 OTAN, Outreach and Technical Assistance Network. Welcome, everyone. We're so happy that you're here with us. We are talking about Canvas and collaborating and where agencies have been in the journey to get where they've been. So we're glad you're here. This is a very open session. We have Tanya Kav, who is online. She's part of our panel. She's from, if you want to give us a wave, she's from Santa Monica, Malibu. And over, would you like to introduce yourselves? We have also two other panelists here that have joined us. Marcy England from Kronanoka, Norco, and Monica Cueva from San Diego Continuing College. So we're happy that you all could be here. Would you like to unmute yourself also with us is our fellow colleague here, Ellie Friedman, who is running our chat and admitting folks as they come in. So we'll start, we can start over here. We'll have a little introduction and talk about Canvas, where you are with your journey. And our real purpose today is really just to have time to collaborate. So we just want to know, and people, other people want to know, what are we doing with Canvas? So without further ado, I'm just going to go ahead and... Make a quick error on the bottom of the bottom. I don't want to get wet. There it went. Just a little bit. Here we go. Here is sort of our agenda. And we may be, we may have a little less, a little more time, really to just talk in section two. Just sort of what are our panelists' experience with Canvas? Maybe we'll start with them first and then go back and talk about where you are and any questions that you have. And if that's okay with everyone, and that way we can get as much as we need to out. Today's our, here are our panelists. Again, would you like to say a few words? We'll start with Monica, move to Tonya, and then Marcy. Hi, everyone. I'm Monica Gueva. I teach for the San Diego College of Continuing Education. And I am our ESL Technology Coordinator, and I'm also teaching an online vocational English as a second language class for intermediate, high-level ESL students. Hi, I'm here at Marcy. I should have said Tonya, but go ahead Marcy. Hi, I'm Marcy England. I'm the Assistant Principal at Coronanarco Adult School. And I'm also the technology team lead among lots of the other roles that go along with being an assistant. All your hats you wear. And sorry about that, Tonya. No worries. Can everyone hear me okay? There we go. Okay. I'm Tonya Cobb. I am the EEL Civics, Distance Education and Canvas Lead at Santa Monica Malibu Adult School. I also teach credit ESL at Cypress College and at Coastline Community College. Happy to be here. Great. And would you mind introducing yourselves? We have a really nice, tidy group here. Maybe we could have a little introduction here. Sure. Michael Delaney. I teach advanced low ESL at Eastside Adulted in San Jose. And a few months ago I became our Canvas badman. And I've been using Canvas for a couple of years and I'm interested to hear how other people are using it and what struggles you've been through. He's the one that attends most of our sessions online. He's a regular. He's a regular. That's no mistakes. No, no. Darvin, would you like to go next? Hi, my name is Dallas. I'm from the Kaipa Adult School. I teach ABE math advanced ESL. Very happy to be here. Thank you. Where is your agency with Canvas? Have you started? I will be the exploratory adventure to see what we have and what we can do. Nice. Fabulous. Okay. And then on, yes, Ellie and me. I'm Ellie Friedman and I teach U.S. citizenship here at Chilivista Adult School. And I also teach advanced ESL composition at Grossmont College, which is where I use Canvas. And I love Canvas. Nice. Yeah, trying to get us to use it here, but they didn't want to study. Okay. Well, you know, with CDLC, the first 50 licenses are free. I know it's a bargain. So, okay. And then online, if I could have Michelle, you wouldn't mind introducing yourself. Yes. Hi. My name is Michelle Raymond. I'm here from Placer School for adults in Northern California. And we're just getting started on implementing Canvas. A few of us have been using it. So, yeah. Excited. Nice. And if I could have Patricia, if you wouldn't mind unmuting. Hi, Patricia. Patricia Hernandez. I work with Tanya. It's Santa Monica Malibu. I work in. I'm a citizenship instructor, but I'm really, you know, we're going to make this transition to, to Canvas. So. Backing up your friend there. Exactly. Thank you. Thank you. Thank you. And then we have our, our last person, the AEDG seven D three. I hate to call you by the number, but I'm not going to call you by the number. I'm not going to call you by the number. I'm not going to call you by the number. But I'm just going to be unmuting and, and introducing yourself. Or not. That's okay. Okay. It could be just something else. And so what we'll do is we're going to pass this one. And we have six questions for our panelists, but that doesn't mean that you can't ask your own questions. Because this is the beautiful thing about having a small group is that you can't ask your own questions. And then we have our next question. How did the Canvas journey begin for you? And within your agency, how far has your agency progressed? And who would like to go first from our panelists? Okay. So we started by participating in the Sacramento County office of education cohort. And I think that was along with the. Kate project as well. Last June. Sort of all jumbled as to how it was happening. Then we entered into like an MOU. With adult education. Canvas. Then we, so if we take a step back from that, I had used Canvas. For several years, even pre-pandemic. And so, you know, I was using. Canvas with my. Students, the free version with my students at the adult school. And then, you know, we started hearing about these special projects and whatnot. So we got involved. And then we. Started developing training first for the admins. And so that's me. That's one of our. Administrators. And an office staff member. And they had no experience with Canvas whatsoever. And frankly, we're quite reticent about it. At all. And so, so we started from there. And then, you know, through the distance learning cooperative. As well. And we developed like a. I developed like a. Implementation timeline. You know, tried to create buy-in from everyone. And once. So I think maybe that should stop there. So I'm not sure how far down where our journey began. I should go, but eventually, once the administrators were trained, then teachers participated in. Paid training, which I think was key. They went through like the canvas for teachers training modules. The first four modules. They. We did, you know, some face-to-face interaction, but mostly it was all online. They would have homework and things like that going through the modules. And they had the opportunity to. Play. And by opportunity, I mean, they had, we financially supported that, right? For them to be able to explore and play around with canvas. So that's how we began. I'll stop there. And would you, would you like to tell your story? So we started canvas in about, I think it was 2018. We were part of the 18, 19 DLAC cohort. That's did the digital literacy academy through OTAN. And our goal was to implement, implement canvas in the high school equivalency program. There were a lot of pen and paper packets. And we just thought that it would be really great. And we had a lot of, you know, There were a lot of pen and paper packets. And we just thought that it would be really great to implement it there and have more usability where students digitize that program. What happened was that we were successful there. And then we had half of our teachers using Google classroom and half using canvas in a pandemic sort of situation. And we were really struggling to get students on both routes. So we had to pick, we had to pick a lane. And because of the transitional digital support that canvas offers, like if our students are transitioning to community college or beyond, they need to be on canvas. And because canvas, we were