Classcraft + Canvas: Driving Academic Engagement - By CanvasLMS
Transcript
| 00:0-1 | Mhm All right , we are live on facebook youtube | |
| 00:07 | twitter linked in all of the places that you can | |
| 00:12 | find this on social and I always , I say | |
| 00:15 | this on almost every session , so bear with me | |
| 00:19 | . But I cannot be more excited . Last craft | |
| 00:23 | this is a little bit of like Eddie's old world | |
| 00:25 | techie coach and Eddie's new world doing customer marketing , | |
| 00:29 | foreign structure , like kind of clashing or clashing today | |
| 00:33 | um in this class craft canvas um , partnership and | |
| 00:38 | we're super excited to be joined today by Sean Young | |
| 00:41 | , who is the Ceo and co founder of class | |
| 00:44 | craft as well as Trenton Gobel who is our VP | |
| 00:47 | of K through 12 strategy here at in structure and | |
| 00:50 | just going to have a general conversation to start . | |
| 00:52 | But there are so many really cool things to talk | |
| 00:55 | about this partnership that is made in heaven . But | |
| 00:58 | to tell you a little bit about my background and | |
| 01:00 | why I absolutely love the tool is that I got | |
| 01:02 | to see it firsthand from another coach here in indiana | |
| 01:05 | , another teacher that was using it with her class | |
| 01:08 | um , at some tech conferences that I went to | |
| 01:10 | when I was kind of first getting started in the | |
| 01:12 | technology and just being blown away at not only the | |
| 01:16 | engagement , but also just the strategy she was developing | |
| 01:21 | as kind of a newer teacher in elementary and using | |
| 01:24 | class craft to kind of change that process . So | |
| 01:29 | um , super excited to hear from Sean and Trenton | |
| 01:31 | today . Obviously guys , welcome to the live stream | |
| 01:33 | . Thank you everyone for joining us . If you | |
| 01:35 | have any questions , please throw those in the comments | |
| 01:38 | section below will be , will be glad to get | |
| 01:40 | to them . As the section goes on , Sean | |
| 01:42 | , Trenton , welcome to the live stream . Thank | |
| 01:45 | you . It's good to be here Sean . It's | |
| 01:47 | good to see you again before we kind of jump | |
| 01:50 | into class craft and get a sense of the work | |
| 01:54 | that you all have been doing , especially the work | |
| 01:57 | that you've been doing to integrate um Class craft into | |
| 02:01 | canvas , which I'm with Eddie , I'm super excited | |
| 02:03 | about not only the work that you've done to integrate | |
| 02:06 | with canvas , but the work that you're doing generally | |
| 02:10 | I think that's super exciting . Um I'll take a | |
| 02:13 | second just introduce myself , but then Sean I love | |
| 02:16 | for you to kind of do a much longer introduction | |
| 02:19 | of yourself and I have a few questions for you | |
| 02:21 | after that before we jump in is that he said | |
| 02:24 | I am the vice president of Kato Product strategy here | |
| 02:28 | in structure . Um prior to that I was a | |
| 02:32 | founder of mastery connect which is a formative assessment Platform | |
| 02:36 | that was acquired by instruction in 2019 and I bring | |
| 02:38 | that up because most of my career was spent as | |
| 02:42 | a classroom teacher , uh school principal , a district | |
| 02:46 | level administrator , um and and starting a starting any | |
| 02:52 | sort of company or an Edtech company as a former | |
| 02:54 | educator , I'm working and doing that in the space | |
| 02:58 | where I worked for 20 years . I think it | |
| 03:00 | um I always say I was an accidental entrepreneur , | |
| 03:04 | I didn't like I wasn't actively seeking to go out | |
| 03:07 | and change profession . I just saw a need for | |
| 03:11 | teachers in my own building and bring up that up | |
| 03:14 | sean because that's kind of your experience too . It's | |
| 03:18 | absolutely is . Um and so I'm super excited to | |
| 03:22 | be talking about the work we're doing here , but | |
| 03:26 | You're right , it it all came in into the | |
| 03:30 | focus as I was a teacher , I was a | |
| 03:31 | teacher for for 10 years . Uh physical high school | |
| 03:34 | physics people either , you know , go yeah , | |
| 03:36 | when you hear that or they cringe . It depends | |
| 03:39 | . But I was , I was really just very | |
| 03:44 | , very mindful of not wasting kids time . I | |
| 03:48 | felt as a student that I've been , you know | |
| 03:50 | , it's so boring in school and my mission is | |
| 03:54 | an educator was just a big school as meaningful as | |
| 03:56 | possible . And uh , you know , and I | |
| 04:00 | wasn't even going to be an educator . I just | |
| 04:01 | kind of stumbled into it . Um , and uh | |
| 04:04 | , you know , studied physics and it started substitute | |
| 04:07 | teaching and just fell in love with it . I | |
| 04:10 | did a masters and in education , um , while | |
| 04:14 | I was teaching and uh , it was interesting . | |
| 04:16 | I did my , my thesis on how to use | |
| 04:19 | digital platforms to create real life community . So the | |
| 04:24 | video is like , hey , if there are interactions | |
| 04:26 | happening outside of the classroom , can I codify those | |
| 04:29 | can understand them and can I have them impact how | |
| 04:32 | kids are relating to each other in real life in | |
| 04:35 | the classroom . Unfortunately didn't use canvas for that . | |
| 04:38 | We're using model . But uh , but it was | |
| 04:41 | interesting because like obviously , you know , this was | |
| 04:45 | 15 years ago , there was now it seems so | |
| 04:48 | obvious right with smartphones and everything , but at that | |
| 04:50 | time it was like , wow , actually like these | |
