►
From YouTube: Community Meeting December 2014
Description
December Community Meeting
Join us today at 4pm EST via Crowdcast!
http://www.crowdcast.io/e/oplerno_community_meeting
Here is the agenda:
◐ Introductions
◐ Update on Certificate Programs
◐ Course Development Class for Oplerno Faculty
◐ Degree Granting Authority Application
◐ Questions from the Faculty and Community
A
Good
morning,
good
afternoon,
good
evening,
welcome
to
team
aura
to
community
meeting
for
this
summer.
Yes,
and
in
this
community
meeting,
will
be
discussing.
Oh
yes,
then
have
my
list
ready,
of
course,
that
so
we're
going
to
be
discussing
an
introduction,
we're
going
to
have
some
introductions.
Was
it
very
in
the
update
to
the
difficult
problems
some
course
development
classes
for
faculty
some
course
building
features
that
we
have
a
degree-granting
and
authority
application
over
to
you
granting
Authority
application?
A
Yes,
sir,
it
can't
be
too
small,
but
some
technical
and
feature
updates
and,
of
course,
we'll
have
questions
for
the
faculty
in
the
community.
You're
welcome
to
pose
your
questions
if
you're
watching
on
crab
post,
we
think
you're
welcome
to
pressure
questions
on
this
side
on
this
side.
I'm,
not
sure,
on
this
side
of
thickness
in
the
chat
I
see
that
everybody's
hello,
hey
guys,
thank
you
and
ever
and
of
course,
you're
welcome
to
ask
questions
down
below
there's
a
questions
tab
which
you
can
ask
your
questions
that
people
convert.
A
Any
questions
will
be
asking
you
poles
or
giving
you
some.
Also
that
you
might
want
to
answer
this
one
out
there
now,
which
is
asks
you
what
you
were,
how
were
your
affiliate
reduce
to
a
plural
and
yes
for
the
rest
day,
you
can
you
know
all
they
get
other
places
that
you
can
ask
your
questions,
otherwise,
so
if
you're
watching
on
YouTube,
please
please
ask
your
questions
in
the
comments
and
we're
following
everything,
and
so,
let's
get
over
to
introductions
I'm
Daniel.
You
all
know
me
that
the
next
guy
is
Robert
skiff.
I'm.
B
C
B
Without
further
ado,
I
want
to
introduce
some
one
of
the
newest
members
of
the
team,
Michael
Lee,
and
why
don't
you
introduce
yourself
and
then
and
Michael's,
taking
the
role
of
director
of
finance
as
we're
all
growing
and
expanding
our
operations
Michael's
going
to
be
involved
in
both
faculty?
Sorry
he's
going
to
be
involved
in
basically
helping
us
to
create
the
financial
infrastructure
involved
in
the
play
know
as
we
scale
up
on,
but
he's
also
going
to
be
doing
some
recruitment
in
terms
of
students
and
businesses
and
the
corporate
piece
and
I'll.
A
Hello,
thank
you.
Everybody
I
think
you
rob
and
thank
you
for
joining
us
on
this
festivus
and
I'm
excited
to
be
a
part
of
it
as
well.
Recently
joined
the
team
of
Puerto,
Rob
and
Daniel
Dan
to
help
build
something
really
unique
and
I
learned
about
a
/
no
less
than
a
year
ago
and
met
Rob
here
in
burlington
vermont
and
we
interacted
over.
A
But
what
Rob's
vision
and
his
team
vivid
was
40
porno
and
excited
to
see
what
up
what
the
future
holds
for
for
this
platform
and
for
what
everyone
in
the
community
contributes
to
it.
So,
as
rob
said,
I'm
coming
on
as
director
of
finance
I'm
I
have
a
history
as
an
accounting
of
finance,
profession,
professional,
helping
companies
build
financial
infrastructure
to
grow,
and
so
I'll
be
coming
on
to
do
that
and
there'll
be
plans.
A
A
B
A
B
B
What
I
want
to
do
is
introduce
is
update
you
on
our
certificate
programs-
okay,
which
is
den
Kirk
dan
Kirk,
Daniel
and
I
on
with
the
three
of
us,
because
michael
has
been
on
board
with
us
for
a
little
over
a
week,
but
the
three
of
us
have
been
working
on
creating
these
certificate
certificate
programs,
and
what
we
want
to
do
is
announce
our
first
set
of
certificates
that
we've
developed
and
talk
a
little
bit
about
that.
We
just
pull
up
my
notes
for
a
second.
B
Am
on
so
the
certificate
programs
are
a
total
of
four
courses
that
you
take
and
we
have
you
take
three
courses
with
a
planner.
You
can
take
all
four
courses
with
the
plan.
Oh
and
you
then
are
issued
a
certificate.
I'm
a
certificate
is
again
four
courses
with
a
planner,
but
we
also
will
transfer
in
courses.
So,
for
example,
if
you
have
a
course
from
another
college
or
from
you
know,
dealing
with
professional
development
and
some
such
that
meets
on
the
criterion,
then
you
can
transfer
that
course
into
on
our
certificate.
B
The
initial
certificates
that
we
have
to
offer-
and
these
are
certificates
of
completed
courses
and
we'll
be
launching
the
website
on
around
June
sorry
touching
January.
First,
we
have
a
philosophy
certificate
and
a
teaching
in
the
digital
arts
teaching
in
the
digital.
A
digital
course
design
certificate,
a
sustainability
in
science
certificate
along
with
a
arm
a
arm,
a
some
business
courses,
a
business
certificate,
and
we
should
be
also
having
our
computer
science
certificate
also
up
by
by
January.
B
First,
one
of
the
things
that
it's
important
to
remember
is
that
a
plateau
stands
for
open
learning
organization.
So
we've
also
created
online
and
some
of
you,
some
of
you,
have
accessed
it
a
spreadsheet
where
we
damned
Kirk
and
I
and
I'm
Daniel
we
went
through
and
we
grouped
on
a
whole
bunch
of
different
courses
together
and
and
group
them
in
terms
of
the
business
group
them
in
terms
of
subject
areas
and
so
in
most
of
our
certificate
courses.
Right
now
on.
B
Your
choice
of
what
you
want
to
take
is
rather
limited
for
your
classes,
but
for
exam.
Well,
let's
take
the
philosophy
course:
the
philosophy
certificate
that
will
be
offering
we
have
listed
under
courses
that
are
under
development.
We
have
on
eight
nine
courses
that
are
under
development,
the
philosophy
certificate.
We
have
five
courses
right
now
that
a
person
is
able
to
take
on
again
for
a
certificate
with
the
plano.
B
All
you
need
to
do
is
take
four
courses
or
take
three
courses
and
transfer
into
class
and
those
courses
that
are
under
development,
the
more
courses
that
we
have
completed,
you
those
get
approved
and
then
on
those
go.
Underneath
that's
that
certain
philosophy,
certificate,
computer
science
same
thing:
we
also
have
a
political
science,
contemporary
political
systems,
certificate
that
will
be
offering
one
some.
We
have
a
couple
of
more
courses,
but
there
again
we
have
about
a
choice
of
over
ten
classes
that
are
going
to
be
able
to
be
on
that
are
being
developed.
B
That
will
go
under
that
certificate
piece.
The
nice
thing
about
a
planner,
though,
is
if
you
have
an
idea
for
a
certificate
arm,
and
you
have
a
grouping
of
classes.
For
example,
we
have
a
one
particular
faculty
member
in
business
who
has
about
arm
who
has
two
classes
that
she's
developed
and
she
can
contact
someone
else
and
you
know,
add
those
into
a
specialized
certificate
in
international
business
and
international
management.
