►
From YouTube: Torus Community Meeting August 2022
Description
Monthly meeting to discuss Open Learning Initiative's next generation platform. In this meeting, we discussed functionality and features to support teaching with OLI.
A
A
So
let's
just
dive
right
in
so
today's
topic
is
teaching
and
practice.
So
this
is
basically
about
using
oli
delivery
tools
when
you're
delivering
a
course
to
students.
So
things
like
grade
book
roster,
even
the
help
desk
experience,
assessment,
settings,
gating
and
scheduling
all
of
these
types
of
things
that
you
as
an
instructor
need
to
do
to
teach
with
an
oli
course.
A
So
keep
that
in
mind,
as
we
talk
through
these
things
so
for
the
discussion
today,
I'd
be
interested
in
what
features
of
oli
delivery.
Do
you
use
when
you
teach?
What
do
your
students
use?
What
are
the
expectations
that
you
have
when
you
encounter
a
system
like
this,
a
platform
that
has
courseware
on
it?
Maybe
things
that
you've
experienced
in
other
systems
that
you're
like
wow?
I
wish
I
wish
oli
did
that
or
what
are
even
some
of
your
pain
points.
A
What
are
things
that
are
really
hard
to
do
that
you
just
wish
you
had
the
tools
to
do
with
your
students
and
then
again
back
to
that
idea
of
you
know,
what's
what's
necessary,
rebuild
in
oli,
because
the
lms
just
does
a
terrible
job
of
it
or
what
are
things
that
yeah?
You
know
you
just
know
that
the
oli
platform
needs
to
have
because
the
lms
doesn't
so
hal
turner.
A
For
those
of
you
who
know
him
he's
our
head
of
support
and
customer
success
gave
me
some
bullet
points
of
things,
he's
thinking
about
and
he's
encountered
as
he's
supported,
folks
who
use
the
platform
to
teach,
and
so
just
to
give
you
guys
some
more
ideas
about
things
to
think
about
and
talk
about
in
this
meeting.
You
know
here
are
some
bullet
points
he's
given
me
and
let's
see,
I
can't
even.
A
Okay,
so
you
know
things
like
an
instructor
review
mode
is
something
that
we've
never
had,
but
I'm
sure
you
guys
would
find
pretty
necessary,
embedded
links
for
sharing
feedback.
Tooltips,
that's
just
platform
side,
I'm
just
going
to
go
through
these
slides
really
quickly,
and
then
I
can
go
back
to
any
of
these
as
you
need
to
gradebook,
you
know
being
able
to
provide.
This
is
something
we
hear
all
the
time
being
able
to
provide
participation
points
for
the
formative
assessment.
A
An
oli
can
be
embedded
in
my
lms
very
easily
or
or
things
around
requesting
that
or
finding
out
more
about
that
something
he
encounters.
A
lot
is
and
something
that's
happened
more
and
more
over
the
years
is
being
able
to
for
students
to
be
able
to
get
codes
from
their
bookstore
to
enter
the
courses.
A
Inclusive
access
tools
that
help
for
making
arrangements
for
inclusive
access
and
then
getting
started
and
help
desk
stuff
again,
like
things
that
we
know
we
need
to
do,
but
are
those?
Are
there
certain
topics
that
if
we
were
going
to
prioritize
developing
some
how-to
videos
like
what
are
the
like?
I
need
these
three
topics
more
than
anything
kind
of
thinking,
so
with
those
kinds
of
thoughts
and
ideas
to
prime
the
discussion,
I
really
want
to
hear
from
those
of
you
who
actually
use
oli
to
teach
with
to.
A
Let
me
know
you
know
what
are
some
things
you
would
expect
in
a
new
platform,
and
you
know,
of
course,
please
feel
free
to
also
tell
me
things
that
you
want
us
to
keep
and
not
redesign,
because
you
know
you
really
use
this
functionality
and
it's
fine.
The
way
it
is
so
any
of
those
ideas
are
for
grabs
in
terms
of
discussion
elements
so
who
would
like
to
go
first,
who's,
filling
brave
and
chatty
today,
yes,
natalie,
please.
B
All
right,
thanks
erin,
I
think
those
are
all
really
good
ideas.
I
wanted
to
say
that
the
way
that
it
is
with
not
being
able
to
integrate
into
the
lms
I
like
that
the
gradebook,
I
feel,
has
done
its
job,
but
then,
of
course,
you
have
to
go
and
take
those
grades
and
put
them
into
the
lms
so
that
the
integration
is
a
great
idea.
B
One
thing
I've
seen
in
other
lms's
or
in
other
language
learning
platforms
online
in
the
gradebook
is
that
they'll
have
you
know
different
categories
for
formative
and
summative
and
they'll
kind
of
spread
it
out.
It's
not
just
formative
and
summative,
but
it's
the
different
types
of
activities,
whether
those
are
by
a
certain
objective
or
whether
they're
in
language
classes.
B
You
know
listening
speaking
reading
writing
by
the
skills
I've
seen
them,
do
it
different
ways
or
quiz
versus
homework,
and
sometimes
they
let
the
instructor
make
their
own
categories
and
the
waiting
of
those
categories
which
I've
really
appreciated
with
some
of
the
other
online
language
ebook
platforms.
Basically,
so
you
can
set
the
weighting
of
of
the
category
of
each
of
the
activities.
That's
one
thing:
you
also
had
on
there
instructor
resources,
powerpoint
ancillary
materials
for
teachers,
and
I've
heard
that
from
folks
too,
that
they'd
be
interested.
B
So
I
think
that
that
those
are
some
great
ideas,
basically
just
echoing
my
way
already
out.