| 04:53 | digital interactions are super meaningful for kids and they helped | |
| 04:57 | codify how they understand and relate with each other . | |
| 05:00 | And so I was , I was a bit more | |
| 05:03 | of an entrepreneur , the new maybe trended and I | |
| 05:05 | had , I was also a freelance web developer , | |
| 05:09 | working mostly with my brother devon with whom I co | |
| 05:12 | founded Class Craft and , and uh , we , | |
| 05:16 | we did build websites and apps and all kinds of | |
| 05:19 | projects for clients . So it's like teacher by day | |
| 05:21 | programmer by night . And so I had the idea | |
| 05:22 | for class crap because I love , you know , | |
| 05:24 | video games and said , you know , I wanna | |
| 05:27 | take these ideas from my thesis , apply them , | |
| 05:30 | you know , with the same motivational mechanics that make | |
| 05:34 | video games so engaging and motivating . And I just | |
| 05:37 | built it for myself . Like literally had the idea | |
| 05:40 | , sat with some students brainstorm what it could look | |
| 05:42 | like . It built it over the space of a | |
| 05:45 | weekend , uh , this very early days prototype . | |
| 05:49 | And uh , and then I just tinkered with it | |
| 05:52 | for three years . It was very much like , | |
| 05:54 | uh , You know , Hey , the kids would | |
| 05:56 | be like , Hey , you should add random events | |
| 05:58 | . That would be cool . I'm like , cool | |
| 05:59 | guys , if you write 100 random events , I | |
| 06:01 | will code in that functionality . And so they did | |
| 06:03 | . And then , you know , and it was | |
| 06:05 | just like this , give and take co creating it | |
| 06:07 | with the kids . And , and then after like | |
| 06:11 | three years of that , I was like , this | |
| 06:12 | is really impactful . Like I'm seeing kids really change | |
| 06:14 | how they relate to the classroom , changing how they | |
| 06:16 | relate to physics class . Um , you know what | |
| 06:20 | , I'm going to make just a little website talk | |
| 06:22 | about it , other people need to Be thinking this | |
| 06:24 | way . And the day that website went online , | |
| 06:27 | 130,000 people came to the website , it was just | |
| 06:30 | started , a student student put it on on Reddit | |
| 06:33 | gaming and it just went all the way to the | |
| 06:35 | top of Reddit gaming and then like the rest is | |
| 06:37 | history , like teachers all over the world saying like | |
| 06:40 | , how can I get this ? Um , and | |
| 06:42 | so that's kind of how the whole thing was born | |
| 06:44 | . Yeah , that , that's pretty , I mean | |
| 06:46 | , that's incredible actually . You know , I love | |
| 06:49 | the idea . I'm one that believes that especially in | |
| 06:54 | the tech space that educators have a lot to offer | |
| 06:57 | . You know , and and the idea that students | |
| 07:01 | were helping to drive that process , I think says | |
| 07:03 | a lot about your D . N . A . | |
| 07:05 | Is a company um that it truly is founded inside | |
| 07:10 | of this environment , that is the classroom , which | |
| 07:13 | is in so many ways it's already a complicated space | |
| 07:17 | and it becomes really challenging . I think tech has | |
| 07:19 | a lot of opportunity to support the work that teachers | |
| 07:23 | doing . Sometimes it can be a distraction . Um | |
| 07:25 | , so maybe as you , as we kind of | |
| 07:27 | jump in and talk about this partnership because I I | |
| 07:33 | think it's a really , really good partnership , maybe | |
| 07:36 | talk about a little bit more around , you know | |
| 07:41 | , how how the product has evolved since then , | |
| 07:45 | You know , what , what have you , you | |
| 07:46 | know , as it is one of the things I | |
| 07:48 | found that was once I moved outside of what I | |
| 07:51 | already knew , my own school , my own district | |
| 07:54 | um and started working with others . That's when a | |
| 07:56 | lot of the evolution really came because I started to | |
| 08:00 | see that my school wasn't like every other school and | |
| 08:02 | it became you know an opportunity to learn . Yeah | |
| 08:06 | I mean and we were just talking about this earlier | |
| 08:09 | rights similar experience here . You know , you as | |
| 08:12 | an educator , you're you're so uh ingrained like especially | |
| 08:17 | as a teacher you're just like school life is your | |
| 08:21 | life and that's education for you . It's very like | |
| 08:25 | contextualized to the building you're in the district or in | |
| 08:29 | the ecosystem urine . And and you know the kind | |
| 08:34 | of the way class got started was already like we | |
| 08:37 | had , you know , in that initial group of | |
| 08:40 | waiting list of just from when that website went live | |
| 08:43 | , like we had teachers in texas , teachers in | |
| 08:46 | California , teachers , you know , all over the | |
| 08:48 | U . S . But also like teachers in Germany | |
| 08:51 | and teachers in you know all over Canada and spain | |
| 08:54 | and Asia . And it was just very uh interesting | |
| 08:58 | because you know , the there was universality , right | |
| 09:01 | ? There was a universal need there that it was | |
| 09:03 | like transcended all these different uh you know , context | |
| 09:08 | of education to say , hey , like no we | |
| 09:10 | need to connect with kids , we need to be | |
| 09:12 | able to build community , we need to motivate them | |
| 09:15 | . And so when we built like the like when | |
| 09:19 | we started the company , we like scrap my initial | |
| 09:21 | prototype because it was like absolutely custom built for me | |
| 09:25 | and it was very clear that , you know , | |
| 09:26 | I was not every teacher . Um and so the | |
| 09:31 | first thing we did was make sure that it was | |
