►
From YouTube: Torus Community Meeting March 2022
Description
Monthly meeting to discuss Open Learning Initiative's next generation platform. In this meeting, Course Section Administration was discussed.
B
A
A
B
B
I
also
manage
learning
engineering
course,
development
for
the
open
learning
initiative
and
today
we're
going
to
dive
in
to
talk
about
course,
section
administration
and
what
that
means
is
being
able
to
select
a
course
to
use
from
our
system
our
platform
using
the
course
builder,
and
I'm
going
to
walk
through
that
a
little
bit
to
just
remind
everyone
how
that's
done
and
the
options
that
are
associated
with
that.
This
could
also
this
conversation
can
also
expand
to
talk
about
managing
payment
and
even
maybe
course,
section
versions
like
how
I'd
be
interested
to
know.
B
If
many
of
you
create
new
course
sections
anew
from
the
latest
package,
that's
our
terminology
for
the
the
repository
of
resources
that
make
up
a
course
and
then
different
settings
in
terms
of
setting
up
your
course
and
then
how
do
you
usually
administer
that
is
it
through
an
lms
is:
do
you
guys
use
course
keys
primarily?
How
does
that
work
out
for
you
and
then
getting
students
in
the
section
which
is
kind
of
similar
to
the
discussions
around
lms,
and
course
key?
B
So
right
now
we're
working
on
a
plan
for
migrating,
our
or
all
of
our
courses
to
the
new
system
and,
as
you
can
imagine,
part
of
that
is
lining
up
the
functionality
needed
to
exist
in
taurus
before
we
can
pull
any
course
that
uses
that
functionality
over
so
trying
to
line
those
up
in
terms
of
content
functionality.
So,
for
example,
you
know
the
language
courses
need
certain
types
of
activities
that
the
other
courses
don't
use.
So
we
want
to
make
sure
that
we
line
up.
B
When
we
build
that
functionality,
then
we
can
bring
the
language
courses
over.
But
on
top
of
that,
we
also
need
to
prioritize
when
system
delivery,
features
and
setup
features
exist
in
taurus
as
well,
so
that
you
know
we
don't
move
all
the
language
courses
over,
but
then
you
still
can't
deliver
them
because
of
some
other
piece
of
functionality
for
delivery
of
courses
isn't
there.
B
So
that's
what
I'm
trying
to
get
kind
of
a
prioritization
of
those
features
and
I'll
show
you
a
list
later
and
just
thinking
about
what
would
be
the
most
absolute
critical
needs,
for
course,
delivery
versus
what
are
nice
to
haves?
What
is
most
used
now
versus
oh
well,
we
don't
really
use
these
settings
very
much
kind
of
discussion.
B
B
It's
a
matter
of
what's
most
critical
now,
so
I'm
going
to
pull
up
this
discussion
notes
because,
as
for
those
of
you
who
have
come
regularly,
I
just
kind
of
try
and
keep
up
taking
notes
as
folks
are
discussing
these
things,
and
then
I
want
to
dive
into
showing
you
guys,
of
course
builder.
So,
let's
start
there.
B
So
some
of
you
might
not
even
do
this,
I
don't
know.
Sometimes
we
have
folks
who
get
help
setting
up
their
course
sections.
Some.
I
think
most
folks
can
do
this
in
a
self-service
way.
So
I'm
in
oli
our
delivery
platform
legacy
delivery
platform
as
it
exists
today
and
I'm
an
instructor
and
I'm
going
to
create
a
new
course.
B
So
right
off
the
bat
you
get
get
asked
about
this
simple
advanced
mode.
We
always
tell
people
to
just
go
with
the
simple
mode,
because
everything
you
can
do
in
advanced
mode.
You
can
do
once
you
set
your
course
up
in
simple
mode
and
I'll
show
you
what
that
means.
I'm
not
even
going
to
go
into
advancement
I'll
just
show
you
what
those
features
are,
but
we
start
by
selecting.
B
This
is
what
I
was
referring
to
earlier
as
the
package.
So
this
is
a
list
of
courses
that
are
publicly
available
for
folks
to
set
up
as
an
and
teach
from,
and
you
know
the
list
takes
a
little
while
to
load,
but
we're
gonna
get
the
full
experience
here
so
that
we
can
discuss
any
and
all
about
the
experience
of
doing
this.
B
And
then
you
have
this
list,
and
so
this
is
all
the
publicly
available.
If
I
was
logged
in
as
an
admin
you'd
see
a
lot,
you'd
see
every
version
of
all
these
and
things
like
that.
But
what
we
do
is
we
for
the
public
facing
packages
that
we
have.