looking at canvas and Google classroom for, we were looking at them both side by side at the same time. And we just found that canvas was much more user friendly for adult learners, the way it interacts on your cell phone from the front side and the back side. And so as far as our journey after we made that commitment, we also made the large financial commitment to purchase enough canvas licenses so that we could really roll out to our entire school. And so all programs ESL high school diploma, is on using edge annuity. We did, we decided that works in its own elements. Our CTE programs ESL and high school equivalency are all now on canvas. It was not easy to get where we are. Like we started really small, but we're institutionally wide using canvas now. And that was really hard. That's where we're at. I'm really proud about it. Maraca face. Yeah. Can we ask questions? Absolutely. Let's ask questions. How do your teachers feel about that? Yeah, so with change. Always with change comes. Everybody takes change differently. So. It is hard. It's really hard. And so one thing that was interesting and maybe we will get into this a little bit more in a couple other questions, but one thing that was really interesting is. Those of us on the tech team were so excited about canvas. And we were like. Canvas cheerleaders for a large portion of our work. And we actually started. Kind of annoying the people that were like, I actually really like this packet or this format that I'm doing. And when we talk about things. Karen said, this is like a tell all we share the good and the bad here today. And so when we talk, it's a safe place. So we really were a little, I would recommend giving a lot of time for the late adopters. Just give a lot of time because. We have teachers now is it 2023, it's been five years. We have teachers now that say, okay, I'm ready. And in the beginning we forced it. We were like, everybody needs to be on campus and we'll support you. And it's going to be great because you'll have support, but that. It just takes time. And so I wish we would have said, this is going to be great. And when you're ready, we're ready. So knowing that there it's. Never going to be everyone on. That's your question. Yeah. Sounds like you're pushing it really very well. We haven't mandated it. So people have not taken it up. They've done some trainings, but then. Yeah. And we haven't mandated every class should be on campus. And at our last tech team meeting, we went through the list of every single teacher and talked about how are they all using Canvas in their classroom? And we have a group that are not using it. It's man. But we want them to still feel good about coming to work. And the interactions they have with their students. So we're just continuing to. Tread lightly. I just wanted to respond to the question about how the teachers felt. I think part of our, we're not even a year in yet. So we're still, you know, like ramping up, but, and we might get into this later, but the being willing to like pivot, you know, when necessary and when teachers or staff, because we were trying to, we are trying to implement it school wide, but starting really slowly. But being willing when teachers or staff are like, this is too much because we are also at the same time, we're going through WASC. We've also had, you know, some turnover and all of that. And so, you know, we had to be willing to kind of chill, you know, and slowly ramp up, but also when there are instances where, for example, one of our office staff, one who was, you know, quite reticent at the beginning, she's now implemented, you know, like our deliverables and such are now all through Canvas. So whether some people, you know, are ready or not, you know, we're gently nudging them that in that direction by showing them how useful it can be, how efficient, you know, using Canvas can be. So, you know, they're coming along a little, you know, kicking and screaming, but they're coming along. Fantastic. Maraca, I didn't shake the Maraca point earlier. Can I go back, Marcy? Yeah. Is it possible for a teacher to partially use Canvas? Yes. Okay. 100%. Okay. So somebody feels like it's beneficial for this school, that they have to do it all day long. Yeah. And actually, it's really interesting at our last meeting when we went through teacher by teacher and we said, how are they using Canvas? Some teachers, we never anticipated this, but some teachers only use Canvas as a classroom management tool. So everything they teach is housed in Canvas. They have Canvas up. We, for ESL, we have Ventures, which integrates wonderfully with Canvas and they use the Canvas book, but they're not doing any class assignments. They're not necessarily using Canvas. They're not doing any class assignments. They're not necessarily putting students in a classroom, but they're using it to manage their class. And that is a huge step. And the class actually functions better when it's, when it's managed. Okay. In my opinion, it functions better when it's managed. So yeah, there's, there's different levels of implementation. Absolutely. We're here for your opinion. Yes, I want to bring Monica into the conversation to a different point of view and welcome, Ryan. We're just talking about Canvas. And this is our question. We have Tonya Cobb, also Santa Monica, Santa Monica, Malibu, who's also panelists and then our friends, all by in there. So Monica, would you like to take over your experience and piggyback on another? Yes. Yes. Of course. Thank you. So we are San Diego college of continuing education and we are under the community college district. So we follow suit with a lot of, you know, what the community colleges are doing. And so we were using the blackboard learning management system and we migrated to Canvas in about, it was, I think, 2017, 2018. It's a different thing. Yeah. I feel like he's blackboard. Yeah. Yes. And so at that time, it was just, we had maybe just a handful or a little bit more of our ESL faculty that were using a learning management system. So that had to learn how to use Canvas. We just had a handful of online or hybrid classes in our program. And then, you know, then the pandemic came and the only learning management system and training and professional development that we had was Canvas. So all of our faculty had to learn how to teach online and how to teach with Canvas within one week's time. So that was a very stressful. I mean, it was stressful for many reasons, but that was one of the reasons. And so we did offer some boot camps for that one week of training. And it wasn't, we weren't mandating that faculty use Canvas. They could have used any other management system. But it was that, we had the expertise and professional development to help them use Canvas to teach online. But they did have other options. And our, our district does provide a 20 hour online certification, online teaching certification course where they learn about Canvas, but they also learn just how to teach online. They learn about accessibility. And, and they just, they learn how to teach asynchronously and synchronously. And so that helps, but teachers during the pandemic, they weren't even able to take that course until, you know, after they'd already been teaching online. Cause they just didn't have the time. But one thing that was very helpful is that we did, in our program, we developed what we call the teacher tech corner. And it's where we house all our teachers. And it's where we, we developed what we call the teacher tech corner. And it's where we house all our teaching materials, training materials in a Canvas shell. So it's more of a repository for teachers. And that really helped at the beginning because teachers had to go into Canvas to access those materials. They were able to see a model of, you know, what a good Canvas course might look like. They were also able to experience it as a student and, and see how do the students navigate Canvas. And so that just, you know, we still use it now today, but I think it served a very different