There,
I
think,
are
great
ideas,
but
the
gradebook
waiting
would
be
my
big
thing,
although,
if
you're
going
to
be
able
to
easily
integrate
the
gradebook
into
the
lms,
I'm
not
really
sure
how
that
would
work.
If,
with
the
waiting
and
the
things
like
that,.
A
Yeah
the
way
I
understand
it
works
now
the
way
taurus
works
now
is
that
if
you
have
a
graded
page
in
a
course,
then
it
it
becomes
automatically
a
column
in
the
lms
gradebook.
And
then
you
have
controls
to
be
able
to
say
well,
no,
we
don't.
I
don't
want
to
be
grading
on
this
or
to
add.
I
believe
to
that.
I
don't
know
how
you
would
add
to
it,
so
I
gotta
look
into
that
more,
but
that's
the
way
it's
working
now.
So
there
is
no
exporting
and
importing
of
grades
anymore.
A
It's
kind
of
really
seamless
and
and
the
controls
for
that
are
embedded
in
in
the
platform.
So
that's
how
it
works
already,
but
I
like
this
idea
of
being
able
to
apply
waiting
is
something
that
I've
heard
before
and
I
don't
know
how
it's
done
in
the
lms
but
yeah.
We
should
definitely
look
into
doing.
I
feel
like.
B
Vista
higher
learning
does
it
so
I'm
trying
to
remember
the
categories
I
had.
I
think
I
had
participation
category
and
then
I
had
homework
and
then
quizzes
essentially,
and
that
was
in
addition
to
the
things
that
I
it
didn't
integrate
into
my
illness.
So
I
still
have
to
go
in
and
and
do
it
individually,
but
it
kind
of
me
that
step
of
having
to
go
in
and
look
at
a
percentage
and
see
okay,
which
categories
did
they
do.
A
Interesting
yeah
cool,
that's,
really
helpful
and
then
ancillary
instructor
materials.
I
imagine
you're
thinking
about
things
like
I
think
you
mentioned
this
like
power,
additional
power
points,
and
you
know
we
talk
with
dave
erin
about
this
all
the
time:
additional
active
learning
opportunities
by
objectives
so
that,
like
as
you're
looking
at
the
dashboard-
and
you
say,
okay,
all
students
seem
to
be
struggling
with
this
skill.
A
B
Yeah,
in
particular
I've
heard
instructors
say:
oh,
I
do
project
based
learning
and
I
I've
made
all
of
these
projects.
I'd
love
to
be
able
to
share
them
with
other
people
using
the
platform,
so
folks
willing
to
share
what
they
already
have.
For
you
know,
project-based
learning
rubrics
things
like
that.
We
don't
currently
have
rubrics
in
the
language
like.
A
A
You
know
a
file
as
response
to
a
prompt,
so
I
haven't
looked
at
that
functionality
in
a
while,
since
it
was
first
introduced,
but
I
can
imagine
rubrics
would
be
the
next
thing
we
need
to
add
to
that
for
sure,
and
we
definitely
want
the
ability
for
more
instructors
to
share
with
each
other.
So
there's
like
that
whole
piece
that
I
can
imagine
would
be
like
a
whole
like
area.
A
C
Interesting
is
that
so
taking
a
step
back
before
I
take
a
step
in
is
looking
at
the
use
cases
of
of
this.
So
we
seem
to
be
reasoning
under
the
impression
that
the
primary
use
case
for
this
will
be
people
who
use
this
in
conjunction
with
an
lms
yeah,
as
opposed
to
people
who
will
use
the
oli
courses
as
standalone.
A
C
Yeah,
so
so,
if
you're,
an
independent
learner
and
all
you
have
is
zoei,
then
how
does
that
does
that
apply
or
can
we
think
of
you
know
you're
talking
about
teaching
as
practice?
Are
you
already
assuming
an
instructor?
So
if
you
are
an
instructor
and
you
don't
don't
have
access
to
an
lms
are
some
functionalities
going
by
the
wayside,
because
we
assume
that
they're
going
to
be,
you
know,
performed
by
the
lms
when
they
in
fact
won't.
A
Well,
we
didn't
set
out
to
design
it
that
way,
but
what
we
found,
of
course,
as
you
can
imagine,
is
not
everybody
uses
an
lms,
not
all
instructors
use
an
lms
and
then
independent
learners
are
just
like
another
category
and
probably
I'll
probably
hit
that
with
another
meeting
in
the
future.
You
know
like
what
is
needed
for
independent
learners
to
really
take
control
of
their
learning
and
be
able
to
do
that
so
for
today
it
could
be
both
instructors
that
use
an
lms,
and
so
I
do
say
are
there
features.
A
Not
only
are
the
features
that
can
we
that
that
the
lms
does
really
well
that
we
can
just
defer
to,
but
are
there
also
features
that
lms's
don't
do
very
well
that
we
should
build
out
more
functionality
around,
but
we
also
are
thinking
about.
Okay,
I'm
just
an
instructor
without
lms,
and
I
want
to
deliver
this
to
my
students.
I
want
to
use
the
flipped
classroom
and
so
right
yeah.
What
are
those
things
that
are
needed
by
even
those
instructors.
A
C
Paramount
in
the
way
moving
forward,
that's
going
to
be
in
demand
is,
is
how
do
we
foster
student
collaboration
group,
work,
flexible
groups
and
therefore
develop
kinds
of
activities
and
ways
to
grade
them
and
integrate
them
in
the
gradebook
that
account
for
this?
So
by
that
I
mean,
do
we
have
discussion
board
facility?
Do
we
have?
How
do
we
integrate?
I
mean
we
have
a
chat
tool
now
and
a
digital
annotation
tool.
How
is
that
going
to
get
potentially
integrated?