We
put
out,
usually
the
like
the
latest
version
so
and
that
doesn't
need
to
be
exposed
unless
it
does
so
think
about
that.
B
Because
the
next
step
is,
then,
it
shows
the
list
of
potential
organizations,
and
so
if
a
course
has
multiple
organizations
and
for
those
of
you
who
might
not
know
what
organizations
are
and
yes
does
see,
it's
different
packages,
it's
different
content
to
serve
to
different
audiences.
I
guess
I
could
say
someone
else
has
a
better
description,
I'm
all
for
it,
but
basically
it's
a
scope
and
sequence.
B
So
a
good
example
I
use
is,
if
you
want,
you
know,
if
you
want
to
build
a
course
like
anatomy
and
physiology
say,
but
then
you
want
to
build
a
special
version
of
that
for
a
specific
audience
like
nurses
or,
and
you
want
to
add
some
content
that
might
be
relevant
to
just
that
audience.
It's
an
example,
so
when
you.
A
B
You
have
additional
options
even
after
you
select
these,
oh
even
better.
So
french
is
a
package
of
all
the
french
content.
Then
we
have
these
options.
You
can
do
elementary,
french
one.
You
can
just
build
a
course
of
just
the
exams
or
french
two
or
the
exams
for
french
two
we'll
just
pick
one
and
then
within
that.
Sometimes
I
know
for
statistics.
We
have
even
more
options.
B
B
B
And
mark
I
have
to
admit
you
have
really
nice,
like
descriptions
and
titles
for
these
different
organizations.
That's
not
always
the
case
with
our
courses.
I
haven't
liked
this
full
course
description
here.
I've
never
actually
at
the
risk
of
having
to
start
this
all
over
again,
I
kind
of
want
to
see
what
that
is.
B
B
Where
you
can
you,
if
you
select
probability
and
statistics,
you
can
then
also
select
what
instructions
you
want
to
default
to
the
students
in
terms
of
the
exercises
and
activities
so
like
we
offer
different
instructions
for
the
activities
based
on
if
you're
using
excel,
or
you
know,
statcrunch
or
forget
what
minitab,
I
think
is
another
option,
and
it
doesn't
mean
that
students
can't
toggle
to
the
other
instructions.
It
just
means
what
will
be
set
up
as
the
default
does
that
work?
The
same
here
mark.
A
Basically,
we've
gotten
requests
where,
in
the
full
course
there
are
some
instructor
graded
items
in
the
lesson
tests
and
we
have
institutions
that
say
we
don't
want
to
do
that
for
our
several
hundred
students.
So
we
took
all
the
instructor
graded
questions
out
of
the
test
lesson
tests.
That's
what
the
partial
lesson
test
versions
are
all
about,
so
it's
literally
fully
computer
scored
you
know
versus
when
the
instructor
actually
has
to
put
their
finger
in.
B
B
I
believe
right
now.
What
would
equal
like
a
an
organization
or
even
maybe
take
the
place
of
all
these
different
options,
and
you
just
have
a
flatter
list
of
options,
not
sure
yet
how
that'll
work,
but
we'll
figure
that
out
so
this
date.
These
dates
don't
really
control.
Anything,
it's
just
you
know
if
you
want
them
to
what
you
want
displayed
to
the
students,
essentially.
B
B
B
Thanks
jane,
that's
very
helpful:
let's
see,
if
there's
anything
else
here,
we'll
get
into
scheduling
and
you
know
adding
students
and
instructors
in
a
bit.
So
I'm
just
going
to
finish
this,
and
this
will
build
the
course
with
these
specifications
and
or
the
course
section,
I
should
say,
with
these
specifications
and
we'll
just
give
it
a
minute
and
then
I'm
going
to
circle
back,
because
the
way
the
best
way
I've
found
to
build
a
course
section
is
then
to
make
sure
that
this
section
is
built.
I
see
it.
B
B
If
I
was
in
with
my
admin
account,
I'd
have
some
controls
here
to
remove
the
product
and,
at
the
same
time,
that
the
pricing
is
determined
on
publish
it's
also
grace
periods,
and
things
like
that
are
are
also
requested
at
that
time,
so
that,
when
a
course
section
is
built,
it
has
these
kind
of
automatic
grace
periods
of
pricing
built
in.
So
then,
when
a
student
goes
to
goes
into
this
course,
either
through
their
lms
or
with
the
course
key
they'll
be
prompted
to
pay
they
can
and
peop.
B
A
B
B
I
think
they
can
dig
in
to
see
you
know
the
questions
that
they've
answered,
but
that's
for
another.
It's
for
another
meeting
from
here.
