►
From YouTube: Torus Community Meeting February 2023
Description
Monthly meeting to discuss Open Learning Initiative's next generation platform. This month, we hosted a guest presentation: Annotator and Chat Tools/Activities for OLI - Results from a Pilot in Modern Languages Courses.
A
A
Well,
all
right,
let's
get
started,
welcome
everyone
to
the
tourist
community
meeting
for
February.
Today
we
have
some
guest
speaker
presentation,
some
guest
speakers,
we're
gonna,
give
a
present
presentation
and
I'm
going
to
turn
it
over
to
Judy
who
will
introduce
the
whole.
The
whole
thing
thanks:
Judy
thanks.
B
So
you
can
see
so
yeah.
Today's
topic
is
on
a
pilot
that
we
ran
Sebastian,
of
course,
and
his
teaching
context
was
primary
on
this.
His
vision
is
driving
what
we
did
in
order
to
set
up
the
pilot,
and
then
you
know
the
team,
Martin
and
Harley
did
a
lot
of
hard
work
to
facilitate
that
to
design
and
facilitate
that,
and
so
we
have
a
nice
little
presentation
to
give
you
some
insights
to
what
we
did,
but
the
outcomes
were
and
also
to
take
a
look.
B
We
have
a
little
video
that
take
a
look
at
the
tool
itself
and
just
a
very
high
level
like
background
description
of
what
the
functional
components
how
things
are
set
up
and
we're
really
what
we
want
to
get
to
is
a
nice
q.
A
about
you
know
what
resonates
with
you
about
this
and
what
you're
looking
for
additional
features
you
would
want,
given
you
know
what
we
tried
and
and
then
of
course
go
into
the
Oli
future
of
annotation
tools
and
tourists
were
normal
pickup
from
there.
B
So
with
that,
this
is
the
agenda
and,
if
you're
not
present
in
this
room,
we
do
hope
that
you
still
contribute
I.
Think
Aaron
has
ways
to
have
people
contribute
their
ideas.
We
are
looking
to
generate
some
discussion
around
this
topic,
so
with
that
I
will
hand
it
off
to
Sebastian
who
will
talk
through
the
experience
in
the
classroom.
B
C
Thank
you
thanks.
You
know
yeah
so
in
in
in
our
Oli
courses
in
in
French.
We
we
try
to
do
a
lot,
of
course,
of
of
peer-to-peer
interaction
in
in
all
kinds
of
ways,
but
of
course,
for
oral
skills
purposes,
and
so
we're
trying
to
see
how
we
can
translate
this
into
an
online
format
which
often
includes
text
chat
but
the
so
that
that's
what
what's
spirited
this.
This
effort
in
the
first
place.
C
An
effort
with
material
and
I
think
that
technology
can
sustain
this.
So
I
approached
Judy
and
I
told
her
that
the
the
two
tools
that
we
needed
were
an
online
chat
tool
and
a
digital
annotation
tool
for
us
from
from
the
the
sort
of
the
political
imperative
is
to
be
able
to
to
maximize
the
amount
of
time
that
students
are
able
to
interact
with
each
other
synchronously
through
chat
tool
or
synchronously
and
or
asynchronously
through
the
digital
Edition
tool.
C
From
a
pedagogical
perspective,
what's
really
interesting
is
that
what
we
had
up
until
that
point
was
that
students
were
sent
to
be
set
up
their
own
chats,
and
so,
as
an
instructor,
we
got
formats.
We
got
the
chat
logs
in
all
kinds
of
different
formats.
People
would
send
us
text
messages
that
they
screenshotted
people
would
just
download
a
log
of
some
sort
and
email
it
to
us.
C
Some
people
would
just
copy
and
paste
text
and
send
them
in
an
email,
and
it
was
it's
very
experience
will
be
for
one
thing,
and
it's
also
for
the
for
the
instructor
a
bit
of
a
headache,
not
quite
as
much
at
CMU,
because
if
you
have
one
section
of
French
one
with
20
students,
that's
10
groups.