purpose at the beginning of the campus closures. And then as Marcy had mentioned the ventures, many of our teachers use ventures textbook series, and they have for every level, every unit, there is a module in Canvas. Many of our teachers have really appreciated that. And it just has taken a lot of pressure off of our teachers to be able, you know, to develop the content. They now have this content ready to go from ventures. So does anyone have any questions so far? There was ventures units and venture modules in Canvas. Yeah. So if they use the venture textbook series, ventures has created one module for every unit of every level of the textbook. Yeah. So if you're just joining us, welcome. I'm our panelists here today are Tanya Cobb. She's a lead Canvas person at her site, Santa Monica Malibu, Marcy England, Corona Norco, and Monica Pueva from San Diego Community, San Diego Continuing College. San Diego College of Continuing Education. It's a mouth. It's an alliteration for sure. And hosting us today in her beautiful, great class is Ellie Friedman. So thank you for having us. So, okay, any questions yet so far about what we've heard so far? Okay, Michael. Because we use ventures as well. And so I've been using the new shells last year. There was something else in common in Canvas comments, but it was different to try using that. I thought that was cool that the new stuff is really great. But I'm curious, do you make, do you import the shells for the teachers or do you have them do it themselves or a little bit of both? So for us, we give them the step by step instructions that we've created, not from Cambridge for faculty to do it themselves. We do have mentors that help them. But that process has seemed to be easy enough for our faculty to be able to do with our guidance and instructions. We do also use Pearson Future textbook series, which also has modules and those are a lot more complicated. And so for those ones, I have imported them all into my Canvas account. And then faculty will just request it from me and I just share it with them. And that seems to be a lot easier. Tonya, you have your hand up. Yes, just wanted to respond to that as well. So sort of this on the same lines, I will import, you know, things from commons or a publisher, you know, whatever materials from comments into like the master course. And then I put the materials into my course, and so they can then use those materials accordingly because they're, we're not at our, our teachers are not yet at the place where they're ready to create their own courses and have teach, have students involved as well. So that's a way for them to do that if they so choose. But we are hoping that some teachers will be able to create their own courses and do some of that importing themselves. They have been trained on it, but you know, giving them that support, that's how we do it at my school. That's a follow-up question. When you said master course, you mean you make like a blueprint course? Not exactly a blueprint. Like because I am creating the materials for EL civics, I will put everything in Canvas. I will put everything in Canvas. Right? So everything about the objective, all of the instructional materials, the assessments, all of that. And then I put the teachers in that course. So when the teachers get ready to use those materials, they can use it directly from the course that I've created. Or they can, you know, import it into their own course. So I think there's a technicality difference between like a blueprint course and what I'm calling a master course. I think that we will, you know, get there where it's a blueprint course, but not yet. For now it's just a master course. So I will typically import like everything from the publisher, but sometimes it's too much. Or, you know, I try to be very selective as to what I actually might use for a particular objective or a particular course. And so I've already done that work. And so then the teachers can use what they will. I hope I answered your question. So for those that are just starting, we tried at first, we thought, oh, it's so cool. Teachers are going to love this. They're going to love building their own classrooms and the freedom. And so we kept things like really open and it created overwhelm. And then we have. A few teachers that created some really great courses. And once we recognize that, let's take those courses and then copy them for the other teachers. And we, so we, we do everything because we want the, we want this concierge VIP service to get everyone on board and liking it. So we do it all, but we have a technology team. Yeah. Yeah. Yeah. Yeah. So probably we're at about 75% right now. But that includes. And in my mind, it's all of them. Yeah. And how long, when did you start implementation? 2018. So this has been a. It is a journey. Yeah. Yeah. Is a journey. So that's why like one of my things is start small. Start small. But CTE uses a great technology. You know, it uses a great ESL. We have 50% of our teachers, but overall probably 75%. Do you all want to say how many percentage wise you have on? I know time is real. Yours is very new. But then the year. With a handful. I think it depends on what you call on. Right. If you mean on like they are creating their own courses and students are enrolled and all of that. Zero. Zero percent. But if you mean. You know, what percentage of our school. And that includes office staff as well, because we were really intentional about making this, you know, a school wide effort for everyone, for teachers and for staff. And so. They are, you know, 100% of teachers and staff are involved in canvas in some way. Again, they may not, you know, like it. But, you know, we are. Gradually ramping up to making even our student orientation, the office staff work type things. Also on canvas. So teachers, you know, have to interact with canvas one way or another. And if they want to be a part of, you know, what we're trying to do down the road, you know, things like developing a distance ed program and all of that. They will be enrolled in a course. That we're creating as well. So the one way or another, they are involved in that way. But they're not, we don't have anyone who is really all in. Completely. And for us. Oh, for us, in our ESL program, we have. I would say almost 150 faculty. So it is a very large program. And right now, all of our online and high-flex classes. Which is probably 60% of our program currently. They are all using canvas. And then we even have a large majority of our on-site faculty that are using canvas. And how long was that? Well, with the pandemic, it didn't take long at all. Because they were forced. Yeah. It was that one week there. But I think if we, you know, if we hadn't had that pressure from the pandemic, it probably would have taken from 2017, 2018 until now to have. Not even as many faculty as we have on right now. So yeah. And you had a question. Two questions. I'm starting to teach at your school today. Am I able to access the other advanced ESL program? Two questions. If I'm starting to teach at your school today, am I able to access the other advanced ESL teachers? Lessons. And that's no problem. Nobody's offended. Like I did all this work and shame on you. It would just be a matter of. Either putting you into the court, like putting you into the course or copying that course and moving it over to you. We copy the course and we keep our courses really basic. And we have a course for each level. And so it's like, Hey, come on in. You're teaching advanced. Great. Here's your course. And we've even had teachers. We've had rollover, right? Teacher rollover. We just moved one teacher out and put the new teacher in. So it's almost like the course belongs to the class level. Not the actual instructor, but instructor to go in and personalize it. Wonderful. But really it's a, it's a classroom. Yes, I see your hand. I wanted to mention more at college. We have in addition to our own class containers, there's the division and the departmental containers where anyone can post lessons that they like and feel that other people can benefit from. So I found that very helpful because I had no training and I'm 75. So, you know, technology is not intuitive to me, but it's not. It's not. It's not. It's not. It's not. It's not. It's not canvas to be very intuitive. I was able to jump in with both feet and do things with it that I. Do you could do. And my classes went online with the pandemic. And then the people that enjoyed doing online were allowed to continue. So. So I write all my own materials. Everything's there. And I think. I have a friend from the WHO. I was there. We were in the early of the 24, seven hotline. So, you know, they kind of knew me by my first name. But there was no question that they couldn't answer. You know, Saturday night. 