C
How
do
we
form
groups,
reform
them,
rebuild
them,
switch
them
on
the
fly,
and
how
does
that
integrate
with
the
the
the
the
great
book
it'd
be
hard
to
imagine
for
me
even-
and
I
know
this
is
something
that
natalie
has
thought
a
lot
about-
er
er,
even
in
the
case
of
having
independent
learners
who
may
be
grouped
or
become
part
of
a
court
and
some
how
do
they?
How
does
that?
C
A
Yeah
and
you
bring
up
an
interesting
point,
cause
it's
something:
people
ask
for
all
the
time
or
discussion
boards,
and
I
think
our
are.
I
have
quite
a
few
quite
a
lot
to
say
about
all
of
these
things
that
you've
mentioned
so
our
take
has
always
been
you
know.
Nothing
should
be
happening
unless
it's
in
service
of
the
learning
objectives
right
or
that
you
know
is
in
service
of
the
learning
objectives.
So
we
don't
want
just
a
regular
old
discussion
tool
where
you
tell
students
to
just
go
and
chat
about
a
thing.
A
So
I
know
that's
one
of
the
things
we
really
want
to
be
able
to
do,
and
so
we've
been
we've
been,
I
think,
hesitant
to
build
some
of
these
or
reconstruct
some
of
these
tools
that
that
exist
out
in
an
lms,
not
because
we
think
the
lms
does
an
excellent
job,
but
because
we
want
to
be
careful
in
how
we
allow
that
to
happen.
If
it's
not
in
service
of
the
outcomes,
then
use
the
old
discussion
board
in
the
lms.
A
But
if
you
really
want
to
collect
data
about
these
discussions,
then
that's
a
whole
other
thing
we
have
to
think
about,
and
I
can
tell
you
all
of
these
things
that
you've
you've
mentioned
here.
The
discussion
board
chat
tool,
digital
annotation,
being
able
to
form
groups
and
and
and
manage
that
whole
piece
around
group
work-
and
this
is
interesting,
which
is
why
I
wanted,
I
put
it
down
specifically,
you
know
and
how
that
works
with
the
gradebook
like.
So
you
give
a
group
a
grade
that
should
populate
you.
A
A
So
I
can
imagine
that
eventually
we
will
have
these
things,
so
I'm
glad
you
mentioned
them
because
they're
things
we're
thinking
about
that
validates
that
list
of
things
that
we're
worth
thinking
about.
Some
of
these
are
gonna,
be
challenging.
You
know
the
group,
the
group,
you
know
the
group
management
is
something
that's
really
challenging
or
even
being
able
to
what
kind
of
data
do
we
collect
from
these
discussions
and
I'm
excited
because
the
future
is
going
to
give
us
a
lot
of
data,
both
quantitative
and
qualitative.
C
C
You
know
in
terms
of
dietrich,
you
know
having
somebody
like
kim
pyatt,
for
example,
who
is
doing
like
experiential
learning
so
you're
trying
to
build
these
courses,
at
least
when
you
know
when
when
I
build
courses-
and
I
have
for
for
a
while
around
projects
and
that
kind
of
thing,
so
you
want
to
be
able
to
build
that
functionality
like
peer
editing
or
peer
peer
feedback
or
just
feedback
iterative
processes.
How
to
integrate
feedback.
You
know
so
all
of
these
has
tangible
outcomes
like
there
is
actually
language
or
produced
by
their
students.
C
A
Well,
I
think
we're
trying
to
expand.
I
mean
based
on
a
lot
of
the
work
that,
like
carolyn
rosie,
has
done
in
terms
of
bizarre
and
capturing
that
qualitative
data
from
those
language
discussions
or
from
those
just
discussions
using
the
tool.
We're
we've
learned
a
lot
about
how
we
can
do
that,
and
I
think
now
is
the
time
we're
going
to
start
really
applying
that
as
we
build
out
new
functionality,
I
don't
think
some
of
which
doesn't
exist
anywhere
else.
You
know
annotation
tools
are
great,
but
now
what?
A
If
you
do
annotation-
and
I
know
this
already
exists
out
there
too
and
like
share
those
annotations
or
understand?
Oh,
I
as
a
student
have
the
same
misconceptions
that
another
student
has
okay.
Now.
Can
I
reach
out
to
that
person
for
and
let's
like,
let's
talk
more
about
it
and
like
so
we're
extending
that
not
only
to
just
capturing
but
actually
facilitating
more
direct
conversations
from
student
to
student
student
to
instructor
instructor
student,
all
of
those,
so
it's
really
fun
to
start
to
think
about
what's
possible.
C
Well,
this
is
great
because
it
points
to
I
mean
this.
You
know
as
it
facilitates
teaching
as
practice.
It
also
facilitates
teaching
as
research,
in
the
sense
that
I
mean
for,
for
you
know,
for
people
who
are
looking
at
language
development.
You
know
over
time.
You
can
really
look
then
at
this
sort
of
microgenetic
or
micro
interactions
between
students
or
you
know,
and
and
track.
C
A
Yeah,
that's
a
great
point
too,
is
and-
and
we
have
to
keep
that
in
mind
so
with
all
the
functionality
we're
developing
in
taurus.
I
try
to
keep
you
know
what
I
was
calling
like
swim
lanes
in
mind,
so
we're
developing
for
the
student,
the
learner
first
and
foremost,
but
then
we
have
to
also
develop
for
the
instructor
and
the
supports
the
instructor
needs
for
content
developers,
learning
designers,
researchers.
A
So
you
know
every
piece
of
functionality
has
to
kind
of.
We
have
to
look
at
it
through
each
of
those
lenses
to
make
sure
we're
building
stuff
that
works
for
all
those
and
then
the
data
collection
and
analysis,
which
I
consider
its
only
kind
of
layer
that
we
have
to
think
about
for
every
funk
piece
of
functionality.