You
can
also
go
right
to
the
course
and
view
the
syllabus,
just
like
the
students
do,
although,
as
an
instructor,
I
have
these
grade
book
and
learning
dashboard
links.
B
Let
me
go
back
to
manage
course,
and
it
doesn't
seem
like
there's
a
easy
way
to
do
that.
So
that's
another
thing
to
think
about,
so
I'm
going
to
go
into
edit
course
settings
because
that's
where
we
can
see
some
of
the
scheduling
and
assessment
options
and
the
ability
to
add
content,
but
from
here
you
can
also
just
copy
this
section.
B
So
if
you
want
to
all
the
same
setup
for
your
next
semester's
course
as
this
one,
you
can
copy
it
and
again
someone
correct
me
if
I'm
wrong,
but
it
will
copy
all
of
the
scheduling
and,
if
you've
added
additional
content
from
another
course
package.
I
think
it
will
copy
this
section
in
all
its
settings
so
that
you
can
just
go
from
there.
D
D
A
D
D
B
Right
right
and
I,
by
the
way
I've
already
been
in
the
discussions
with
developers
around
you-
know,
deleting
being
able
to
delete
courses
sections
from
your
my
courses
list
and
then
what
does
that
do?
If
there
is
progress
and
data
in
the
background,
we
want
to
preserve
that
and
still
be
able
to
access
the
student
records,
but
we
just
you
know,
want
to
give
the
flexibility
of
allowing
instructors
to
just
not
see
it
anymore.
B
There's
also
the
ability
in
the
new
system,
I
think,
there's
a
delete,
but
then
there's
also
an
archive
where
you
can
just
like
archive
it
and
not
see
it
in
your
list
anymore,
but
it's
still
there
so
there's
some
some
new
types
of
controls
coming
with
with
taurus.
I
did
want
to
say
one
more
thing
about.
B
A
B
That's
okay,
so
let's
just
go
into
these
course
settings,
and
this
is
the
best
way
to
give
go
back
in
and
see
here
is.
If
you
go
back
into
the
course
builder
once
you've
built
the
course
you
can
see
these
types
of
things
so
selecting
the
curriculum.
So
this
is
the
content.
This
is
the
french
course
that
I
just
built
a
course
section
for
and
now
I
have
the
ability
to
add
content
from
anything
else
that
exists
essentially.
So
if
I
want
to
add
I'm
hoping
that
this
will
all
work.
B
B
B
A
B
A
A
B
B
B
So
this
was
another
aspect
of
the
course
photo.
I
wanted
to
show,
or
the
scheduling
or
the
course
section
capabilities
and
sorry,
I'm
just
trying
to
move
my
zoom
window
somewhere,
where
I
can
get
to
this
okay.
So
this
is
assignments
and
scheduling
it
automatically
took
me
to
that.
But
if
you
ever
need
to
go
back
to
it,
you
can
just
select
this
side
link
and
this
is
a
place
where
you
can
put
in
any
gating
and
scheduling
that
is
available.
So
even
at
the
quiz
level,
I
think
it's
at
the.
B
B
B
B
So
here's
where
you
can
change
specifically
global
assessment
options,
so
you
can
say
how
much
you
want,
how
many
attempts
you
want
and
see
here.
This
is
a
this
is.
I
know
a
particular
pain
point
that
these
words
mean
really
nothing
because
they
don't.
We
don't
know
we
can't
we
don't
expose
what
these
are.
These
are
hard-coded
into.
When
you
develop
the
course
package,
you
can
set
a
recommended
and
a
max
value.
B
B
If
you
want
to
take
the
average
of
if
they
have
multiple
attempts,
what
do
you
really
want?
What
do
you
want
to
populate
in
the
gradebook?
Essentially,
do
you
want
to
take
their
last
attempt,
maybe
their
best
attempt
or
their
first
attempt
and
again
you
can
set
a
password
on
exams.
I
don't
know
any
use
cases
for
that
or
know
anyone
that
uses
that
does
anyone
on
this
call
use
those
at
all.
B
And
times
grace
period
in
minutes,
so
we've
added
this.
This
functionality,
we've
kind
of
had
it
over
the
last
few
years.
I
think,
where
you're
allowing
students
we
were
experiencing
issues
where,
if
you
know,
if
someone's
power
went
out
and
they're
in
the
middle
of
a
of
a
of
an
exam,
that's
a
bad
example,
but
if
they
want
us,
if
they
started
late,
how
much
later
you're
gonna
allow
them
to
submit
past
the
time
limit.
B
If
you,
if
you're
familiar
with
how
our
quiz
system
works,
go
ahead,
if
you're
familiar
with
how
our
quiz
system
works,
there's
students
work
through
the
answers
to
questions
then
hit
submit,
and
then
they
can
review
their
attempt.
