►
Description
• Oplerno staff will be available to meet with teams
• Work on your proposal and/or start recruiting your team
• Complete the Timeline for Development
• What is your policy for transfer credits?
B
A
For
this
introduction.
This
is
same
to
sustainability
class.
So
the
first
thing
that
we
want
to
talk
that
I
want
to
talk
about
is
we're
going
to
share
the
screen.
I'm
just
going
to
double
check
to
make
sure
that
all
of
rob's
windows
are
closed,
so
that
I
don't
get
in
trouble
with
dan
and
daniel
and
everything
is
almost
ready.
I
should
have
done
this
at
a
time.
Okay
and
before
I
share
my
screen
and
now
we're
going
to
share
the
screen
and.
A
Here
we
go
and
then
we'll
move
on
and
take
a
look
at
the
canvas
so
earlier.
In
the
earlier,
in
the
day,
we
were
using
the
wiki
to
design
courses
for
sorry
design,
degree
and
certificate
program
so
making
that
very
public.
When
you're
talking
about
the
design
of
your
course,
we
really
want
you
to
spend
most
of
your
time
on
canvas
on
your
canvas
account
for
a
player
now
and
use
that
as
the
way
to
organize
and
create
your
classes.
So
michael
has
a
completed.
A
He
has
the
course
screen
which
is
on
on
on
the
internet's
website.
So
that's
under
development.
It
has
to
go
through
some
stages
of
review.
We
actually
I'll
put
it
on
the
foreign
moment
and
so
michael's
got
a
few
outlines
and
then
we're
gonna
show
michael
you're
new
to
new
to
canvas,
correct,
correct
what
others
have
you
used
on
content
management
before
I've.
B
A
Okay,
so
we're
kind
of
going
to
serve
the
role
as
as
helping
you
with
the
with
in
terms
of
the
course
design
piece
as
we
move
and
create
more
courses
in
our
catalog
faculty
members
who
would
like
to
actually
purchase
a
course
or
get
a
course
license
to
them
by
a
faculty
by
another
faculty.
Member
can
do
that
and
that's
a
feature
that
we're
going
to
add
sometime
in
the
next
six
months
as
we
get
together
more
of
a
catalog.
A
I
think
you're
going
to
find
that
canvas
is
a
lot
better
than
blackboard.
It's
a
lot.
It's
a
lot
simpler
to
use
for
aplernow.
It's
a
really
really
good,
because
the
cost
of
canvas
is
twenty
dollars
per
student
user
and
and
the
development
costs
in
terms
of
the
upfront
costs
that
you
need.
I
was
quoted
over
a
hundred
thousand
dollars
to
use
blackboard
right
and
to
get
it
initially
set
up,
but
canvas
and
instructure
were
great.
They
did
it
for
a
lot
less
than
that.
A
You
know
less
than
you
know,
ten
thousand
dollars
and
they're
just
a
phenomenal
group,
and-
and
they
do
great
things
with
open
api,
etc.
So
we
love
canvas,
they're,
an
awesome
product
and
an
awesome
support
team,
so
you'll
like
it
much
better
okay,
so
we
you
shot
me
the
the
basic
sort
of
outline
that
you've
got
in
terms
of
seven
different
kinds
of
of
units.
Okay,.
B
So
the
course
itself
will
will
represent
that
model,
and
I
think
that
it
will
make
for
a
lot
of
interesting,
unexpected
connections
where
students
can
start
with
what
we're
doing
and
make
their
own
use
it
as
a
template
to
make
their
own
understanding
of
the
subject.
Okay,
rather
than
imposing
an
understanding.
A
A
A
A
You
know
to
kind
of
place
your
initial
thoughts
on
you
know
on
paper.
If
you
want
to
do
that
within
sorry
on
ones
and
zeros,
if
you
want
to
do
that
within
canvas,
you
can
also,
of
course,
import.
You
know
word
documents,
but
I
personally
think
it's
a
great
thing
to
if
you're
wean
on
canvas,
even
if
maybe
an
idea,
is
not
completely
sketched
out
or
completed
work
within
that
structure,
it's
it's
really
really
helpful
right.
Okay!
So
let's
go
down
to
the
skills
here
we
are
takes.
A
C
C
C
C
C
C
C
A
Okay,
so
we'll
just
take
up
trying
again.
Thank
you
guys
very
much
for
your
patience.
We're
really
really.
It's
really
really
nice
that
carmen
birdhouse
in
burlington
is
letting
us
use
the
conference
room,
but
sometimes
internet
gets
a
little
squishy
up
there,
so
we
just
moved
to
the
the
office
and
we'll
see
whether
the
reception
is
better
there,
and
why
don't
you
guys
if
there's
a
glitch
like
that,
that
comes
up
yeah
telephone
me?
