Providing Meaningful Feedback in Canvas with Lake Elsinore Unified School District - Free Educational videos for Students in K-12

Providing Meaningful Feedback in Canvas with Lake Elsinore Unified School District - By CanvasLMS

Transcript


00:02	Welcome everybody to uh , I think it's our fourth
00:05	session today . We're doing six live streams all across
00:08	California for the California canvas collaborative . And I have
00:14	spent probably 15 minutes with these two guys and I'm
00:18	absolutely huge fans of both Ryan Mulvaney and Kevin .
00:23	Goodly you guys are are so much fun and we
00:26	haven't even started the session . So I'm really excited
00:29	to see how you're providing meaningful feedback in canvas there
00:32	at your district . I think that it's something that
00:36	that we've talked . I know I've talked a lot
00:37	about with the podcast with my partner Marcus painter on
00:40	, on doing the canvass casters . We talk a
00:42	lot about feedback and speed greater . So if you're
00:45	a speed greater fan , speed grade user or you're
00:47	just learning the tool , there's tons of ways to
00:50	provide meaningful feedback and what does that even mean ?
00:52	So stick around because the session is going to rock
00:56	your socks . I think kevin , I'm gonna turn
00:58	it over to you there at riverside County to do
01:00	a brief introduction and then Ryan , the show is
01:02	yours . So I all welcome to the conference here
01:06	and thank you Eddie appreciate it . My name is
01:08	Kevin Godley . I worked for Riverside County Office of
01:11	Education and I'm very fortunate to be able to introduce
01:14	Ryan Mulvaney from Lake Elsinore Unified School District . Ryan's
01:19	part one of the school districts . He's part of
01:21	our riverside County consortium of schools where we have six
01:25	school districts , all using canvas with respect to not
01:30	only as Ryan , we'll talk about , uh ,
01:32	providing critical feedback , but also looking at how we
01:35	share information and resources and professional development amongst the consortium
01:42	. So with Ryan , his part today as he
01:45	presents will be how Lake Elsinore has been tremendous contributor
01:50	to the efforts for the riverside county efforts to combine
01:54	the school districts on canvas to be able to make
01:58	all information accessible among the district . So Ryan ,
02:01	I'll turn it over to you . Awesome . Thanks
02:04	so much kevin . Uh , yeah , so my
02:07	name is Ryan Mulvaney . I'm the director of instructional
02:09	technology and alternative programs in like Elster Unified School District
02:13	. Um , let's go ahead and go full screen
02:16	here . And so , uh , we'll start off
02:20	a little bit about why we originally chose canvas and
02:23	it really started with working with our infinite are soon
02:26	information system . We were interested in the grades transferring
02:31	and that was one of the biggest complaints when we're
02:33	using some of our learning learning management systems is we
02:36	had a whole bunch of different pieces , but we
02:38	wanted in one location that our teachers could access and
02:41	our students could access . Um , and it was
02:44	scalable . The old Atari reference of easy to learn
02:47	, difficult to master in this case . I think
02:50	it was very easy to learn but it wasn't uh
02:53	it wasn't slowing down our advanced teachers from doing some
02:57	amazing things including embedding and creating some L . T
03:00	. I . S . And things like that .
03:02	So we are off to a great start . We
03:04	actually started in the fall of 2020 we had about
03:08	maybe 25 teachers that were using canvas regularly . And
03:12	then uh something happened in March of 2020 last year
03:15	of course . And so when Covid hit , we
03:18	were shut down actually the friday before our spring break
03:22	at that point we had about 12 teachers in our
03:24	district of about 1000 teachers with any distance learning experience
03:29	. Um We decided in our district that we were
03:32	going to create opportunities for students to increase their grades
03:37	. We had some sort of created curriculum but then
03:39	basically from March to August 2020 , uh we held
03:43	a whole bunch of training in order to prepare us
03:45	for the 21 or the 2021 school year , um
03:49	, all based on trying to make it a meaningful
03:52	year , not just kind of getting through it .
03:55	And so starting from a basis of some hotties findings
03:59	, we looked at ways that we could transfer the
04:02	good quality teaching that we saw in our classrooms ,
04:05	um , for our students , even if they weren't
04:08	in front of us . And so The opportunity that
04:10	was prevented or presented , uh , was basically the
04:14	teachers weren't ready to teach in a distance learning format
04:17	in March , and that's not a judgment on them
04:19	. As I said before , there's only 12 that
04:21	had ever applied for that . I'm sure that we
04:24	were dealing with something similar at a lot of our
04:27	districts , but they were very receptive to discussions training
04:31	on demand support . Um and we did have those
04:34	months of transition um that we could look at ,
04:37	and really basically , I guess from our standpoint is
04:40	self deprecating when we go in and not come in
04:43	as sort of like we have all the answers ,
04:45	but let's try to figure this out together . That
04:47	went a long way in getting our our teachers to
04:51	feel comfortable in what they were actually using for the
04:54	tool . So we'll go from there . Sorry ?
04:58	All right . So that when we started looking at
05:02	some of Hattie's work , um teacher credibility actually seemed
05:07	to be a little bit tenuous at first , just
05:09	because it's ranked so high with visible learning as far
05:13	as the impact on student learning . Um but we
05:16	we wanted our teachers to feel comfortable , so reducing
05:18	their effective filter uh and helping them understand it really
05:22	, that transference of how they would use it .
05:24	And so for that we looked at formative assessments and
05:27	feedback which are also uh ranked very highly by Hattie
05:31	and his work for impact on student learning . And
05:34	then from there we sort of became our focus became
05:37	how do we provide the meaningful feedback that our students
05:41	need in order to be successful on in their in
05:46	their plant or in the learning piece ? So when
05:48	you look at court transactions , if you're like a