B
So
there's
all
kinds
of
different
possibilities
to
create
these
on
these
certificates
and
again
we're
going
to
use
the
certificates
as
the
jumping
off
point
as
we
move
to
the
next
step,
which
is
odd
degree
granting
authority
now
one.
Let
me
just
check
to
make
sure
I
don't
have
any
messages
coming
in
arm
right
now.
B
Our
certificate
program
now
transfer
courses
won't
be
able
to
use
our
portfolio
system,
but
they
will
go
on
a
transfer.
They
will
go
on
your
transcript
as
a
transfer
credit.
So
again,
just
like
you
know,
we
have
all
these
really
interesting
courses
that
have
been
developed
because
we're
open
source
not
open
source,
but
we're
an
open
learning
organization
right
now,
we're
looking
and
creating
certificates.
B
In
that
same
same
way,
people
coming
up
with
interesting
certificate
titles
on
submitting
those
certificates
along
with
a
list
of
classes
to
us
for
approval,
and
then
when
they
get
approved,
we
will
list
them
with
our.
You
know:
January.
First,
we
will
list
them
with
our
arm
in
a
special
part
of
the
website
that
we
have
in
terms
of
enrollment
of
certificates.
B
It's
a
way
for
us
to
market,
to
students
on
both
traditional
and
non-traditional
students
in
high
red,
but
also
as
a
way
to
market
to
businesses
who
are
looking
for
individuals
with
specific
backgrounds,
and
we
can
say:
hey
you
know
this
certificate.
We
have
an
accounting,
bookkeeping
business
finance
science,
whatever
we
can
create
certificates
that
meet
the
needs
of
those
businesses
and
also
meets
meet
the
needs
of
those
students.
One
of
the
one
last
piece
to
remember
is
John
Bolton.
B
There's
a
faculty
member
in
philosophy
really
wants
us
to
work
hard
on
developing,
what's
called
a
bespoke
degree
and
that's
a
degree
that's
that
students
can
create
and
manage
that
meets
their
needs
for
what
they
want
to
do,
arm
professionally
or
personally
in
life
and
the
way
in
which
we've
created
the
certificate.
The
certificates
here
is
another
way
in
which
to
do
that,
and
so
on.
Thanks
to
John
Bolton
for
sort
of
pushing
us
to
on,
you
know
to
be
open
and
keeping
things,
as
you
know,
simple
and
high
quality
as
possible.
B
Okay,
I'm
just
going
to
switch
to
the
community
meeting
for
a
second,
because
I
want
to
make
sure
arm
if
you've
got
any
questions.
I
haven't
heard
any
more
about
the
human.
What,
when
the
humanities
certificate
may
be
targeted
for
so
did
humanities
certificate
that
that
we're
also
launching
that's
part
of
the
part
of
the
group,
that's
going
to
get
launched
who's.
That
who
are
we
going
to
be
marketing?
That,
for
marketing
is
a
really
tricky
piece.
We're
really
working
hard
to.
You
know
find
that
arm.
B
You
know
that
that
the
best
mix
of
of
doing
the
marketing
is,
you
know.
We've
had
a
couple
of
hiccups
in
terms
of
people
who
are
joining
us
on
and
who
have
not
been
able
to
to
to
stay
in
that
position,
but
you
know
we're
there's
all
kinds
of
different
groups
that
were
reaching
out
to
who
may
be
able
to
help
us
get
the
word
out
about
humanity's
certificates,
writing
certificates
or
any
certificate
that
were
operating
with
arm
in
a
plan.
B
B
C
So
we
had
a
solid
year
of
odd
college,
consistent
growth
in
the
faculty
and
course
departments.
We've
grown
to
174
faculty
members
who
have
signed
the
contract.
You
know
given
us
their
information
and
have
an
account
on
email,
I
plan
on
email
as
well
as
canvas.
We
have
176
total
courses
which,
as
you
can
see,
is
more
courses
than
faculty
and
of
course,
just
like
any.
You
know
free
I,
guess
user
account
based
program.
Not
all
of
our
faculty
are
active
and
we
completely
understand
that
you
know
most
folks
have
multiple
teaching,
gigs
family.
C
You
know
free
time
and
maybe
some
hobbies
in
there
and
you
know
something
like
a
plateau-
is
in
a
way
an
act
of
goodwill
and
faith
in
something
you
know
in
building
this
movement
and
this
sort
of
system,
but
you'll
still
see
that
we
do
have
even
more
than
one
per
one
course
per
faculty
member
average.
You
know
some
folks
have
ten
courses.
Some
folks
have
one.
C
All
that
does
for
a
player
know,
is
save
us
money
and
saves,
allows
us
to
operate
on
a
really
thin
budget
which
works
for
you
guys
works
for
us
works
for
students,
everyone
wins,
so
that's
something
that
might
be
coming
down
the
pike.
Depending
on
what
kind
of
systems
we
can.
We
can
arrange
in
the
new
year,
so
those
176
total
courses,
26,
are
completed,
approved
and
listed
on
the
marketplace
which
is
enrolled,
o'clair,
no
calm
and
we've
had
some
students
sign
up.
I
know,
dr.
C
Sadler's
course
on
existentialism
has
gotten
a
lot
of
good
feedback
via
his
facebook
postings
he's
been
a
really
great
champion
of
sort
of
understanding.
The
entrepreneurial
needs
that
that
a
player
know
has
and
I
wouldn't
call
them
demands,
but
at
this
stage
you
know
those
who
are
acting
more
in
the
entrepreneurial
spirit
will
likely
find
that
their
outreach
is
more
successful
and
they
will
perhaps
get
more
students
in
their
course
and
as
an
income
as
a
result
of
that.
C
So
that's
just
something
I
wanted
to
mention
as
far
as
recruitment
and
then
we're
now
giving
I
know.
We
mentioned
this
a
few
times,
but
not
to
a
whole
group
like
this
I've
switched
from
giving
feedback
to
faculty
as
in
a
text-based
manner,
which
take
me
a
lot
longer,
it's
harder
for
me
to
explain.
What's
in
my
mind
and
what
I'm
looking
at
on
the
screen,
it's
probably
then
harder.
It
doesn't
necessarily
translate
to
the
reader.
So
we've
signed
up
for
a
program
where
I
can
look
at
your
course
on
my
screen.
C
Click
through
show
you
my
feedback.
If
you
thought
sort
of
open
it
up
as
a
discussion
rather
than
a
checklist
and
that
seems
to
have
been
effective,
I'll
I
send
those
responses
via
canvas,
so
we're
not
clogging
up
anybody's
inbox
and
so
that
that
would
come
through
your
canvas
messaging
system,
which
you
can
view
in
the
top
right
of
your
canvas
account
under
inbox.
C
And
we
had
some
questions
and
I've
had
some
questions
over
the
year
and
basically,
all
the
time
about
faculty
members
asking
about
features
within
canvas,
so
I
know
canvas
well,
I'd,
say:
I
have
a
strong
sense
of
it,
but
I
don't
work
or
develop
for
canvas,
and
none
of
us
do
that
canvas
is
a
product
that
a
player
uses.
We
think
it's
the
best
learning
management
system
out
there,
it's
intuitive
it's
dynamic.
It's
got
an
open
API.
Their
support
is
out
of
this
world
as
far
as
especially
in
higher
ed.
C
They
take
very
little
time
to
get
back
to
you,
which
isn't
common
in
this
field,
and
so
when
I
get
questions.
My
first
response
in
my
head
is:
okay.
Did
you
check
the
canvas
help
feature
which
is
essentially
what
I
do
most
of
the
time?