Otherwise
we
may
not.
A
Okay,
there
we
go
all
right,
so
let's
go
back
to
the
syllabus,
so
they
lost
us
at
the
at
the
cut
and
paste,
and
so
we
talked
a
little
bit
about
how
the
this
is.
The
skills
list
for
the
course
one
through
seven
on
skills
skills
can
not
only
be
the
things
that
we
do.
Oh
wait,
let
me
make
sure
that
I'm
sharing
the
screen.
A
Okay
hold
on
skills
can
not
only
be
here.
We
go
share
syllabus,
okay,
now
we're
back
skills
can
not
only
be
what
you
can
do,
but
they
can
be
content
areas
of
understanding
that
you
content
areas,
and
so
we
talked
to
a
little
bit
about
how.
How
would
you
document
understanding
how
human
health
serves
as
a
general
indicator
of
sustainability?
A
A
You
know
in
some
of
the
really
bad
smoggy
days,
which
means
there's
a
lot
of
particulate
matter
in
the
air
which
leads
to
higher
respiratory
infections,
and
you
know
potential.
You
know
cancers
and
other
bad
diseases.
So
it's
not
only.
You
know
you
take
a
concept
like
a
content
area
of
understanding,
a
concept
like
this
notion
of
population
health
serving
as
an
indicator
of
sustainability,
and
you
show
how
that
is
applied
in
a
real
world,
real
world
situation
right
and
that's
a
really
critical
piece.
B
A
A
A
What
okay
before
you
go
publishing
into
the
world,
you
might
want
to
check
to
make
sure
you've
got
the
basics
laid
out,
and
then
it
shows
all
kinds
of
next
steps,
importing
your
content,
adding
a
course
assignment,
adding
students
to
the
course
now
we're
going
to
do
that
ourselves,
we're
going
to
do
that
for
you
through
our
open
api
and
through
our
marketplace
program.
So
you
don't
need
to
worry
about
that.
You
know
adding
tas
to
the
course.
You
know
we
don't
we're
not
enabling
that
feature
quite
yet.
A
A
Okay,
that
that
that
are
brought
to
bear.
Now
you
did
mention,
though,
the
fact
that
you
know
in
this
intro
class
you
have
these
five
dailies
triangle:
five
capitals:
the
five
types
of
capitalizing
right:
okay,
anthropocene
era,
integral
theory,
human
population,
health
and
and
peak
everything
right;
okay,
so
these
are
concepts
and
what
you've
got
is
you
want
to
find
resources
that
are
going
to
that?
The
students
can
use
to
understand
those
concepts
right?
Okay,.
B
A
So
natural
capital
carrying
capacity
ecological
footprint,
right
biodiversity,
extinction,
crisis,
climate
change
now
again,
you've
listed
out
these
seven
kinds
of
units
right
and
have
you
thought
about?
Do
you
want
basically
to
create
articles
in
sort
of
a
packet
that
students
would
read
or
would
you
are
you
interested
potentially
in
exploring
textbooks
that
other
people
have
written
on
these
subjects
that
you
can
use
to
to
help
highlight
that
highlight
these
ideas.
A
B
A
Really
great,
though,
that
here's
a
here
is
a
textbook,
an
open
source
textbook
for
free
that
can
be
downloaded
by
this
by
the
students
right,
you
can
get
the
you
know
get
this
book
along
with,
so
they
can
use
this
in
our
description,
use
it
as
a
reference.
It
might
be
something
to
include,
but
you
said
you
didn't
you
weren't
interested
in
that
one,
which
is
fine.
So
what
we're
going
to
do
is
we
can
take
a
look
at.
A
We
can
take
a
look
at
other
particular
sources
of
textbooks
or
books
printed,
written
material
that
highlight
that
you
know.
Look
at
all
the
different
all
the
particular
listings.
Okay
study
of
how
region
can
leave
a
participation,
global
network
to
celebrate
the
development
of
a
sustainable
technology,
cluster,
okay
assessment
practices.
A
A
A
A
A
You
know
a
lot
of
courses
have
a
guest
lecture
that
comes
in
well,
you
have
a
guest
lecturer
and
we
can
look
up
on
professor
richard
matthew
and
see
you
know
what
his
background
is
and
whether
it,
whether
or
not
that
that
would
be
somebody
you
want,
would
want
in
the
class.
You
know
look
at.
I
mean
look
at
all
the
particular
free
resources,
seven
pages
of
it
we'll
skip
to
four
and.