| 09:34 | absolutely customizable . So a lot of the rule sets | |
| 09:37 | that I had failed , we like put in at | |
| 09:40 | the time , overly complex uh , interfaces , but | |
| 09:44 | teachers could change them right . They could change what | |
| 09:46 | the rules were . They could change everything and adapted | |
| 09:48 | to their own specific context . Um , and and | |
| 09:52 | that's still prevailing today . In contrast everything about it | |
| 09:55 | , you can , you know , change what , | |
| 09:57 | what it is , what your what the content is | |
| 09:59 | , that's in it , what you get points for | |
| 10:01 | , what you're looking for in students . And that | |
| 10:04 | was really like the for a long time , the | |
| 10:07 | core of what class craft was . It was a | |
| 10:09 | teacher driven platform . And we , you know , | |
| 10:12 | went back with these initial teachers even from the heyday | |
| 10:15 | and got continuously getting feedback and adding features and we | |
| 10:19 | added a lot of features in the first like 34 | |
| 10:21 | years on the teacher's side . Um , and then | |
| 10:25 | uh then we realize a lot of teachers needed . | |
| 10:27 | I wanted to go beyond like the behavior part of | |
| 10:30 | class craft . And so we created an engine called | |
| 10:31 | quests and we said , okay , they now we | |
| 10:34 | have a game , we have all this narrative , | |
| 10:36 | we have characters , how can we connect curriculum back | |
| 10:40 | into that ? And so we created this like choose | |
| 10:42 | your own adventure map based quest platform that ties into | |
| 10:48 | the behavior module and that teachers can create branching pathways | |
| 10:51 | . And and we have a whole universe of stories | |
| 10:54 | attached to that . And now Class Craft has has | |
| 10:58 | really evolved into being a platform that can roll out | |
| 11:02 | across the whole district , not just in a classroom | |
| 11:04 | but saying , okay , what if we take this | |
| 11:06 | idea of positive school climate , PBS mechanism social emotional | |
| 11:11 | learning and make the platform a school wide platform ? | |
| 11:16 | All the teachers are using it . All the kids | |
| 11:17 | are using it , what would that look like ? | |
| 11:19 | What systems do we need and , and that's where | |
| 11:22 | we're at today . We have , you know , | |
| 11:23 | a really big implementations where the entire buildings are run | |
| 11:27 | with the class craft and it's , it's really fascinating | |
| 11:31 | the impact that it has in terms of , You | |
| 11:34 | know , reducing referrals , reducing behavior incidents with schools | |
| 11:38 | that are reporting like 95% reduction in fights . You | |
| 11:41 | know , just by using class graph . Like it's | |
| 11:43 | , it's pretty amazing . So as we jump into | |
| 11:47 | this , I want to make sure that people who | |
| 11:49 | are listening , you know , if you have , | |
| 11:51 | if you have questions or comments , please add those | |
| 11:53 | two comments section , we will address those at the | |
| 11:56 | end . Um , there may be some that come | |
| 11:57 | up that we , you know , I'm gonna interrupt | |
| 12:00 | you sean if we need to , to , to | |
| 12:03 | , to address maybe some in terms of make sure | |
| 12:06 | we're hitting at the right time and I I have | |
| 12:09 | a few more questions for you but I want to | |
| 12:11 | hold on to those um as we start to jump | |
| 12:13 | in and and kind of get a sense of what | |
| 12:16 | this integration looks like and for our canvas users , | |
| 12:19 | I really think it's important that we highlight the amount | |
| 12:21 | of work that you guys have done to make this | |
| 12:24 | integration easy . Right ? So , so if you're | |
| 12:27 | a canvas user and you're also using class craft , | |
| 12:31 | I think you're going to be super excited about how | |
| 12:33 | how easy this whole process is . Yeah , the | |
| 12:35 | excitement is out there in the community for sure . | |
| 12:37 | We just got this message from Stephanie Davis on our | |
| 12:39 | Youtube page that said , I'm so excited this is | |
| 12:41 | happening . I teach high school , my kids all | |
| 12:43 | grades , love class craft integration will save me a | |
| 12:47 | ton of time and creating more opportunities for my kids | |
| 12:49 | . So we're seeing lots of that through the community | |
| 12:51 | here on our comment section , so keep those coming | |
| 12:54 | and we'll be sure to poppy in if you've got | |
| 12:56 | any questions . Thanks Trenton for bringing that up . | |
| 13:00 | All right , sean , let's , let's let's get | |
| 13:02 | a better sense of what this looks like , the | |
| 13:03 | work that you guys have done . Let's do it | |
| 13:05 | . I'm going to talk just a bit with like | |
| 13:07 | the pedagogy of , of what we're doing . I | |
| 13:09 | think , you know , it's easy to look at | |
| 13:11 | class craft and just see the characters and see the | |
| 13:13 | game part of it . And you know , I | |
| 13:15 | think that there's a , there's a lot of robust | |
| 13:19 | pedagogical thought that went into building class craft and that | |
| 13:22 | has been validated by a lot of research . Um | |
| 13:26 | , and uh , it's kind of interesting to go | |
| 13:29 | back to the roots of that before going into like | |
| 13:31 | , oh , here , so here's the features and | |
| 13:33 | stuff . So , um , you know , the | |
| 13:36 | , this is , this is kind of setting the | |
| 13:37 | table of why we wanted to connect into into canvas | |
| 13:41 | , but you know , we , we saw in | |
| 13:43 | the last year , you know , student engagement has | |
| 13:46 | been a huge issue during the pandemic . We saw | |
| 13:49 | that kids were really struggling to engage with with kids | |