You
can
probably
keep
track
of
this
I.
C
Think
being
a
language
Forum
director
at
other
institutions
that
had
850
students
where
every
instructor
had
say
120
students
or
one
of
our
leading
adopters
right
now,
which
is
pima
where
I'm
sure
the
language
program
is
probably
500.
800,
a
thousand
students,
I,
don't
know
having
tools
like
this
with
an
instructor
and
having
instructors
receive
assignments
in
15.
Different
formats
is
probably
not
sustainable
for
for
those
instructors.
C
So
having
a
tool
that
is
native
to
the
to
the
Oli
allows
the
instructor
to
centralize
everything
in
one
place,
which
also
actually
is
convenient
for
the
students.
I,
don't
know
about
you
but
same
thing
with
managing
language
programs.
Students
really
dislike
having
to
leave
the
architecture
of
their
course
to
go
and
fetch
a
tool
somewhere
else
to
do
an
assignment,
so
they
like
actually
having
everything
Native.
C
There
are
two
roles
in
this
scenario,
and
the
students
have
to
prepare
these
roles
at
home.
Then
they
came
to
class
and
they
did
it
through
the
chat
tool.
Then
I
downloaded
the
log
for
everybody,
I,
give
them
feedback
both
on
language
sources
and
statistics
and
pragmatics,
and
so
on
and
so
forth.
They
worked
on
this
for
a
couple
of
days,
then
we
came
back
the
following
class
session
and
they
actually
performed
these
interactions.
C
Vivavoce
in
front
of
everybody
in
the
room,
so
that
was
for
the
for
the
for
the
chat
tool
for
the
digital
annotation
tool.
It's
a
way
whereby
students
can
actually
read
with
each
other.
So
again
we
used
it
in
class,
but
at
least
for
me
my
primary
use
case
going
forward
is
for
students
to
be
able
to
rely
on
each
other
outside
of
class.
So
it's
giving
them
a
you
know.
C
We
send
them
home
and
say:
go
read,
which
is
a
really
difficult
activity,
especially
in
a
foreign
language,
and
so
if
they
can
rely
on
each
other
for
questions
vocabulary,
content
I
mean
vocabulary
not
so
much
now,
because
they
all
have.
You
know
Google
translate
that
word
reference,
but
interpretation,
and
you
know
things
like
this.
It's
like
it
actually
makes
the
reading
experience
richer,
more
robust,
more
powerful,
and
so
the
that's.
C
So,
in
a
conversation
that
started
with
said,
maybe
eight
turns
out
speech
for
each
introduction
to
turn
into
a
conversation
that
had
12
14
turns
at
speech.
The
senses
were
longer,
they
were
more
accurate.
They
were
more
fluent,
they
were
pragmatically,
more
accurate,
so
the
the-
and
this
is
in
line
with
some
early
research
that
I
got
involved
with
in
the
previous
life,
with
some
colleague
at
Georgia
Tech.
C
That
showed
that
the
the
skills,
the
inter
interactional
and
social
skills
that
students
develop
in
CMC
environment,
computer
Media
communication
environment
actually
do
transfer
to
face-to-face
to
face-to-face
environment.
So
that
was
pretty
cool
to
to
notice
and
same
thing
in
the
in
the
digital,
your
notation
tool,
the
students
were
actually
relying
on
each
other,
engaging
with
comments,
the
ones
that
were
a
little
bit
ahead.
C
Their
comments
got
picked
up
by
people
who
were
reading
slightly
more
slowly,
but
if
you
eliminate
or
if
you
sort
of
displace
the
temp
variable
by
having
students
interact
with
the
text,
asynchronously,
then
that
you
know
the
the
speed
of
reading
doesn't
really
matter
anymore
and
then
in
terms
of
the
technology
itself,
how
the
tools
actually
work.
The
the
the
pilot
yielded
I
thought
great
success
in
two
ways.