3am. They were there and could help. So I, I. I agree with what Tonya said, probably a hundred percent of the teachers that grows from college are on campus. On campus. Some use it minimally and others. I mean, for me, it was the whole class. Everything was there, videos. It was just wonderful. We're off there for Ellie. For Monica, you mentioned that your school has a 20-hour certification for teaching on. Is that, would that be available to someone like myself? I don't believe so. It's only available to faculty within the district. Within the district, okay. But at one, does have some really good Canvas courses some are free, some are for a fee, but I would definitely look into that one. Yeah, thank you. Monica, is that, do you have a, is it an acronym for that? Is that spot certification? At one. No, I mean the one, the trainings that you guys do at the college. It's through our online learning pathways team. They're the ones that have developed the Canvas course, the 20-hour certification course, and they're the ones that actually provide the feedback to faculty and it's offered every semester. Canvas offers training too. I'm sure you can go to Instructure, or OTAN offers some training. Yeah, you guys, I'll get all that. Tons of Canvas. There's just tons of Canvas, yeah. Maybe you should make it a badge or a certification. I was going to say, I think the official, if you go through the official training and I can't remember which, if it was through CDLC or CAPE or what, but there is badging that goes along with it. There is, right? Yeah. As I see it, but in each side of our experience, we use this growing Canvas program. I think it's the Instructure makes it. Yeah, it is. And a fair number of teachers went through it, but then like, just a month ago, I was talking to some of them, helping them with different things, and you forget. So the training is not necessarily going to make everything fly. Yeah. You really need to get in there. It's the doing. It's the doing. Yeah. It's the doing and really, I think what's great about that though is that they can always go back to it, right? They can always sort of retrain themselves or revisit those training modules. We just did this the other day because we have monthly, our learning community is based on technology. So monthly, we're focusing on this, right? And so the administrator wanted me to review Canvas quizzes. And so I went back to the training and replayed the video that they had seen way back last summer, but just forgotten all about and showed them the various ways that we have actually been using Canvas quizzes and they didn't even realize, right? In the ways that they're interacting with it, because you have to kind of think outside the box sometimes with Canvas, right? Like you think it's this, you know, monstrosity and it can be very stressful, but really no, there are so many things that you can do with it. I don't know what someone said earlier that made me think of that, but think outside the box and so, you know, the Canvas quizzes is what we would use to the office staff, for example, to turn in deliverables, things that you have to do at the end of the term and to acknowledge that you did it, we just created or she just created a Canvas quiz, right? A survey. And so anyway, with revisiting that, that reminded the staff of that, you know, possibility by, you know, having them revisit what they had done last summer. Hey, so moving on to question two, what will your agency look like when Canvas is implemented? Like what is, what is your agency's helper goal? Mercy, you want to go first? All right, if you all want to pass, if this is just a bad question, do we can say skip? I have a list. So because I could say it's implemented, but is it implemented successfully? We can always do better. So a cool thing that we see happening where I see an end road is when students have been enrolled in a different class, they enter a new class, they say they open up Canvas to their dashboard and they say, where is this class? Like they're expecting the class in their Canvas dashboard. That happens rarely right now. I like to see that happen every fall. Like, oh, how do I open my dash? They know how to open their dashboard, but where's my class? So where Canvas is fully an expected classroom format for all of our students. And then when teachers can support teachers, right now the technology team, which our teachers are supporting teachers, but the way they got break room conversation of like, oh, I have this really good lesson, come to my Canvas and we'll get it for you. So I see that as what it looks like when we operate it fully. Nice. And for us, I think, even though we do have, you know, a majority of our faculty currently using Canvas, we would just like to say, you know, similar to what Marcy said, we just want everyone to be on it, whether you're teaching online or on site, because it's a very valuable resource for onsite instructors as well. And it doesn't matter how much they use Canvas, it could just be just have a homepage. And on that homepage, you have essential course information. As long as students are getting familiar with logging into Canvas, clicking on their course and accessing information, that's what we want. Yeah. Are you? Well, depending on what your LMS is, I mean, your student information is permitted. So I guess more on Marcy, are you integrated with ASAP with your Canvas or not? That gives me some like, those were some hard days. Phil's working on this too with ASAP. So, yeah. So we are somewhat, like we found a really great workaround. And if you need the workaround, but we basically upload a CSV file after every registration. And that we spent hours and hours and hours in time with ASAP, with their technology developed for, I mean, and we never got across the bridge to a good, so we figured it out on our end with our district, but we upload a CSV file and we can give you, we have the instructions on how to do that and it has just like saved us. So that means you'll upload all your student data from ASAP into Canvas, but I'm assuming you don't download grades or anything out of Canvas into ASAP, is that right? No, because we don't have any grades. The only courses that have grades is high school diploma and they're using edge annuity. What about completers? Completers, we're not following that. We don't track that in Canvas. EFLs. No, we're not really any data between them too. Goals, but yeah, no. So is it, in the global sense, is it advantageous for us to move to Canvas? I mean, just to integrate Canvas that has an instructional LMS and why if it, okay, we know, maybe we won't get there. It's like the majority of us across the state use ASAP. Right. It could be something else one day. LA Unified, I think they have their own thing, but we have Canvas, is it better for instruction? Yes. So wholeheartedly, yes. I think you're talking about apples and oranges when you're comparing Canvas and ASAP. Like they have, yes, you can integrate and of course Canvas doesn't talk to TE either, which does some issues, but like they have two different jobs. They have, you know, and so to answer your question about like instructionally, does a program go to Canvas? That's a resounding yes from my viewpoint. Awesome. Okay, so