We
build
okay,
what's
the
data
we
need?
How
are
we
going
to
get
it?
Where
does
it
go?
A
What
does
it
feed
and
I
think
that's
those
are
the
those
are
the
main
ones
that
I'm
like
constantly
like?
Okay,
let's
look
at
it
from
this
angle
now,
let's
look
at
it
from
that
perspective
and
make
sure
we're
building
it
for
all
of
those.
At
the
same
time,
and
not
just
one
so
yeah-
I'm
excited
about
thinking
about
this,
because
I
don't
know
that
too
many
other
platforms
have
really
done
that,
like
really
thought
of
it
from
all
those
different
use
cases,
so
yeah,
I'm
really
excited
about
all
of
it.
D
Aaron,
I
was
glad
that
you
mentioned
sorry.
I
guess
I
can
show
my
face.
I
was
glad
you
mentioned
annotation
because
obviously
that
exists
in
a
kind
of
exemplar
with
when
it
comes
to
perusal.
Yes,
as
you
were
talking
about
groups
and
individual
input,
I
was
absolutely
thinking
about
simply
saved
annotations.
D
That's
nice,
because
let's
say
that,
there's
just
a
way
for
the
software
to
reset
after
you
know
a
certain
number
of
days,
but
to
retain
the
annotations
from
the
previous
10
days
like
there
could
be
ways
to
basically
sync
that
to
where
there's
not
a
lot
of
work.
On
your
end,
it's
just
that
the
like
the
file
will
clear
of
annotations
after
a
certain
number
of
days,
so
it
doesn't
get
very
crowded
or
you
could
have
the
file
clear.
You
know,
after
a
certain
amount
of
annotations,
so
I
was
thinking
about
annotations
too.
D
B
D
A
D
Concept
map
sharing
miro
board
like
this
is
everybody
asks
me
about
this
I've
given
some
presentations
on
it
at
my
school.
Everybody
asks
me
about
it.
Even
if
I'm
doing
a
presentation,
that's
not
on
it.
Everyone
loves
miro
and
concept
maps.
My
husband-
and
I
were
talking
about
facilitation
yesterday
and
how
basically,
across
the
board,
teaching
facilitation
everyone
and
their
mom
is
using
miro,
and
this
is
a
good
way
for
students
to
work
together.
A
I
really
would
would
like
to
think
that
and
and
do
believe,
that
we're
going
to
build
a
lot
more
things
in
terms
to
support
more
social
and
peer-to-peer
learning
opportunities,
because
we
know
that
I
mean
the
research
has
really
been
there
for
a
while
that
that's
the
best
way
to
learn,
or
one
of
the
best
ways
to
learn,
is
by
digging
in
with
with
your
peers
and
really
figuring
things
out.
So
we
do
want
to
support
more
of
that
and
concept
map
alone.
D
A
It
really
is,
you
just
need
a
place
for
people
to
share,
have
a
shared
space
to
to
capture
their
ideas
and
to
give
feedback
on
each
other's
ideas.
So
yeah
great.
Thank
you
for
mentioning
that
and
let
me
look
at
the
chat
here
so
yeah
lots
of
lots
of
love
for
that
idea
and
yes,
we
want
to
be
able
to
support
things
more
collaborative
type
learning,
but
you
know
the
trick
is
how
you
know
we
want
to
make
sure
we
do
it
in
service
of
outcomes
and
can
collect
data
on
it.
A
D
B
A
Yeah,
absolutely
I
mean
concept.
Maps
are
something
that
I've
always
gravitated
to
not
only
just
for
facilitation
which
I've
used
a
lot
in,
but
just
for
my
own
understanding
of
things
like
you
know,
as
I'm
as
I'm
working
through
a
course
being
able
to
kind
of
draw.
My
own
concept
map
is
such
a
powerful
tool
to
remembering
and
seeing
connections
between
things
and
seeing
a
bigger
picture
kind
of
unfold,
as
well
as
you're
as
you're
doing
that.
So
it's
actually
a
really
great
learning
tool.
B
A
A
D
Could
also
be
a
way
you
know
it
might
be
helpful
to
be
able
to
more
easily
develop
that
inside
the
course
for
that
organizational
piece,
because
I
see
more
and
more
instructors
that
are
basically
showing
their
students
concept
maps
for
where
they
are
in
courses.
So
the
same
principle
applies
for
moving
through
modules,
so
it's
nice
for
students,
but
it's
not
something
that
should
be
overlooked.
A
Sometimes
it's
easier
to
do
when
you
have
all
the
pieces
of
a
course
than
to
do
it
prior,
but
I
I
believe
it
you
know
as
part
of
design.
It
should
be
done
kind
of
both,
which
should
be
done
beginning
to
help
make
sure
your
design
is,
is
going
to
hit
all
of
those
pieces
and
that
the
connections
are
made
for
the
students,
but
then
also
at
the
end
of
refinance.
Okay,
now
we're
going
to
really
create
a
you
are
here
map
for
the
students,
but
we've
fallen
short.
A
I
think-
and
we
usually
do
that
with
just
pictures,
whereas
now
there's,
I
think,
a
lot
more
tools
available
to
us
to
be
able
to
make
it
more
interactive
and
help
students,
maybe
even
take
control
of
their
own
learning
a
little
bit
more
right
and
and
be
able
to
like
explore
it
or
or
add
their
own
pieces
to
it.
So
great
ideas
that
we
can
really
take
in
a
bunch
of
different
directions.
A
Yes,
it's
very
important
and
you're
right
I
mean
the
the
research
is
in
that
you
know.
Social
learning
is
is
successful,
even
if
the
learners
don't
have
a
a
very
great
grasp
of
the
concepts
they
still
can
explore
and
learn
together
and
it
seems
to
be
stickier
and
more
transferable
when
they
do
that
so
yeah
we
I
mean,
I
think
it's
it's
known.