C
One
is
that
the
the
they
were
I
think,
interestingly
well
designed
straight
out
of
the
gates,
meaning
that
the
there
were
a
lot
of
UI
or
Tech
literacy
that
the
students
brought
to
this.
That
made
the
interface
look
familiar
for
them,
so
they
they.
They
were
easily
able
to
identify
where
to
put
their
text.
C
How
to
send
it
how
to
respond
to
each
other,
Etc
et
cetera,
so
that
was
that
was
great,
because
I
didn't
spend
a
ton
of
time
wondering
what
they
were
looking
at
and
how
to
use
it.
They
plunged
into
the
activity
straight
away.
The
second
thing
that
I
thought
was
another
success
is
that
we
got
great
feedback
from
those
students
on
functionalities
that
they
thought
should
be
there,
and
could
we
make
it
happen?
C
So
when
we
use
an
all
the
way,
like
course
like
my
colleague,
Natalie
amgod
is
doing
this
this
semester
down
the
pike
that
could
be
done,
our
students
don't
have
to
to
to
go
anywhere
else,
but
if
you're
using
canvas,
then
you
can
embed
these
activities
and
manage
groups
and
so
on
and
so
forth
through
canvas,
which
is
immensely
helpful
as
an
instructor
and
also,
as
a
like
I
said,
very
desirable
for
the
for
the
students.
So
I
think.
B
C
Maybe
maybe
I
should
talk
to
this
a
little
bit
because
yeah,
mostly
you
know,
these
dudes
were
primarily
aimed
at
sort
of
improving
the
learning
environment
for
for
students,
but
me
also
being
a
sort
of
research
picture
of
pedagogy
and
how
to
best
set
up
technology,
mediated
learning
environments
for
language
learning
it.
You
know
it's
nice,
that
they
work
those
tools,
but
I'm
also
interested
in
finding
out
how
students
develop,
and
this
is
from
a
developmental
perspective.
C
This
is
a
much
more
powerful
tool
than
say
giving
exams
on
a
regular
basis,
because
students
can
Ace
an
exam.
But
what
this
allows
to
do
by
downloading
the
the
logs
of
of
both
of
these
tools,
the
chat
tool
and
The
annotation
tool
is
essentially
to
compile
over
time
or
learn
a
corpus
right,
and
so
we
can.
C
We
can
track
the
the
development
trajectory
of
students
in
terms
of
lexical
complexity,
pragmatic
complexity,
accuracy,
things
that
the
master
one
time
that
the
others,
or
when
they're
in
free
variation
versus
when
they're,
when
they
find
a
master
Destructor,
for
example,
and
they're
able
to
deploy
it
pretty
accurately
from
one
point
onward,
and
so
this
is.
This
is
great
for
people
who
want
to
do
research
in
addition
to
to
teaching.
B
F
F
F
F
F
Annotator
and
chat
shares
several
useful
features,
including
being
an
embedded
ooi
learned
by
doing
activity.
The
ability
to
use
canvas's
LTI
to
pass
through
users
and
groups
to
Oi
and
supporting
multiple
languages
once
you
create
the
student
groups
on
canvas,
annotator
and
chat
will
recognize
these
groups.
F
F
F
F
B
Okay,
thanks
Harley
for
that
tour,
and
next
let
me
just
see
get
to
the
next
slide.
There
we
go.
We
just
wanted
to.
Where
am
I
in
this
document
there
we
are
okay.
Next,
we
just
wanted
to
give
you
a
little
lightweight
overview.
That's
just
some
transparency
into
the
back
end
system,
Martin!
If
you're
here
did
you
have
a
few
comments
on
this
and
then
we
can.
B
H
I'll
talk
about
it
in
the
two
slides
that
I
got
yeah,
so
this
one
there
so
we've
got
we're
talking
about
two
could
be
different
systems:
Chad's
and
annotation.