Essentially,
they
can
go
back
in
and
that's
when
the
feed
put
back
would
display
if
it's
after
submit,
but
you
as
an
instructor
have
the
opportunity
to
gate
that
even
more
and
wait
till
after
the
deadline
passes
or
make
sure
you.
You
yourself
have
to
go
in
and
release
that.
B
And
then
I
guess
this
review
answers
is
similar
to
feedback,
whether
they
want
to
see
whether
you
want
to
show
them
the
correct
answer
on
a
quiz
on
the
quiz
questions,
and
this
targeted
retakes
is
brand
new.
It's
functionality
that
just
landed.
I
want
to
say
a
few
weeks
ago
for
those
of
you
who
might
not
be
aware.
B
A
A
E
Cannot
take
the
test
unless
they're
in
the
room
with
the
proctor
and
the
proctor
would
provide
the
password
a
second
option
or
a
second
thing
would
be.
You
want
students
to
achieve
some
prerequisites
before
you
allow
them
to
take
the
assessment,
so
you
you
would
wait
until
they
submitted
something
or
completed
something,
and
then
you
would
provide
those
passwords
to
students
individually
and
then
I
think
it
makes
a
lot
of
sense
if
you
have
your
syllabus
or
your
homework
assignment,
and
you
you
have
like
a
very
specific
communication
to
students
like
hey,
you
know.
E
Please
remember
this
is
60
minutes
60
minutes
only.
You
want
to
have
finished
these
five
things
before
you
take
this
quiz
and
the
quizzes
are
due
by
this
time.
Okay,
did
you
read
all
that
the
password
is
this
and
it
kind
of
makes
sure
that
you've,
at
least
had
their
eyes
run
over
some
important
information
before
they
can
actually
go
in
and
click
start.
So
I
think
all
of
those
are
it's
nice
to
it's
a
it's
a,
not
it's
kind
of
a
one-off.
B
B
If
you've
set
this
course
up
to
be
accessed
by
your
students
through
an
lms,
then
it
uses
single
sign-on
from
so
whatever
they
whatever
their
login
is.
Login
information
is
from
the
lms.
It
allows
them.
It
uses
that
information
to
create
an
account
kind
of
in
the
background
when
they
click
through
into
the
oli
course
from
their
lms.
So
they
never
need
to
know
that
a
course
key
exists.
In
fact,
they
shouldn't
know
that,
of
course,
key
exists
if
it's
set
up
that
way,
and
they
also
wouldn't
need
to
create
an
account.
B
So
there's
some
issues
around
that
that
we're
trying
to
work
out
and
talk
through,
but
essentially,
if
you
use
this
course
key.
Whoever
you
give
that
course
key
out
to
would
be
able
to
enter
this
course
now
they
as
a
student.
They
have
a
very
similar,
my
courses
page
and
well,
it's
exactly
like
this,
except
they
don't
have
create
a
new
course
and
they
can
just
enter
the
course
key
here
and
it'll
add
them
to
the
course
and
it
might.
I
believe
it
prompts
them
to
create
an
account
if
they
don't
already
have
one.
B
B
C
C
We
want
basically
only
the
creators
of
the
course
to
be
viewed
as
instructors
and
we've
had.
It
basically
be
defaulted
somehow
between
the
negotiation
between
our
lms
and
oli,
that
some
people
are
automatically
listed
as
instructors
just
by
having
an
instructor
characterization
in
our
lms,
so
we'd
like
to
know
how
to
like
kind
of
hardwire
it
from
the
oli
end
to
basically
not
permit
teaching
insistent
or
instructor
privileges
to
anybody
other
than
the
course
creators
ourselves.
B
C
The
permissions
that
rlms
has
like
those
permissions
that
are
like,
if
you
would
sign
someone
in
the
lms
as
an
instructor
or
you
would
sign
someone
in
the
lms
as
a
ta.
We
don't
want
those
people
to
retain
that
sort
of
privileged
status
in
oli.
We
basically
don't
want
anybody
to
have
privileged
status
in
oli
other
than
the
course
creators,
but
it
seems
as
if
they
somehow
get
that
carryover
status
by
being
instructors.
Their
tas
in
the
album.
B
B
Yeah,
no,
that's!
Okay!
Just
let
me
say
it
a
different
way
and
how
I
wrote
it
here.
So
lms
permissions
essentially
persist
into
the
oli
course.
So
if
you're,
an
instructor
in
the
lms,
you
have
the
instructor
role
in
the
lms
you'll
be
automatically
added
as
an
instructor
in
the
ola
course,
but
they
might
actually
only
be
a
student
in
that
course,
but
because
they
have
the
role
set
at
the
lms
level,
it's
being
used
by
oli
to
assume
that
they're
also
an
instructor.
