►
From YouTube: Torus Community Meeting April 2021
Description
Monthly meeting to discuss Open Learning Initiative's next generation platform. This meeting is about tools and functionality needed to do course design.
A
C
B
B
B
B
B
B
B
B
A
B
Okay,
let's
get
started
hi
everyone
welcome
to
the
tourist
community
in
april.
My
name
is
aaron
cervinski,
I'm
the
manager
of
learning
engineering
at
open
learning
initiative,
as
well
as
the
product
manager
for
the
open
simon
tool
kit.
I'm
here
today
as
monthly.
We
come
together
to
talk
about
the
new
system,
we're
developing
and
hopefully
getting
a
lot
of
good
input
from
everyone
here.
B
Essentially,
that's
what
we're
going
to
be
doing
today.
So,
let's
get
started
so
I've
worked
across
many
different
platforms
and
teams
to
develop
online
courses
and
content,
and
I've
had
very
different
experiences,
given
what
we
had
in
terms
of
tools,
expertise
and
comfort
level
with
tech.
You
know,
as
it
is,
depending
on
the
kind
of
team
you
put
together
to
design
online
course,
materials
and
I've
learned
to
kind
of
roll
with
whatever
tools
are
given
me
and
structure
a
team
according
to
their
strengths.
B
However,
I
have
to
admit
no
tool
that
I've
ever
worked
on
has
encompassed
everything
needed
to
support
design
tasks
in
a
consistent
and
comprehensive
manner.
So
for
any
of
you
who
have
done
design
for
online
courses
or
any
kind
of
courses,
you
probably
work
in
a
number
of
different
tools
because
of
the
different,
the
tasks
that
need
to
be
done
right,
and
so
I'm
not
promising
that
tourists
will
encompass
everything
that
we
want.
B
But
we
have
an
opportunity
here
to
talk
through
what
it
looks
like
to
go
through
the
design
process
and
what
capabilities
make
sense
to
develop
in
our
new
tool,
and
so
I'm
going
to
describe
the
overall
process
that
that
I
tend
to
use
or
that
I've
experienced
and
hopefully
hear
from
all
of
you
about
your
different
experiences
in
terms
of
designing
online
content,
and
so
this
this
diagram
is
the
backwards
design
diagram
we
use.
Often
most
of
you
are
probably
familiar
with
it.
You
know
we
do
goal
setting
and
model
development.
B
And
then
you
know,
look
to
do
careful,
detailed
page
design,
multimedia
design
and
all
along,
hopefully
taking
in
data
that
will
help
inform
our
decision
making
as
we
go
through
the
different
things
we
want
to
build.
So
what
this
breaks
down
to
essentially
is
a
list
of
tasks
that
happen
over
the
course
of
a
development
process.
B
So
you
know
I've
had
experience,
doing
text
selection
and
getting
whatever
text
you're
using
if
it's
something
that's
like
oer
content,
open
educational
resource
content,
that's
really
a
popular
way
that
we
designed
that
I've
designed
courses
using
that
content
from
say
an
openstax
text
or
some
other
text-
that's
open.
You
know
make.
B
Once
we
have
them
and
then
there's
all
this
other
stuff
that
you
have
to
think
about
when
you're
developing
content,
especially
with
large
teams
of
different
folks,
so
you
know
style
guides,
making
sure
that
there's
a
similar
voice
across
a
whole
course.
If
you
have
people
designing
it,
design
different
portions
of
it,
making
sure
you're
consistent
in
like
naming
conventions
and
things
like
that
being
able
to
enable
collaboration.
B
You
know
having
multiple
people
working
in
the
same
course
at
the
same
time
or
doing
different
things
as
part
of
that
design
process
and
then
there's
all
the
project
management,
tracking
change
tracking.
How
do
you
know
when,
especially
if
you're
working
with
a
team
what's
been
changed
and
and
how
that
affects?
Maybe
other
design
decisions
downstream?
B
B
B
I
know
we
tend
to
do
a
lot
in
google
docs
because
it
allows
you
that
that
free
flow
of
you
know
multiple
people
in
there
writing
and
reviewing
and
commenting
and
resolving
comments-
and
I
can
imagine
we're
not
gonna.
You
know
build
rebuild
google
docs
into
our
taurus
platform,
but
where?
Where
do
those
lines
think
about
what?
Where
those
lines
are
drawn,
what
what
makes
sense
to
build
into
into
the
tool?
And
then
what
supports
are
needed
to
facilitate
things
like
accessibility
and
multimedia
design?
B
Sorry,
I
keep
going
back
and
then
what
types
of
tools
review
tools
analytics
you
know
we
have
the
ability
to
build
in
rubrics
for
design
like
you
know,
maybe
doing
a
quality
matters.
Audit
might
help,
and
I
don't
know
if
I
should
stop
there
or
if
I
should
show
you
a
little
bit
of
taurus.
Let's
maybe
like
talk
a
little
bit
first
and
tell
me
before
I
show
you
anything.
