►
From YouTube: Torus Community Meeting October 2021
Description
Monthly meeting to discuss Open Learning Initiative's next generation platform. This meeting is about A/B testing functionality needed to support research.
B
B
B
Okay,
I
think
we're
gonna
dive
right
in
so
welcome
everyone
to
the
tourist
community
meeting
today,
as
I
expected
it
to
be
late.
I
mentioned
earlier
that
the
mailer
that
I
usually
use
to
send
out
a
reminder,
we're
switching
our
client
and
didn't
get
a
chance
to
send
out
a
reminder,
but
we're
going
to
do
something
similar
next
month
as
well.
So
maybe
we'll
get
a
bigger
crowd
then,
but
this
is
fine,
I'm
so
glad
to
have
you
guys
here,
I'm
going
to
be
giving
a
demo
of
taurus.
B
Let's
see
here
today's
topic,
taurus
demo
show
you
what's
in
the
works
and
what's
been
going
on
with
taurus.
I
wanted
to
let
you
know
that,
as
I
do
the
demo
I'll
probably
point
out
things
that
are
different
from
our
legacy
system.
I'll
also,
hopefully
key
you
in
on
to
upcoming
plans
for
some
functionality
know
that
we're
started.
We
kicked
off
this
week,
actively
planning
migration.
B
So
what
we
mean
by
that
is
that
we
plan
to
have
every
course
that
is
currently
being
delivered
from
our
legacy
platform
migrated
over
to
taurus
and,
as
you
can
imagine,
that's
a
lot
of
planning
as
tourists
features
pair
up
with
the
courses
that
we
have
and
so
require
some
careful
planning
and
we're
gonna.
Do
some
piloting
see
some
lessons
learned
and
then
plan
out
really
hopefully
get
a
plan
in
place
for
the
new
year?
That
will
tell
everybody
exactly
when
we
hope
to
migrate.
Their
particular
course
so
know.
B
That's
in
the
works.
Don't
have
anything
more
at
the
moment
for
you
about
that.
But
as
soon
as
I
do,
I
will
be
sharing
that
out
and
I'd
like
to
have
some
conversation
not
only
to
get
your
reactions
from
the
demo,
but
also
to
talk
about
ideas
for
meetings.
I
want
to
plan
like
the
next
year
of
tourist
community
meetings
and
it'd
be
really
interesting
to
find
out
from
you
all.
What
kind
of
topics
you'd
like
to
see
me
delve
into
and
discuss
with
a
larger
community.
B
So
I'm
going
to
be
doing
this
live,
and
so
I
don't
I'm
kind
of
sometimes
surprised
by
features
that
are
coming
online.
That
have
recently
come
on
so
bear
with
me,
as
I
fumble
through
a
demo,
but
pretty
it's
pretty
intuitive
I've
been
able
to
give
demos
pretty
frequently,
and
you
know
it's
I'm
always
impressed
when
I
come
in
here
that
the
dev
team
is
doing
a
fantastic
job
and
I
think
you'll
you'll
be
impressed
as
well.
B
There
we
go
so
we
did.
We
actually
had
to
have
a
demo
of
statistics
in
here
and
it's
not
a
full
statistics
course.
I
had
folks
kind
of
copy
paste.
For
now
we
are
working
on
gesturing
tools
all
the
time,
so
that
we'll
be
able
to
ingest
content,
but
we
wanted
to
be
able
to
show
off
some
features
and
statistics,
so
I
only
have
a
portion
of
the
statistics
course
built
in
here,
not
the
whole
thing,
but
it's
enough
to
get
an
idea
of
what
we
can
do.
B
So
this
details
overview
of
any
particular
project
that
you're
in
has
you
know
title
course
description.
These
things
become
pretty
important
as
well
as
naming
conventions
throughout
you
know,
you'll
you'll
see
why
it's
always
been
important,
but
I
think
even
more
so
now
so
you
can
invite
folks
to
your
to
collaborate
on
your
project.
B
They
don't
have
to
already
have
an
account
in
proton
that
you
can
invite
them
just
by
their
email,
address
this
window
up
here
and
send
an
invite
and
then
they'd
be
invited
to
create
an
account
and
then
their
this.
Your
course
that
you
invited
them
to
would
be
in
their
project
list
when
they,
when
they
get
an
account,
so
really
easy
to
get
people
to
collaborate
on
your
courses
and
see
them
right
away.