B
C
C
E
So
if
the
person
in
canvas
has
the
role
of
instructor
oli
gives
them
the
role
of
instructor-
and
you
can
imagine
with
all
of
the
linkings
to
all
the
different
canvas
instances,
that
oli
has
to
do
that
like
if,
if
canvas,
has
the
the
person
as
an
instructor,
oh,
I
has
to
make
them
instructor
because
it
would
be
a
problem
if
well,
I
did
not.
Just
like
students
have
to
be
students,
tas
have
to
be
tas.
E
What
I'm
thinking
is.
So
if
there
was
a
different
role
that
you
gave
your
instructors
in
canvas,
you
could
potentially
work
with
I'm
not
committing
anybody,
but
you
could
potentially
work
with
our
technical
team,
the
oli
technical
team
to
define
a
new
role.
So
if
you
had,
you
know
whatever
you
wanted
to
call
your
role
or
some
existing
role
in
canvas
and
then
oli
could
treat
it
as
you
wanted
it
to
be
treated.
E
But
all
of
what
I
said
at
the
last
part
of
that
was
just
imaginary,
at
least
at
this
point,
because
oli's
roles
are
student,
ta
and
instructor
and
tas
and
instructors
as
you've
mentioned,
have
access
to
student
records,
and
it
sounds
like
you,
don't
want
all
of
your
instructors
to
have
that
instructor
access
an
oli.
So
I
don't
know
if
it
helps
just
to
have
that
background
on
how
oli
knows
what
role
your
per
your
user
from
canvas
should
have
is
from
the
canvas
definition
well.
B
Let
me
ask
this
kim:
is
that
set
at
the
course
level,
or
is
that
set
at
like
a
admin?
Canvas
level
so
can
is
always.
Can
I,
as
a
can
I
be
a
student
role
in
some
canvas
course
sections
and
an
instructor
and
others
and
in
whatever
I
am
in
that
canvas
shell
will
persist
into
oli.
So
absolutely
because.
E
If
we're
talking
about
taurus,
it
would
be
really
nice
to
have
not
only
the
role
that
was
just
mentioned
of
someone
who
is,
you
know
a
teacher
of
the
course,
but
not
able
to
see
student
records,
although
quite
frankly,
that's
a
student
in
our
eyes
and
then.
Secondly,
the
tutor
role,
because
a
lot
of
places
have
tutors
that
they
want
to
be
able
to
come
in
like
a
ta,
but
they
don't
want
them
to
be
able
to
see
student
records.
D
A
In
terms
of
taurus
they're,
actually
there
actually
exists
in
the
lti
standard.
All
of
this,
so
you
can
actually
tell
someone
who
is
what's
called
a
platform
instructor
from
a
course
level,
instructor
and
etc.
Taurus
just
needs
to
basically
define
some
requirements
on
what
should
happen
for
what
roles,
basically
from
the
legacy
standpoint,
I'm
I'm
guessing
that
legacy
probably
treats
tas
on
the
same
level
as
instructor.
It's
probably
checking
to
see
if
they
have
instructor
or
ta
rules,
and
then
it
just
treats
them
equivalent
right
in
taurus.
A
D
B
C
B
C
Mess
with
their
canvas
sort
of
roles
because
we're
embedding
student
cognition
toolbox
into
pre-existing
domain
specific
courses,
so
I
can't
modify
their
roles.
What
I
need
to
be
able
to
do
we've
kind
of
like
accepted.
I
don't
know,
we've
accepted
that
we
don't
have
control
of
this
in
the
current
in
the
current
climate,
we're
fine
with
that.
Like
we've
made
our
peace
with
it,
we're
like
well,
I
guess
people
could
technically
go
in
there
and
see
other
students
stuff.
C
We
don't
like
that,
but
we've
just
kind
of
like
we've
eaten
it,
but
we
would
really
like
in
taurus
to
be
able
to
not
allow
people
to
view
students
despite
their
role
in
canvas,
so
it
sounds
like
maybe
that
can
be
built
in.
We
can
also
have
further
conversations
about
this.
You
know
why
that's
important,
I
I
don't
want
to
take
over
the
conversation.
I.
B
Right,
but
no,
it
was
worth
the
discussion
because
it
was.
It
was
good
to
know
what
more
control
we
have
in
taurus
already
and
to
eli's
point
like
what
should
what
should
the
defaults
be.
I
think
that
I
think
the
defaults
that
already
exist
in
legacy
are:
are
okay
but
being
able
to
toggle
these
check
marks
that
are
automatically
part
of
this
role.