If
someone
asked
me
a
question
that
I
don't
know,
and
that
can
just
be
viewed
in
the
top
right
of
your
canvas
screen
under
help,
it's
also
guides
dakin
structure.
C
Calm,
unbelievably
helpful,
there's
a
community-based,
a
feature
where
you
can
have
discussions
with
other
members,
as
well
as
the
developers
and
the
support
team.
There's
a
complete
guide:
that's
the
search
is
really
responsive
and
usually
hits
what
you're
looking
for,
there's
also
a
way
for
you
to
request
features
as
an
instructor
and
user
and
community
member
things.
You
might
see
lacking
things
that
you
might
want
tightened
up.
C
I
know
for
me
when
I
there's
a
group
feature
that
I
can't
just
go
through
our
users
and
drag
and
drop
into
groups,
so
I'm
going
to
go
in
there
request
that
feature.
You
know
they
respond
and
say
thanks
for
doing
it
and
people
can
upvote
your
requests
and
ultimately,
the
ones
that
rise
to
the
top
of
the
ones
that
get
the
attention
from
the
developers
at
canvas.
That
being
said,
I
we
are
available
to
help
canvas
is
always
adding
new
features.
C
I
know
Daniel
and
I
get
emails,
probably
more
than
once
a
week
of
what
kind
of
updates
they've
done.
What
kind
of
features
have
been
added,
what
kind
of
third-party
apps
that
are
available
to
users
and
yeah?
So
it's
hard
for
us
to
keep
up
with
that
and
do
our
jobs
here
at
a
plateau.
So
I
just
urge
you
again
that
entrepreneurial
spirit
and
sort
of
self
driven
nature
of
a
plan.
C
Oh
you
know
ownership
of
what
you
do
you
create
and
it
being
yours
is
to
you
know:
google,
it
jump
into
the
help
community
jump
into
the
sort
of
message
board
based
assistance
system
that
they
have,
and
you
know,
start
those
conversations
they'll
probably
end
up
being
faster
than
what
I
can
reply
to
you
and
probably
more
direct.
So
that's
just
a
sort
of
I
don't
know
urging
that
I
think
would
be
most
effective
for
our
faculty
members
in
getting
a
response.
C
They
need
with
the
right
information
with
a
step-by-step
plan
on,
say
using
conferences
or
how
to
add
a
link
to
a
module,
or
you
know
how
to
use
Google,
Docs
and
collaboration
with
with
canvas
in
your
course.
So
that
is
my
support
and
faculty
update
for
the
year.
I,
don't
know
if
I
haven't
been
checking
out
the
question
seeing
them
anything's
come
in,
but
if
anyone
would,
let
me
know
about
that.
I
think
we're
good.
B
So
let's
now
talk
a
little
bit
about
degree-granting
authority
in
the
application.
I
also
want
to
talk
about
licensing
and
how
we're
building
this
arm
one
degree
granting
Authority
application.
So,
as
you
all
know,
or
most
of
you
know,
in
last
year,
we
applied
for
approval
with
the
state
of
Vermont,
and
now
the
next
step
for
us
in
approval
is
kind
of
the
lowest
level
of
accreditation.
Okay,
the
next
step
is
for
us
to
apply
to
become
a
degree-granting
institution,
and
basically
all
of
our
paperwork-
okay,
to
become
a
degree-granting
institution.
B
Is
all
our
paperwork
is
completed.
What
we
don't
have,
though,
is
on
content
is
enough
content,
and
we
really
need
you
know
faculty
and
other
networks
to
be
creating
content
that
we
can
place
arm
as
we
linkin
list
on
different
degrees
that
we're
going
to
be
offering,
and
so
once
we
have
once
we
have
that
you
know
a
few
degree
programs
that
we
can
share
and
once
we've
run
just
a
couple
of
classes.
B
We're
going
to
be
doing
is
we're
going
to
set
the
meeting
in
the
appointment
with
both
the
agency
on
the
Vermont
Agency
of
Education,
and
also
the
Vermont
State
Board
of
Education,
and
then
go
for
that
degree.
Granting
authority
there's
also
a
filing
fee
of
about
four
thousand
dollars
and
you
know
etc,
which
you
know
we'll
will
pay
and
we'll
start
that
on
start
that
process,
the
process
can
run
rather
quickly
for
us
it.
It
will
involve.
B
Interestingly
enough,
we'll
we're
going
to
be
one
of
again
like
we
were
the
first
purely
online
educational
institution
to
receive
approval,
called
we're
going
to
be
probably
one
of
the
first
to
receive
well
to
apply
a
fully
online
educational
institution
to
apply
for
degree-granting
Authority.
So
there
are
some
questions
in
there
that
just
flat-out
aren't
relevant
to
us
like,
come
and
visit
the
campus.
What
is
the
physical
infrastructure,
so
what
we're
going
to
be
doing
is
we're
going
to
be
sharing
with
them
on
canvas
the
marketplace
on
different
policies
that
we
have
on.
B
B
B
What
we're
going
to
be
doing
is
that
once
we
submit
our
application
for
degree-granting
authority
to
the
state
of
Vermont,
then
you
know
will
sometime,
you
know,
90
days
afterwards,
we'll
have
you
know
we'll
we'll
have
kind
of
our
answer
about
whether
or
not
we
would
receive
it
or
not.
But
before
we
do
that,
we
might
like
to
have
that
completed
sometime
in
February
March,
the
first
quarter
of
this
year.
B
Then
we
can
identify
which
degree
programs
we're
going
to
create
and
we
have
to
go
through
the
state
of
Vermont
first
arm,
because
you
have
to
have
state
approval
before
you
can
get
national
approval
and
once
we
have
that,
then
we'll
start
working
with
national
accrediting
agencies
and
also
with
a
few,
a
few
more
international
armed
groups
and
countries
to
push
on
our
accreditation
forward.
A
plan
o
believes
in
accreditation
we're
going
to
follow
the
rules
with
accreditation.
B
That
does
make
it
a
little
bit
tougher
for
us
to
grow
quickly
because
we're
following
the
rules
we're
not
a
fly-by-night
operation.
We're
not
trying
to
be.
You
know
we're
not
doing
the
udemy
or
Coursera
or
EDX
piece
arm.
You
know
we're
following
the
procedures
and
the
and
what
needs
to
happen
in
terms
of
accreditation
and
state
agencies,
etc.
B
It's
not
at
its.
It
slows
us
down
a
little
bit,
but
you
know
that
that's
okay,
in
the
end,
we're
going
to
be
much
better
off
for
it.
I
want
to
talk
a
little
bit
about
licensing
arm.
I.
Think
a
lot
of
you
go
has
talked
about
not
a
lot
of
you
guys.
Several
people
have
requested.
Can
we
license
our
software?
Sorry?
Can
we
license
our
course
materials
to
other
people
to
teach
our
classes
if
we
develop
them,
and
the
answer
to
that
is
yes
and
the
the
second
answer
to
that
is
we'll.
B
Have
the
licensing
contract
completed
around
january
first
I've
talked
with
the
lawyers
and
we're
just
trying
to
make
sure
that
everything's
set
in
terms
of
arm.
You
know
the
ownership
again
faculty
own
all
of
the
content
on
the
plane
now
and
that's
outlined
in
your
contract,
so
the
licensing
piece
is
going
to
involve
on
you
deciding
what
you
want
to
charge
to
allow
someone
to
use
or
class
as
a
shell,
okay
and
like,
for
example,
my
course
on
using
technology
in
the
classroom,
I'm
going
to
license
that
and
I'm
going
to
charge.