B
Just
to
know,
we
do
have
the
ability
to
download
the
whole
course,
and
we
also
have
the
ability
to
download
the
data
for
in
a
data
shop,
format,
file,
format
to
be
imported
into
data
shop,
but
we
do
have
some
tools,
data
analysis
tools
built
in
that
I'll
show
a
little
bit
and,
by
the
way,
feel
free
to
to
stop
me
and
ask
questions
along
the
way
I
have.
You
know
this
is
always
an
informal
gathering,
so
I
have
no
problem
with
you
interrupting
me
and
saying:
hey.
B
Can
I
show
me
this?
So,
let's
see
in
taurus,
we
have
these
this
functionality
menu
on
the
left,
which
basically
this
is
where
you
get
into
your
course
through
your
well.
This
is
the
overview
page
we're
looking
at
now,
then
I'll
show
you
objectives
the
same
activity
bank,
which
is
a
new
feature
and
curriculum,
which
is
ends
up
being
your
units
modules
pages.
That
sort
of
thing
we
have
a
you
can
review
your
course
in
various
ways,
and
you
can
publish
from
here.
B
Insights
is
data
that
has
been
generated
on
the
course
and
then,
of
course,
I
have
this
admin
functionality,
but
let's
just
go
into
first
objectives.
So
this
is
where
you
enter
objectives
for
your
course
and
remember
that
objectives,
learning
objectives
should
be
measurable.
Student,
centered
and
they're
super
important,
like
probably
the
most
important
element
of
an
oli
course,
because
this
is
what
enables
you
to
tag
to
activities
and
generate
those
data
streams
per
objective
per
activity.
That
sort
of
thing
so
different
from
echo.
B
If
you're
familiar
with
echo
at
all,
you
could
enter
objectives
by
just
you
know
entering
the
information
here
and
hitting
create
you
also,
which
is
different
from
echo.
You
can
create
learning
objectives
on
the
fly,
meaning
that
as
you're
in
developing
pages
and
content
and
activities,
you
can
create
ac.
You
can
create
new
objectives
within
those
activities
that
will
populate
this
list.
B
So
that's
a
little
different
than
what
echo
echo
kind
of
forces
you
to
populate
your
objectives
in
the
objectives
section
and
then,
if
you
want
to
create
something
on
the
fly,
you
can't
you
have
to
come
back
to
this
page
and
create
them
that's
a
little
different
in
taurus.
So
far,
we
offer
the
ability
to
break
down
objectives
in
different
ways,
so
you
could
actually
now
create
a
hierarchy
where
you
have
what
we're
calling
sub-objectives,
but
you
can
imagine.
Everybody's
terminology
is
a
little
different.
Sub-Objectives
skills,
knowledge
components.
B
You
can
create
those
from
any
objective,
but
we
also
have
the
ability
to
create
an
overarching
objective
over
the
highest
level
objectives.
So
if
I
want
to
actually
take
this
and
make
it
a
skill
of
another
objective,
I
would
use
this
breakdown
tab
and
that's
what
it
would
do,
and
I
can
it
has
a
little
if
you're
seeing
this
pop
up.
It
has
a
little
description
of
what
happens
when
you
do
this.
A
B
B
I'm
going
to
jump
to
curriculum
bank
well
I'll,
show
you
activity
bank.
Unfortunately,
I
haven't
had
the
chance
to
really
play
around
with
this
feature
yet,
but
the
idea
is
this
will
enable
pooling,
but
will
also
enable
you
to
create
just
all
of
your
activities,
both
formative
and
summative
in
this
place,
and
then
add
them
to
pages
from
the
activity
bank,
either
directly
or
through
some.
You
know,
creation
of
parameters
to
add.
B
So
you
could
select
by
objective
by
activity,
content
by
item
type
or
tags,
we're
going
to
have
the
ability
to
tag
activities.
Questions.
However,
you
want
to
call
them.
I
kind
of
use
those
interchangeably
in
various
ways,
so
that
then
you
can
find
those
and
pull
those
in
various
ways
as
well
again,
not
functionality.
I've
used
yet
but
very
excited
about.
B
So
we're
gonna
dive
right
in
so
this
is
a
subset
of
the
statistics
material.
Just
like
any
authoring
tool.