| 13:53 | , you know , through virtual schooling and , you | |
| 13:57 | know , although we're going back to the classroom in | |
| 13:59 | person . Um , you know , we're first seeing | |
| 14:01 | that it's going to continue to be challenging . Kids | |
| 14:03 | are coming with trauma , they've accrued over the year | |
| 14:07 | , they got there all at different places in terms | |
| 14:09 | of learning loss , they've in essence been very free | |
| 14:13 | to use their time however they wanted in the last | |
| 14:17 | year , and now we're going to be bringing them | |
| 14:19 | back into this more structured approach to education , so | |
| 14:23 | I think we're going to be seeing a lot of | |
| 14:25 | challenges just from a motivational aspect , and so , | |
| 14:29 | you know , a lot of the ways that we | |
| 14:30 | act as educators on motivation is extrinsic motivation , so | |
| 14:34 | rewarding kids for doing things , um and you know | |
| 14:39 | , we be a little chat earlier , Trenton , | |
| 14:43 | you know , you and I just about PBS and | |
| 14:46 | motivational mechanisms and the way that we , you know | |
| 14:49 | , kind of Mhm , push kids into behaving in | |
| 14:55 | specific ways and a lot of , a lot of | |
| 14:57 | the issues we see around those , just ultimately those | |
| 14:59 | extrinsic motivators where kids aren't doing those things because they | |
| 15:03 | want to , they're doing those things because they want | |
| 15:05 | the reward or they want to avoid the punishment . | |
| 15:07 | And so all of our work is about shifting that | |
| 15:10 | dynamic , shifting away from saying , hey , kids | |
| 15:13 | like do this or else or do this and you | |
| 15:16 | will get X two , let's design situations where kids | |
| 15:21 | are developing their own desire to do those things . | |
| 15:25 | And the best example of that is really gaming . | |
| 15:28 | Um and gaming is is really fascinating because , you | |
| 15:34 | know , a video games so popular , but uh | |
| 15:37 | , you know , this this slide really evidence is | |
| 15:39 | the cultural impact here versus any other cultural medium games | |
| 15:43 | have are dominating the cultural landscape for all ages . | |
| 15:49 | But This has been going on for a long time | |
| 15:51 | , all the way back to 2005 . And so | |
| 15:54 | all kids that are K-12 today , their main cultural | |
| 15:59 | medium by far is gaming . But what's fascinating about | |
| 16:03 | gaming is just that they're really accessible . Right ? | |
| 16:06 | A lot of these games are free . You can | |
| 16:07 | easily pick it up , you can play alone . | |
| 16:09 | But the mechanics that exist in video games are the | |
| 16:11 | same that exist in sports . The same that exists | |
| 16:14 | in hobbies are the same that exists in any activity | |
| 16:18 | . You can think of that we want to partake | |
| 16:21 | in for our own pleasure . And so one of | |
| 16:24 | my favorite examples here is golfing , because when you | |
| 16:26 | think about it , um , you know , golfing | |
| 16:29 | is a pretty uh , you know , meaningless task | |
| 16:33 | . It's like , hey , take this ball , | |
| 16:34 | put it in that hole over there , and that's | |
| 16:37 | the task . And if I ask a student to | |
| 16:39 | do that , or , or player , they'll say | |
| 16:40 | , okay , I'll do it . And you know | |
| 16:42 | , I'm not gonna do that again , that was | |
| 16:43 | boring and say , wait , wait , no , | |
| 16:45 | you gotta use clubs , you have to count your | |
| 16:47 | strokes and you know what you need to address in | |
| 16:49 | a specific way . And in fact , all of | |
| 16:51 | these constraints that are putting on this arbitrary task is | |
| 16:54 | what's creating meaning for golfers to get up early on | |
| 16:57 | a sunday and and go hit balls . And so | |
| 17:00 | the analogy with schooling is like four kids , schooling | |
| 17:03 | is , you know , a lot of ways meaningless | |
| 17:07 | for them , so how can we create structure and | |
| 17:11 | use the psychology that is built into these activities into | |
| 17:15 | games and sports too ? Make them want to partake | |
| 17:19 | . And so um this is really fascinating research called | |
| 17:23 | self determination theory . If you want to look it | |
| 17:25 | up , it's it's , you know , the the | |
| 17:27 | the dominant theory about why we do things for their | |
| 17:31 | own sake , why were motivated ? And the first | |
| 17:32 | one , there's three elements . The first one is | |
| 17:34 | competency , we see our own progress super important , | |
| 17:38 | the second one is being in control , so why | |
| 17:40 | is a game like Minecraft that has no point , | |
| 17:42 | no ending , no scoring , so motivating because kids | |
| 17:45 | can make a lot of creative decisions and the third | |
| 17:48 | one is social constructs and related this , being able | |
| 17:50 | to share that with other human beings . And so | |
| 17:53 | the whole proposal of class craft is to say , | |
| 17:56 | let's rethink education in a way that drives intrinsic motivation | |
| 18:01 | and so that's our mission . The goal is to | |
| 18:03 | help students reach their full potential , teaching the skills | |
| 18:06 | they need to be better learners . And a lot | |
| 18:10 | of our history has been doing that in the physical | |
| 18:13 | classroom , right , saying , hey you're , you're | |
| 18:17 | working really well here together , that's good collaboration , | |
| 18:20 | reinforcing that giving points for that or saying , hey | |
| 18:24 | you participated . Well today , good job Trenton , | |
| 18:26 | here's a high five . Um but what we've seen | |
| 18:30 | more and more and this was happening pre pandemic . | |