B
B
Ninety
percent
goes
to
the
faculty
member
or
ten
percent
goes
to
a
planner
arm,
because
we
want
to
again
develop
bomb
more
and
more
people
using
the
material
and
infrastructure,
but
also
make
sure
that
the
people
who
actually
produce
I'm
get
the
benefits
of
their
production.
I
can,
of
course,
as
a
faculty
member.
You
know.
I
might
think
that
my
stuff
is
absolutely
amazing
and
I'm
doing
a
lot
of
help,
and
actually
maybe
training
people
in
how
to
amuse
my
material.
B
C
C
I
can
sort
of
chat
about
licensing
it,
but
or
we
can
move
on
to
the
tech
stuff,
and
when
Rob
comes
back,
you
can
finish
it
up.
I
know
it
says:
there's
only
a
handful
of
folks
who,
who
are
thinking
of
licensing.
We
are
definitely
completely
open
to
it.
It
is
a
little
more
complicated
on
a
few
levels,
a
quality
of
delivery.
C
You
know
if
someone
changes
your
content
within
their
own,
offering
how
that
affects
everything,
what
you,
what
you
license
them
for
and
what
their
responsibilities
and
agreement
is
and
how
to
monitor
things
like
that.
So
it's
it's
a
bit
more
complicated
than
one
faculty
member
teaching
their
own
course,
but
we
are
looking
into
it.
It
will
have.
There
will
obviously
be
some
some
legal.
C
You
know
we
do
have
a
lot
of
projects
sort
of
simultaneously
floating
and
we
do
rotate
sort
of
between
them,
so
they
may
seem
to
take
a
little
longer,
but
they're
they're
all
active
and
that
that's
definitely
one
of
them,
along
with
the
three
granting
application
building
a
course
that
will
help
faculty,
build
their
horses
and
building
the
certificate
program,
both
in
our
software
and
the
marketplace
as
well.
As
you
know,
in
the
academic,
pedagogical
sense,
so
I
guess
Daniel.
Why
don't
you
you
cool
to
go
into
your
good?
Oh.
A
Yeah
absolutely
enf,
so
abrupt
joined
again
for
the
last
ice.
Age
must
be
having
some
technical
tractive
force
cool.
So
we
have
to
get
him
back
as
soon
as
possible
there
and
for
the
technical
and
feature
updates
so
well.
I
think
Rob
already
said
in
one
in
a
second
teaser
NCP:
oh
that's
one,
and
without
ever
with
introducing
the
certificate
programs.
A
So
there's
been
lots
of
technical
things
which
we've
been
adding
for
the
typical
programs
to
make
them
back
to
make
them
better
accessible
on
the
marketplace
and
as
awesome,
it
makes
them
available
in
different
places.
We've
been
integrating
farm
are
far
more
of
our
CRM
and
I've
come
on
canvas
and
the
marketplace
so
that
it's
easier
for
people
to
register,
for
course,
or
sign
up.
For
course,
I
want
to
get
into
the
word
gets
access
to
the
course
material.
We've
been
after
a
request
from
one
of
our
faculty
members.
A
We've
been
doing
a
lot
of
work
on
mobile
and
we
finished
that
I
think
20.
Two
weeks
ago
we
announced
that
we
now
that's
in
there
and
in
our
team
meeting
and
we've
been
doing
a
lot
of
security
features
and
updates.
They've
been
identified,
you're,
probably
not
even
noticed
it,
but
there's
a
bit
longer.
A
Some
security
scarce
or
some
isn't
some
internet
things
which
oversaw
some
security
things
would've
been
gone,
and
we
can
make
sure
that
we're
on
the
ball
up
to
date
on
that
we
still
have
a
triple-a
rating
on
our
team,
so
single,
a
rating
honorable
course
up
on
our
site
and
on
the
security
that
we
have
on
the
site,
ur
F
once
before
the
ssl
let-
and
we
make
sure
that
we
have
more
code
coverage.
Our
software
is
all
tested,
tested,
tested.
A
Canvas
and
we've
done
some
things
and
forum
which,
for
a
lot
of
things
and
of
course,
from
Turner
ton
of
bug,
fixes
there
or
so
yeah.
So
refreshing,
we've
done
a
ton
of
Buck
faces
because
massively,
if
a
massive
every
time,
somebody
tells
us
that
there's
something
there
was
it
that
there's
something
you
try
to
fix
it
as
soon
as
possible
to
be
really
really
focus
on
making
the
experience
for
our
faculty
members
and
the
students
such
as
the
most
excellent
that
we
can
now.
C
A
Of
ab
for
the
technical
side,
for
the
technical
side,
that's
that's
pretty
much
is
something
it's,
but
so,
of
course,
we
have
we've
been
as
we
also
we
really
like
your
feedback
of.
So
if
there's
anything
such
as
with
the
mobile
experience,
they
need
that
you
have
that
one
of
our
faculty
members
has.
We
really
want
to
know
that's
what
what's
happening
there.
We've
recently
had
some
people
who
for
them
busting
work.
Well,
they
some
really
really
important
for
you
to
tell
us.
A
A
Exactly
well,
but
of
course,
any
vision
that
we
would
like
to
play
would
be
for
copyright,
so
we
could
have
to
not
do
that.
Otherwise,
we
get
ourselves
bad
for
facebook
enforcer
well,
while
we're
waiting.
What
we
can
do
is,
of
course,
a
open
the
session
for
questions
from
the
audience
there.
So
if
you
have
any
questions
for
us,
sir.
C
No
I
got
one
here
from
Professor
Crowley
and
looks
like
Scott
one
of
our
other
faculty
members
answered
a
world
courses
be
offered
whenever
an
instructor
instructor
wish
or
world
of
your
target
semester
dates
to
try
and
coordinate
courses
and
times.
Oh,
that
was
a
question.
Sorry
you
drink
I
can
answer
both
we
thought
to
you,
I
mean,
ideally
you
know.
In
the
future,
there
will
be
people
all
over
the
world
whose
schedules
and
cultural
schedules
are
all
different
and
may
not
complied
with.
You
know
the
North
American
semester
or
trimester
quarter.
C
C
C
You
know
some
folks
have
asked
this
is
some
folks
have
asked
if
you
know
say
we
have
a
like
over
a
holiday
in
the
states.
You
know
if
we
can
do
a
break
and
we've
we've
decided
not
to
do
that,
so
you
may
want
to
schedule
sort
of
before
or
after
any
sort
of
vacations
or
holidays
that
you
would
like
to
take.
Of
course
you
can
do
this
with.
C
You
can
do
this
from
anywhere.
You
don't
need
to
stay
in
the
place
where
you
live
to
teach.
So
if
you
did
want
to
travel
as
long
as
you
got
internet,
you
can
continue
your
course,
but
it
is
looking
instructor
and
then
you
know,
that'll
be
probably
sort
of
one
of
the
iterative
processes
like
a
lot
of
what
we're
doing
is
is
no
you'll
sort
of
see
when
people
peak
and
when
it
might
dip
and
but
ultimately,
you
know
as
we
grow
there
could
be
thousands
of
classes
going
all
simultaneously.
C
That
could
even
be
you
know
a
few
calculus
classes
running
at
the
same
time,
just
like
it,
a
regular
Institute,
your
regular
traditional
institution
of
higher
learning-
and
we
don't-
you
know,
educate
that
being
an
issue,
but
ultimately
it
would
be
probably
a
class.
At
all
hours
of
the
day,
all
days
of
the
year,
we
had
a
question
about
how
our
inquiries
from
students
going.
What
are
what
about
partnering
with
other
institutions.