B
E
A
The
one
thing
that
I
I'm
looking
for
is
is
a
data
dashboard
that
is
intuitive
for
people
who
are
who
are
not
data
from
data
dashboard
or
data,
familiar
there's,
a
big
gap
between
what
we
think
educators
should
have
in
terms
of
access
to
data
and
the
levels
of
data
literacy,
particular
data
literacy
tools.
So
I
know
I'm
preaching
to
the
choir
on
that
one,
that's
something
that
I
just.
I
just
felt
that
really
because
I've
yet
to
see
any
kind
of
learning
system.
That
really
does
it.
A
B
That's
an
excellent
point
and
we've
been
thinking
a
lot
about
that.
Maybe
there's
some
way
to
facilitate,
like
the
you
know,
design
for
folks
who
don't
do
design
very
deeply,
but
then
have
a
set
of
tools
that
are.
Maybe
you
know
that
are
standard
versus
you
know:
learning
engineering,
deep
dive
tools.
You
know
things
like
that.
B
A
D
Use
usage
rate,
so,
for
example,
if
you
have
a
an
entire
institution
you
know
they
have.
I
don't
know
200
students
in
the
course.
So
you
know
you
get
a
lot
of
it's
crowdsourcing
error
identification
at
this
point
where
you
get
so
many
users
through
one
with
one
point
person,
then
we
get.
You
know
these
pages
of
okay.
This
doesn't
work.
This
is
there's
a
typo.
There
are
and
then,
once
a
year
we
just
go
and
fix
it
all
up
and
then
redeploy.
B
B
Where
then
you
know
I
go
through
and
categorize
what
those
errors
are,
because
you
know
there's
typos,
but
then
there's
things
that
might
need
sub-germ
subject
matter
expertise
there
might
be
things
that
are
technology
related
that
the
technical
working
in
some
way
or
just
you
know
things
where
a
learning
engineer
or
instructional
designer
needs
to
you
know,
go
in
there
and
figure
things
out
a
little
bit
more.
So
I
tend
to
you
know,
create
this
big,
spreadsheet
and
then
categorize
those
things.
So
I
can
divvy
them
up.
B
D
D
That
stuff,
I
think
I
think
that
that
to
me
is
really
important.
As
far
as
the
multimedia
goes,
you
know
we're
already
running
into
into
obstacles
trying
to
transition
our
our
courses
into
it
was
we
were
talking
with
judy
and
martin
about
this
yesterday,
you
know
to
find
having
flexible
ways
to
chunk
video,
for
example,
in
the
playback
form,
which
seems
to
continually
be
a
problem
where
you
can
get
the
you
know.
D
Sometimes
we
want
students
to
go
back
and
and
just
play,
you
know
1.5
seconds
of
the
video
and
we
can
find
a
start
point,
but
not
an
end
point,
and
so
then
we
then
all
of
a
sudden
there's
all
kinds
of
things
that
we
no
longer
can
do
so,
making
sure
that
that
everything
related.
If
you
really
want
things
that
are
efficiently
and
efficaciously
multimodal,
then
then
the
platform
needs
to
be
able
to
handle
multimodality
in
very,
very
flexible
kinds
of
way
and
granular.
I
suppose.
B
A
Yeah
and
also
making
sure
we
don't
have
to
actually
create
the
snippets
but
be
able
to
use
the
full
video
with
certain
stop
points.
Now
we
can
do
that
in
the
existing.
You
know
the
xml
based
version
of
oli,
but
going
forward
through
and
we're
transitioning
from
local
hosting
of
the
video
to
youtube
hosting
or
other
streaming
services.
A
We
have
that
issue
of
what
we
do
now.
We
can't
do
in
youtube
and
we
also
have
the
fact
that
youtube
has
a
naming
structure
that
has
no
relation
to
the
content
yeah.
I
have
a
table
that
I'm
setting
up
for
our
current
development,
where
this
is
our
name
for
it.
This
is
what
the
youtube
url
is.
This
is
what
our
developers
are
trying
to
call
it.
D
They
were
talking
about
accessibility,
so
same
thing,
offering
the
level
of
granularity
to
where
we
can
have.
You
know,
functionalities
that
handle
multiple
languages.
So
if
we
want
to
caption
an
image
using,
you
know
english
fine,
but
if
we
want
to
caption
it
in
english
or
french
or
chinese,
then
we
need
to
you
know,
be
able
to
be
able
to
do
this
so
that,
as
a
screen,
reader,
for
example,
may
be
able
to
say
in
french.
This
is
a
picture
of
a
bridge
over
the
sun
river
right.
B
Right
you,
you
guys
in
the
languages
you
know,
tend
to
work
with
a
lot
of
video,
probably
more
than
than
any
other
course
development
domains.
Even
so,
it's
certainly
relevant
to
talk
about
that
as
part
of
design,
because
that's
something
you
think
about
often
and
do
often
so
yeah
that's
great
and
looking
back
through
the
chat
here.
A
So
sometimes
I
miss
like
do
not
select
the
correct
choice
or
miss
some
of
the
feedback,
but
I
don't
update-
and
I
don't
remember
so
if
there
is
a
way
in
which
we
can
directly
like
import
a
google
doc
in
oli,
so
that
all
assessments
are
built
because
I
already
built
them
in
a
specific
format
that
this
is
feedback.