Both
these
are
very
traditional
front
and
back
end
systems
and
in
the
case
of
annotator
we're
using
something
called
Rocket
chess
to
basically
create
the
glue
and
an
integration
ability
between
rocker
chat
and
Oli,
it's
fairly
traditional,
and
it
allows
us
to
do
actually
you
can
do
logging.
We
can
do
transcript
export
those
kinds
of
things.
H
That's
why
I've
got
this
slide
over
here,
where
you
can
really
embed
an
annotator
area
in
an
Oli,
workbook,
page
and
Learn
by
doing
any
anywhere.
You
want
that
you
see
here
and
the
way
it
works
is
every
student
has
its
own
proxy
running
in
Oli
that
talks
to
a
back-end
service
and
the
backend
service.
Does
all
of
this
orchestration
work
to
make
sure
that
all
these
groups
stay
isolated
and
that
all
of
the
students
can
talk
to
each
other
in
almost
real
time?
Can
you
go
to
the
next
slide?
Please
thank
you.
H
So
the
the
big
Tech
Drive
here
is
that
all
of
these
students,
all
of
their
responses
and
all
of
their
activities,
are
synchronized
and
Blended
in
a
way
so
that
it
seems
like
you're
sort
of
interacting
real
time
with
someone
else,
and
this
is
sort
of
the
largest
part
of
the
entire
system,
because
it's
fairly
complex
but
just
basically
the
mechanism
is
still
the
same.
Where
there's
a
middleware
service
that
runs
behind
the
scenes
with
its
own
database,
that
mediates
the
students
to
students
and
the
instructor
through
student
interaction
and
visualization
in
Oli
foreign.
B
So
I
think
that's
perfect
Martin
thanks
so
much
for
that
explanation
and
of
course
people
can
write
to
us
with-
or
you
know,
through
Aaron,
to
get
more
information
about
anything
that
we
just
missed,
but
first
Michael
I
think
you
have
a
question
but
yeah,
so
this
is
kind
of
where
we
want
a
nice
q
a
around.
You
know
what
resonates
with
you
about
what
we
just
saw.
What
additional
features
would
you
want
for
your
context
and
what
questions
remain
for
you?
So
Michael
go
ahead
with
yours,
okay,.
G
B
Yeah
I'll,
just
chime
in
there
real,
quick
Michael,
our
Focus
was
to
give
students
practice
as
assignments
part
of
class.
So
these
are
learn
by
doings.
So
we're
not
suggesting
that
you
need
to
eliminate
what
we're
saying
is
we
all?
We
want
a
learn
by
doing
embedded
activity
where
we
can
know
that
we've
given
them
this
practice.
G
G
B
C
Yeah
I
think
it's
more
of
a
the.
The
chat
only
has
a
prompt
and
then
after
a
business
specifically
talk
to
each
other.
So
the
primary
function
of
this
is
a
synchronous
sort
of
dialogue,
mimicking
kind
of
activity.
It's
I
guess
this
idea
of.
What's
his
name?
Calls
it
fingered
speech
right,
it's
it's!
It's
not
quite
writing
and
it's
not
quite
oral
because
it's
it's
used
for
you
know
when
students
don't
have
access
to
each
other.
C
So
in
some
ways
it's
more
persistent
right.
They
can
return
to
it
after
the
fact
and
it's
and
it's
still
there,
the
chat
once
they're
done
it's
it's!
That's
it!
That's
the
end
of
the
activity.
I
mean
they
return
to
it
to
to
iterate,
continue
improvements
on
and
so
forth.
But
it's
it's
a
self-contained
sort
of
this
is
it
you
know
we
did
our
interaction,
our
dialogue,
our
conversation
or
whatever.
It
is
that
we
were
trying
to
accomplish
pragmatically,
and
then
we
move
on
so.
C
B
C
I
C
C
C
I
was
going
to
do
French
tomorrow
at
four
anybody
on
board,
and
then
you
know
they
can
they
can
they
can
do
it,
but
that
that's
that's
that's
sort
of
I
guess
you
know
looking
looking
forward
at
that,
but
that
that's
how
I
envisioned
them
differently
in
my
in
my
head
is
that
one
is
primarily
for
you
and
I.