C
Student
inquiries
are
growing,
there's
still
a
small
amount
of
the
you
know,
communication
we
receive
most
of
our
no
correspondence
is
with
faculty
and
interested
and
folks
who
would
be
teaching.
We
think,
as
we
said
in
the
past,
this
sort
of
a
multi
legged
stool,
that
each
time
we
make
a
little
bit
of
progress,
you
know
all
pieces
have
to
catch
up
together.
We
can't
sort
of
get
a
breakthrough
and
all
sudden
will
have
students.
C
You
know
we
need
content,
we
need
tech,
we
need
out
retuning
marketing,
we
need
operations,
you
know
when
your
finances
to
be
sound,
so
as
we
as
faculty,
build
courses
and
increase
the
depth
and
and
breadth
of
what
we
can
teach
that
I
think
will
attract
students.
I
know
once
students
start
having
success,
transferring
credits
and-
and
you
know
we
need
early
adopters-
that
will
increase
both
the
credibility
of
the
courses
we
teach.
It
will
increase
our
efficiency
of
transferring
credits
and
it
will
increase
the
exposure
and
word
of
mouth.
C
A
B
Let
me
talk
a
little
bit
about
the
sorry
for
the
break
up
there.
I,
don't
know
why
the
internet
went
down
where
I
was
just
a
question
to
go
back
to
that.
How
far
were
we
through?
Did
people
hear
about
the
the
content
creators
get
ninety
percent
a
Plano
gets
ten
percent
of
the
licensing
fee
and
they
can
decide
what
they
want.
B
Arm,
well,
you
know
when
we're
do
when
we're
designing
the
licensing
and
somebody
young
on
the
community
meeting
chat.
Please
tell
me
if
I've
already
gone
over
this
we're
creating
a
system
where
you
decide
how
much
you
want
to
charge
to
license
your
course
to
someone
else
to
teach
in
terms
of
your
content.
We
are
also
doing
the
classic.
Ninety
percent
goes
to
the
/
to
the
person
who's
created
the
content.
B
Ten
percent
goes
to
a
planner
in
terms
of
the
the
specific
fee,
and
all
the
legal
paperwork
should
be
done
and
finishing
the
first
in
the
first
two
weeks
now,
let's
get
back
to
the
partnering
with
institutions
are
partnering
is
a
really
tough
piece.
It's
a
little
bit
tougher
than
I
have
anticipated
on
the
problem
of
with
the
transfer
credits.
B
Isn't
it
hasn't
been
that
big,
a
deal
in
terms
of
you
know,
people
say:
okay,
we
can
evaluate
the
approved
by
were
proof
by
vermont
on
what
kind
of
documentation
you
cannot
take
a
look
at
the
documentation
based
on
the
syllabus.
We
can
even,
of
course,
download
relevant
interactions
that
the
student
has
done
online.
So,
there's
a
lot
of
documentation
to
show
if
a
course
meets
a
particular
institution
standard
and
in
a
lot
of
ways
it's
a
lot
better
than
the
current
system,
which
might
rely
just
on
on
classroom
data.
B
B
B
B
B
We're
working
on
a
sort
of
a
we're
working
on
a
few
things
to
potentially
do
a
little
bit
of
an
end
run
around
you
know
around
that
arm,
but
it's
going
to
be
a
little
bit
tricky
to
pull
off
and
I
can't
really
talk
about
it.
Quite
yet.
You
know
guys
we're
very
much
aware
of
the
of
the
issues
around
partnership
and
how
that
can
get
us
to
that.
B
Get
us
to
scale
in
that
thousand
on
student
level.
I
think
we
are
going
to
have
a
hard
time
to
be
perfectly
blunt
on
partnering,
with
traditional
institutions
of
higher
education,
especially
in
an
era
where
they
are
rapidly
trying
to
cut
costs
and
to
keep
control
over
what
they
have.
What
they've
got
and
I
would
say
that's
more
along
the
line
of
the
u.s.
issue,
I'm,
not
quite
so
sure
about
the
outside
the
US
p
some.
But
you
know
that
that's
where
we're
at
we're,
probably
going
to
be
partnering.
B
You
know
that's
another
reason
why
we
brought
Michael
on
board
is
because
businesses
are
looking
for
better
education
for
their
for
the
people
that
work
for
them,
their
employees,
better
professional
development
and
partnering
directly
with
businesses
might
be
actually
the
way
to
go
on
and
offering
them
certificates
and
degrees.
In
that
way,
so
you
know.
B
Hopefully
there
are
some
institutions
or
some
people
who
are
active
at
higher
educational
institutions
who
might
be
interested
in
partnering
with
us
who
are
listening
to
this
community
media
and
they'll,
say:
oh
okay,
I
get
it
and
we'll
work
with
them,
but
I
think
it's
going
to
be
very,
very
difficult
to
get
to
get
partnerships
with
large
traditional
instant
institutions
of
higher
education.
So
I
want
to
be
totally
clear
and
transparent
about
that.
C
C
C
C
We
haven't
had
great
success
and
I.
Don't
know
what
the
deal
is
with
at
least
the
one
publisher
I
made
a
connection
with
one
of
their
reps
and
have
followed
up
over
the
course
of
a
lot
of
months
and
who
knows
what
they're
they're
they're
afraid
of
us
or
like
don't
understand
the
model
or
are
skeptical
over
so
that
hasn't
been
greatly
successful.
It
will
be
again.
This
is
a
different
model.
C
You
are
not
each
faculty
member
is
their
own
entity
and
their
own
sort
of
structured
I,
don't
want
to
say
business,
but
you
are
your
own
agent,
so
it
might
be
a
little
bit
more
difficult
for
us
to
get
those
arrangements.
I
am
maybe
especially
before
we
are
at
you
know:
dot
edu,
accredited
institution
just
because
these
sort
of
system-
okay,
good
yeah,.
B
I
I
would
you
know
textbook
publishers.
The
textbook
publishing
field
is
a
really
interesting
racket
and
I
call
it
a
racket
because,
on
the
costs
that
they,
the
price
that
they
charge
for
these
introductory
textbooks
versus
what
they
deliver,
that
is
they're,
very,
very
expensive,
and
so
what
you
can
do
is
arm,
and
this
isn't
a
course
that
Dan,
Kirk
and
I
are
offering-
and
there
are
a
ton
of
very,
very
good
on
free
services,
free
materials.
B
What
are
called
open
source
materials
that
are
great
text
book
publishing
that
are
just
as
good
as
a
regular
text
book
that
you
can
cut
and
paste
and
use
and
create
the
perfect
textbook
tailored
to
the
needs
of
your
course
and
that's
cnx
org.
You
can
also
check
out
an
interesting
website
called
20
million
minds.
Foundation
on
these
are
all
groups
that
are
dedicated
to
increasing
high,
read
access
and
lowering
the
cost
of
students
with
textbook
publishing.
B
Because,
let's
be
let's
be
honest
here,
if
you
charge
five
hundred
dollars
for
a
class
okay
and
the
textbook
publishing
company
charges
on,
you
know
150
or
200
dollars
for
their
materials
for
their
textbook.
Okay,
that's
not
a
really
great
deal
for
you.
Okay,
you've
increased
your
price
point
to
seven
hundred
fifty
dollars,
potentially
or
more
okay,
depending
upon
the
textbook
you're
using
and
arm
you're,
making
it
harder
for
students
to
access
that.
This
is
especially
the
case
if
a
student
is
coming
from
outside
the
United
States
in
a
developing
country.
B
They're
not
going
to
be
able
to
get
that
text
book
from
arm.