So
we
have
to
really
start
building
tools
and
if
we
want
to
be
innovative
and
future
thinking,
then
we
need
those
tools.
D
D
So
in
canvas-
probably
in
other
platforms
too,
especially
for
people
that
are
doing
flipped
classrooms
and
they're
having
students
watch
lectures
outside
of
class.
You
can
actually
embed
in
the
video
at
particular
question
at
particular.
Points
like
gating
students
have
to
answer
questions
before
they
can
proceed
and
that
forces
students
to
pay
attention
and
to
be
accountable
for
the
information,
so
all
of
our
materials
in
our
course
that
we
have
for
oli.
D
I
mean
it's
all
written
material,
but
you
know
we
have
a
couple
of
videos,
but
we
don't
have
embedded
questions,
but
that
would
be
really
helpful
technology.
I
think
if
it
doesn't
are,
if
you
don't
already
have
it
wrapped
into
what
you
have,
because
so
many
people
they
want
students
to
be
able
to
watch
videos.
But
then
you
don't
know
if
they've
watched
the
videos
so
the
way
you
know
that
they've
watched
it
is
the
quiz
is
part
of
the
video.
A
So
this
is
something
what
articulate
does
really
well
right,
like
that's
what
most
people
use
to
do
that
I
believe,
and
so
I
am
already
exploring
ways
to
be
able
to
integrate,
articulate
content
into
into
our
platform
as
well.
So,
even
if
we
don't
develop
it
outright,
we
definitely
will
at
some
point
be
able
to
be
able
to
embed
and
interoperate
with
with
technology.
A
That
does
do
it
so,
and
I
think
that
will
probably
come
first
and
then
we'll
probably
collect
some
data
on
it
and
see
how
much
it's
used
and
how
well
it
works
and
then
see
if
we
want
to
develop
any
more
functionality
around
it
to
allow
it
to
be
done
a
little
more
easily.
But
yes,
good
good
good
suggestion,
though,
because
it
is
something
that
I
frankly
get
asked
about
a
lot.
A
People
really
love
that
ability-
and
it's
great
it's
great-
to
be
able
to
make
students
kind
of
pause
and
think
about
what
they're
watching,
especially
because
we
know
students,
love
videos,
and
we
also
know
that
students
don't
learn
that
well
from
videos.
So
it
would
be
great
to
really
collect
some
some
good
data
around
that.
B
Yeah
aaron:
we
do
something
similar
to
that
in
the
french,
which
is
designed
in
the
original
oli
framework,
where
we
actually
play
portions
of
the
video
and
have
questions
based
on
that,
and
we
could
probably
do
something
very
similar
where
we'll
show
the
first
segment
at
the
question
and
students
answer
the
question.
The
next
segment
would
be
a
next
question
in
a
exercise
grouping
that
would
be
the
next
video
segment
with
the
questions
to
respond.
A
Yeah-
and
I
have
seen
some-
I
think
even
some
everly
courses
have
this
ability
because
they
did
a
special
integration
with
some
sort
of
technology.
At
this
time.
I
don't
believe
it
was
articulate,
and
if
it
was,
it
was
done
as
a
one-off.
It
wasn't
done
in
a
way
that,
where
anyone
can
upload
their
articulate,
you
know
learning
object
and
and
make
it
and
have
it
play
easily.
B
I
was
just
saying
the
way
we
have
it
set
up
in
french.
It's
still
a
little
clunky
in
that
you
know
they
watch
and
it
stops
and
the
the
way
that
I've
seen
it
on
clay
posit
is
it's
it.
I
mean
the
way
you
have
it
in
french
is
better
than
nothing,
but
this
site
called
play
posit
it's
it's
very
similar
to
what
was
being
just
described
where
the
students
watch
a
video
and
there's
a
couple
of
dots.
So
they
can
see
before
where
the
questions
are
going
to
be.
The.
B
Program
it
where
they
can
have
to
listen
to
it
only
one
time
through
or
several
times
and
there's
all
different
types
of
questions
that
you
can
put
in
you
know
open,
ended,
multiple
choice,
draw
and
drop,
etc
and
for
listening
comprehension
for
language
class.
It's
really
ideal
and
that's
one
reason
when
I
was
working
at
pima
community
college,
and
we
took
the
oli
course
and
we
used
some
of
it.
But
then
we
made
our
own
play
positive
videos
for
listening
comprehension.
B
You
know
with
youtube
videos
and
things
like
that,
but
you
could
also
do
it
with
like
a
little
video
or
for
non-language
classes
like
I
believe
lauren
was
mentioning.
You
know
just
stop
here
and
respond
to
this
thing
to
make
sure
that
the
students
are
engaging
and
watching.
So
I
just
put
the
the
link
there.
I
think
ed
puzzle
is
similar.
There's
a
lot
of
sites
to
do
the
same
thing,
but
just
like
that
was,
would
be
helpful
to
look
at
the
technology
there
and
see
how
it
how
they
do
it.
A
C
A
A
A
A
Okay,
so,
since
I
think
lauren
came
on
a
little
late,
I
can
go
back
to
some
of
the
ideas
that
we
were
floating
around.
The
lord
you
might
have
missed
in
terms
of
discussion
points
to
see
if
it
jogs
any
other
things
that
you
are.
So
sorry,
don't
be
sorry,
it's
fine
we'll
just.
I
just
want
to
keep
the
discussion
going,
so
there
might
be
other
things
that
we
haven't
touched
on.
That
are
are
important,
so
we've
talked
a
little
bit
about
instructor
resources
and
tools.
A
Let's
see
feedback,
embedding
links
for
sharing
user
feedback.