This
is
the
question
type
and
this
is
the
prompt.
B
G
G
In
addition,
it's
we
also
don't
have
a
real
wysiwyg
environment
in
echo
currently,
because
the
objectives
and
the
assessments
are
separate
from
from
the
instructional
material
and
then
it's
you
know
you're.
I
I
find
when
I'm
building
out
a
course,
I'm
jumping
around
from
objectives
to
the
to
the
page,
to
the
assessment
and
then
adding
the
skills
in
there,
and
it's
just.
It
would
be
so
much
nicer
if
it
was
all
on
the
same
interface.
B
G
G
G
Why
can't
I
do
an
ad
new
when
I
want
to
add
a
learning
objective
right
on
the
page,
as
opposed
to
going
back
to
the
objectives
and
and
adding
that
and
that's
I,
you
know
what
where
these
may
seem
like
minor
inconveniences.
I
find
that
I
lose
my
train
of
thought
or
track
where
I
am
and
and-
and
I
can't
even
do
things
like
right
click
and
open
a
new
tab
for
objectives.
It
doesn't
let
you
do
that
and
you
duplicate
the
tab,
but
sometimes
it
echo
doesn't
really
appreciate
that
so
yeah.
B
G
A
B
Yeah-
and
I
have
to
tell
you,
you
know
the
reason
echo
is
the
way
it
is
today
is
because
we
were
building
it
over
that
xml
structure,
right
where
the
assessments
were
separate
files,
and
so
now
it's
a
little
clunky
trying
to
design
all
that
design
page.
But
let
me
show
you
guys,
maybe
some
of
what
taurus
is
capable
of
today
and
maybe
that
can
help
maybe
expand
our
thinking
a
little
bit.
B
So
let
me
do
that
and
of
course,
if
anybody
has
anything
else
to
add
or
say,
please
don't
be
shy,
feel
free
to
to
chime
in.
But
are
you
guys
seeing
my
screen
where
it
has
details,
and
so
I'm
using
this
cuisine
of
northern
spain
as
an
example
course
that
actually
darren
our
software
engineer,
built
to
try
some
things
and
test
some
things?
B
B
B
B
Page,
that's
the
curriculum.
When
you
select
a
page
to
be
a
a
quiz
or
a
summative
assessment,
then
that
tells
the
application
to
you
know
create
that
in
the
gradebook,
so
the
one
of
the
other
things
we're
doing
with
taurus
is
we're
trying
to
not
rebuild
functionality
that
already
exists
really
well
in
whatever
lms
you're
using,
but
to
be
more
integrated
with
it.
B
So,
in
the
case
of
grades,
we
are
not
building
a
gradebook,
we're
building
something
that
works
with
your
lms's
gradebook,
some
other
things,
I'm
just
going
to
be
doing
a
quick
overview
just
so
I
can
show
you
guys
all
the
types
of
things
that
are
in
here.
This
is
a
review
section
where
you
can
run
this
review
on
your
course
and
see
different
types
of
reviews.
So,
if
you
want
to
see,
accessibility
prompts
to
say
well,
there's
not
alt
text
on
certain
images
or
there's
not
transcripts
with
certain
videos.
B
This
could
give
you
of
that
list
of
things
that
are
missing
items
that
that
make
for
good
accessibility
and
then
right
now
we
have
a
lightweight
pedagogical
audit
as
well.
That
will
tell
you,
at
least
when
you
have
activities
that
aren't
attached
to
learning
objectives
or
questions
that
aren't
attached
learning
objectives
right
now.
This
is
the
lightweight
way,
we're
doing
it
now,
but
we're
thinking
about
all
the
different
types
of
rubrics.
B
We
could
be
building
into
this
review
process
to
see
you
know
what
other
types
of
things
you
want
to
review
as
you're
designing
a
course
and
wanting
to
know
about
things
that
I'm
missing
and
then
just
so
you
know,
publishing
is
immediate.
It's
now
we've
taken
these
separate
systems
that
make
up
oli.
Now
I
will
like
delivery
oli
authoring
and
then
the
the
xml
structure
and
svn
repository
under
that
all
of
that
goes
away.
B
B
I
just
have
to
move
my
zoom
windows
around
here
and
make
sure
I'm
seeing
this
and
now,
when
I
go
back
to
that,
publish
it's
telling
me
what's
changed
and
where
and
by
the
way.
Let
me
go
out
to
my
this
is
my
canvas
instance
that
has
the
course
already
out
there
and
running
and
just
give
me
a
moment
to
so.
Here's
the
course
I'm
looking
at
the
introduction.
It
has
one
exclamation
point.
B
How
many
get
it
eventually
correct?
How
many
get
it
on
the
first
time?
This
is
some
low-level.
You
know
analytics
to
give
you
a
sense
of
you
know
where
the
difficulties
are
for
your
students,
and
this
would
help
with
iterative
improvement.