Now,
let's
chat
versus
you
and
I
over
a
week.
Let's
unpack
this
document
together.
G
B
B
Things
about
this
that
folks
see:
okay,
yeah,
that
that
is
something
in
my
context.
I
totally
resonate
with
that
and
I'm
going
to
plus
one
it
are
there
things
that
you
know
are
missing
from
your
perspectives
that
you
want
to
make
sure
that
you
know
hey
from
our
perspective.
We
want
to
know
like
what
what
are
people
thinking
that
they
need
and,
of
course
there
are
things
that
are
already
planned
for
tourists.
C
You
can
just
put
a
sticker
almost
like
a
sticky
note
somewhere
just
for
yourself,
but
why
not
even
imagine
it
for
like
you're
reading
the
introduction
of
a
chapter
and
you're
having
questions
you're
having
comments
or
whatever,
then
you
know
we
could
that's.
That
would
be
a
possibility,
but
in
in
I
think
in
my
case,
the
reason
it
I
guess
got
more
often
into
learning
by
doing
is
because
all
of
this
thing
was
going
to
be
a
sign
like
it's.
B
C
K
I
I
I
Thanks
for
that,
so
I
feel
like
I've
just
been
set
up
very
well
for
this
presentation
or
this
part
of
the
presentation.
It
is
valuable
as
we
have
these
discussions
to
distinguish
between
a
specified
and
structured
activity,
so
I
am
assigning
students.
The
task
I
would
like
you,
as
a
group
to
use
chat
to
together,
build
a
presentation
about
Green,
Technology
or
I'm,
assigning
you
this
task
of
reading
and
commenting
on
this
specific
text.
So
we
can
think
about
that
as
structured
and
specified
activities
versus
unstructured
general
purpose
activities
and
I.
I
I
So
what
we
refer
to
as
collaborative
spaces
is
is
talking
about
a
core
part
of
course
technology.
Something
that's
been
architected
to
be
really
foundational
and
that's
going
to
support
a
wide
variety
of
activities.
The
collaborative
spaces
can
be
instantiated
as
a
discussion
as
a
chat
and
as
an
annotation.
I
We
talk
about
these
as
collaborative
spaces
in
part
because,
as
as
the
tourist
team
noted
when
they
were
thinking
about
how
to
architect
this
in
many
ways
these
are
the
same
underlying
activity.
It's
simply
that
these
activities
show
up
with
slightly
different
presentations.
You
know-
and
you
know
shown
up
in
a
threaded
way:
I
have
a
discussion
but
shown
up
in
real
time.
I
I
have
a
chat.
The
timing
is
different,
so
whether
I
want
to
engage
in
these
things,
synchronously
or
asynchronously,
and
the
expectations
for
how
I
engage
with
them,
but
under
the
hood,
these
can
be
represented
as
similar
activities,
and
so
these
are
all
being
implemented
or
will
be
implemented.
I
should
say
as
variations
on
this
core
collaborative
space
technology,
some
of
the
key
inputs
when
we
think
about
what
what
we
have
to
account
for
in
collaborative
spaces.
I
So,
first
inside
of
Legacy,
we
actually
have
some
existing
Legacy
activities,
particularly
the
discussion
forum
activity,
and
so
we
need
to
make
sure
that
we're
able
to
accommodate
and
hopefully
improve
upon
those
existing
core
activities.
But
we
also
need
to
be
cognizant
of
the
kind
of
current
pilot
activities
and
approaches
that
you
just
heard
about.
How
can
we
make
sure
that
wherever
we're
building
is
going
to
support
these
use
cases
and
improve
upon
them
in
a
number
of
places?
I
Our
support
for
collaboration
hasn't
always
engaged
well
with
some
of
our
research
Community,
who
have
been
doing
deep
Research
into
computer-supported
Collaborative
Learning.