A
A
A
A
A
A
A
With
a
reference
to
him,
yep,
what's
blocking
environmental
culture,
so
this
is
a
person
who,
I
think,
probably
wrote
it
for
potentially
wrote
it
for
class
okay,
but
you
can
read
through
it
and
see
whether
or
not
oh,
that's
the
in
his
recent
essay
called
what's
blocking
sustainability,
william
reese,
canadian
ecologist
and
the
person
who
did
the
ecological
footprint,
that's
a
good
book.
You
know
this
is
obviously
some
kind
of
you
know
paper
for
a
course,
and
you
can
kind
of
decide
whether
or
not
this
paper
was
good
enough.
A
I
don't
think
it's
peer-reviewed
okay,
but
just
because
it's
peer-reviewed
doesn't
mean
the
person
isn't
going
to
have,
even
if
it's
a
in
my
opinion,
even
if
it's
a
graduate
student
or
even
an
undergraduate
student,
take
a
look
at
the
article
and
see
whether
or
not
that
article
is
a
good
one
and
highlight
some
of
the
things
that
you're
you're.
You
know
that
you
think
is
important.
That's
an
open
source
piece!
A
A
Okay,
so
you
can
use
the
comments
section,
okay,
that
when
you
post
an
article
to
see
whether
or
not
that
article
is
legitimate,
so
by
what
I
mean
by
open
source
peer
review
is
academia.edu
allows
you
to
upload
things
and
then
what
they
want
is
a
rigorous
review
process
by
people
who
are
reading
reading
particular
articles
etc.
But
it's
sort
of
a
buyer
beware
format,
but
it
does
provide
a
tremendous
amount
of
classes.
A
B
A
A
Been
asked
to
take
articles
down
and
then
they
get
into
legal
touch,
tussles
and
generally
they're
able
to
you
know
they
contact
the
professor
themselves
and
they
say:
hey.
You
know
the
professor
actually
owns
the
owns
the
material
right.
Let
me
just
check.
I
want
to
check
our
messages
because
we
seem
to
be
getting
a
fair
amount
of
facebook
on
sorry
twitter
feeds.
We
have
a
suggestion,
in
addition
to
open
source
options.
B
A
Faculty
can
also
consider
contacting
article
authors
directly
most
are
happy
to
share
their
articles
for
use
in
class.
It's
really
important
to
remember
that
you
know
professors
are
really
excited
when
people
are
reading
their
articles.
So
again
you
know
if
you've
got
a
particular
person
that
whose
article
you
want.
A
They
can
maybe
give
you
an
article,
give
you
the
article
and
say:
hey
put
it
up
yup
and
you
can
members,
you
can
ask
members
for
their
cited
paper.
Often
they
can't
post
the
full
text
due
to
restrictions.
That's
true,
one
of
the
ways
that
jstor
and
all
these
big
database
companies
are
making
gobs
of
cash.
Is
they
lock
the
professors
in
when
you
submit
a
journal
article
when
you
submit
an
article
to
a
particular
journal,
so
you
have
to
check
with
them.
A
Academia.Edu
is
trying
to
be
an
open
source
for
journal
articles
for
peer
review
articles,
and
you
know
it's
going
to
take
a
little
while
to
gain
traction,
but
you
know
there
are
tons
of
articles
that
are
really
really
good,
and
I
like
it
because
you
know
you
can
see
someone's
you
know
a
big
thing
with
you
know.
Legitimacy
is
academic
impact.
Okay.
A
Now
we
can
see
okay,
that
this
professor
here
you
know
32
000
downloads,
okay,
that's
not
bad
at
all,
a
lot
of
followers
and
you
can
you
know
you
can
follow
that.
I
don't
have
nearly
so
many,
but
that's
okay,
maybe
one
day
who
does
you
know
so
that's
a
you
know
check
out
the
academia.edu
and
you
can
you
know
go
through
and
you
can
take
a
look
at
all
of
these.
So
let's,
let's
try
biodiversity
extinction.
A
A
A
A
A
I
like
this
against
the
yuck
factor
on
the
ideal
role
in
society,
for
all
of
you
out
there
who
are
professors
who
are
instructors
of
diploma.
We
really
want
you
to
create
an
academia.edu
profile
and
register
your
materials
okay,
because
it
allows
students
and
other
faculty
to
see
what
you're
interested
in
what
you're
writing
about
we're.
C
A
We've
got
seven
people,
23
documents,
people
in
the
humanities,
law
and
science,
and
it
allows
us
to
to
check
out
what
we're
interested
in,
but
it
also
allows
the
students
to
see
what
what
they're
interested
in
okay
so
we've
gone
over
that
we've.