So
once
your
students
running
through
to
be
able
to
see
this
data
and
say-
oh
well,
maybe
places
where
students
aren't
doing
so
well
we're
getting
to
eventually
correct
or
places.
I
want
to
prioritize
some
iterative
improvement
on.
E
I
think
that's,
I
think,
that's
the
main
stuff.
I
mean
note
that
we're
at
where
this
is
kind
of
an
open
beta.
We
have
some
functionality,
but
not
all
particularly
like
this
insights
page
is
something
we
imagine
getting
really
beefed
up
in
the
future
and
becoming
you
know
like
a
really
powerful
tool
and
then
in
curriculum,
maybe
just
show
editing
a
a
an
assessment
because
there's
we
want
the
yeah
so
so
like
on
a
given
page.
It
looks
very
more
wissy
wig-ish
right.
E
B
E
E
B
Yeah,
this
is
a
way
where
you
can
see
see
that's
the
challenge
in
putting
this
off.
We
had
a
whole
page,
I'm
just
thinking
through
this
out
loud
really.
What
would
be
better?
So
if
I
had
a
whole
page
of
a
bunch
of
questions-
and
this
is
this-
is
one
question
right
with
all
of
this
feedback
and
hints
and
by
the
way
I
don't
know
if
you've
noticed,
but
there's
also
peter,
to
address
one
of
your
questions
or
or
comments.
B
There's
we're
trying
to
put
a
little
bit
more
support
in
how
to
best
you
know,
select
these
types
of
things.
So
when
you're
you're
creating
feedback,
you
know
making
sure
that
it's
reinforcing
their
understanding
types
of
hints.
You
know
we
do
first
tense
cognitive
hints,
bottom
out,
hints
dear
head,
license
we're
trying
to
and
again
this
is
just
you
know,
beginning
stages
of
building
out
this
tool.
But
we
are
trying
to
think
about
different
pedagogical
guidance.
We
can
give
for
folks
who
aren't
learning
engineers
or
instructional
designers.
G
B
So
we
also
are
thinking
about
different
types
of
ingestion
tools,
right
different
ways
that
we
can
ingest
content
more
easily
into
this,
and
so
we're
building
this,
whereas
that's
kind
of
a
an
afterthought
for
echo.
It's
it's
a
forethought.
It's
something
we're
actively
thinking
about.
We
have
this
whole
ingest
section
and
we'll
be
building
this
out.
So
your
idea
of
being
able
to
ingest
a
google
doc
to
build
an
assessment
is
something
we
could
certainly
consider.
A
B
A
Yeah,
so
even
in
taurus
right
now,
which
is,
I
think,
a
big
step
forward
from
from
echo
visual
authoring.
It's
very
sort
of
linear
blocky
on
the
page-
and
you
know
I'm
curious
about
the
that.
That's
that's
easier
to
use
at
a
cost
and
I'm
curious
about.
You
know
the
the
appetite
for
an
editor.
That's
somewhat
more
complex,
but
where
you
can
drag
things
around,
create
multiple
columns
and.
B
D
Why
couldn't
you
tie
the
the
the
tagging
of
the
learning
analytics
to
specific
blocks
on
the
page
or
to
a
group
of
blocks
or
something
like
this?
So
like?
Let's
say
you
have
you
have
an
image
and
then
the
you
have
a
second
column
with
a
text
next
to
it
as
opposed
to
below
it,
or
things
are
not
always
the
same
size
and.
B
B
E
Yeah
and
it's
not
just
mobile
friendly,
it's
also
accessible.
I
I
believe
in
the
suny
oscar
rubric,
there's
some
language
in
there,
which,
for
those
who
don't
know
the
oscar
rubric,
is
a
course
if
online
course,
evaluation,
rubric,
there's
some
language
in
there
about
consistency
between
courses,
and
so
you
know
there's
for
those
that
are
familiar
with
something
like
well.
B
You
know
at
the
same
time,
you're
trying
to
also
think
about.
You
know
how
these
different
pieces
get
students
to
mastery,
so
I
can
completely
resonate
with
the
request
for
more
ability
to
do
columns
and
layouts,
where
you
can
have
you
know
an
image
beside
text.
Is
that
the
sort
of
thing
sebastian
you
were
maybe
referring
to
as
well.
D
But
you
know,
in
addition
to
mobile
going,
you
made
a
good
point
about
accessibility
if
the
screen
reader,
for
example,
is
not
able
to
keep
up
with
this
kind
of
layout,
then
we're
having
a
problem,
because
we
need
to
find
something
that
they
can.
You
know
they
can
deal
with,
but
yeah.
It's
exactly
the
kind
of
thing
not
only
in
the
presentation,
but
in
the
kinds
of
activities
we
can
put
in
front
of
students
to
do
and
how
they
yeah
how
they
can
interact
with
the
the
material.
H
Yeah,
so
I
think
there
are
two
pieces
that
I'd
add
to
this
discussion.
One
is
that
I
think,
as
as
many
of
you
know,
we've
got
a
really
fabulous
partnership
with
the
etx
center
at
asu
around
taurus,
as
they
work
to
migrate.