You
have
the
ability
to
create
pages
or
containers
like
a
unit
when
you're
in
a
unit,
then
you
have
the
ability
to
create
modules,
and
I
love
this
breadcrumb
trail
up
here
too,
which
is
something
that
is
so
nice
to
have
so
when
you're
in
a
unit,
then
you
have
the
ability
to
create
modules,
so
those
are
just
the
containers
pages.
I'm
sorry,
my
zoom.
B
Pages
are
added
as
practice
pages
with
just
your
regular
pages.
Graded
assessment
is
a
type
of
page
now,
that's
just
the
way
you
create
quizzes
or
summary
of
assessments
in
taurus
right
now,
and
I
can
show
some
of
this
creation.
I
just
want
to
show
you
existing
material
in
here,
so
you
get
a
sense
of
how
something
that
we
already
have
kind
of
looks
in
here.
B
So
these
are
a
few
modules
that
we've
pulled
over
from
or
pages.
I
should
say,
we've
pulled
over
from
our
statistics
course
and
I'm
just
going
to
dig
in
you
can
see
from
this
view
you
can
get
a
view
of
this
is
of
the
learning
so
you're
seeing
the
list
of
formative,
activities
and
objectives
that
are
on
these
pages.
You
could
get
a
detailed
view
that
gives
you
information
about
updating,
information
or
the
basic
view
which
just
gives
you
the
titles
I'm
going
to
dig
in
here
to
this
page.
B
So
this
is
a
page
again
that
already
exists
right
now,
I'm
just
viewing
it
from
the
authoring
perspective.
I'll
show
you
all
in
a
minute
in
a
little
bit
how
it
looks
from
a
student
perspective,
but
again
all
the
same
things
that
a
regular
oli
course
has.
You
can
do
images,
tables,
headings,
text
and
activities,
multiple
choice
and
I'll
show
you
in
a
minute
what
all
we
have
here.
So
these
are
how
the
existing
activities
look
on
from
the
authoring
view.
B
What's
cool
and
different
about
this
is
now
we
have
the
ability
to
review
the
answer,
options
and
hints
with
these
tabs
right.
In
this
view,
if
you're
familiar
with
echo,
you
have
to
open
those
up
in
a
separate
window
to
edit
activities.
Activities
right
now
are
editable
editable
and
tourists
right
in
the
page.
B
If
I
can
get
to
a
place
where
I'll
show
you
how
to
add
new
content,
you
just
do
that
by
adding
you
know,
contact
or
activity.
This
little
pop-up
comes
up
right
now.
This
is
this:
is
a
bug
that's
being
fixed
where
sorry
for
all
the
scrolling
where,
when
you
add
it
it,
the
pop-up
is
comes
up
up
here,
at
least
that's
what
it
was
doing
that
see.
So
any
this
will.
B
This
will
change
so
this
pop-up
should
come
up
right
where
you
want
to
add
the
content,
and
you
can
add
content
anywhere
in
here.
So
you
have
these
little
boxes
of
content.
I
can
put
an
activity
right
here
if
I
want
and
again
pulls
up
this
pop-up
right
now.
These
are
the
things
that
are
available
to
create
in
a
taurus
page.
B
So
html
is
just
a
box
of
content
for
text
images
that
sort
of
thing
adaptive
activity,
it's
a
special
type
of
activity
that
usually
is
turned
off,
but
it
must
be
used
because
I'm
an
admin
I'm
seeing
it,
but
that
will
be
available
down
the
road
still
being
kind
of
worked
out
right
now.
We
have
check
all
that
apply,
multiple
choice,
ordering
and
single
response,
and
or
you
can
select
an
activity
bank
selection.
B
A
B
A
A
B
Good
point
thanks,
michael
so
some
things
I
want
to
show
off
before
I
I
give
you
a
show
you
a
blank
slate,
I'm
just
wanting
to
show
you
show
some
cool
stuff
with
this
particular
course.
There's
already
lots
of
content
in
here,
and
so
what
I
wanted
to
show
you
show
off
here
is
the
review
and
publish
and
they
improve
so
our
review.
B
B
So
that's
cool
yeah.
These
audit
tools
are
always
in
the
works
right
and
right
now,
they're,
just
kind
of
some
of
them
are
prototypes
like
the
equity.