Let's
go
back
to
let's
go
back
to
here
and
I
want
to
click
the
help
topics
so
when
you're
doing
a
conversion
to
a
particular
class.
A
A
A
C
A
A
This
is
not.
This
is
not
a
very
good
example
of
their
health
function.
Oh,
but
look
at
this
getting
started
in
canvas
a
canvas,
instructure,
quick
guide.
Okay,
how
do
I
create
a
new
page?
What
do
I
do
if
I
recording
I
like
the
video
guides,
but
you
know,
what's
even
better
is
you
can
email
dan
kirk
or
you
can
email
questions
at
a
planternow.com
and
we
can
set
up
a
time
to
help
you.
You
know
download
and
place
the
videos
and
such
there
are
examples.
A
You
can
also
ask
go
online
with
the
discussion
groups
and
there
are
faculty
members
who
are
online
can
also
help
and
walk
you
through
that
process
because
they're
doing
those
videos
in
their
own
class.
So
while
I
might
not
have
put
in
the
proper
correct
search
term
as
you
use
things
more,
it
becomes
easier
and
easier
to
find
the
help
that
you
need
the
guides
that
canvas
has.
A
You
know
the
guide
that
canvas
has
to
learning
how
to
do.
You
know
the
the
videos.
Okay
is
great,
you
know
getting
started.
Okay,
canvas
help
center
canvas
training.
What
type
of
live
training
does
it?
Does
it
use?
What
are
some
other
resources
that
we
can
use
and
remember
that
dan
kirk
has
designed
an
excellent
class
just
on
a
faculty
orientation
and
a
faculty
guide?
A
So
you
can
you
can
go
on
that
and-
and
you
know
we're
here
to
help
you,
okay,
oh
thank
you
war
maiden,
it
says
nerdy
librarian
at
your
service.
Well,
we
appreciate
it.
You
know
we've
got
to
look
out
for
for
each
other
as
we're
trying
to
develop
our
classes
and
figure
out
how
to
how
to
use
and
how
to
create.
A
You
know
new
material
really
really
quickly,
so
that's
kind
of
a
a
real
basic
guide
to
starting
integrating
your
course
in
canvas
getting
some
resources
and
placing
stuff
on
in
the
class.
So
any
other
questions
that
you,
you
know
you
had
a
few
earlier,
a
few
when
we
were
talking
during
the
break
in
terms
of
approach
pedagogically,
do
you
want
to
go
over
those.
B
Just
how
do
you
find
the
middle
ground
between
a
completely
open-ended
set
of
questions
and
giving
them
license
to
make
their
own
answers
and
a
rigid
textbook
command
and
control
approach
where
students
are
are
led
through
like
like,
went
through
the
course
like
a
miz?
How
do
you
find
that?
Is
there
any
guide
to
help
you
to
find
that
middle
ground,
or
is
that
just
trial
and
error?
Well.
A
It's,
I
don't
think
it's
trial
and
error.
It's
in
my
experience,
whether
you're,
proscriptive
or
more
constructivist
or
what
you
call
open-ended.
It
depends
on
the
discipline
that
you're
teaching
okay,
some
disciplines
lend
themselves
to
be
much
more.
You
know
yeah
again
much
more
proscript
prescriptive
when
you're
trying
to
teach
people
how
to
do
a
specific
function.
Okay,
but
again
you
always
have
to
have
at
the
end,
if
you're
prescriptive,
you
always
have
to
have
at
the
end,
something
where
they're
applying
it
to
a
problem
that
they
have.
A
Okay,
so
that
you
that
allows
you
to
make
sure
that
somebody
actually
knows
how
to
do
something,
rather
than
just
talk
about
it
in
the
in
the
in
the
case
of
mathematics.
It's
the
difference
between
someone
who
is
good
at
doing
computation.
Okay,
computate!
You
know
you
give.
There
are
some
kids,
you
can
give
them
equations
and
they'll
run
through
it.
They
have
no
idea
how
to
apply
a
mathematical
equation
to
a
real
world
problem.
Okay,
yeah
or
you
know,
just
you
know,
computational
their
calculators,
okay.
A
On
the
other
hand,
there
are
some
occasions
where,
depending
you
know,
like
you
know
we're
talking
about,
you
know,
I
taught
in
philosophy,
okay
and
I
would
assign
a
book
or
a
series
of
books
and
we
would
read
them
and
to
help
the
students
learn
about
critical
thinking
and
reasoning
and
argumentation.