What
had
been
smart
sparrow
content,
that
greg
happened
to
reference
earlier
into
a
new
platform
and
that
new
platform
will
be
taurus,
as
that
collaboration
has
evolved.
H
But
for
most
of
our
users
we
imagine
a
simpler,
simple
editor.
So
you
can
imagine
that
you
begin
your
offer.
The
simple
editor
as
an
early
user,
which
which
gives
you
some
basic
capabilities,
and
you
can
at
any
point,
move
to
that
expert
editor,
which
gives
you
the
expanded
set
of
capabilities
which
might
include
you
know,
manipulating
some
of
these
layout
pieces.
H
This
is
important
to
us
for
a
couple
of
reasons.
One
of
them
is
that
we
had
originally
discussed
that
adaptive
page
as
a
distinct
activity
type,
which
means
that
there
was
not
an
easy
transition
path
and
which
is
also
going
to
mean
a
multitude
of
authoring
systems
under
the
model
we're
now
pursuing.
H
H
So
I
think
that
this
is
going
to
give
us
the
opportunity
to
experiment
a
little
more
deeply
when
our
folks
need
greater
control
over
presentation,
whether
because
there's
an
obvious
use
for
it,
obvious
need
for
it
or
because
you
want
to
experiment
a
little
bit.
You've
got
a
notion
that
a
different
set
of
presentations
is
going
to
give
these
components
to
your
learners
in
a
way,
that's
a
little
more
amiable
to
knowledge
creation.
H
I
was
in
two
meetings
this
week
with
institutions
that
have
told
me
that
it's
it's
becoming
just
absolutely
critical
for
our
technology,
for
all
educational
technology
to
be
in
compliance
with
the
latest
set
of
I'm
gonna
get
the
acronym
not
wrong,
wcat
wcag
guidelines,
we
tripped
it
out
2.1
and
thanks
michael
wcag.
I
was
close
and
and
that
in
so
so
it
creates
an
interesting
element
for
us
right.
H
We
want
to
be
compliant
because
it's
the
right
thing
to
do,
but
we
also
want
to
be
compliant
because
we're
told
that
we're
nearer
to
compliance
than
many
other
edtech
approaches
and
products
that
are
out
there,
and
so
we
obviously
you
know,
as
carnegie
mellon,
have
a
competitive
streak
in
us
and
we
want
to.
We
want
to
be
out
in
front,
be
the
best.
H
So
I
think
that's
that's
one
piece
of
this
and
I
I
don't
know
that
we'll
ever
get
that
balance
perfect,
but
we're
going
to
keep
on
working
on
it
and
our
partners
are
going
to
be
working
on
it
so
so
judy.
I
agree
that
we
need
to
be
compliant
with
with
legislative
requirements,
but
I
think
that
the
wcag
2-1
are
a
set
of
guidelines
that
cover
both
compliance
and
additional
elements
that
aren't
legally
required.
But
I
think
that
we
have
an
obligation
to
head
towards.
H
So
I
I
agree
that
we
must
be
compliant
with
with
ada
requirements,
but
we
aspire
to
be
as
compliant
as
we
can
with
with
emerging
guidelines,
and
I
think
that's
one
of
the
interesting
things
about
accessibility,
right
that
if
you're
doing
it
right,
there's
not
a
point
where
you
just
check
the
box
and
say:
okay,
we're
done
right.
I
think
that,
as
as
learning
engineers
and
learning
scientists,
we
recognize
that
what
the
standards
are
and
what
best
practices
are
keep
changing,
and
you
know
you
need
to.
H
We
need
to
keep
staying
in
front
of
them.
But
sebastian.
You
raised
a
second
question
there
about
new
kinds
of
activity
types,
and
I
think
that
this
is
a
place
where
we
want
to
be
so
so
taurus
is
going
to
make
it
much
easier
to
create
new
activity
types
that
can
be
easily
plugged
in,
and
I
think
that
as
a
community
trying
to
understand
how
do
we
evaluate
these
once
they've
had
their
chance
to
be
out
in
front
of
learners.
H
And
so,
as
we
see
this
increase
in
activities
or
as
we
hope
to
see
an
increase
in
activities,
because
taurus
makes
it
easier,
we're
also
going
to
need
to
be
a
little
more
serious
about
how
how
that
stuff
starts
to
get
rolled
into
the
core
of
the
system.
And
so
one
of
the
purposes
that
these
community
meetings
serve
is
is
is
one
piece
of
a
larger
puzzle
for
for
for
road
mapping,
tourists
and
and
and
thinking
about
governance.
So
hope
that
was
helpful
and
a
useful
contribution.
G
Can
I
add
something
or
question
the
norm,
so
I
I
won't
wait
for
an
answer
I'll
just
do
it
so
and
yeah
I
added.
I
have
programming
examples
sandboxes
that
harley
and
I
figured
out
today
that
we
can
add,
as
quote
new
activity
types,
because
I
wanted
to
associate
skills
with
them.
The
way
I
did
that
was,
I
did
a.