| 18:32 | That was really accelerated with the pandemic is that a | |
| 18:34 | lot of those behaviors have shifted into digital spaces . | |
| 18:37 | School isn't just a building anymore , it's a building | |
| 18:42 | and an ecosystem of digital tools and the LMS is | |
| 18:45 | at the heart of that . Um and so the | |
| 18:48 | , you know , we see canvas in the role | |
| 18:50 | that it plays an extension to the physical classroom into | |
| 18:52 | the additional space and that's why we're so excited about | |
| 18:55 | connecting into it because it allows us to continue our | |
| 18:59 | mission outside of the boundaries of the physical classroom and | |
| 19:03 | and connect . You know , the things we traditionally | |
| 19:06 | work on are things like P . B . I | |
| 19:08 | . S M . P S . S tiered intervention | |
| 19:11 | , R . T . I . S . E | |
| 19:13 | . L . These types of , you know , | |
| 19:14 | intervention based approaches and saying , hey , you know | |
| 19:17 | what , we can do that now in the digital | |
| 19:19 | space through the integration with canvas and so to speak | |
| 19:25 | to that . You know , the weight class craft | |
| 19:26 | works is that kids have characters , they level them | |
| 19:28 | up and uh they love them up throughout the year | |
| 19:31 | . And the way they level up is they gain | |
| 19:33 | points to gain points for a variety of things . | |
| 19:36 | But ultimately what we're doing is telling them , hey | |
| 19:39 | , good job , you're doing the things you need | |
| 19:41 | to do to develop the skills you need as they | |
| 19:44 | level up to unlock new swag , new characters do | |
| 19:47 | armors , new pets , all kinds of stuff . | |
| 19:49 | They also unlocked real life powers , like being able | |
| 19:51 | to hand and work late or , you know , | |
| 19:54 | skip the lunch line in middle school , that's a | |
| 19:56 | pretty popular one . Um , and ultimately they're playing | |
| 20:00 | on a team . So we're taking this idea of | |
| 20:02 | like , hey , you're in school and you have | |
| 20:06 | your , you know , here's what you're supposed to | |
| 20:08 | do and not supposed to do . Most kids don't | |
| 20:10 | really know what they're supposed to do . They only | |
| 20:12 | know what they're not supposed to do . Um , | |
| 20:14 | you ask any child , you know , in the | |
| 20:17 | hallway , how are you supposed to behave here ? | |
| 20:19 | And you know what they'll tell you is what they're | |
| 20:21 | not allowed to do . They don't know what they're | |
| 20:24 | supposed to do . The class craft really gives them | |
| 20:26 | that idea and it's the same thing in canvas . | |
| 20:28 | Like , what are you supposed to be doing in | |
| 20:30 | Kansas right now ? Well , I don't know . | |
| 20:33 | Um , and , and with Class Craft were able | |
| 20:35 | to say , hey , here are the things you | |
| 20:36 | should be doing in canvas and here's how you're going | |
| 20:38 | to get points for those and we're going to encourage | |
| 20:41 | that . You know , what's , you know , | |
| 20:43 | what's interesting about that Sean is we , we as | |
| 20:45 | we talk about canvas and some of the , you | |
| 20:49 | know , narrowing down the scope of what we think | |
| 20:51 | matters most when you're using an L A mass . | |
| 20:53 | We have what we call our fundamental five , which | |
| 20:56 | are kind of those five key elements in the very | |
| 20:59 | first one is , you know , answering the question | |
| 21:01 | of what am I supposed to do like at the | |
| 21:03 | very at the very base level ? You know , | |
| 21:06 | that is and and we kind of approach it from | |
| 21:09 | the idea that not knowing that is a stress creator | |
| 21:14 | , we create stress and kids when there's ambiguity or | |
| 21:18 | they don't really know what they're supposed to do or | |
| 21:21 | when something is due and so clarity around that is | |
| 21:25 | super key . So it's interesting that you , as | |
| 21:28 | you were talking about that it fits so well within | |
| 21:31 | the framework of the way that we think about the | |
| 21:33 | value add of an LMS . That's so fascinating because | |
| 21:37 | when I was like , we interview students all the | |
| 21:39 | time about what they like about class craft . And | |
| 21:41 | one thing that's come up so many times is I | |
| 21:43 | feel safe uh in a cost of mass class craft | |
| 21:47 | and when you dig in its for that specific reason | |
| 21:49 | because I know what I'm supposed to do and if | |
| 21:51 | I don't do it , that's my own fault . | |
| 21:54 | Like they're not only do I know what it is | |
| 21:56 | , I'm also in control and I think that there's | |
| 21:58 | uh that feeling of safety needs to exist in digital | |
| 22:02 | spaces as well . So I'm really appreciative that you | |
| 22:05 | guys are thinking that way , I didn't know that | |
| 22:09 | . Um so anyways , the idea of saying , | |
| 22:11 | okay , you get points for what uh so points | |
| 22:14 | for these are examples of behaviors that people use in | |
| 22:17 | class craft all the time . Things like , hey | |
| 22:19 | , you're planning and setting a goal , being on | |
| 22:21 | time for video lessons , submitting work on time , | |
| 22:23 | working well with others , these types of things and | |
| 22:25 | in class craft they get points for that . Um | |
| 22:28 | , these points are not a reward . It's super | |
| 22:31 | important to , to contextualize that . What we're saying | |
| 22:34 | is you are progressing towards mastery . You can't spend | |
| 22:38 | cost craft experience points , You can't transfer them , | |
| 22:42 | you can't lose them . They just accrue over time | |
| 22:44 | , just like in a lot of games and so | |
| 22:46 | they represent your level and what we're doing is using | |