That
could
be
part
of
some
pure
peer
tools
and
then,
let's
see
what
else
do
we
have
here?
I
mean
dashboards
are
a
whole
other
thing
on
their
own
right
that
I
haven't
even
touched
on.
I
think
I
had
one
meeting
like
last
year
around
dashboards
and
we've
kind
of
held
off
on,
because
we
really
want
to
be
comprehensive
in
our
development
of
dashboards.
So
they'll
probably
be
you
know
more
meetings
dedicated
just
to
that.
A
How
about
this
something
I
just
encountered
and
showing
some
new
instructors
the
platform
recently,
and
it
was
the
legacy
platform
that
I
was
showing
them
they
were.
They
were
kind
of
taken
aback
by
the
fact
that
the
gradebook
and
the
learning
dashboard
were
separate
things
which
I,
the
thought
never
occurred
to
me.
This,
maybe
should
be
more
integrated
because
you
want
to
you
know
you
want
to
be
able
to
answer
a
lot
of
the
same
questions
looking
at
both
of
those
together,
so
anything
any
functionality.
D
A
D
The
beauty
of
grade
scope
is
like
you
can
change
how
you're
grading
something
I
guess
halfway
through
an
assignment
and
it'll
regrade
it'll,
even
regrade
individual
responses.
So
I
don't
personally
like
use
grade
scope
for
a
course
that
I
teach,
but
so
many
people
that
I
know
are
using
grade
scopes.
So
it's
really.
B
B
A
B
D
D
C
No,
I'm
just
I'm
just
thinking
that
it's
not
going
to
be
a
popular
idea,
because
people
are
still
really
waiting
to
wet
wedded
to
grain
grades
and
so
are
institutions.
So
if
you,
if
you
say
we're
going
to
build
a
course
where
grades
is
not
really
going
to
be
the
focus
they're
kind
of
going
to
disappear
in
the
background.
A
A
I
would
love
that
everybody
learns
for
learning's
sake,
but
we
know
the
reality
of
that
is
not
necessarily
the
case
so
yeah
it
sounds
wonderful,
but
we
need
to
be
able
to
give
instructors
actually,
like
maybe
more
creative
ways
of
creating
and
steer
them
in
the
direction
of
of
encouraging
students
to
practice
more
and
and
and
then
there's.
This
whole
idea
that
I
hate
to
even
mention,
but
like
a
lot
of
folks,
are
also
focused
on.
You
know
catching
cheating
and
cheating,
detection
and
and
how.
C
A
C
C
A
D
When
you
so,
I
know
what
you
mentioned,
someone
you
brought
up,
someone
mentioned
in
the
chat
on
grading.
They
just
taught
this
course
about
teaching
with
writing
and
writing
is
learning.
That
would
I
think
that
that's
an
interesting
direction
to
go
if
you're
going
to
consider
ungrading,
so
that
also
fits
into
the
completion
based
piece.
If
you,
if
you're
just
giving
credit
for
students
doing
something,
then
you
can
have
them
do
like
a
four
sentence
response
to
something
and
not
plan
on
grading
it.
A
A
A
It
made
more
connections
for
me
and
writing
all
of
that
out
and
I,
whereas
the
test,
I
would
get
a
little
more
nervous
about.
Am
I
getting
the
right
answer
you
know,
so
I
think
that's
a
great
idea
to
foster
and
provide
more
functionality
around
allowing
those
more
types.
The
type
of
types
of
assignments
like
that.
A
C
These
are
valid
questions
really
to
work
with
bookstores
and
things
like
this,
but
you
know
outside
of
you
know
what
you're
mentioning
already,
which
is
you
know
if
there
is
a
code,
an
access
code,
you
know
make
sure
that
it
can
be
provided
to
say
the
bookstore
representatives
who
are
doing
this
work
of
of
you
know,
there's
some
institutions
that
are
amazing
and
just
packaging.
You
know,
as
a
student,
you
can
you
you
go
in
and
you
say:
okay,
you,
you
email
your
bookstore.
C
A
Yeah
right
right,
you
know
yeah,
but
I
mean
just
being
able
to
validate
that.
You
know
that's
something
that
is
increasingly
not
necessarily
a
problem,
but
a
thing
that's
happening
that
we
need
to
be
make
it
easy.
Make
it
easier
for
folks
make
it
easy
for
the
instructors
who
basically
might
not
know
who
their
lms
administrator
is
might
not
know
who
their
bookstore
person
is.
They
usually
just
fill
out
a
form
and-
and
everything
just
happens
right
like
so
yeah.
A
B
A
B
I
had
one
quick
thing
about
the
fourth
question
things
possible
to
defer
to
the
lms.
I
think
that
that
you
know
the
announcement
feature.
That's
pretty
common
in
lms
I
mean
you
could
build
that
into
the
li,
but
I
don't
think
it's
necessary
because
if
a
teacher
isn't
using
an
lms
they're,
presumably
you
know
emailing
their
students
or
something
like
that.
Yeah.
A
D
A
Yeah
great
thanks
thanks
for
that,
that's
really
helpful
because
it
is
something
we've
been
asked
for.
I
have
to
admit:
we've
been
asked
for
if
we
have,
but
nobody
seems
like
to
completely
disappointed
if
we
don't
and
actually
even
we
have
built
in
from
the
learning
dashboard,
you
can
email
students.
A
I
don't
even
know
I
I
do
want
to
look
into
how
much
of
that
is
actually
used,
because
I
know
I
would
actually
want
to
know
like
the
percentage
of
users
that
use
the
learning
dashboard
and
then
of
those
was
the
subset
that
actually
used.
Those
nitty
gritty
features
of
it.
So
good
good
good
to
bring
up.