You
know
amazon
while
depending
on
where
they
are
in
the
world
and
they're
going
to
be
paying.
You
know
two
or
three
hundred
dollars
to
do
that
and
you
just
don't
want
to
put
a
person
in
a
situation
where
they
have
to
take
on
even
more
debt
to
arm
to
take
their
class.
B
If
you
have
an
idea
for
a
class
will
march
you
through
arm
a
way
to
you
know,
think
about
teaching
the
pedagogy
on
producing
the
class
online
and
then
we'll
get
approved
and
listed
on
the
marketplace
and
that
will
be
available
on
the
second
week
or
so
in
January.
So
you
know
textbook
publishers
use
the
free
stuff,
it's
much
better
for
people.
C
And
all
mentioned
on
the
crowd
cast
chat.
You
know
one
one
of
his
courses
elsewhere
pays
1851,
2200
and
130
200
or
three
credit
courses
depend
again
depending
on
the
mat,
your
price,
how
many
students
enroll
ours
would
be
competitive
to
that,
if
not
more
lucrative
and
you
own
it.
You
go
on
your
content,
you
and
everything
you
can
create
your
own
schedule
and
you
know
you're
offering
it
directly
to
students
and
not
you
don't
have
anybody
looking
over
your
shoulder
or
top-down,
requiring
you
to
do
anything
you
don't
want
to
within.
B
Well,
yeah-
and
you
know,
and
even
getting
back
to
that
point
about-
you
know
what
you're
being
paid
okay,
so
a
course
for
five
hundred
dollars.
Okay,
that
you
teach
to
20
people,
okay
arm,
will
yield
you
at
that
five
hundred
dollar
rate,
eight
thousand
dollars
for
a
section
and
that's
way
more
than
people
are
getting
paid
arm
in
the
Shire
on
the
land
of
the
hobbitses
in
Vermont
for
a
particular
section
now
in
other
places,
it's
slightly
different
okay,
but
we
know
that
we're
paying
people
a
whole
lot
more
on.
B
What's
really
important
is
that
a
five-hundred-dollar
course
is
affordable
for
students
without
student
loan
debt.
We
have
to
get
that
story
out
and
we're
working
hard
on
that.
But
if
we
can
get
that
story
out,
if
we
can
say
hey
faculty
are
getting
paid
more
students
are
paying
less
and
there's
better
outcomes.
Man
that's
magic
and
that's
that's
the
that's
all
that
a
plan
now
is
about.
So
it's
going
to
take
a
little
time
to
get
that
story
out
there
and
you
know
faculty.
You
guys
are
a
big
part
of
getting
that
story
out.
B
Michael
said
in
my
courses,
I'm
asking
potential
students
to
use
a
certain
texts.
Often
the
books
are
available
used
or
for
rent
at
very
good
rates.
I
have
developed
my
own
materials
and
I
don't
think
I
need
a
publisher
support,
am
I
missing
something
you
are
not
missing
anything
Michael
exactly
the
point
good.
A
Great
stuff,
after
a
fantastic
and
over
I,
think
we've
mentioned
a
facebook
and
then
also
refuse
carefully
on
cameras
circle
all
of
times,
but
all
this
air
other
sources
of
free
text
that
you
can
make
it
better
and
that
we've
even
had
been
interpolation.
Sir
on
canvas.
If
you
need
other
integrations
with
a
Texas
flyer,
then
you
don't
have
to
put
in
all
the
links
and
put
everything
in
there.
A
Then,
of
course,
we'll
be
glad
to
go
to
put
them
in
the
technical
look
they're
on
their
own
canvas
to
slightly
easier
for
you
to
be
able
to
access
and
look
for
texts.
So
you
don't
have
to
leave
to
canvas
to
go
such
a
lovely
chat.
So
if
you
have
any
year
any
peach
done
that's
or
any
questions
or
measurable
features
that
you
need
to
set.
Enabling
cameras
tell
us,
and
if
you
do
that,
sir.
B
Steve
arm
had
a
great
comment:
I
want
to
read
it
it's
on
the
community
meeting
discussion.
He
said
when
talking
about
partnerships
with
existing
institutions
offering
complimentary
courses
to
help
students
graduate
on
time
would
be
attractive.
Plano
has
lots
of
flexibility.
You
might
try
to
find
a
way
to
make
its
course
as
a
solution
to
the
industry.
By
the
way
the
adjunct
pay.
Nra
is
more
like
what
Paul
mentioned
above
Steve
I
totally
agree
with
you
with
that
insight.
Here
is
the
problem.
B
I
think
we
are
I,
think
a
plateau
is
because
it
is
so
focused
on
empowering
faculty,
okay
to
own
the
materials
for
better
pay.
That's
one
of
our
main
pieces
on
lower
the
student
that
I
think
a
lot
of
institutions
are
going
to
find
that
on
pretty
intimidating,
especially
when
they
look
at
their
own
workers
and
their
their
own
faculty
and
their
own
students.
B
That's
why
we
want
to
really
push
for
that
degree,
granting
Authority
and
also
on
the
wide
and
Kirk
and
I
have
developed
the
transfer
credit
policy
that
we
have
we're
going
to
be
really
open
to
transferring
credits
from
other
institutions
and
for
people
to
be
earning
a
degree
with
a
plateau.
In
that
degree,
completion
piece
on
that
weekend,
document
arm
and
a
whole
lot
more
information.
It
is
I
think
we
do
have
a
solution
for
the
industry.
The
problem
is
right
now
arm
I.
B
Think
the
solution
is
not
something
the
industry
actually
I
hate
to
say
it
wants
and
here's
a
here's.
One
reason:
institutions
of
higher
education
make
their
money:
okay
off
of
students
generally
in
the
first
two
years
that
they
teach
okay.
This
is
when
they're
in
large,
introductory
classes
or
larger
classes
of
a
hundred,
you
know
sometimes
down
to
30
or
40
people
when
they're,
juniors
and
seniors
they're
actually
losing
money
on
their
students.
Okay,
because
the
classes
are
small
and
the
instructors
are
generally
the
most
well
compensated.
B
B
But
there
is
absolutely
arm
no
reason
why
a
Plano
can't
step
in
and
be
that
degree
completing
piece,
because
one
of
the
things
that
comes
up
in
conversations
is.
We
are
going
to
concentrate
solely
on
the
relationship
between
the
teachers
and
the
students
and
build
everything
around
that
on
our
transfer.
Credit
policy
is
going
to
be
rigorous,
but
we're
not
interested
in
we're
interested
in
having
our
classes
and
our
faculty.
B
C
Ultimately,
there
will
be
yeah
an
entire
department
of
support
that
will
help
folks,
needle
with
both,
you
know,
things
like
canvas,
and
you
know
technical
issues,
I
like
resetting
the
password
or
filling
out
the
profile.
They'll
be
folks
helping
out
with
you
know,
it's
a
credit
card,
someone
put
a
thing
on
a
credit
card
and
it
got
charged
and
you
know
I
got
charged
too
many
times
or
something.
You
know
there
was
a
bug
in
their
system
and
then
there
will
be
folks
helping
students.
C
You
know,
with
course,
selection,
which
is
obviously
going
to
be
very
interesting
and
tricky
path
and
navigate
as
far
as
transfer
credits
and
things
like
that
go,
but
ideally,
we'd
have
a
system
where
folks
could
help
faculty
with
kind
of
top
level
low
hanging
fruit.
If
you,
if
we
had
a
bigger
staff,
we
would
also
like
to
put
on
things
like
a
synchronous
and
semi
synchronous
kind
of
like
your
courses
orientation
much
like
the
courses
course
that
Rob
and
I
are
developing
to
help
faculty
filled
out
there,
they're
material
and
get
their
courses
approved.