Some
of
them
are
are
are
good
or
you
know
we
want
to
add
to
these
essentially
to
catch
different
things
right
now,
if
you
are
select
to
look
at
the
accessibility
review,
you
run
the
review
and
it
will
bring
up
all
the
things
right
now.
B
It's
only
catching
any
images
that
don't
have
alt
text,
for
example,
but
you
can
imagine
we
can
add
a
lot
of
other
things
to
this
to
catch
other
accessibility
issues.
You
can
turn
these
toggles
on
and
off.
You
can
dismiss
them
so
say
I
want
okay,
this
one's
fine,
I
don't
want.
I
don't
want
it
to
have
all
text.
I
can
dismiss
it.
So
a
really
good
workflow
to
just
review
things
that
might
be
missing
from
your
course
and
get
to
them
very
easily
to
fix
those
issues.
The
pedagogy
go
ahead.
What.
A
B
Yeah
right
but
good
thing
to
note
and
then
pedagogical
review
right
now,
catches
when
you
have
learning
activities
that
aren't
tag
delivering
objectives.
Essentially,
so
you
can
go
through
and
you
either
dismiss
them
or
you
can
click
through
and
you
can
get
right
to
them
and
remedy
that
so
the
publishing
process.
So
I
want
to
show
you
some
publishing
stuff.
B
B
Okay,
so
we'll
get
to
that
in
a
second,
when
I
go
to
publish
I'm
going
to
go
to
yeah
publish
you
can
see
right
here,
it's
telling
me
what's
changed.
It
keeps
track
of
all
of
the
changes
that
we
made
since
the
last
time
this
course
was
published,
and
if
I
want
to
push
this
out
to
existing
course
sections
I
can
do
that
and
then
it
forces
a
comment
here
which
is
good,
because
so
people
are
because
you'll
see
it
alerts.
B
B
Let
me
go
back
and
we're
working
on
the
ability,
like
regular
oli,
delivery
mechanism
to
we'll
have
a
space
where
you
just
can
do
the
usual
have
a
log
in
for
your
students
and,
of
course,
key
that's
been
the
works
right
now
will
be
available.
Beginning
of
the
year,
we've
focused
on
lti
first
to
make
sure
that
was
going
to
be
really
smooth
and
that
we
built
in
clear
integration
with
with
grade
books,
and
things
like
that.
B
So
let
me
see
here
here
I
am
in
my
I'm
going
to
log
into
my
canvas
instance.
That's
where
I
have
this
course
published
I'll,
have
it
published
here
and
when
I
go
into
it,
it's
going
to
show
me
right
here
now
from
an
instructor
view.
This
isn't
what
students
see
so
when
instructors
see
who
are
using
this
course
and
set
up
a
course
section
based
on
that
package
that
particular
course
in
taurus.
It's
telling
me
there's
updates,
so
I
can
go,
and
I
can
look
at
that
and
it's
telling
me
what
the
updates
are.
B
B
And
then
I'm
going
to
go
back
and
show
you
that
it
updated
it
immediately.
So
this
is
one
of
them.
The
best
features
of
this
right
with,
with
both
authoring
and
delivery.
All
in
the
same
application,
we
can
publish
typos
instantly.
Basically,
if
you
want
to
fix
typos
and
publish
them
actually,
if
you
want
to
fix
anything
and
publish
it
out
to
your
students,
that's
the
mechanism,
and
it
can
happen
almost
instantly.
B
B
B
B
B
B
B
A
A
You
can
just
choose
to
update
your
course
materials
or
not,
but
it'll
show
you
the
changes,
basically,
that
you
that
you're
kind
of
accepting
yeah
I'm
thinking
about
them,
reporting
back.
They
not
accept
it,
and
then
we
have
to
figure
out
which
version
of
the
course
and
say
well,
you're,
two
versions
behind.
A
Therefore
you
should
update
the
course
yeah.
That's
a
really
good
point.
I
I
made
a
note
of
that,
just
in
my
notes
to
add
that,
because
yeah
right
now,
the
the
only
way
that
instructors
can
see
what
version
they're
on
is,
if
there's
an
update
available,
but
we
should
definitely
be
showing
what
version
they're
on
as
well.
A
Yeah
not
something
completely
unrelated
when
you're
adding
a
question.
I
said
you
made
the
mistake
of
you'll,
see
url.