So
we
make
sure
that
we're
able
to
support
that
effectively.
And
lastly,
we
have
a
new
Bill
and
Melinda
Gates
Foundation,
supported
courseware
project
that
it
turns
out
has
become
a
real
driver
for
for
needs
and
for
accelerating
progress
around
collaborative
spaces.
I
One
of
the
things
that
you're
seeing
here
anybody
that's
familiar
with
Oli
and
its
history,
particularly
my
work
in
Oli,
is
that
we
try
to
find
a
bunch
of
different
projects
and
a
bunch
of
different
sources
of
funding,
and
we
braid
those
together
to
try
to
make
more
rapid
progress.
We've
had
a
great
opportunity
to
do
that
here.
I
This
Gates
funded
project
is
an
equity-centered
courseware
Exemplar
that
comes
out
of
the
gates.
Courseware
Innovation
Challenge,
the
cic
cic,
was
launched
with
the
goal
of
trying
to
initially
build.
One
now
turns
out
that
they're
going
to
be
building
two
exemplars
of
innovative
courseware,
specifically
intended
to
focus
on
out,
come
Improvement
for
black
latinx
and
Indigenous
students
and
students
experiencing
poverty.
So
this
is
really
when
they
say
an
equity-centered
Exemplar.
That's
the
goal
of
the
foundation.
I
Our
project
has
been
awarded
in
collaboration
with
asu's
education
through
exploration,
center,
etx,
Center,
we're
building
out
a
gen,
chem
1
and
gen
chem
2
sequence,
and
one
of
the
things
that's
exciting
about
this
is
that
this
is
going
to
be
launched
as
a
Taurus
native
course.
One
of
the
other
projects
that
the
team
is
hard
at
work
on
is
migrating
course.
I
We
proposed
and
continued
to
develop
this
chemistry
course
with
an
eye
towards
those
focused
learner
populations
and
our
belief
that
some
of
the
things
that
are
going
to
be
important
first
for
their
success
is
contextualization
of
chemistry.
Chemistry
far
too
often
is
taught
sort
of
abstract
way.
We
really
need
to
contextualize
it
in
ways
that
are
going
to
make
sense
for
these
learners
for
their
past
experiences
and
for
their
goals.
I
What
we've
heard
over
and
over
again
from
user
research
in
this
space
is
the
community
and
a
sense
of
belonging,
are
really
important
to
these
Learners
and
to
their
success,
and
that
enabling
better
Communications
and
better
collaboration,
both
peer-to-peer
and
student
to
instructor
is
one
of
the
places
that
courseware
has
frequently
fallen
down
and
that
these
students
are
being
really
hard-pressed
by
those
those
failed
aliens.
So
we've
really
been
thinking
deeply
about.
What
are
the
kinds
of
collaboration
supports
that
we
want
to
put
into
place
for
this
chemistry
Exemplar?
I
I
So
these
are
sort
of
core
Oli
Pages
as
they
exist
in
Taurus.
You
can
see
this
notion
that
we're
going
to
be
having
this
discussion
and
the
ability
to
annotate
showing
up
in
the
right
hand,
side
of
the
screen
pretty
traditional
approach.
What
you
don't
see
is
the
specific
implementation
for
structured
activities.
We
do
not
have
mock-ups
for
that.
Yet
this
is
just
the
mock-ups
for
how
this
shows
up
in
a
standard
Oli
page.
I
Our
partnership
with
etx
has
has
been
a
sort
of
broader
partnership
across
for
us
and
has
really
focused
on
pulling
in
capabilities
from
what
had
been
the
smart,
Sparrow
authoring
and
tutoring
system
into
tourists.
So
this
allows
ASU
to
build
and
deliver
richer,
more
immersive
kinds
of
learning
experiences
than
than
are
traditionally
thought
of.