So
I
you
know
for
ta
role
it's
permitted
to,
and
I
can't
uncheck
some
of
these,
so
just
having
more
control
over
being
able
to
say
okay,
this
particular
ta.
B
D
D
A
B
B
A
C
We
would
like
the
ability
to
do
modular
selection,
so
check,
check
or
not
check
modular
selection.
We
don't
really
need
rearrangement,
but
we
would
love
modular
selection
for
individual
choices,
but
the
real.
The
real
thing
that
we
would
love
would
be
gating
at
the
page
level.
That
would
be
amazing
to
have
gating
at
the
page
level
and
then
the
modular
level,
so
that
students
could
not
proceed
without
completing
items.
B
C
We
would
love
it
if,
basically,
students
could
only
proceed
through
the
toolbox
on
a
page
by
page
basis,
because
that
would
actually
kind
of
force
them
to
click
through
each
page,
which
would
probably
lead
to
greater
completion
of
the
formative
assessments
and
the
surveys
that
they
often
skip.
As
we
talked
about
before.
If
they
just
go
into
the
grade
book,
then
they
can
basically
just
complete
the
checkpoint
quizzes
and
not
really
work
through
the
modules.
C
So
we
would
love
them
to
have
to
go
through
on
a
page,
by
page
basis
to
be
able
to
control
that
that
would
be
absolutely
optimal
for
us.
One
of
the
things
that
we
also
talked
about
last
time
would
be
if
the
grade
book
itself
didn't
just
include
the
checkpoint
quizzes,
but
could
also
have
those
summative
assessments
not
with
grades,
but
just
with,
like
checks
that
would
indicate
to
students
that
there
is
more
than
just
a
checkpoint
quiz.
C
B
Right,
that's
super
interesting
because
that
view
of
the
grade
book,
I
don't
even
think
students
don't
see
the
grade
book,
so
they
would.
We
would
need
a
different
indicator.
Almost
like
a.
I
can
imagine
just
spitballing.
You
know
like
a
progress
indicator
bar
at
the
top
to
show,
like
you
know,
there's
still
stuff
left.
They
haven't
done
somehow.
C
C
C
B
C
E
B
Thank
you
kim
that's
helpful,
because
I'm
not
really
that
versed
in
where
student
with
students
see
so
that's
helpful
and
is
that
is
that
toggable
bad
word
is
that
controlled
by
the
instructor
in
that
show
mastery.
Does
that
allows
or
students
having
a
view
of
their
grade
book
kind
of
no
matter?
What
and
then
the
show
mastery
checkmark
check
mark
that
the
instructor
controls
is
that
that
allows
them
to
do
almost
like
a
learning
dashboard
view
into
their
data
right.
A
A
B
B
C
Yeah,
I
guess
like
to
me
it
doesn't
matter
if
students
can
see
how
other
students
are
progressing
there.
I
can
see
in
other
courses
there
can
be
a
use
for
that
sort
of
social
element
in
in
our
group.
It
doesn't
really
matter,
but
I
feel,
like
students,
kind
of
access
things
at
two
different
levels:
the
first,
the
first
way
they
access
things
is
like
actually
going
into
the
course
and
working
their
way
through
it,
and
then
the
other
way
that
students
are
accessing
things
is
actually
just
through
the
sort
of
my
scores
feature.
C
I
don't
think
any
of
our
students
are
utilizing
that
third
way
that
was
described
so
if
that
third
way
could
somehow
be
embedded
with
the
my
scores
piece.
I
think
that
that
would
be
a
way
for
students
to
really
gauge
what
they
have
and
haven't
done.
I
think
three
entry
points
is
kind
of
a
lot
for
students.
A
C
I
have
never
heard
of
my
students
accessing
that
way.
Maybe
that
is
the
sweet
spot.
Maybe
that's
what
we
should
be
telling
them
to
do.
Instead
of
the
my
scores,
we
direct
them
to
check
their
progress
through
my
scores.
That's
how
we
tell
them
to
do
it,
but
maybe
we've
missed
the
mark
here
and
we
should
be
asking
them
to
look
there.
B
Yeah,
try
that
try
that
out
and
see
if
that
gives
you
what
you
need
or
what
you
think
your
students
need
as
well,
because
it
does
give
a
little
more.
I
think,
finer
grain
drill
down
it'll
give
them
that
you
know
like
mark,
said,
the
blue,
the
red
green
gray,
that
is
kind
of
used
for
the
dashboard
as
well,
for
the
instructor.