G
What
was
it
the
drag
and
drop
or
I
I
just
basically
faked
a
an
object
and
added
a
web
page
into
the
assessment
and
what
you
know
so
now.
I
can
link
at
least
activity
to
a
skill,
but
I
can't
I
it's
obviously
not
going
to
get
evaluated.
It's
more
like
a
submit
and
compare,
which
is
is
better
better
than
nothing,
but
it's
yeah,
it's
not
ideal.
So
yeah
I
mean
that's.
I
I
think
there's
almost
a
way
to
do
it
already.
H
H
B
F
In
the
past,
as
so,
I
resonate
with
those
points
with
the
points
I've
been
given,
I'm
really
just
the
ease
of
interacting
to
collaborate
to
develop
the
courses
online.
All
those
points
been
covered.
I
do
resonate
that
with
the
difficulty
around
maintaining
accessibility,
compliance,
responsive
web
and
giving
flexibility
to
the
design.
F
It's
it's
an
extremely
difficult
design
problem,
as
we've
tried
to
do
over
the
course
of
the
years,
but
also
a
good
challenge,
I'm
not
seeing
a
gap
unless
a
member
of
the
team
wants
to
speak
on
their
behalf,
their
own
behalf
here
and
what's
been
described
already.
These
priorities
are
among
our
priorities
as
well.
B
B
What
are
some
tools?
What
are
some
of
your
go-to
tools
for
design
outside
of
google
docs?
So
we've
heard
google
docs
we've
heard
a
little
bit
about
video
development.
What
are
some
other
things
that
that
you
guys
have
found?
You
need
to
do
on
a
regular
basis
that
you
have
to,
and
what's
your
go-to
tool
for.
B
B
What
about
teams
team
development?
Maybe
something
around
that?
Where
are
some
of
the
the
points
in
friction
when
you're,
when
you
have
a
large
group
of
people
all
working
on
the
same
course.
I
know
sebastian
covered
a
little
bit
of
that
earlier,
but
you
know
we
have
some
new
folks
to
the
to
the
group.
Since
then,.
F
Yeah,
I
think,
though,
some
of
the
things
you're
asking
for
michael,
I
agree.
We
have
an
alignment
spreadsheet
that
we
use
as
a
google
sheet
about
it
supports
a
backwards
design
process,
but
I
think
some
of
the
requests
you
had
earlier,
michael
to
have
some
of
that
stuff
co-located
on
a
page,
I
think
at
the
the
big
picture
level
that
spreadsheet
will
still
be
useful.
F
A
F
B
C
Yeah,
sorry,
I
was
late,
so
I
didn't
see
everything,
but
the
there
was
a
time
when
there
was
a
easy
way
for
someone
using
the
course
to
say.
Oh
error,
like
I
think,
there's
there's
an
error
here
and
there's
an
area
that
would
be
put
into
a
spreadsheet
and
they
can't
go
back
and
fix
them.
It
doesn't
even
have
to
be
the
students
we
have
like
about
15
faculty
they're,
helping
build
it
and
lots
of
errors
in
the
first
draft.
B
B
C
Our
main
goal
is
to
like
triple
the
number
of
questions
we
have
and
so
and
there's
a
stage
of
writing
them
in
google,
and
then
people
comment
on
them
in
google
and
then
they
get
transferred
in,
and
I
think
sandy
would
really
like
to
see
that
transfer
not
be
necessary
anymore
and
we're
having
the
same
thing
in
grade
scope.
The
first
time
we
wrote
the
exams
in
grade
scope.
C
B
B
I
mean
it's
huge
right
and
to
get
all
of
that
content
reviewed
and
commented
on
in
a
way
where,
subject
matter,
experts
can
say:
okay,
this
needs
to
be
updated
and
here's
the
update
right
now,
yeah
we've
been
using
google
docs
and
cutting
and
pasting
because
of
david
to
your
point
that
review
process.
That
needs
to
happen
too.
We
don't
always
just
say:
okay,
whatever
this
one
person
said
automatically
goes
in,
we
wanted
some
way
of
like
vetting
it
right.
C
Yeah,
google
docs
it
does
have
this
problem.
I
hate
using
it
for
four
maggot
stuff,
just
in
general
too,
because
it's
so
like
who
knows
where
it
puts
figures.
You
know
and
the
share
latex.
I
guess.
But
now
it's
called
something
else,
but
the
the
latex
edgers
have
all
the
features
of
google
docs.
You
know
editing
and
commenting
good
versioning,
but
because
it's
just
standard
ascii,
it's
kind
of
smoother
and
I
wonder.
C
That
I,
like
that
better
than
the
wysiwyg
stuff,
almost
because
at
least
you,
the
cutting
paste,
becomes
negligible
but
you're
also
not
building
some
sort
of
fancy
tool.
That
knows
the
syntax.
It's
more
just
you
know
a
good
versioned
collaborative
ascii.
Is
there
something
like
yeah?
Is
there
some?
I
know
that
if
you
know
the
xml,
it's
not
to
sometimes
it's
easier
just
to
edit
the
xml,
but.
C
B
I
don't
know
I
have
to
look
into
that.