B
D
A
D
To
canvas
which
you're
never
going
to
get
rid
of
right
and
then
also
we
need
the
grade
book
to
continue
to
have
the
ability
to
be
separate
from
our
lms,
because
we
don't
want
it
embedded
and
the
easiest
thing
for
us
is
so.
How
recently
made
another
instance
for
us
for
one
of
our
courses,
which
was
excellent.
But
basically
that's
been
honestly.
The
biggest
headache
from
echo
is
just
right
now,
there's
a
complication
where,
if
we
use
the
same
thing
in
multiple
courses.
D
B
D
The
sort
of
things
that
we
have
difficulties
with
on
our
end
is
we're
like.
Oh,
we
need
an
extra
copy
or
version
of
this
course
because
of
xyz
and
a
lot
of
that's
going
to
be
streamlined
in
taurus.
So
I
really
don't
have
any
concerns
and
in
terms
of
deployment,
the
trickiest
part
for
deployment
of
for
us
is
just
the
timing,
because
yeah
the
clock
starts
once
it's
used
in
one
course,
and
then
other
students
can't
get
into
it.
A
D
B
D
A
D
And
that
is
something
we
need
to
continue
to
retain
because
otherwise
it's
some
nightmare.
Logistically,
yes,
and
that's
the
other
reason
that
you
know
we
met
with
you
a
little
while
ago
to
talk
about
privacy
issues,
because
all
the
kids
get
funneled
into
the
same
course
so
we're
you
know,
we've
already
taken
care
of
that
issue
with
basically
hiding
access.
A
D
A
D
Yeah
because
the
course
key
isn't
a
problem.
The
problem
is
that
apparently,
that
course
key
represents
what
becomes
a
time
capsule
once
one
lms
course
starts,
so
it's
okay
to
have
it
tied
to
a
course
key,
and
I
don't
think
that'll
ever
change
unless
there's
a
big
change
but
sort
of
that
time,
capsule
nature
of
once
a
canvas
course
or
another
lms
course,
like
the
clock,
starts
on
it.
That
key
can't
be
added
to
new
courses.
A
A
You
can
kind
of
build
your
syllabus
in
the
in
the
lms
and
have
links
out
to
the
very
the
very
specific
places
in
our
course
that
that
aligns
with
your
syllabus,
and
we
don't
allow
that.
We
can't
do
that
because
of
the
way
the
lms
integration
happens.
So
that's
another
piece
of
this.
I
think
so,
not
only
and
it's
because
of
this
situation,
where
you
can't
have
multiple
courses
linked
from
the
lms
shell,
so
that
would
open
a
door
to
a
lot
of
different
things.
A
A
A
C
C
When
I
was
at
tennessee
who
loved
to
merge
all
of
their
sections
when
they
were
teaching
federal
sections
of
the
same
course,
and
so
that
everybody
would
have
the
same
material
all
of
the
time
and
others
would
prefer
to
keep
it
separate
because
they
ran
into
like
bottlenecks
and
stuff
with
some
other,
you
know.
So
I
guess
it.
You
know
the
once
again.
A
Yeah,
that's
super
helpful
because,
like
you
said
you
might
not
use
that
specifically,
but
you
know
people
who
have
and
and
that
flexibility
is
key
being
able
to
have
it
be
able
for
an
instructor
to
say,
okay,
here's
how
I
want
to
manage
these
multiple
sections
and
then
another
structure
instructor
might
want
to
do
it
differently
or
have
to
do
it
differently,
because
their
institution,
but
making
sure
that
we
build
in
functionality
to
serve
all
those
use.
Cases
is
important.
So
thanks
sebastian
for
bringing
that
up.
D
We're
also,
eventually
really
looking
forward
to
the
ability
of
it
being
really
easy
for
instructors
when
they
go
in,
for
the
toolbox
to
be
able
to
just
kind
of
select
the
right
version,
and
that's
something
that
I
also
think
is
going
to
be
maybe
easier
in
taurus
like.
I
think
that
there's
just
going
to
be
a
lot
more
flexibility
for
very
similar
courses
with
sort
of
like.
Oh,
I
want
this
version.
I
I'm
just.
D
A
No,
but
it's
worth
bringing
up,
because
I
can't
guarantee
that
the
way
we're
building
things
is
the
way
that
they
need
to
be
built
too.
So
this
is
really
validating
too,
for
you
guys
to
mention
things
that
you,
you
even
might
know.
We've
already
worked
on
and
and
are
fixing
or
making
better,
but
it's
good
to
have
that
validation
that
that's
something
you
really
need
and
want
so
yeah.
A
We
have
this
idea
of
products
in
in
in
taurus,
but
what
I
like
about
what
you
said
is
this
is
a
problem
trying
to
solve
right
now.
Even
our
legacy
system
is
what's
visible
for
others
to
build
from,
and
how
do
you
know
you're
getting
the
latest
version?
How
are
we
able?
I
mean
my
course
list
when
I
go
in
to
create
a
new
course
using
the
course
builder,
because
I'm
an
admin
I
have
like
every
version
of
the
course
and
and
a
lot
of
times
those
version
numbers
aren't
even
on
there.
A
So
I
have
to
like
build
the
course
to
find
out
what
version
it
is,
and
I
know
that's
something:
that's
probably
unique
to
administrators,
but
more
metadata
around
what
you're
actually
building
and
when,
when
it
was,
you
know
when
it
was
produced
and
just
a
lot
more
information
to
give
instructors.
So
they
know
that
they're
building
what
they
want
to
and
tend
to.
D
Yeah
I
mean
so
one
of
the
ways
that
could
just
really
be
easy
to
look
at
at
glances.
So
what
we're
hoping
for
eventually
is.