C
So
you
know
again.
The
scale-up
would
then
include
all
sorts
of
levels
where
you'd
be
able
to
maybe
chat
in
to
assistance
for
quick
issues
subscribe
to
a
more
long-term
solution
for,
of
course,
building
and
learning
a
system
that
you
might
not
be
familiar
with
and
then
hang
on
having
general
support
for
all
levels
of
planar
users
from
those
who
are
interested
not
yet
involved
in
the
community.
All
the
way
up
to
you
know
season
a
player,
no
faculty
veterans.
C
So
it's
part
of
our
scale
up
plan.
You
know,
we've
we've
been
sort
of
engaging
in
that
process
in
you
know
I,
guess:
I
wouldn't
call
it
forecasting,
but
thinking
about
the
future
I
think
about
what
we'll
need
to
that
one.
It
can,
when
that
that
does
happen,
will
be
prepared
and
we'll
have
a
plan
that
we
can
refer
to
which
of
course,
will
probably
change
on
a
daily
basis.
But
we
are
thinking
about
it.
We
are
here
right
now
we
do
the
best
we
can
with
resources
and
team
size
that
we
have.
C
So
you
know
if
you
have
issues
I'm,
probably
the
best
person
to
email
on
the
top
level,
and
then
you
know
sort
of
out
of
the
gate
that
is
and
then
you
can
go
from
there
to
any
other
issues
you
might
have,
and
we
can
help
contact
people
at
canvas
and
any
other
products.
You
might
be
interested
in
using.
B
B
You
know
we
don't
have.
You
know
70,000
faculty
we're
trying
to
get
on
board,
but
that
would
be
okay.
It
would
just
take
us
a
little
while
to
scale
up,
but
we
have
the
business
plan
that
we
submitted
to
the
state
of
Vermont
was
built
around
what
I
call
a
cell
or
a
modular
approach
to
scaling
so
that
for
every
for
certain
particular
numbers
of
faculty
or
students,
there's
a
particular
number
of
support
people
and
that,
as
you
get
larger,
you
can
arm.
B
You
know,
use
those
cells
use
those
financial
figures,
as
you
know,
sort
of
like
baseline
forecasting,
you
figure
out,
you
know,
renumeration
enough
pay
so
and,
as
we
scale
we're
still
profitable,
you
know
we
can
still
make
sense
financially
and
that's
important,
even
at
the
rate
of
again
one
hundred
dollars
or
ten
percent.
Whichever
is
greater
per
student,
so
as
we
get
larger,
our
catalog
becomes
more
valuable
or
network
becomes
more
valuable
and
that
will
be
part
of
attracting
students
and
more
faculty
and
creating
more
innovation
in
the
space.
A
C
Least,
if
it's
a
any
sort
of
messaging,
you
know
we
are
familiar
at
a
pretty
good
level
with
with
the
courses
that
are
approved
and
that
have
been
work
done
and
submitted
to
us.
So
any
sort
of
assistance
in
the
marketing
of
a
course
is
greatly
appreciated.
We
can
sort
of
turn
that
stuff
out
onto
our
social
media
networks
and
help.
You
perhaps
promote
your
course
again.
It's
hot
bad.
C
B
Should
also
send
that
request
a
michael
lead,
okay,
because
michael
is
going
to
be
handling
on
the
outreach
for
the
for
the
business
community
and
for
industries
as
we
develop
that
part
of
the
of
our
business
of
a
plano
and
so
shoot
that
request
to
him
on.
You
know:
I
had
a
wonderful
conversation
with
a
person
in
Spain
about
what
businesses
in
Spain
are
looking
for.
Oh
and
there's
a
lot
of
a
lot
of
the
materials
that
are
being
developed
at
a
player
know.
The
courses
are
going
to
be
relevant
in
that
Network.
B
A
Yeah
I
think
you
know
right
now,
there's
obviously,
a
lot
of
demand
for
for
classes
in
entrepreneurship,
for
classes
in
accounting,
finance
and
some
of
the
kind
of
just
tangible
skill
sets
that
a
lot
of
companies
are
looking
for,
there's,
probably
more
softer
skill
classes
such
as
classes
and
just
change
management
to
big
topic.
Obviously,
attendance.
It's
there's
a
shortage
of
those
in
the
country
or
actually
the
world,
understand
the
the
actual
process
or
consulting
practice
of
change
management.
So
those
are
things
that
would
would
be
good
to
have.
A
Ya,
of
course,
separate
F
I
was
at
on
a
discussion
group.
Today
we
were
discussing
the
one
of
the
issues.
That's
inputs,
it
that's,
and
the
people
are
talking
to
is
CRC.
Is
that
a
lot
of
the
IT
subjects
that
a
big
tortoise
at
universities
or
in
college
level
just
don't
even
match
the
current
technologies
that
we
use?
Mia
people
who
are
being
taught
things
which
are
20
years,
older
college
and
not
even
sadly,
not
matching
the
newer
technologies
that
are
coming
in
there
that
we
use
in
daily
in
the
large
technology
hub?
A
B
Charlie
might
think
about
her
and
think
about
how
quickly
our
faculty
can
create
and
adapt
the
materials,
because
they
own
them,
okay,
and
so
we're
going
to
be
much
much
more
nimble
than
any.
You
know
CS
dept
arm
out
there
in
terms
of
what
we're
able
to
offer
and
I
think
the
quality
is
going
to
be
higher
again,
we
just
have
to
get
that.
Tom
get
the
word
out
that
this
thing
is
available
and
that
will
also
be
happening
with
a
a
great
presentation
that
Daniel
is
going
to
be
doing
in
a
couple
of
weeks.
B
C
C
You
know
just
just
as
we
tend
to
think
of
higher
end
at
the
traditional
colored
college
student.
We
also
are
here
to
provide
a
medium
for
skill
building,
because,
ultimately
you
know
this
vision
was
born
from
rob,
seek
that
skills
are
going
to
be
what
are
sort
of
the
quantifiable
and
also
qualitative
measurements
of
a
person's
abilities
in
a
workplace
or
wherever
school,
and
so
on
so
yeah
Paul.
C
To
that
we
say
absolutely
that
fits
right
in
sort
of
the
vision
of
how
this
can
access
more
than
just
the
traditional
credit
in
college
class
situation,
and
there
might
be
we've
heard
a
lot.
You
know
from
folks
who
talk
to
it
and
met
with
and
sort
of
shared
ideas
with
that.
That
would
be
a
really
great
outlet
for
these
type
of
courses
in
the
professional
development,
professional
skill
building,
if
killed
so
go
for
it,
send
us
that
info
will
pass
it
or
send
it
directly
to
Michael,
which
is
just
we
at
Blair.
C
No
com
ly
bueno
calm
and
you
guys
can
start.
You
know
developing
that
that
process
and
laying
the
groundwork
to
on
how
that
sort
of
outreach-
and
you
know,
relationship
building,
will
go
within
or
Claire
knowing
and
going
forward
and
aletta
just
mentioned
the
course
development
course
development
class
for
plano
faculty
and
yeah,
so
Rob
and
I.
You
know
in
the
experience
of
faculty
building
the
course
you
know.
We
have,
of
course,
the
reign
of
exposure
to
platforms
like
on
canvas,
and
you
know
others,
but
everyone's
got
a
different
history.
C
It
benefits
a
plan
up
and
if
its
students,
it's
just
a
nice
way
to
sort
of
set
yourself
up
and
move
through
the
course
building
process,
with
a
little
bit
more
accountability
on
both
your
part
in
our
part
to
be
available
and
also
be
contributing
so
yeah
and
I'll
cover.