B
B
We've
touched
on
how
students
view
their
progress
and,
if
that's
possible,
I'm
going
to
not
switch
gears,
but
I
just
want
to
show
kind
of
like
a
different
view
of
these
controls.
So
how
has
been
putting
together
a
list
of
all
the
types
of
controls
that
are
offered
at
a
section
level
and-
and
he
went
a
step
further
and
actually
like
grouped
them
into
these
these
labels,
so
these
higher
level
labels
so
for
account
creation.
B
So
we
can
even
talk
here,
and
I
can
even
put
notes
right
in
this
document
about
how
you
feel
about
each
of
these
kinds
of
experiences
really
like.
So
when
you
what's
what's
been
the
experience
and
it
might
have
been
a
while
since
you've
done
this,
but
in
getting
an
instructor
account
or
getting
others
an
instructor
account
is
that
is
that
difficult?
Is
that
hard?
B
B
I
think
diversity,
equity,
inclusion
and
like
what
resonates
with
students,
I'm
not
thinking
of
just
like
typo
fixes,
I'm
thinking
of
like
any
kind
of
feedback
that
a
student
wants
to
make.
Let's
see
any
kind
of
announcements,
I
actually
don't
know
how
announcements
are
are
seen
by
users
at
the
moment,
so
any
feedback
on
that
would
be
helpful.
B
C
C
That
was
something
I
think
it
went
over
like
45
minutes
ago,
but
I
wanted
to
say
that
we
want
to
keep
that
so
that
students
are
entering
directly
through
their
lms.
We
wanted
students
to
be
able
to
continue
to
enter
directly
into
their
lms.
You
said
that
there
maybe
had
been
some
difficulties
with
some
students
originally
entering
through
the
lms
and
then
trying
to
enter
as
students.
B
Well,
that's
good
to
know.
Yeah
we
were
the
reason
it
became.
A
topic
of
of
discussion
is
because
it
became
aware
that,
like
kim
probably
handles
at
least
one
of
these
a
day-
and
you
can
imagine
when,
at
the
beginning
of
the
semester-
there's
even
you
know-
probably
double
the
amount
that
that
you're
answering
in
terms
of
you
know,
students
aren't
understanding
where
they're
supposed
to
be,
but
I'm
glad
you've
had
a
good
experience
with
that.
C
A
C
C
That
is
the
vast
majority
of
the
emails
that
I
field
where
they
are
really
unsure
about
this.
My
scores
business
they're,
like
I,
don't
know
how
to
check
and
see
if
I've
completed
the
student
cognition
toolbox.
So
there
is
a
disconnect
between
the
entry
point
of
completing
the
set
of
activities
and
then
going
and
checking
through
my
scores,
even
though
I
have
specific
instructions
on
how
to
do
that.
So
I
would
love
it
if
those
two
could
be
somehow
integrated
to
where
they
could
actually
view
like
in.
C
B
B
B
A
B
A
C
C
A
C
A
B
C
B
E
C
C
A
B
C
C
A
C
B
Right,
you
need
a
combination
of
the
my
scores
and
that
learning
dashboard
that
student
dashboard
view,
so
that
you
understand,
because,
if
they're
going
to
use
that
as
their
guide
for
completing
the
course,
instead
of
going
page
to
page
at
least
the
form
of
practice
is
showing
up
as
a
thing.
They
need
to
do.
Yes
right.
B
C
B
B
B
Well
right,
we
put,
we
actually
put
a
lot
of
thought
and
energy
into
those
activities
because
of
all
the
detailed
feedback
we
put
in
the
really
the
thought,
thoughtful.
Distractors
that
we
select,
I
mean
it's
almost
like
all
of
that
thought
going
into
the
design.
The
careful
design
of
formative
practice
is
is
for
not
if
students
really
just
want
to
get
a
grade.
B
You
know
that's
great,
though
that's
good
to
know
that
that's
I
mean
it's
always
good
to
just
talk
this
stuff
out
to
get
a
sense
for
how
students
are
really
perceiving
these
courses
and
how
they
they
work
through
them,
and
I
know
you're
not
speaking
for
all
students,
you're
speaking
for
the
handful
that
are
essentially
trying
to
do
as
little
as
possible
right
and
that's
not
all
students,
but
we
can
do
things
that
help
both
types
of
students.
I
think
in
the
same
way
well
we're
time.
I
can't
believe
that
went
so
fast.
B
Even
you
know,
I
think
we
get
some
new
folks
in
occasionally,
but
you
know
just
spending
this
time,
lauren
and
mark
you
two
are
such
super
users
that
I
really
appreciate
you
coming
to
these
meetings,
because
I
learn
a
lot
from
just
even
talking
to
the
two
of
you
and
I
think
everyone
on
the
call
does
too.