we're in the administrator. Yeah. You know, kind of like, so we're talking, we have three basically three student data and information systems, instructional platform that we're dealing with. So we have for us ASAP, we have TE and now Canvas, but it would have been like, we have Blackboard or something like that. Yeah. Something like that. So I think- Or Google Classroom, like, yeah, yeah. So I think the biggest connection between ASAP and Canvas is recording hours. So a teacher can go into, it's manually, but a teacher goes in and this is what we're working on is recording all of our classes are listed as hybrid. So a teacher would go in to Canvas, look and we use a mastery model or the hours like a quizzes were all quick, like we decided by program, all quizzes are work. So you must assign time value to every activity. Right, because if you leave Canvas open in a browser, you'll have 20 hours that day. So you can't not like Burlington English counts working. So- Interaction. Interaction, I don't know that. So what the ASAP component is, that could be better and maybe someday it will be, but we go into Canvas and you pull out what students did what and then assign time and then that goes into ASAP when you do your attendance. So you basically created like a basic log of time to activity. Yes, across, it has to go across all the classes, but that's how that works. Michelle, you have your hand up, Michelle. Yeah, so my question is, our biggest struggle that we're trying to work through is email addresses with our students. So we have our own email address, but it's not an ASAP. And so our teachers are struggling through that. So I was just wondering if there was a solution for that. You have an excited Marcy. Yeah. I know, but Tonya's hand is up too. So I don't know, I want it, but I was hoping someone would ask this question. So what happens is students get assigned and it's probably totally different at the community college, but so students get assigned, when they register, they get assigned a school email. And so what we did first is we established single sign-on. So they log in to our, they're my CNU, the district website, they click on Canvas and then they're in. But what we recognized is that, like student at CNUSD.edu, whatever, those students were never, ever accessing that email at home. It was like lived in somewhere they could, it's not in their face. And so against, we kind of like drove upstream to do this, but we changed it so that we give all of the students their username and their access point is their personal email address, whatever they give us, whatever's an ASAP, that comes from that CSV file. So now they're student at like, student one, two, three at Gmail or Hotmail or whatever they are. So when we established that, everything changed because then the student goes to their email and says, hey, welcome to ESL at Mass, click here. There's an email from Instructure that says, and it's right there at their normal real email. The other thing we did that's upstream that no IT person would recommend is we give everyone the same password. I know it's the tech conference and that's like not best practice, but for us, it's best practice. And so we give everyone the same password. If they're savvy enough, they can go in and change it. But everyone, and so when the teacher, they're in the classroom, they say, I can't log in, I can't log in. The teacher opens ASAP, looks up their username, their email, and then can identify, this is your, so it's all the trick is that CSV file. We used a push to use their school ID which is also a Google account. So when you go to the personal and we've been doing a bit of that too. But then what do you do when you're in an authorization? If there's assignments made in Google, how do you do that? So we don't use Google at all. We don't use Google at all, so. Okay, and I've been moving away from that. I mean, we used to think, well, this is really cool, this global integration. But then they had to use their school email, as you say, and they never go to it. So you just don't use Google. I mean, I've been, I've realized that some teachers don't even know how to take advantage of Google Docs. Right. So I've been having them, just like you want to do writing rather than using the cool Google tools, just you do an online text entry or maybe a discussion to simplify it. So you just don't use Google. I mean, some teachers might use it for assignments in their campus. I guess I don't have, I'm more at like the backend side of things. So I maybe need to get back to you on that, but in general, we don't access it. Antonia, how about your side? I actually had my hand raised because I was going to respond to the, what does it mean when our agency has been implemented successfully? So I wanted to add a little something to that. But what I will say about the emails and all is that it's been very tricky for us. So I use Canvas from a teacherly perspective in my community colleges and it's like much, much easier, right? They get an automatic email and all of that. But on the adult ed side, it's very different. We have, our adult school is connected to the Google drive or Google email with the district, but it's not adult ed friendly at all. We've had so much trouble with it, right? So we really don't use it. And there are a lot of restrictions around it. So we're still trying to make sense of that when we do enroll students, what that's gonna look like. But the trainings that have been provided, they do provide a lot of steps in terms of how to do that, how to have it talk to ASAP and give student ID numbers and all of that. So I'm not looking forward to that. And that's why we are trying to train the office staff so that they can hopefully deal with that part of it. But in terms of, I just wanted to add one thing to what the other said about what success will look like for our school. And for me, what success would look like is that we are contributing to Canvas Commons because I go to Canvas Commons daily for whatever reason, for either my adult school stuff or my community college stuff. And there just isn't or doesn't seem to be enough available enough sharing out there among adult schools and among adding materials or EL civics or whatever it is, it's either really hard to find or it's outdated. It was done like at the top of the pandemic or there's just nothing there. So I success for me looks like our adult school is sharing into Commons where other adult schools can benefit from that. Any questions from that? Thank you for bringing up Commons too, Tanya. Yeah, go ahead. If I may, so your commentary right now would kind of match my question to Marcy about I could go into Canvas Commons and I could be pulling out lessons and utilizing those and seeing how it all comes together, see how it works and those would be positive models for me. Absolutely. And just your search words are important. And again, people, it's really wonderful but the way that people house it or what they call it is important. So if you're looking for a co-app for example it could be called the topic or it could be called the number of the co-app or something else completely differently. So there's a lot available out there but you have to know, I guess, where to look and for my perspective, I don't think there's enough specifically for adult ed and I mean K-12 adult ed, not community college adult ed. So just as a question for all of you would you wish that our CDLC, Canvas Commons had just a adult ed built-in? Yes. Yes? Yes. So it would just be adult ed. It wouldn't be a closed, it would just be anyone that's part of our CDLC Commons. Yeah, and I think that, I mean all students, right? Whether they're eight or 80, they're trying to learn about email, they're trying to learn about technology and so sometimes you can go to Commons and you're just looking for how to teach some digital literacy skills, right? But often what you're finding are materials that are more geared toward children, right? Or a K-12 program, maybe even a community college