You
know,
we'll
give
you
ways
to
load
templates
into
canvas.
What
sort
of
layouts
we've
seen
that
are
great?
We
talked
about
making
videos
or
a
little.
What
are
they
called
explainers
style
videos?
C
Little
animations
at
my
puppy
students
digest
the
information
that
you're
teaching
and
then
Rob
is
the
expert
in
pedagogy
so
of
our
team.
So
he
would
then
be
able
to
kind
of
give
you
feedback
on
the
course
layout
and
how
the
contents
developed,
how
the
content
progresses
throughout
the
term
that
you're
building
and
yeah,
so
we're
going
to
work
on
that
we're
going
to
work
hard
to
get
that
ready.
You
know
target
is
mid
January,
but
I'll
just
call
it
a
target
for
now.
B
Yeah,
let's
do
let's
do
with
the
yeah.
Let's
deal
with
some
other
questions
of
them,
I,
unwanted
of!
Let
me
just
interject
a
second.
You
know
we
understand
you
got
you
faculty
arm,
you've
been
with
us,
many
of
you,
since
you
know
the
fall
of
last
year,
okay
of
2013
and
what
you
know
when,
when
it
was
when
a
player
was
just
a
dream,
a
twinkle
in
our
eyes
after
that
I'm
first
article
by
a
Goldie
blumenstock,
and
now
we
have
canvas,
we've
got
the
courses.
B
We've
got
the
approval,
it's
amazing
to
me
that
we
have
produced.
You
know
over
20
courses,
okay,
and
that
we've
got
so
many
courses
on
deck
when
you
think
about
what
institutions
are
spending
to
do
course:
development,
okay,
it's
between
five
and
ten
thousand.
Of
course,
if
you
look
at
stuff
from
you
know,
Coursera
arm,
you
know
a
hundred
thousand
dollars
for
some
of
these
sections.
B
Okay,
it's
really
amazing
what
you
all
have
produced
and
the
fact
that
you
own
it
and
it's
yours,
and
so
them
again,
the
more
you
produce
them,
the
more
people
you
get
involved
in
creating
a
Plato
and
creating
our
network
in
our
arm
certificates
the
best
off,
but
we
wouldn't
be
anywhere
close
to
where
we're
at
on.
If,
if
it
weren't
for
you
guys.
C
B
C
B
B
B
C
You
know
paul
asks
in
his
classes
in
the
example
and
then
some
other
faculty
tendons,
oh
yeah.
No,
should
we
also
to
do
this
and
again
absolutely
if
your
course
could
provide
a
benefit
to
a
group
of
employees
at
one
organization
or
across
organization,
it
could
be
professional
development
and,
though,
there's
a
lot
of
careers
and
fields
that
require
their
certified
workers
to
undergo.
But
you
know
a
lot
of
continuing
education
throughout
their
career
to
stay
fresh
and
to
be
advancing.
The
field
of
your
courses
would
be
applicable
in
those
situations.
C
B
Want
to
mention
Michael
arm
and
Michael
briere
and
his
certificate
for
the
humanities
course
on
Michael
I
should
have
mentioned.
In
fact,
you
came
up
in
a
it's
my
bad,
because
you
came
up
in
a
conversation
on
when
we
were
talking
about
Wow
faculty
members
can
actually
create
enough
content
to
have
their
own
certificate,
and
so
what
you've
done
with
the
courses
that
you've
got
is
impressive
arm.
So,
yes,
I
have
seen
it,
and
you
know
we.
B
Okay,
you
have
to
have
courses,
and
you
have
to
have
a
background
in
literature,
art
philosophy,
if
you're
going
to
survive
in
this
rapidly
changing
world
that
we
live
in.
So
one
of
the
things
that
upon
anna
wants
to
do
is-
and
one
of
the
things
we're
here
to
to
push-
is
the
idea
that
of
having
certificates
in
art
and
the
humanities
and
degrees
in
that
and
and
and
put
making
that
part
of
the
portfolio
system
so
that
we
don't
lose
arm
and
we
re
energize.
B
The
reason
you
know
you
study
the
humanities
and
the
liberal
arts
to
find
out.
You
know
what
our
lives
are
supposed
to
be:
okay,
not
necessarily
how
to
get
there.
But
what
are
we
supposed
to
aspire
to
and
if
we
don't
have
these
kinds
of
classes
and
make
that
also
part
of
a
planner,
then
we
lose
a
really
really
important
part
of
what
education
is
supposed
to
be
all
about.
So
my
apology
is
Michael.
B
I
should
have
mentioned
the
humanities
certificate
arm
earlier,
but
please
realize
we're,
not
forgetting
your
and
some
of
your
colleagues,
your
guys
important
contribution
to
pushing
a
plano
forward.
It's
not
just
the
sciences,
it's
not
just!
You
know,
computer
programming
arm,
you
know
it's
it's
not
just
business
and
economics.
We
want
courses
in
philosophy,
we
want
courses
in
the
humanities
and
art
on.
I
graduated
in
with
a
degree
as
an
undergraduate
in
history
and
buddhist
philosophy,
so
I
wouldn't
be
half
on
the
person.
I
am
now.
B
A
B
A
A
Thank
you
guys
for
joining
us
and
looking
forward
to
being
part
of
team,
also
looking
forward
to
working
with
faculty
on
like
Dan
and
talked
about
any
courses
that
can
be
polished
or
four
professional
use
with
with
organizations
and
companies
for
continued
education,
love
to
help
you
with
that,
or
look
into
that
and
reach
out
to
the
business
community
here.
So,
but
looking
forward
to
interacting
with
more
of
you
and
for
Oakland
history
too,
and.
C
And
you
know
this
is
where
we
live
in
an
age
of
pretty
instant
gratification,
and
it
can
feel
like
easy
to
get
impatient
at
times
just
due
to
what
we're
used
to.
But
if
you
think
about
the
fact
that
this
community
is
supporting
the
building
and
construction,
so
to
speak,
of
a
large
higher
education
institution
that
is
being
done
for
the
right
reasons
by
the
people
who
will
own
and
control
it.
I
think
we've
come
a
long
way.
C
You
know,
since
I
called
Rob
on
my
way
home
from
work
a
year
and
a
half
ago
and
said
hey:
what's
this
thing
you're
up
to
and
then
since
january
2014,
a
lot
of
tangible
wins
a
lot
of
lot
of
progress
and
we're
constantly
moving
forward
so
stay
with
us.
We
are
all
doing
this
together
and
I.
Think
2015
she's
be
another
one
of
great
successes
and
tons
of
progress.
B
Like
many
of
you
and
thanks
to
the
faculty,
you
guys
for
sticking
with
us,
2015
is
going
to
be
another
great
year
and
we're
going
to
push
things
even
further,
so
keep
up
the
great
work,
we're
always
there
for
you,
one
side
note
arm
from
the
December
25th
to
january.
First
appt
leno
is
going
to
be
on
basically
offline.
Everybody
is
going
to
be
taking
a
week
on
a
week
off.
So
if
you
have
any
questions,
shoot
them
to
me.
B
I
questions
that
are
planning
on
comma
I'm,
going
to
be
the
only
one
who's
going
to
be
watching
the
shop,
because
I
want
everybody
to
take
a
little
bit
of
a
break
and
I
will
too.
But
thank
you
very
much
for
attending
the
community
meeting.
Please
check
on
for
our
january
update
look
at
the
our
job
postings
on
Angel
list
and
we'll
see
you
online.