We
have
a
lot
of
folks
who,
just
you
know,
support
these
courses
in
development,
and
it's
just
great
to
hear
your
experiences.
So
I
cannot
thank
you
enough.
C
Well,
thank
you
for
hosting
this
and
for
being
so
receptive
to
yeah
the
problems,
then
the
observations
that
we've
had
along
the
way.
Yes,
I
mean,
I
don't
want
to
diminish
the
fact
that
some
students
use
the
use
the
platform
exactly
as
intended,
and
probably
most
students
use
the
platform
exactly
as
intended,
but
they're
yeah,
I'm
always
trying
to
like
eliminate
potential
shortcuts.
B
Right,
yeah,
I
don't
blame
you,
and
just
so
you
know
we
are
we.
What
we
do
with
these
sessions
is
we
turn
them
into.
We,
we
re-listen
to
the
the
video
and
revisit
the
notes
and
turn
these
ideas
into
user
stories
that
then
can
be
put
into
our
queue
for
feature
development.
So
this
is
just
want
you
to
know
that
this
goes
a
long
way.
B
B
So
next
meeting
is
april.
1St
I
unfortunately
would
not
be
able
to
be
at
that
meeting.
This
is
my
daughter's
16th
birthday,
and
so
I
will
be
planning
her
festivities
for
that
friday.
But
greg
will
be
here.
He
is
leading
our
migration
efforts
in
terms
of
like
planning
out
and
keeping
things
moving
towards
migrating
all
of
our
courses,
and
so
he'll
be
here
to
walk
you
guys,
through
just
at
a
high
level,
what's
happening
with
migration.
B
There's
a
lot
of
moving
parts,
as
you
can
imagine
that
we
have
to
kind
of
all
dovetail
together,
but
he'll
talk
you
through
where
we
are
at
that
point
in
time
and
what
our
plans
are.
I
believe,
even
norm's
planning
to
come
to
that
meeting
to
help
answer
any
any
questions
about
migration
as
well,
and
what
our
plans
are
for
the
future
so
definitely
come
april
1st
and
until
then
enjoy
and
have
a
great
weekend.
C
B
B
C
B
C
B
I'll
give
you
a
quick
I'll,
give
you
a
quick
preview
right
now,
not
preview,
but,
like
your
courses
are,
are
up
the
chain,
the
only
thing
preventing
us
from
migrating.
Your
courses
at
the
moment,
I
believe,
is
the
survey
functionality
and
I
believe,
we're
prioritizing
that
so
once
that's
in
place,
then
I
think
most
of
your
courses
move
over,
except
for
the
combined
courses
right
like
because
you
know
chemistry
and
math.
B
The
other
combo
courses
and
mark
languages
are
a
little
further
down
just
because
a
lot
of
different
neat
functionality
that
you
guys
use,
but
what's
cool
about
that
and
what
I'm
excited
about
in
the
languages
is
it's
going
to
unlock
functionality
for
a
lot
of
people,
because
right
now
it's
only
in
your
projects
and
some
of
the
activities
that
you
use,
I
think,
would
be
beneficial
for
other
projects
as
well,
and
so
I'm
really
excited
about
that.
But,
yes
lauren,
I
will
be
holding
specific
meetings
for
courses,
so
we've
already
had
some
meetings.
B
Languages
we
haven't.
We
will
be
we've
had
with
like
logic
and
proofs
because
they
also
have
some
functionality.
Special
functionality
needs
so
we're
starting
to
have
those
meetings
so
just
hold
tight.
I'm
trying
to
get
a
like
an
overall
road
map
in
place
so
that
I
know,
what's
the
best
timing
to
schedule
those
meetings
and
and
priority
of
folks.
C
Yes,
remar
and
we're
in
no
rush
like
absolutely
no
rush,
I'm
just
bringing
it
up
that
whenever
you're
ready,
because
it
seems
like
in
these
meetings
we're
like.
Oh,
we
could
do
this
or
that-
and
I
was
like
so
if
there's
any
utility
of
us
going
ahead
with
a
migration
so
that
when
you're
ready,
you
can
trial
out
some
of
these,
like
very
questions
that
I
have
for
you
like,
oh,
but
we
need
to
do
this
or
that
and
now
it's
all
theoretical.
So.
A
B
Okay,
what
are
the
other
aspects
around
that
that
you
need
like
not
just
support
for
dialogue,
for
example
a
dialogue
activity,
but
what
other,
maybe
even
administrative
functionality
you
might
need
and
make
use
of
for
delivering
those
courses.
So
it's
like
all
of
that
kind
of
has
to
come
together
at
the
right
times.