted to share with you kind of building on the question that we just had cool for ed is a website that is maintained by all three of our higher education systems in california so uc, csu and the ccc's all united to create this website that provides some showcases information about those grants that are coming out at the system level for faculty and a variety of ways to help you find oer textbooks open stacks is probably the biggest provider but there are some others as well and speaking of content we had another question wanting to know if you created your own content the questions finding the videos yes it's a considerable amount of time to build this course to screen all of the videos to figure out what was in the videos and how they overlapped with the content in the chapters so that took a lot of time I had of course a lot of the material I had brought over for blackboard but not all of it one of the things that I really liked in your class Chris was that the video applications asked students to apply what they had learned to to their own situations their own lives or things that they'd experienced and it seems like that is going to also let the students create content for the course because they're bringing in examples that are not from the textbook but from their own experiences right what I would like to do is again for more to create some more instructor created content is kind of provide a little introduction for each topic so for example in this chapter this applies to me in this way so students can get a little window into who I am and you know how this relates to my experiences as well so that's one area of the course that I would like to beef up and I recommend you do that in video with a drone yeah I think I think it was a McKayla I think her golf swing is better than mine so I think I'll stick with the text well it looks like we've reached the end of our SWC spotlight thank you so much for joining us and thank you very much to McKayla Summer and Chris for sharing the amazing work you're doing with our students have a great rest of the semester everybody and we'll see you in the spring for another round of webinars