| 22:51 | behavior as a way to develop skills and students . | |
| 22:54 | I can't see a skill . I don't know if | |
| 22:56 | , if a student is , you know , has | |
| 22:59 | empathy or if they have good interpersonal skills . What | |
| 23:03 | I can see is their behavior and so if I | |
| 23:05 | can see their behavior , catch it , give them | |
| 23:07 | a high five . When it happens in this case | |
| 23:10 | you give them cost craft points , then I'm able | |
| 23:13 | to assess it and develop it as it's going and | |
| 23:16 | develop their capacity saying , hey , that's exactly the | |
| 23:20 | type of behavior I want to see . You're developing | |
| 23:22 | your skill , good job And what's new here with | |
| 23:25 | the , with canvases , those there , the competencies | |
| 23:28 | of the 21st century child are include digital things and | |
| 23:32 | they include submitting work on time in a digital platform | |
| 23:36 | . There are behaviors happening in digital ecosystems and what | |
| 23:40 | we're saying is let's capture them and you know what | |
| 23:42 | their digital that's automated and make it super simple for | |
| 23:44 | teachers . And so in the classroom like class draft | |
| 23:47 | looks like this . Just a teacher teaching the way | |
| 23:50 | she normally would and as kids are doing their work | |
| 23:54 | , they're collaborating . She's giving them points now . | |
| 23:56 | It's awesome with the integration here , is that a | |
| 23:59 | lot of that's going to be happening automatically in canvas | |
| 24:02 | . And just one last word on a couple of | |
| 24:04 | things that exist in in class Scotland will jump into | |
| 24:08 | what we did with with you guys . Um This | |
| 24:11 | is that that curriculum mention I was talking about , | |
| 24:13 | so bringing able to bring in assignments , create branching | |
| 24:17 | pathways , bring narrative into there . We have a | |
| 24:20 | whole SCL curriculum that that's plug and play and built | |
| 24:23 | in um and that kids can work through at their | |
| 24:25 | own pace . And so you can on the one | |
| 24:27 | hand be developing , you know , SCL skills , | |
| 24:30 | you could be reinforcing , you know , the digital | |
| 24:33 | proficiency skills that will be seen in canvas . You | |
| 24:36 | can uh teach SCL strategies through direct instruction in in | |
| 24:42 | the quest . And then at the end of that | |
| 24:44 | you can get all the data because it's all happening | |
| 24:47 | digitally . Class graft ecosystem generates really robust uh , | |
| 24:53 | behavioral analytics . So not just behavioral in the classroom | |
| 24:57 | , but now with candidates being able to understand how | |
| 24:59 | digital behaviors like handing in homework , your grades , | |
| 25:03 | how do those map back to your in person behavior | |
| 25:06 | in the classroom for the student ? So this is | |
| 25:08 | transformational because just think about it for a second . | |
| 25:11 | We're at a point in time where we can map | |
| 25:15 | back academic engagement and proficiency in an LMS to real | |
| 25:21 | life behavior happening in the classroom . Um , this | |
| 25:25 | is a gap that that we've never been able to | |
| 25:27 | understand really since , since digital education exists has existed | |
| 25:31 | . And now all of a sudden the interoperability between | |
| 25:34 | the two systems is allowing for that . And so | |
| 25:37 | we're we're really excited about the great insights we're gonna | |
| 25:40 | be able to see here as educators about how kids | |
| 25:43 | are developing . So I have a question for you | |
| 25:47 | , you're talking through this and it's some , some | |
| 25:51 | folks um , like myself who's not super hip and | |
| 25:55 | not really a gamer , like don't speak the gaming | |
| 25:58 | language , but I do have kids and I do | |
| 26:01 | know that gaming is a huge part of their lives | |
| 26:05 | . My daughter is constantly reminding me that when I | |
| 26:08 | look at her and you know , especially when she | |
| 26:11 | was a little bit younger in high school . Um | |
| 26:13 | , and I would be like , what are you | |
| 26:15 | doing on your computer ? And she was like , | |
| 26:16 | I'm watching somebody play a video game and I , | |
| 26:20 | I don't understand that . And she would say , | |
| 26:22 | dad , you watch sports , you know , like | |
| 26:25 | come on . But to somebody who , when they | |
| 26:27 | hear , you know , the game ification piece , | |
| 26:30 | um , that might think , you know , that's | |
| 26:33 | just foreign to me . I'm not that's just not | |
| 26:36 | something that's really in my will house . What do | |
| 26:38 | you tell folks like that ? Because maybe some teachers | |
| 26:42 | mind they hear that and I think that sounds complicated | |
| 26:45 | or hard , or maybe it's just not for me | |
| 26:48 | , you know , I I appreciate that question . | |
| 26:50 | And it's a tough question because you're right . It's | |
| 26:53 | there's uh we're definitely our approach has been meet kids | |
| 26:57 | where they're at , right ? And and for for | |
| 27:00 | some educators that , you know , these are different | |
| 27:03 | generations . It's not always easy to do that . | |
| 27:05 | Um , but we uh there's two things . The | |
| 27:09 | first one is we are releasing a really big revamp | |
| 27:15 | of class craft this summer . And we have spent | |
| 27:18 | the last year researching and working with teachers in the | |
| 27:22 | classroom , developing prototypes and testing them out over weeks | |
| 27:26 | with uh in the classroom , imagine being able to | |
| 27:29 | do that in the pandemic . It was a real | |
| 27:31 | herculean effort on the side of our , of our | |
| 27:35 | product team . But um , class craft starting this | |