I
don't
know
those
those
applications.
I
know
that
we've
recently
started
using
hypothesis,
which
is
a
web
annotator
tool
to
help,
have
reviewers
review
course
pages
and
add
comments
or
point
out
errors,
and
I
have
to
say
we're
just
starting
using
that
I
mean
I
I'm
just
trying
to
solve
the
problem
of
getting
good
review
comments
on
on
existing
content.
B
B
B
C
B
H
We
will
have
some
examples
of
adapted
pages
in
use
to
support
the
etx
asu
use
cases
for
the
summer,
and
you
know
in
a
way
that
they
could
probably
be
used
and
developed
during
summer
school
of
this
year
and
obviously
there
are
a
number
of
paths
towards
that
activity.
You
know
you
know,
or
are
we
thinking
about
integrating
ctat
as
an
adaptive
path?
H
Are
we
looking
at
the
kind
of
additivity,
john
stamper
and
his
folks
been
building,
but
this
this
broader
set
of
adaptive
pages
that
will
support
multiple
use
cases
we'll
start
to
see
some
some
availability
over
the
summer.
You
have
a
slightly
different
question,
though,
which
is,
if
we're
simply
supporting
that
activity
in
taurus,
but
we
don't
have
the
other
pieces
that
will
allow
chemistry
to
migrate.
H
Trussell
excuse
me
taurus
core
functionality,
but
the
the
second
is:
where
are
there
places
where
there
are
tools
that
are
already
so
good
that
we
don't
need
or
would
not
want
to
recreate
them?
And
if
so,
what
degree
of
integration
do
we
do
we
want
to
pursue?
So
I
suspect
figma
boards
is
in
that
category,
with
a
tool
like
hypothesis
as
folks.
Try
this
and
start
experimenting
with
it.
You
know,
rather
than
needing
to
go
all
or
nothing
on
recreating
or
fully
embedding
its
collaborative
features.
F
Is
it
supposed
to
be
embedded
in
an
activity
in
all
I,
and
why
so
are
we
thinking
of
solely
fully
online
courses,
or
are
we
talking
about
remote,
where
you
still
have
some
face-to-face
time?
So
I
think
we
need
to
dig
in
on
the
requirements
around
tools
in
there
and
and
why
they're
embedded
in
oli
versus
connected
to
a
broader
ecosystem
for
the
course.
C
C
C
Actually,
I
know
one
of
the
biggest
competitions
coming
up
for
online
chemistry,
not
the
word
competitive,
to
see
anything,
but
this
chem
101
product.
That's
one
of
its
big
selling
features
is
it's
kind
of
an
integrated,
in-class,
clicker
thing,
and
so
then
one
thing
they
take
advantage
of
theirs.
Then
the
it's
not
just
clicker
questions
any
question
that
of
the
type
they
support
can
be
that
kind
of
have
the
class.
Do
it
look
at
the
answers.
B
So
that's
a
great
point
to
bring
up
that.
I
might
actually
consider
for
an
upcoming
community
meeting,
which
is
you
know,
we're
talking
about
design
tools
now,
but
maybe
the
next
one
or
one
in
the
near
future
should
be
around
delivery
and
what
capabilities
we'd
like
to
see
in
terms
of
when
you're
delivering
an
lli
course
and
how
to
integrate
it
more
in
your
classroom.
Experience
yeah.
C
B
Thanks
so
another
thing
I'm
interested
in
is
reporting,
which
is
something
that
I
feel
like
it's
usually
an
afterthought
with
a
lot
of
systems,
but
do
you
all
have
any
kind
of,
and
I'm
talking
again
about
design,
not
reporting
on?
You
know
student
work
or
anything,
but
are
there
kinds
of
reports
that
you'd
like
to
see
to
inform
your
designs
or
to
inform
others
on
how
you're
doing
against
a
particular.
B
B
A
Now
I'm
not
a
content
designer,
but
I
do
wish
that
we
had
the
capability
of
looking
at
the
universe
of
users
of
our
courses
rather
than
just
individual
classes
in
a
wysiwyg
type
of
format.
I
I
understand
we
can
get
the
data
from
data
shop
and
analyze
it,
but
I'd
like
to
be
able
to
look
at
yeah
a
set
of
questions
in
a
lesson
and
say:
okay,
these
questions
seem
to
be
less
of
less
useful
on
a
global
scale
than
the
other
ones,
so
that
we
can
start
trying
to
figure
out
yeah.
H
H
Of
of
needs
and
a
features
and
of
specs
right,
it's
I
I
feel
like
I'm
often
shooting
in
the
dark
and
saying
okay,
maybe
I
want
to
show
them
how
many
you
know,
let's,
let's
show
the
questions
that
need
the
most
amount
of
help
to
answer,
or
maybe
I
want
to
show
them
the
questions
that
the
fewest
students
engaged
with
understanding.
What
the
kinds
of
ways
are
that
you
want
this
information
presented
to
you,
or
even
you
know,
hey.
H
F
I
heard
two
points
there.
One
was
the
process
of
getting
the
data
at
for
a
course
the
other
one
was
across
courses.