So
when
you're
adding
a
question
two
things,
one,
the
targeted
feedback
is
like
kind
of
clunky
to
add,
and
I
think
we
really
want
to
encourage
instructors
had
feedback
for
all
the
multiple
choice
entries
and
this
is
it
defaults
to
feedback
from
incorrect
answers,
which
is
you
know,
generic
and
then
anyway,
I
think
the
way
was
in
the
old
version
was
much
better.
A
It
was
encourage
individual
responses
and
the
second
thing
was,
I
checked
out
all
that
apply.
I
think
I
don't
know
if
there's
been
research
done
on
this,
but
it's
they're
very,
very
difficult.
It's
like
asking,
if
you
have
four
choices,
it's
asking
for
true
or
false
questions
all
at
once
and
it's
instead
of
which
is,
I
think
ken
has
had.
We've
eliminated
all
those
in
our
courses
and
ken's,
going
to
either
true
or
false
or
just
select
a
multiple
choice.
B
Right,
I
mean
we
can't
eliminate
a
type
that's
used.
However,
what
we
can
do
is
if,
when
we
control
the
design,
I
certainly
make
sure
that
folks
do
not
use
those
both
those
and
dragon
drops.
I
consider
catch-all
and
kind
of
in
some
cases,
instructors
do
tend
to
want
to
use
those
types
because
it
packs
a
lot
of
information
into
one
question
type.
I
mean
I
could
talk
to
you
for
an
hour
on
on
one
of
the
reasons
that
you
know.
B
I
encouraged
ken
to
change
those
because
he
was
complaining
about
the
data
and
how
to
review
the
data
on
those,
and
my
suggestion
was
to
eliminate
them,
but
they
are
useful
and
I'll.
Tell
you
why,
when
they're
useful,
when
I
think
they're
useful,
I
think
they're
useful
when
you
really
need
to
make
comparisons
against
categories
of
things
that
go
together.
A
B
B
B
B
B
A
B
B
B
What
michael
was
referring
to,
I
think
before,
is
that
there's
this
feedback
for
the
correct
answer,
but
we
added
this
feedback
it's
for
all
incorrect,
so
this
is
not
recommended,
of
course,
from
our
design
philosophy,
but
you
know
because
we
want
targeted
feedback
for
each
answer
of
choice,
but
we
have
had
the
request
to
give
generalized
feedback,
and
so
this
one
is
the
one
that,
like
any
answer
selected,
would
give
this
feedback.
So
this
would
be
feedback.
A
B
A
B
A
A
B
B
A
B
B
B
Same
thing
answer
choice
in
same
way
like
you,
you
pick
what
how
what
combinations
you
want
to
give
feedback
for,
so
you
can
add
targeted
feedback
for
any
combination,
essentially,
and
really
you
should,
if
you
can't
think
of
unique
feedback.
This
is
again
my
little
commentary
on
multiple
select.
If
you
cannot
think
of
unique
targeted
feedback
for
every
answer
combination,
then
that's
the
wrong
option
for
a
question
type.
You
really
are
just
then
creating
a
series
of
multiple
choice.
You
don't
necessarily
need
to
check
for
all
that
apply.
B
I'm
going
to
show
you
this,
you
can
do
an
activity
bank
selection
even
as
a
formative.
So
if
I
want
again
this
isn't
this
isn't
functionality
I've
played
around
enough
with
yet
and
it's
completely
new,
but
the
idea
is
that
you'd
be
able
to
create
or
showcase
questions
from
the
activity
blank,
even
as
formatives,
based
on
selection
criteria
here
and
I
hate
to
put
eli
on
the
spot.
But
eli
do
you
know
if
it's
to
create
like
a
dynamic
set
of
questions,
even
as
formatives
or
would
it
be?
B
B
Creating
a
new
assessment.
Well,
I
already
did
I
added
a
graded
assessment
page
essentially
here
and
what
it
is
is
just
you
know:
you're,
basically
building
a
summative
assessment
or
quiz
in
this
page
really
similar
to
what
you
know
already
about
how
we
generate
summative
assessments
in
echo
or
for
for
legacy
delivery.
B
B
Is
insights
so
for
those
of
you
who
are
familiar
with
echo,
we
do
have
this
ability
and
echo
to
view
data.
That's
been
populated
already
by
you
know.