Basically
you
know
we
have
the
student
cognition
toolbox,
like
you
wanna,
you
wanna,
have
your
students
assigned
to
it
like
that's
what
you're
selecting
and
then
you
open
that
and
you're
like
okay,
I
have
the
chemistry,
the
physics,
the
biology
the
default
like.
I
have
all
these
choices
to
choose
from
just
check,
whichever
one
you
want
right.
D
A
Yeah
there's
this
idea
of
where,
like
you,
where
we
use
organizations
now
those
become
products
and
it's
a
lot
clearer
as
products,
what
those
things
are
and
what
updates
have
been
made
to
them
and
when
so
all
of
that
is
better,
I
mean
like
I'm,
actually
going
in
now
to
see
products.
So
let
me
see
if
I
can,
these
are
just
my
products,
then
I
guess,
and
then
these
are
projects
I
want
to
see
products
browse
all.
Oh,
that's
why
it's!
The
wrappers.
A
So,
let's
see
this
is
a
product,
so
this
is
basically
in
the
old
parlance
would
be
an
organization
of
a
package
right
for
those
of
you
who
are
versed
in
oli
speak
so
now.
This
is,
this
would
be
like
in
the
old
legacy
would
be
one
organization
in
a
package
now
it's
its
own
kind
of
standalone
product
that
has
its
own
flexibility
and
you
know
about
when
updates
have
been
made,
you
can
have
different.
A
A
You
could
have
different
pricing
on
these
different
gating
and
scheduling,
and
so
it's
a
lit.
It's
a
combination
of
organization
and
section
setup,
because
you
could
set
up
navigating
and
scheduling
on
the
product
that
then
you
don't
have
to
keep
recreating
every
time
you
create
a
new
section
right,
it's
just
it
comes
with
that.
A
B
A
It
yes
and
it
would
be
the
administrators
or
the
product
owners,
the
project
owners,
so
the
in
in
your
case,
you
would
have
access
to
this
can
create
these.
I
actually
will
validate
or
find
out
like
what
roles
exist
in
our
system
and
how
they
map
to
these
different
views
or
functionality,
but
I
believe
this
was
built
for
the
owners
for
the
course
owners
specifically
to
have
be
able
to
put
out
multiple
organizations
and
have
more
control
visibility
into
who's
using
their
products.
B
When
I
get
the
feedback
saying,
this
page
does
not
work,
and
I
look
at
what
I
think
is
the
page
that
they
are
talking
about
and
they're
the
they've
rearranged
things
and
they've
got
their
own
organization.
They
pulled
out
section
yeah.
I
never
have
a
chance
to
see
it
unless
I
specifically
ask
help
to
put
me
into
the
course
as
a
observer,
so
I
can
see
what
they're
seeing
rather
than
what
yeah
yeah
what
I
can
do
to
answer
the
question.
A
A
A
Because
I
know
that's
a
hard
thing
for
for
folks
who,
like
you,
know
carefully,
develop
their
syllabus
against
the
oli
course
right
and
they
they
want
to
refer
to
certain
page
numbers
and
try
and
think
there's
any
other
use
cases
around
that
functionality.
We
need
to
develop
to
facilitate
that
better.
C
A
Yes,
yes,
and
it's
so
funny,
because
I
was
just
looking
at
data
on
a
course.
I
can't
remember
this
week's
been
really
weird
for
me,
but
I
was
just
looking
at
data
where
it
was
like
super
obvious,
like
everyone
was
skipping
skipping
the
practice
and
just
going
right
to
the
quizzes,
and
you
know,
of
course,
that's
you
know
instructor
stories
asking
like
how
do
I
encourage
practice?
Well,
you
kind
of
have
to
unfortunately,
probably
give
some
points
for
it.
B
A
Well,
I
think
that
brings
our
meeting
to
a
close,
almost
almost
a
time.
Thank
you
guys.
Always
it's
amazing.
You
guys
come
with
such
great
ideas
and
use
cases,
and
it
really
does
help
every
single
user
of
our
platform
to
hear
from
you,
and
so
thank
you
for
your
engagement
and
your
ideas
and,
of
course,
if
you
have
ideas
after
this,
if
I've
sparked
any
thinking
beyond
this
meeting,
of
course,
reach
out
to
me,
send
me
emails.
Send
me
slack.
A
However,
you
can
get
a
hold
of
me,
I'm
always
taking
requirements
and
by
the
way,
I'm
always
taking
those
requirements,
and
my
team
and
I
have
become
really
adept
at
like
turning
those
into
user
stories
getting
those
in
github
for
the
engineers
to
to
review
as
they're
developing
new
new
functionality
so
know
that
every
single
one
of
these
meetings
helps
that
process
even
more.
So
thank
you.
Thank
you
all
and
have
a
great
weekend,
and
I
will
see
you
next
month.
Let's
see
the
topic
for
next
month.
A
A
I
think
you're
required
attendance
there,
but
anyone
that
has
ideas
about
how
to
support
more
metacognitive
skill
building
in
their
students
and
anything
is
up
for
grabs,
whether
it
be
functionality,
activity
types,
just
ideas
to
just
maybe
even
just
be
asked
a
little
bit
about
how
we
do
this
more
as
instructional
designers
and
teachers,
how
we
foster
that,
with
or
without
a
platform.
But
ideally
what
can
we
build
in
to
help
facilitate
that
more
and
so.
A
Yes,
and
by
the
way,
wait
till
you
see
what
we've
been
able
to
do
with
the
survey
tool
and
in
fact
maybe
I
should
probably
even
give
a
little
demo
of
that
since
that's
some
of
the
latest
functionality.
That's
pretty
cool
just
to
spark
ideas,
because
it's
not
that's
not
the
only
way,
but
I
want
to
think
of
other
ways
that
we
can
do.