I
As
a
basic
Oli
page,
those
kinds
of
experiences
are
being
tied
together
with
our
foundational
content
under
this
notion
of
exploration
activities,
and
so
any
social
annotation
that
we
deliver
also
needs
to
account
for
how
discussions
might
happen.
In
this
context,
whether
this
is
an
exploration
of
atomic
mass
periodic
table
or
the
way
that
this
might
actually
show
up
in
a
series
of
activities.
I
I
I
So
what
I
just
showed
you
was
our
were
the
mock-ups.
This
is
where
we're
headed
as
part
of
our
MVP
for
chemistry,
but
we
do
have
basic
implementation
of
collaborative
spaces
already
available
inside
of
Taurus,
so
as
currently
implemented,
collaborative
space
can
be
enabled
or
disabled
on
a
page
by
Page
basis,
once
enabled
we've
got
a
little
bit
of
structure.
That
course,
authors
can
provide
for
what
kind
of
threading
they're
going
to
support
visibility.
I
Approval
and
if
we
are
assigning
this
as
a
task,
we're
able
to
set
some
minimum
requirements
around
replies
and
posts,
this
is
obviously
really
focused
on
supporting
the
existing
Legacy
discussion
activity.
So
what's
currently,
there
does
not
yet
Provide
support
for
the
kinds
of
chat
and
social
annotation
activities
that
you
just
saw
demo
coming
out
of
that
pilot,
but
the
underlying
collaborative
space
technology
is
what's
going
to
be
there
for
us
to
build
upon
and
expand
to
start
to
support
these
use
cases.
I
Challenges
and
open
questions
for
us
as
we
think
through
how
to
best
support
the
evolution
of
collaborative
spaces
in
this.
In
the
context,
excuse
me
in
the
specific
activity,
space
has
really
revolved
around
grouping.
I
think
that
the
pilot
that
you
just
saw
has
had
a
really
smooth
grouping
capability.
That's
been
supported
by
a
really
robust
integration,
with
canvas
using
some
canvas,
specific
LTI
or
else
canvas
specific
apis,
Taurus
and
Oli
generally
support
multiple
lms's
right,
we're
not
just
supporting
canvas.
We've
got
a
lot
of
folks
using
D2L.
I
We
still
have
some
folks
using
Blackboard,
occasionally
folks
using
Moodle
Sometimes,
some
even
more
esoteric
Learning
Management
systems,
and
so
all
of
that
support
has
been
happening
via
LTI
LTI
as
a
form.
Integration
does
lots
of
great
stuff,
but
it's
not
rich
enough
in
its
current
form
to
support
in
LMS
grouping.
I
How
should
we
be
prioritizing
that,
and
we
want
to
try
to
understand
what
gets
lost
if
groups
can't
be
assigned
in
the
LMS?
If
you
know
there's
a
world
in
which
you
only
are
able
to
assign
groups
inside
of
Taurus
what
gets
lost
and
is
enough
loss
that
we
want
to
really
focus
on
and
try
to
allow
for
some
targeted,
LMS
specific
API
support.
I
That's
the
big
picture
on
where
we're
headed
what's
available
in
collaborative
spaces.
We
clearly
have
a
way
to
go
before
we're
able
to
provide
the
full
support.
That's
needed
for
these
kinds
of
Pilots,
but
we're
excited.
We
think
that
we're
on
the
way
there
and
we
think
that
what's
emerging,
is
going
to
support
both
the
great
pilot
examples
that
you
saw,
but
also
some
of
the
more
general
purpose
use
cases
that
folks
were
alluding
to
and
asking
for
in
the
question
and
answer
session.
B
H
E
E
Yeah,
it
was
just
that
I
think
canvas
LTI
in
itself.
The
the
API
that
canvas
offers
is
pretty
Bare
Bones
and
there's
a
lot
of
work
that
needs
to
be
done
to
wrap
around
that,
to
make
it
work
for,
let's
say
Java
or
like
python
or
so
on.