If
the
course
has
already
been
run
through
with
students,
we
have
the
ability
to
pull
that
data
into
echo
so
that
you
can
see
it
right
there
when
you're
ready
to
iteratively
improve
your
course
same
in
tourists,
only
it's
even
a
little
more
flexible.
B
B
How
many
get
it
first
correct
on
the
first:
try
how
many
eventually
get
it
correct,
and
then
this
relative
difficulty
takes
into
account
both
of
these,
but
also
hints
how
many
hints
were
needed-
and
you
can
view
these
now
by
page
or
by
objective
and
so
you'll,
see.
There's
those
objectives
aren't
a
lot
of
objectives
that
don't
have
questions,
because
this
is
only
a
portion
of
the
course,
but
it
has
all
the
objectives
in
it,
but
I
really
like
now.
This
is
new,
adding
the
actual
question
id
there.
It's
really
helpful.
A
B
It's
a
good
question
that
I
don't
know
the
answer
to
yet
so.
Basically,
the
question
is
like
how
to
how
to
segregate
data
into
the
various
course
sections
or
various
use
cases
right
like
you
can
imagine
you're
delivering
that
french
course
out
to
50
institutions
you'd,
want
to
maybe
see
the
data
by
institution
or
any
a
number
of
different
ways,
and
so
I'm
going
to
do
colleges
versus
four.
B
B
Thank
you,
yeah.
I'm
really
impressed
with
with
how
they're
building
this
it's
clean.
It's
fresh
looking
it's
easy
to
use
easy
to
publish
we've.
Actually
we
have
folks
already
using
it
running
courses
using
taurus
we've
been
able
to
support
ken's
e-learning
students,
for
example,
to
rapidly
publish
and
iterate
on
their
course
courses
that
they're
doing
for
their
projects.
B
B
B
B
You
will
be
revisiting
some
of
these
topics,
but
I
want
to
make
sure
that
we,
like
a
b
testing,
will
be
another
one
right
now.
The
next
meeting
is,
is
meant
to
be
another
demo
and
discussion
about
next
steps
or
what's
on
the
road
map
coming
in
the
next
year,
but
also
what
the
probably
the
reveal
of
some
list
of
topics
in
the
schedule
for
next
year
as
well.
So,
given
all
of
that,
what
are
some
things
you'd
like
to
dive
into
and
suggest
that
we
discuss
for
some
secret
meetings?
B
Are
those
topics?
Are
there
topics
you
really
want
to
revisit,
because
you
feel,
like
you,
didn't
get
enough
from
the
last
one
last
discussion:
are
there
anything
we
haven't
touched
on
yet
that
you
want
to
talk
about
and
should
I
consider
other
formats
for
these
meetings?
I
don't
know
what
I
kind
of
meant
by
that,
except
you
know.
May
I
just
want
to
put
everything
out
there
like.
A
B
B
A
B
A
B
A
B
A
B
A
A
A
I
was
interviewed
by
npr
when
I
was
working
in
radio
and
they
said
that
I
missed
the
cut-off
score
by
one
question.
The
question
was
based
on
the
terminology
used
by
one
brand
of
audio
recorder
manufacturer.
I
use
the
terminology
for
another
brand
for
the
exact
same
function,
so
I
use
the
other
term.
B
A
B
B
You
know
we
had
a
lot
of
insight
views
into
the
system
by
being
able
to
go
to
the
xml,
but
that
was
also
because
the
authoring
platform
was
built
over
the
xml
structure
right,
so
we
kind
of
needed
that
that
window
and
view
into
the
underlying
original
creations
created
files.
This
is
done
a
little
differently,
but
we
still
like
I
get.
B
B
So
what
we
tend
to
do
at
least
what
I
tell
people
with
the
discussion
board.
We
have
the
ability
we
do
have
custom
activity,
types
that
allow
for
discussions
to
occur
between
students.
I
the
way
they're
done
in
ola
now
is
to
actually
have
an
actual.
You
know
you
have
to
design
an
activity
around
that
that's
attached
to
your
learning
objective,
and
that
way
you
can
actually
track
those
discussions
back
and
to
to
a
learning
objective.
B
A
Along
those
lines,
submitting
assignments
directly
in,
why
would
be
nice?
I
mean
a
lot
of
this
stuff
like
the
discussion
boards
and
rubrics
are
in
canvas,
but
you
know:
do
we
need
to
necessarily
go
through
canvas,
but
for
the
continuing
education
that
we're
developing
we're
not
going
through
canvas,
but
we
may
be
a
odd
case.