program. And so yes, to have something that's specifically for adult learners. And I know that things like North Star, they're working on trying to get integrated with Canvas but that's been what I have found for years, frankly, that the materials and instructional materials available for adult students can be difficult to find. Absolutely. Anyone have any questions so far that haven't been answered? We have about, we have about 10 minutes. So I wanna, anyone like this question or do you want us to pass? What advice would you give? Agencies, first we're getting the process. Tanya, do you wanna start? Oh yes, let me get my list. I would say, what question number is this? Number three, that don't leave anyone out, have a can-do attitude. Principal of mine years ago said his best advice was to try to say yes. And that's been sort of the lens that I have moved from there is to try to say yes. So to try to, when a teacher is reticent or whatever, try to meet them where they are and just have a can-do attitude, we can do this. And I think I said this at the beginning to be willing to pivot. We have pivoted and turned around twice multiple times. Lastly, it would be to have, buy in from someone. If you have just one person who is willing to go along for the ride with you that would be, that is some advice that I would offer. Monica and then Marcy, what would be your advice to you? Everything Tanya just said, I will echo that. And then also one thing that really helped our faculty, I would say, just continue to offer professional development. Don't just say, oh, we're gonna offer it for one month and then everyone else cameras and we're good to go. Definitely something that needs to continue, but also we have, I think Tanya also mentioned this, where they have learning communities and so we have level, we have committee meetings, but we also have level meetups, which are very informal online meetings of their faculty-led faculty members only. And it's just a safe place for us to talk about what's working, what's not. We do a lot of Canvas showcases and Canvas tours and people are proud of what they've created with their Canvas shelves and they wanna show everyone and share their ideas. And so that really provides a safe space for them to do that and it gives everyone else ideas of what's possible with Canvas and gets everyone excited. I think they're using a new tool and they've decided to organize their modules a different way and everyone's like, ooh, that's so cool, I'm gonna do that. So definitely would recommend that, not only admin professional development, but just faculty-led professional development. Yeah. That's a great reason to issue it. When you say professional development, do you pay the faculty for that? We have flex hours. So unfortunately, faculty are not gonna be paid, but that is part of their requirement for teaching this flex, yeah. So you have to pay them. Yeah. You have to get your administrator, it has to be paid. And so- It's been a year that- Yeah, you have to, you have to. You have to, and so that needs to be built and that was one thing I was just gonna say, make sure that basically the paying shows top from the top that it's supported. And so if it's like, hey, this is really great, we love it, we want you to do it and do it all in your free time, that means it's not supported in the top. So you have to be paid. And then my other piece of advice, professional development ongoing, absolutely, but then also technical support. And it can't just be one person because they're- I was thinking about our tech person who's like stretch, so- Yeah, I don't know. Yeah, where you can't just do it. Yeah. And constantly running from- Yeah. You know, day up, you know, beginning to the end of every day. Yes. And then- So we have a teacher, teacher tech team is, and actually I'd like to get some cross-applied staff on the team as well. And we have a ticket system. And so we created like a little Google form ticket system. Don't send your technical support to the district, send it straight to us. And then we follow up with that. And it helps to share the load. And it's essential because we have all different levels of Canvas literacy and meaning something or so. Michelle, do you have your hand up? Yeah, so one of the things that kind of got us started on Canvas, and we are just beginning, but we brought somebody in to train our office staff. And we created a training for teachers, like how to do time cards and who's who at PSA? How do you get the support that you need? How to do your TE training and what's required? And so we're still learning. And yeah, there's been some bumps and bruises along the way, but it's really, it's really brought our staff on board to kind of learn this. And so that's been exciting because I don't feel like I'm going through it on my own. We're all kind of learning. And then we ended up getting a teacher from the high school to help us. We did this before, we're still going through the implementation process, but we had a teacher at the high school who's been using it and she teaches online and everybody really likes her and it's clicked. So that's helped a lot. So I just wanted to share that that's how we got our office staff on board because they got excited about this and getting our teachers trained like what they need to do in the office and how to interact with us. So. Perfect. All right, nice. So we don't need that. And then did we cover, how does your agency help students become familiar with technology and Canvas? I actually have a fail I'd like to share. Oh, thank you. So we invested a lot of time and money in building this steps to success class and it's basically a pre-class and the idea behind it is fantastic. It's a class like an onboarding, an on-ramp. So students come to this class, they learn, they get onboarded into whatever element, well, edgy new year Canvas, they get their Burlington account, they set objectives and goals and it's all wonderful. We put a lot of development and time into it. We call it steps for success. It was actually like, ended up being steps to nowhere because we did not implement it with fidelity. It was like, and if you want, here's this great option and students just said, no, I won't start my class. I don't want to wait two weeks to get onboarded. I want to start my class. I want to start it now. And there's already a waiting game with getting the logins from registration enrollment. So the idea is very good because the question is and like, how do you support students? Well, that load is a lot for each teacher, especially if you have open enrollment. It's a heavy load like, oh, great. I got three new people. I have to train them and teach my lesson. So the idea was they come and train but if you're going to do that, we have a great formula we can give you, steps for success but you have to use it and get everyone saying, hey, after you enroll here, then you can go. So now we're looking at it differently and we're going to reduce it to just the absolute minimum and put it in our orientation. So steps like, it just didn't work. Who's providing your orientation? What's that? Who's providing your orientation? Is this my office personnel? Is it the teacher? Oh, so I'm glad you're saying that. Sorry, I didn't like who's who. So it's a, we have staff, both office and teachers that do the registration and then our registration is run, they listen to a near pod, watch it on a computer screen individually, like a hard way. So is that it's your question? Yeah, but in your new version, it's how long in total and what are you introducing to them? So in the orientation. So we're actually presenting on our orientation here at OTAN. You've got to go see. Oh, what session is this? I'm not presenting but our school is. So I'll look it up with you. Okay, that was a good plug. It's, the system's really good but you'll notice it doesn't have that steps to success because that didn't work for us. Is it the orientation that sticks? An orientation that sticks. It's session six. And Christina is a Canvas subject