| 27:39 | summer is going to start off really light on the | |
| 27:41 | game elements . And as teachers get more familiar , | |
| 27:44 | all they need to do is like add kids and | |
| 27:47 | give them points . That's it . They don't even | |
| 27:48 | need their emails . Just add a list of students | |
| 27:50 | start giving them points and that's really great because starting | |
| 27:54 | their canvas can start giving them points immediately as well | |
| 27:57 | without them having to do anything . And so the | |
| 27:59 | kids start getting points . And as teachers get comfortable | |
| 28:02 | with it , we'll say , hey , you've given | |
| 28:04 | points 100 times , are ready to move on to | |
| 28:07 | unlocking this new feature . Or maybe now you're ready | |
| 28:10 | to unlock students avatars like their characters and as they | |
| 28:15 | get more than more familiar with it , we're going | |
| 28:17 | to be educating them and building proficiency with the platform | |
| 28:23 | and so , you know , the , we're not | |
| 28:24 | expecting teachers to know all about games or all of | |
| 28:27 | that , what we are expecting them to do is | |
| 28:29 | be able to grow with the platform , and the | |
| 28:32 | platform is going to help them develop that proficiency , | |
| 28:36 | because ultimately , you know , we don't , what | |
| 28:39 | we want is for teachers to move from a position | |
| 28:42 | of motivating kids from extrinsic means to intrinsic means , | |
| 28:45 | and that's a shift in itself , and so the | |
| 28:48 | platform is designed to help them get to that place | |
| 28:52 | . Um the other part is like , the kids | |
| 28:55 | know the lingo and they love educating teachers , you | |
| 28:59 | know , we have a lot of teachers to say | |
| 29:01 | like , you know , I didn't understand all these | |
| 29:03 | points were at the beginning , but like , the | |
| 29:04 | kids know , and they would , you know , | |
| 29:06 | like , they're so excited that we're understanding and taking | |
| 29:10 | interest in their reality , in their culture , that | |
| 29:12 | they raise their hand and jump up with glee to | |
| 29:16 | help the teacher . Um and that's a really empowering | |
| 29:21 | role for students and really changes the classroom dynamics just | |
| 29:24 | in and of itself . Yeah , and I think | |
| 29:26 | it's important that you said it really fast , but | |
| 29:29 | I think it's important to reiterate to that is as | |
| 29:32 | we're thinking , as you're thinking about this , and | |
| 29:34 | as it gets implemented in the classroom , it really | |
| 29:37 | isn't just about assigning points and , you know , | |
| 29:39 | creating these extrinsic rewards is really about supporting your , | |
| 29:45 | your SCL model , you're , you know , your | |
| 29:48 | RT um TSS your PBS , whatever , whatever model | |
| 29:52 | that you're looking to really support , utilizing class craft | |
| 29:57 | . It really is driving to that buildings intrinsic motivation | |
| 30:01 | in a lot of ways gaming does that for kids | |
| 30:04 | . Yeah , absolutely . I mean , when you | |
| 30:06 | think about what a game is , it's a designed | |
| 30:10 | experience that is designed to a be fun and want | |
| 30:15 | you to partake but be get you to behave in | |
| 30:17 | a specific way . You know , if I , | |
| 30:19 | if I look at any game in this board game | |
| 30:23 | , like monopoly , like you look at a monopoly | |
| 30:25 | board is your reflex to say , oh , I'll | |
| 30:27 | turn around in circles on this cardboard thing . Um | |
| 30:31 | , probably you wouldn't think to do that if you | |
| 30:34 | didn't know the rules , but putting the rules in | |
| 30:37 | place gets you to behave in a very specific way | |
| 30:41 | within the constraints of the game . And what's fascinating | |
| 30:44 | is that when we think about , you know , | |
| 30:47 | P B I S S C L , all these | |
| 30:50 | , all these different behavioral models that we're all working | |
| 30:53 | really hard to implement . We're the opportunity of a | |
| 30:59 | game is to make the experience smaller and more controlled | |
| 31:02 | and more fun as a result . And in doing | |
| 31:05 | that generate by and from students around their own development | |
| 31:10 | . Um you know , like kids like , oh | |
| 31:12 | I leveled like I unlocked a new skin in Fortnite | |
| 31:16 | . Do they really care about the skin in Fortnite | |
| 31:18 | ? Or did they care about their own progress and | |
| 31:21 | reaching the next level and getting the feedback that they | |
| 31:24 | were becoming more and more proficient at this experience , | |
| 31:27 | if we could just , you know , take out | |
| 31:29 | the word fortnight and put in school and like , | |
| 31:31 | you know , we're in a good place . Yeah | |
| 31:34 | , So , but but you're right , the adaptability | |
| 31:37 | of being able to just take an existing PBS . | |
| 31:40 | Pay tricks , put those behaviors in class craft and | |
| 31:43 | be up and going and like in , you know | |
| 31:45 | , a few clicks is really powerful in terms of | |
| 31:47 | implementation . Okay , so let's let's talk about about | |
| 31:52 | what we're doing here . So so enter canvas into | |
| 31:55 | this discussion . Um you know , we we picked | |
| 31:59 | canvas uh because you guys are so great to work | |
| 32:02 | with . I have to admit that we've been really | |
| 32:07 | impressed just by how fun and easy and collaborative the | |
| 32:10 | experience has been . Um but we also had a | |
| 32:13 | lot , a lot of educators saying can you please | |
| 32:16 | integrate with canvas please , please please please please . | |
| 32:18 | Um so we , you know , we listen to | |
| 32:20 | the community . We saw anyways that with the pandemic | |