I
kind
of
allowed
them
to
pick
the
topics
that
they
wanted
to
discuss,
or
I
tried
to
lead
them.
You
know,
through
a
series
of
leading
questions.
A
If
there
was
a
guide
to
how
to
of
where
to
land
for
each
subject,
we
wouldn't
have
teaching
jobs
and
you
would
because
the
the
problem
would
have
been
solved,
so
I
would
say
that
it's
not
trial
and
error.
It's
just
that.
Keep
in
mind
your
subject
matter
the
subject
material
that
you're
teaching
keep
in
mind
your
classroom,
some
students.
You
know
I've
had
students
who
really
responded
well
to
the
prescriptive
piece.
A
Okay,
in
which
case
I
tried
to
make
them
a
little
bit
more
constructivist,
but
then
again,
I've
had
students
who
are
way
too
constructivist,
okay
and
don't
understand
about
about
how
to
learn
the
basics.
You
know
that
again
in
the
in
in
computer
modeling,
you
know
hey
you
needed
to
know
what
feedback
work
loops.
Were
you
couldn't
just
sort
of
willy-nilly
start
modeling
a
system
you
had
to
have
a
conceptual
framework.
A
Can
break
them
yep?
Yes,
the
classic,
karate
kid
you
know
wax
on
wax
off.
You
know
you
know
sweeping
and
all
of
that,
but
I
I
shouldn't
use
cultural
references
from
from
the
1960s
I
mean
1970s,
so
yeah
you've
got
to
you've
got
to
have
that
balance
and
again,
as
we
said
yesterday,
there's
a
fine
line
between
stupid
and
clever.
You
know:
you've
got
to
judge
your
audience.
A
You've
got
to
judge
the
content,
and
you
know
good
teaching
is
going
to
be
good
teaching,
whether
it's
in
the
classroom
or
whether
it's
online
so
use
the
same
types
of
measurements
and
forms
the
difference
in
terms
of
what
we're
doing
with
canvas.
Is
that
you're
going
to
be
doing
this
in
an
asynchronous
fashion?
Generally,
so
you
won't
see
your
students
okay,
to
see
whether
what
you've
done
is
successful
or
not.
A
I
can
judge
engagement
in
the
classroom
by
kind
of
looking
at
you
know,
people
seeing
whether
people
are
looking
at
me
in
the
eye,
seeing
whether
you
know
the
students
are
engaged
in
the
discussion
online.
I
do
that
by
seeing
what's
in
the
discussion
posts,
when
are
people
posting
reactions,
the
the
best
classes,
I
have
have
been
the
ones
where
students,
even
though
you
know
we
were
using
some
some
online
tools.
A
They
were
all
located
in
the
same
geographical
area
and
I
knew
they
were
engaged
because
the
best
discussions
were
occurring
at
one
and
two
in
the
morning.
Okay,
on
weekends,
I
mean
what
k
what
students
you
know
between
the
ages
of
18
and
21
are
actually
coming
back,
and
I
certainly
wasn't
coming
back
and
engaging
in
in
philosophical
discourse.
You
know
between
one
and
three
a.m,
on
a
on
a
friday
or
saturday
night.
So
I
knew.
A
And
excited
about
the
course
when
that
was
happening,
so
you've
got
to
leave
those
types
of
of
there's
no
guide.
It's
not
trial
and
error,
but
you've
got
to
use
some.
You
know
some
kinds
of
measurements
to
to
get
an
understanding
and
it
is
going
to
vary
on
subject
material,
so
sustainability.
I'd,
say
you
have
listed
your
concepts
that
you
want
to
teach
them.
A
You
have
listed
the
skills,
but
in
the
application
of
the
skills
to
their
context
where
they
are
in
the
globe,
they
should
have
free
reign
to
choose
if
they
want
to
talk
about
a
post-industrial
society.
A
post-industrial
society
in
detroit
michigan
is
going
to
mean
something
different
than
a
post-industrial
society
in
shanghai
or
vermont,
so
allow
people
the
flexibility
to
apply
these
concepts
to
their
situations.
A
Well,
I'd
say:
sustainability
is
okay,
but
that's
my
but
my
background.
You
know
if
you
do
a
linkedin
search
or
a
google
search
of
what
I've
done.
I
mean
I
was
you
know.
I
love
place-based
stuff.
Okay,
it's
really
really
important,
but
again
that's
with
sustainability
and
that's
my
take
your
take
may
be
different.
In
which
case
you
know,
plano's
got
to
create
the
flexibility
to
allow
for
different
approaches.
They
just
have
to
be,
in
my
opinion,
well
thought
out
and
considered
approaches.