matter experts or OTAN is really good. And if you're implementing OTAN, you want Christina Hyatt to be your new best friend. Yes, she knows everything about it. And she created most of our, our resources that live online to help teachers. But anyway, that's, I just wanted to say that she's a math person too. Nice to meet you. Thank you. So yeah. Yeah, certain six. And I will say that we also, so we developed a digital literacy orientation and ours is led by our project assistants. And they are, it's a one and a half to two hour orientation. Students can bring their own device, which was so important. Yeah. So then the project assistant can actually, there's actually two project assistants for each orientation. They can give hands on help with students to get their Canvas app, Zoom app and know how to check their email. So we focus on those three points in our orientation. Tell me what is, what is the work classification of your projects? They, well, they start the level. So they were, yeah. So they, they were instructional assistants. They all got promoted to project assistant. But they, some of them work directly in the classroom with our faculty. And then most of them are working at registration and enrollment with students. And we're looking to transfer our, are you K-12? Yeah. K-12. Torrance, oh, sorry, Torrance. We're looking to, instead of having it be teacher led, we're looking at paraeducator. Yeah. Agree with you. Any questions from, I do also want to just say one other thing is that we've partnered with San Diego, City of San Diego digital navigators. And so that's something that you could look into. And so now we have a digital navigator who comes to two of our campuses three times a week and holds open office hours for students both in person. What are, what is that organization? It's a professional. So this one is through the San Diego Future Foundation. But I think every city, every region has digital navigators that are helping. So Jerry Young City is giving a presentation on the digital navigators. He was from West Sacramento, Grant Unified Highlands Charter, but to be in here as well. Any other additions from Utania, do you think? I just wanted to say that we're trying to help our students become familiar with technology and Canvas by focusing on the teachers because it's, and then that's how we started. But now we're trying to sort of focus on both because teachers are not comfortable with technology. Of course that rolls into the students sometimes as well in terms of them thinking that the students can't do it. And so we pivoted there and tried now to focus on the students by developing a distance ed program where students will be able to participate and have those technology skills before they, well, I guess while they are in the classroom. So it's sort of in flux right now. We're trying to figure this aspect out. Part of it is we're able to help with it because digital literacy is important for our consortium. And so they've been very helpful in helping with funding and all of that, right? And resources and digital literacy is our new ill civics objective. So therefore we can focus on that with that group of students and then hopefully help to transfer that into Canvas. So I love this question because really it's technology and Canvas together, right? It's not just technology or just they go hand in hand. And I think that we had to learn that kind of the hard way. We thought, well, okay, let's jump into Canvas. But, oh wait, how do we make sure that these students are ready for it and let alone the teachers? A good point. How does your agency provide access within the Canvas platform? And I love Monica's question. She had emailed me back when I sent them the questions and she said, what do you mean by access? And I mean, anyway you want to interpret it, not just accessibility, but digital people with, do they have phones or wifi hotspots or accessibility, whichever way and however way you define accessibility could be learning challenges, but it also could just be digital access. So anyone want to start there? I appreciated this question because I think I hadn't thought about it for a while and that's dangerous, right? It's dangerous. I'm not thinking about accessibility, but after contemplation, we have like the Chromebooks and the hotspots for our students. We have laptops in every classroom and then we have basic computers classes in Spanish and English, but we also have the screen reader is turned on in the Canvas. The immersive reader is turned on and it's something that I would look for. We're sending teachers to InstructureCon, which can I just please plug that if you have a administrator that would send you, that's where I really just learned so much that it's the Canvas conference, it's in Colorado. If it's in July, the 24th, fifth, and sixth, if someone will send you, it's not cheap, but if someone will send you, it is valuable and for all levels. And so that would be something at that conference that I think they would almost guarantee that they would have presentations on accessibility where we can learn more and how we could do better. Tanya or Monica? What on Tanya? Okay, Tanya. Oh, no, my hand's not up. We are, we're getting there. We have focused on that. I had the same question. I think you said Monica had the question. I was thinking access, what did you mean by access, but accessibility or like, you know, access in terms of Chromebooks and all of that, which we do have for our students, but we have a Distance Ed work group and in that work group, we have focused on accessibility issues like the immersive reader and going through the training behind that, but really it's learning by doing. You know, there isn't an expert training us. We are learning all together and trying to understand these issues before we jump fully in to Canvas and dealing with that. So that's really all that I had to contribute on this question. Okay, thank you. Any questions for our panel? No, that's sort of related, but you guys have who was the administrator over Canvas on your site? Like you have a dedicated person. We have a team. And that's an exclusive job. So you have a team. Well, I would assume everything at the college is all Canvas. So that makes more sense. So we have our tech team. We have three administrators on our, like our tech team, three people have the accessibility to be administrators. I think I am, but I don't do the administrator. We have one person, Christina Hyatt, that really is the key, but she's the administrative manager. And again, make friends with Christina. They'll give you like all of our anything, but yeah, so we have a few people because you need people with that level of access to you need more than one, like if that person's on vacation or you need more than one administrator on it. And then the other tech background people, like tech people or people who are teachers are for you. They're teachers and they're techy teachers and lovers of Canvas. And then I was going to say, we do have teachers that are like emergent leaders. And so what we've done is we've allowed, we, you can scaffold how much permission you give teachers to do things. And so what we do is we do a quick orientation that it's in a near pod or something where as soon as they watch that, then we allow them to reset student passwords and have more take more license within the program. And so building a bunch. Building, building, building a bunch. Any. I know our administrator that used to be the ESL supervisor was and then he wanted to give it to me. And so they closed one of my classes and I get six hours a week. But then for other trainings and things, we bring in other teachers. And as more and more people get involved, I mean, I won't be able to do that for long. You either need helpers or full-time, right? We take the people who are getting on board with it more open-minded and have some skills and get them to try to help out in trainings. I would love to see a full-time classified employee be the administrator because they're there and