If
I
understood
the
point
correctly
and
the
one
thing,
the
the
other
thing
that
the
question
I
would
have
there
is
are
all
courses
or
students
in
courses
created
equally.
In
other
words,
are
some
courses
really
aiming
at
a
different
entry
level
in
terms
of
students
prior
knowledge,
and
so
would
the
question
be?
F
Would
you
observe
a
question
or
a
set
of
activities
the
same
way
given
students
varying
backgrounds,
and
I
think
that
might
be
a
complexity
at
looking
at
things
across
courses?
Perhaps
unless
those
are
all
you
can
assume
that
those
are
sort
of
students
are
expected
to
come
in.
With
this
background
skills,
these
background
skills
and
knowledge,
I
think
it's
a
question
that
I
have
actually.
F
Got
it?
I
remember
one
scenario
that
comes
to
mind,
which
is
what
this
brought
to
mind
for
me,
where
the
oli
course
was
aimed
at
external
students
at
a
community
college,
and
another
version
of
the
course
was
aimed
at
cmu
students
and,
and
so
there
was
an
acknowledged
variation
in
students
backgrounds,
even
though
some
of
the
same
course
was
being
delivered
across
both
student
cohorts.
F
H
H
Oh
someone
was
just
telling
me
that
they've
got
a
mechanism
for
using
earlier
someone,
someone
was
putting
together
a
nice,
a
nice
algorithm
for
using
early
learner
performance
to
to
do
some
of
that
prior
knowledge
assessment,
and
it's
had
some
some
pretty
good
impact
in
terms
of
its
relatability
learning
curves
and
I'm
not
pulling
it
up
from
the
memory
banks
right
now.
It's
a
problem
with
having
these
meetings
on
a
friday,
but
there
might
be
some
some
research
already
at
work
there.
That
would
help.
C
H
B
H
H
H
Right
now
we
have
implemented
two
audits,
which
are
not
perfect
and
not
thorough,
which
we're
going
to
continue
to
grow
and
aaron's,
going
to
show
them
to
you,
accessibility
and
pedagogy,
but
knowing
that
this
is
a
framework,
imagine
what
other
kinds
of
design
audits
you
might
want
to
see
in
different
contexts.
We've
talked
a
bit
about
dei
audit
tools.
C
Some
of
them
are
just
things
that
are
in
they're,
not
related
to
chemistry,
they're,
just
things
that
are
set
up
in
problems
like
the
contextualization
of
the
question,
and
so
she
uses
it
to
like
because
it
might
show
up
the
on
the
ap
exam,
and
so
she
wants
her
students
to
be
ready
to
see
them.
They're.
Currently,
a
list
like
that
during
august,
like
how
many
words
are
there
in
the
oli.
How
many
times
do
those
words
show
up
in
the
chemistry
oly
course?
C
B
Yeah
that's
interesting,
and
that
would
be,
I
would
think,
a
pretty
simple
check
right,
just
looking
for
words
and
word
counts
and
and
how
much
information
that
gives
you
to
see
that
and
then
some
folks
have
put
some
things
into
the
chat
here
greg.
What's
this,
what's
this
link
you
put
in
there
this.
E
B
So
we're
down
to
three
minutes
left
and
I'd
like
to
just
thank
you
all
for
this
lovely
discussion
and
lots
of
good
information
sounds
like
we're
we're
in
alignment
with
the
kinds
of
things
we're
thinking
about,
but
you've
given
us
even
more
to
consider
so
awesome.
Thank
you
guys
so
much.
I
wanna
point
you
guys
to
this
tourist
community
web
page
and
let
me
get
this
in
the
chat.
B
So
that,
if
you
go
to
that
page,
if
you're
thinking
of
something
as
a
result
of
this
conversation
and
you
think
of
it
later,
there
is
a
form
at
the
top
of
this
page
to
submit
ideas
for
taurus.
So
please
don't
hesitate
to
just
give
us
any
thoughts
that
you
have.
We
want
to
hear
from
you
as
much
as
possible
as
we're
as
we're.
Building
this
out.
Give
me
a
second
to
get
this
get
this
webpage
in
a
way
I
can
share
it
and.
B
Thanks
nancy,
that's
great!
I
was
fumbling
around
with
all
these
zoom
controls
and
windows.
So
I
appreciate
that
just
keep
coming
to
these
meetings
too.
We
want
to
hear
from
you
as
often
as
possible
and
if
you
want
to
set
up
one-on-one
meetings
to
do
a
deep
dive
into
any
of
these
things
that
we've
discussed
today
or
in
previous
meetings.
B
Don't
hesitate
to
reach
out
to
me
or
anyone
on
our
team
at
oli
can
write
the
help
desk
it'll
get
to
me
one
way
or
another,
and
I
would
love
to
reach
out
and
do
even
one-on-one
meetings
or
team
meetings.
So
we're
always
looking
to
gather
these
requirements
and
make
sure
we're
building
this
in
a
way
that
supports
all
of
you.
So
thank
you
so
much
for
your
input
and
continued
collaboration.