B
B
B
B
B
B
Admin
tools,
so
I
think
I
think,
mark
alert,
kind
of
was
headed
this
direction,
but
what
kinds
of
admin
tools
so
and
what
I,
what
I
mean
by
admin
tools
that
I
think
mark
was
kind
of
suggesting
is
how
do
you?
How
do
you
do
some
things
in
the
system
to
just
see
what
others
are
doing
or
to
manage
data
from
course
use
or,
like
you
know,
c
institutions.
B
B
B
A
A
A
B
B
We
really
want
students
to
learn
by
doing,
and
so
we
didn't
wanna
offer
printable
versions
of
our
courses,
but
you
know
it's
just
something:
we
can't
take
a
hard
line
on
anymore.
People
want
printable
versions,
there's
accessibility,
reasons
to
have
them.
So
now
we're
really
trying
to
think
through.
What
does
that
mean
to
provide
a
printed
version
of
an
mli
course?
B
Do
we
generate
all
the
exposition
and
then
add
the
activities
in
a
way
that
can
be
worked
on
in
like
a
workbook,
you
know
one
of
the
hard
lines
we've
taken
in
the
past.
Is
we
don't
do
that?
Because
then
we
don't
collect
the
data,
but
again
it's
something
that
we
can't
just
not
do,
because
we
work
we're
philosophically
opposed
to
it.
It's
something
that's
expected
of
these
types
of
systems.
A
A
B
In
echo,
that's
right
and
that's
great,
because
that's
something
I
do
all
the
time
too,
I'm
I'm,
I
use
student
workers
primarily
to
cut
and
paste
content
into
google
docs,
where
I
can
then
start
to
work
with
a
team
on
subject
matter.
Experts
saying:
oh,
maybe
we
should
change
this
content
suggesting
activities
and
then
me
cutting
it
back
and
forth
on
okay.
Well,
maybe
this
feedback
is
a
little
too
general.
Maybe
try
this.
B
You
need
a
space
to
do
that
and
so,
like
yeah,
getting
that
content
out
in
a
way
this
is,
I
actually
have
been
talking
with
daryn
about
this,
like
how
do
we
get
this
content
out
in
a
way
where
it
can
be
collaborated
on?
I
personally
don't
want
that
built
into
the
system.
I
I've
never
seen
it
done
in
a
clean
way
that
isn't
confusing
I'd
rather
just
use
google
docs
that
already
has
that
functionality
down.
B
B
B
Thanks
so
much
michael,
thank
you
for
giving
me
some
ideas
for
things
that
we
need
to
probably
talk
amongst
ourselves
about
a
little
bit
more
before
we
go
forward,
and
I
know
we're
always
updating
and
changing
things.
You
know
there's
a
lot
of
times
where
the
tech
team
wants
to
just
get
functionality
in
place
and
we
can
always
revisit
what
things
are
are
called
and
what
the
you
know
the
ux
design
is
and
well
it's
always
helpful
to
have
your
opinions,
though,
for
sure
I
appreciate
it.
A
B
So
yeah
thanks
april
and
thanks
for
coming
thanks,
everyone
for
coming
and
please
look
for
the
the
reminder
for
the
next
meeting
and
we'll
do
something
similar
I'll
try
and
make
it
a
little
give
it
a
little
different
flair
for
next
time
so
that
you're
not
getting
the
same
demo.
I
probably
will
dig
in
a
little
more
to
like
some
of
the
stuff
that
I
I'm
not
familiar
with
for
this
demo,
but
I'll
get
familiar
with
for
the
next
time.
So
like
that
activity,
bank
usage
is
really
interesting
to
me.
B
I
can't
wait
to
play
a
lot
more
with
that
and
get
familiar
with
that,
for
example,
and
so
and
I'll
highlight
any
changes,
because
the
system
is
changing
all
the
time,
but
that
doesn't
mean
you
can't
use
it
now.
It's
in
use,
it's
delivering
courses
go
in
play
and
and
really
imagine
the
possibilities
and
bring
those
ideas
to
back
to
me
and
and
the
team.
So
thank
you
so
much
for
coming
and
I
hope
you
have
a
wonderful
rest
of
your
day
and
a
great
weekend.