So
that's
why
I'm
more
Curious
to
like
see
how
you
manage
to
do
that
and
if,
like
or
less
like
a
legacy
platform,
then
that
means
is
something
that
existed
quite
for
quite
some
time
right,
like
even
before,
let's
say,
like
canvas,
became
main
mainstream.
I
I
I
think
that
canvas
has
done
a
nice
job
of
publishing
their
own
specific
apis
in
ways
that
do
allow
for
much
more
robust
integration
than
the
straight
LTI
connection
and
I
think
that
those
apis
are
one
of
the
places
that
that
the
pilot
was
really
able
to
maintain
a
more
robust
integration,
especially
around
grouping,
but
also
in
that
ability
to
embed
the
chat
and
The
annotation
activities
directly
into
canvas.
And
so
that's
one
of
our
questions.
You
know
how
do
we
start
to
think
about
those
considerations
and
balance
them.
I
So
Martin
just
to
just
to
make
sure
I
think
I
misunderstood
that,
so
when
groups
are
being
set
in
canvas
those
that
grouping
information
is
being
passed
on
Via
the
LTI
connection,
it's
not
being
passed
on
Via
correct!
That's
all
else!
Yeah,
oh
cool
I
I,
didn't
understand
that
that's
fantastic!
Let's
take
a
look.
H
The
only
thing
that's
annoying
about
it
is
canvas
does
not
give
you
the
names
of
the
groups
it
gives
you
IDs.
So
that's
why
we
cannot
show
names
like
if
you
group
one
or
group
two,
so
you
can
actually
solve
that
by
passing
the
course
name,
and
then
you
can
resolve
all
that
stuff,
but
we
didn't,
we
didn't
do.
B
I
That
is,
that
is,
that
is
absolutely
correct.
Yes,
like
I,
think
that
when
we
think
about
the
the
core
philosophy
of
Oli
and
the
heritage
of
Oli,
it's
that
we
must
be
able
to
implement
these
as
specific
activities
that
are
able
to
report
back
outcomes,
they're
able
to
be
skill,
tagged
and
it
can
be
set
up
as
either
graded
or
ungraded
activities.
Excuse
me
scored
or
unscored
activities.
We
don't
give
grades,
so
so
yeah,
that's
still
on
our
on
our
roadmap.
That's
that's!
J
Norm
showed
and
mentioned
that
in
Taurus
right,
an
author
can
enable
a
collaborative
space
at
any
page,
so
it's
actually
a
bit
more
broad
than
that
it
can
actually
the
design.
The
technical
design
supports
right
now
today,
a
collaborative
space
to
be
Associated
and
scoped
to
any
resource
in
a
course,
and
so
our
resource
is
things
like
a
page,
a
unit,
a
module,
a
learning,
objective
and
an
activity.
B
C
I
think
that
I
think
that
that's
great
to
to
expand.
You
know
these
tools
to
to
broader
course,
architecture.
You
know
for
for
as
a
sort
of
a
specific
purpose,
because,
like
you
said
you
didn't,
this
is
important.
You
know
in
terms
of
even
for
again
I'm
I'm
thinking
specifically
about
the
independent
learners,
but
it's
also
very
useful
for
instructor-led
courses.
C
You
know
being
having
these
these
activities
being
embedded
in
activity
types
so
that
we
can
map
learning,
analytics
to
outcomes
and
and
sort
of
overall
Mastery
of
the
course
content
is
important.
But
if
we
can
even
extend
this
to
the
the
rest
of
the
of
the
course
I
think
it
opens
up
really
interesting
possibilities.
So
yay.
B
B
Yeah
well,
I
just
want
to
thank
the
team,
everyone
who
put
together
the
presentation
and
worked
on
all
the
different
components
and,
of
course,
to
the
Oli
folks
for
all
their
hard
work
as
well.
So
thank
you.
That's
all
that
we
had
to
offer
and
feel
free
to
keep
that
conversation
going
and
Aaron.
Please
let
us
know
if
anything
interesting
emerges
when
people
reach
out
to
you,
I.