| 32:24 | , um there was more and more of a need | |
| 32:27 | for this . Um and so we we went ahead | |
| 32:30 | and designed a prototype and then we implemented it with | |
| 32:35 | a test district and ironed out some kings and then | |
| 32:40 | really built the real deal into canvas . And so | |
| 32:44 | , um you know , this is the first step | |
| 32:47 | of a , you know , furthering this integration where | |
| 32:51 | this is definitely like version one point . Oh , | |
| 32:54 | um , but really what we want to do is | |
| 32:56 | a motivate kids for , you know , doing the | |
| 33:00 | things they should do in Canada's back to your point | |
| 33:02 | like and not only making it clear what they should | |
| 33:05 | do in canvas , but also motivating them to do | |
| 33:08 | it . The second thing that , that we wanted | |
| 33:10 | to do is make sure this was as easy as | |
| 33:13 | possible for futures . You're going to see there is | |
| 33:17 | no work involved . You just connect your account once | |
| 33:20 | the district like approves the connection , you just connect | |
| 33:23 | your account as a teacher and you're good to go | |
| 33:26 | the point start flowing . Um , and so it's | |
| 33:29 | , it's so easy to set up . Like it's | |
| 33:32 | , it's uh , it's kind of hard to believe | |
| 33:34 | how easy it is . It's literally one click . | |
| 33:37 | Um , and you know , we , when we | |
| 33:39 | started our prototyping , uh , we we weren't necessarily | |
| 33:42 | looking at , you know , making it LTI compliant | |
| 33:45 | . But but the work you guys have done over | |
| 33:48 | over our canvases has really very opinionated about LTI and | |
| 33:54 | and it pushed us to go towards this compliant approach | |
| 33:56 | that that is the right way to do it , | |
| 33:58 | I think ultimately . Um , so the we really | |
| 34:02 | like , um , make sure that we fit into | |
| 34:05 | the the compliance model within canvas . Um , and | |
| 34:11 | and so , and and the team did really good | |
| 34:14 | work finding all the design language for canvas and bringing | |
| 34:17 | class craft into canvas and making it look and feel | |
| 34:20 | like canvas . Um , And so the setup , | |
| 34:25 | once the district proves the connection , there's like a | |
| 34:28 | new class craft experience points , um , uh section | |
| 34:32 | that appears in teachers accounts and what they can do | |
| 34:36 | right now is it's all about academic engagement . We | |
| 34:39 | wanted to make sure that students were being reinforced , | |
| 34:45 | taught and rewarded for for academic engagement . So the | |
| 34:49 | first one was handing in homework on time . Um | |
| 34:52 | The second thing as we were testing with the , | |
| 34:54 | with the district , they said , you know what | |
| 34:55 | , like I'm cool to give them close cropped points | |
| 34:58 | if they handed in period on time , that's great | |
| 35:01 | . But these days , you know , if they | |
| 35:02 | just handed in , I'll be happy . So we | |
| 35:05 | also have a late submission reward which is a little | |
| 35:08 | less and then the capacity to automatically take um the | |
| 35:14 | performance in your work and transfer that into class craft | |
| 35:18 | experience points . Not the other way around your class | |
| 35:21 | craft points don't give you grades , but your grades | |
| 35:23 | contribute to the overall progress of your avatar . Um | |
| 35:27 | And so literally the , you just flip that green | |
| 35:31 | switch and all your assignments will start giving points into | |
| 35:35 | into class craft . Let me ask you a question | |
| 35:38 | quick and this is both alec and Jonathan have asked | |
| 35:42 | similar questions and the questions are does this have to | |
| 35:45 | be done at a district level or can an individual | |
| 35:49 | teacher , you know who's using canvas connect to to | |
| 35:55 | class craft ? So unfortunately no for for security and | |
| 35:59 | privacy reasons like the canvas owner is usually the school | |
| 36:05 | or the district and the the linking of like the | |
| 36:11 | interoperability switch needs to happen at the canvas owner level | |
| 36:17 | . So the you can't uh you know just turn | |
| 36:23 | it on as a teacher unless the unless class craft | |
| 36:27 | has been added as an app within the canvas installation | |
| 36:31 | and and alec also brought up that you know , | |
| 36:34 | he's like my district won't pay for this but I | |
| 36:36 | certainly want to pay for it myself and want to | |
| 36:38 | have that integration . So alec , what we need | |
| 36:41 | to do is we need to get sean talking to | |
| 36:42 | your district . That's right , we're getting that done | |
| 36:46 | . You know , I hear teachers say , you | |
| 36:48 | know , I just took won't pay for this . | |
| 36:50 | And um , you know , the , you'd be | |
| 36:53 | surprised how interested districts aren't paying for this . Um | |
| 36:58 | , you know , to me that speaks more and | |
| 37:00 | I can really relate to this , the powerlessness that | |
| 37:03 | we have as teachers to influence a district and school | |
| 37:07 | purchasing . It's it's pretty , it's pretty wild , | |
| 37:10 | but , but the Trenton's point just connect us to | |
| 37:14 | them and we'll do the hard work of convincing them | |
| 37:17 | . Um . |
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Classcraft + Canvas: Driving Academic Engagement is a free educational video by CanvasLMS.
This page not only allows students and teachers view Classcraft + Canvas: Driving Academic Engagement videos but also find engaging Sample Questions, Apps, Pins, Worksheets, Books related to the following topics.
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