they like see people all the time coming in and out because our teachers that are always everywhere. And so I think that would be, if I were at the beginning, I would of things I would look at that. Like how can I build in more classified support even though they're not teachers because they're the ones that get the phone calls. So I think I would look more into that. And magic wand. Yes, you have that. And another problem is that my six hours are in the middle of the afternoon, which is kind of a slow time in an adult day. We try to push the administration to get either a teacher or a parent educator into the computer labs in the morning and in the evening to really just support, not just train, but to be there. While all the students are in the room, help troubleshoot with things and need help. I think to really get everyone going. Otherwise you're just running from person to person, personal. The technical support may be yours, but it may be a little bit. And come on, come on. Our last question. There we go. And I think we, you touched the panel touched on this, but how have you created comfort for educators first learning? I've heard, I feel like all of our panelists are have that open hearted, let's roll it together, learning type of yes. And you want to go first. Sure. So I think when we have our learning community meetings, we record those meetings, but the beginning of those meetings, we intentionally stop the recording so that it's a space to vent. It's a limited time because sometimes if you give people spaced event, they'll take up all the time doing that. That's not what it's for, but it's just to be honest about your frustration so that you're not feeling alone with it. It's a, we established norms and all of that, which include things like not judging people basically, like this is how I feel today. Tomorrow I might feel differently, but do that come behind, say again? No canvas shaming. That's right, no canvas shaming. And no tech shaming as well because I think the gentleman that asked the question earlier, our just thinking outside the box is just like the biggest piece of advice I can offer. So I'm considered the canvas lead, but by no means am I a tech lead. So there are two different things for me. I'm also at the canvas lead, I'm 100% remote. So I do go in. So I am with Santa Monica, which is in deep in Los Angeles area, but I'm in Orange County. And so it is really quite the drive. But there are times, especially when we were first starting this, where I went in face to face. But anyway, you don't have to be the model where it's just, or at least hopefully have an administrator who will let you do that, right? Think a little bit outside the box in terms of what people's roles are. So anyway, creating comfort for educators is really just, I think reassuring them, offering them the space and agency to speak their minds and meeting them where they are and not making them feel like they're dumb questions or whatever, not at all. And I think just that's what we've tried to do. And really, like I said, moving very slowly. And when a teacher says, this is just too much, we've got accreditation, we've got this, we've got that. I can't do this right now. Okay, when do you think we can do it? I think that's been the attitude that we've tried to have. So that's it. Fantastic. So I talked about other professional development opportunities that our faculty have, but one thing that we've done that I haven't mentioned is we offer mentoring technology, mentoring hours. And we actually use the tool in Canvas, Student Connect, so that faculty sign up for an appointment with one of the mentors and they are also, at the same time, they're learning about this new cool tool, Student Connect in Canvas, that they can use with their students. So it kind of serves two purposes, but we usually have 30 minute mentoring sessions on the technology coordinator. So I offer a few of those every week. We have a digital literacy coordinator that offers a few mentoring sessions. And then we also have a team for all of continuing education of online faculty mentors that also offer times every week for individuals to meet one-on-one. All of these sessions are usually offered through Zoom. So it's very convenient, very easy for faculty, and they get a lot of their Canvas questions answered, but we help with all technology. So if they have questions about Zoom or any ed tech tools, then we can offer support. I guess I've been sharing a lot of our mishaps and I would like to share that in the beginning, I think I came in too hot. I came in too excited about it. I was really like, this is so fun. We're all gonna get on it. Your students are gonna love it. It's on their phones and it's easy. And it's so unfair for me to say all of those statements are not true. It's not, it might be easy for me one day and another day it's not, but for some teachers it's never easy. It's never easy. And so I think, I love that Tanya mentioned the setting norms and giving space for the hard discussions. Like there were tears in 2018, 2019 when this was happening. So I look back and I disappointed in myself for being so like, everybody's gonna love it. Like it was, I said the wrong exact patient. Go ahead. I so appreciate what you just said right now. So transport yourself back to 2018 and what would you say initially to all your people? I would say anything. What are you doing? What would I say to them or what to the why? No, well, yeah. Well, what would you say to them? And why? Why are we working on this transition? I would say that end game, is it a benefit students in their transitional need? And a lot of their students, their children are using campus. So that it was the right choice for an LMS. LMS is necessary. It's the right choice. If I could go back, I would do the whole, I would have this mindset of guess what team. Anything that's really hard reduces generally really great. Like we're gonna do something really great. It's gonna be a lot of work, but the output is gonna be worth it. And so I think I would, I would preface it instead of like, this is so great and fun. But the ultimate reason is that transitional, our students use their cell phones more than anything else. And Canvas is the choice for cell phones and for that transitional needs. That's for students. K-12, K-12 has Canvas also. It depends on your district. Our district does. Okay. But Tony Thurman is a superintendent. I've seen from K-12. I taught little Ed for nine years, but I was in K-12 for most of my things. And we, yeah, Tony Thurman is basically said superintendent, Canvas, across the board. When does that ever happen in California? Where one thing for everyone, which is so great. But if you don't establish the norms and give space for the frustration conversation, those conversations, they still happen. But they don't happen in a space where it can be redirected or the problems can be addressed. And then when they happen somewhere else, then it's a little bit like an infection. And so it wasn't all rainbows like I wanted it to be. And so sticking with those norms and giving the space like, okay, we're going to talk about it. What's hard? That is such a hard thing to do because some of us are change makers. We're like ready. I'm always ready. I love it. I'm a change maker. It can be so irritating. But we're not all like that. And then you get into people that you're just like, come on. And they're just like, you know, thank you for sharing that. Yes. I love what you said, Marcy. Because I feel the same. I'll jump into something and I want everybody to be able to do it. But I think it's just so important to foster instead of the us versus them, but it's all us. And, you know, some of us are more challenged than others, but we can do it. And with that attitude, I think it's easier to get them to swallow the pill. Yeah. So within our last few minutes, I first of all want to let's give our panelists that we appreciate each of you and your experience in coming into talking with us. It's just so valuable. So thank you.