05:50	platform developer , an app developer , then you're familiar
05:54	with that work . Um But basically if you have
05:56	something like uh if you have something like Uber books
06:01	, I'm trying to are you having a little bit
06:03	of trouble with the . Yeah . So if you
06:06	have Uber you have a transition your core transaction between
06:09	the client and the person running it basically as they
06:12	share a ride and Airbnb you share their space or
06:16	you're renting out there . Um , maybe their cabin
06:19	or something like that . Youtube , you're transferring .
06:21	That content from over is providing it to whoever is
06:25	receiving it . Usually the viewer . And then we
06:27	started with what well , what is that court transaction
06:30	education And we landed on meaningful feedback which crossed over
06:33	a lot of different ways with um with Hattie's work
06:37	as well . So our method of onboarding this information
06:40	is just basically realizing and being honest with it .
06:43	But there's no book for this sort of thing .
06:45	Right ? When a global transit , our global pandemic
06:49	hits , um , the first training that I actually
06:52	ran , we had two teachers that were literally in
06:54	tears as they were , They were struggling with their
06:57	concept of how they could , they could show their
06:59	confidence , their students and get them to learn .
07:02	So some of the supports that we put in place
07:04	were a course , a canvas course that we created
07:08	and updated frequently in our district . We actually have
07:11	micro credentials that are compensated to our teachers . Were
07:13	able to complete a little micro credential of course in
07:17	canvas that they use the badging system for um ,
07:19	once they created are completed that then we also had
07:23	a reference that we could go back to and and
07:25	kind of tap into them as training as well and
07:27	then we use scared so we can reach out to
07:29	some of the great teachers . Um , just great
07:32	teachers with no qualification on using technology , um ,
07:36	to be able to transfer that to the classroom as
07:39	well . So we looked at a whole bunch of
07:41	options . The big thing here is making sure that
07:44	feedback was a thread throughout all of them . As
07:46	you can see there's literally three sessions that we used
07:49	that we're just about basic getting them to understand the
07:52	canvas system . But everything else had that thread of
07:55	using that feedback throughout it . And so we looked
07:59	at it from a way to just share this and
08:01	work together with no roles were all just educators trying
08:05	to figure this out . We recorded our sessions ,
08:08	we send out things called just one things that talked
08:11	about one tip of the day . Um literally just
08:14	one thing , I mean that's the name of it
08:16	, but it would be something like how to sort
08:18	of speed greater differently or how to show um students
08:22	are used the teacher to do list to show what
08:24	assignments are coming up and then at the end of
08:27	every single session we have what's called extra time where
08:30	we just wait on their here teachers frustrations like kind
08:34	of repurpose their time towards sharing that feedback and having
08:39	that connection with their students because that was the biggest
08:42	feedback and frustration from our teachers is that they wouldn't
08:44	be able to do their job um in a distance
08:48	setting . And that's where we see the high level
08:50	of emotion from our teachers . We'd see the frustration
08:53	and anxiety and so that's where we started to pivot
08:57	and look at the tools that canvas provides for our
09:00	teachers in order to provide that meaningful feedback to our
09:03	students . And so the tools that we really highlighted
09:07	, and we'll highlight over the next couple slides um
09:10	are built into canvas itself . We have some other
09:12	tools that we use and leverage , like studio and
09:14	things like that . Um , but the basic ,
09:17	just core product has some amazing things that are ,
09:19	teachers started to see the ability for them to share
09:22	their expertise with their students , Um , was what
09:26	they were giving them to go to go back a
09:28	little bit . One of the things that we would
09:30	say over and over again is that our teacher ,
09:32	our students don't need us to provide content . They
09:36	have youtube , they have the internet , they have
09:38	uh , photo math , whatever else kids are are
09:42	using to try to figure out our typical problems or
09:46	things that we prevent them . They need us to
09:48	understand that connection of where they are . So the
09:50	more we learn about our students using some of the
09:52	tools we'll look at today , the more we are
09:55	able to literally do our job , um , even
09:58	though they weren't in front of us . And so
09:59	some of the features that are teachers leveraged for feedback
10:03	. We're just basically in the grade book . So
10:06	the great book itself , they would leave little comments
10:09	. We found a great article called giving quality instructor
10:13	feedback in canvas from Miami of Ohio University um that
10:17	we just we use that as our starting core foundation
10:20	but giving them feedback on each assignment . Um even
10:24	just discussions about some of the features in literal like
10:28	20 minute discussions on the importance of providing a due
10:32	date for the assignments , because that shows up on
10:34	the students to do list , which helps keep them
10:37	organized , which is something they need and distance learning
10:39	. But then really having a discussion about those availability
10:43	dates in allowing students to turn and work again or
10:46	re submission . So I'll show you some examples of
10:49	what that looks like from the teacher live from an
10:52	example . But those were interesting discussions because it was
10:57	this sort of , well what happens if a student
10:59	does their first attempt in learning and then they need
11:02	to resubmit it are , how do we keep on
11:05	track of them and make sure that they're uh ,
11:07	going through the , the , the process ? Um
11:11	, the biggest one I think that we got a
11:13	lot of really positive feedback that will dive into as
11:17	well . Um , with speed greater and so speed
11:20	grader , we would say it's not just a clever
11:21	name , it really does save you a whole bunch
11:23	of time . Um , we did have to kind
11:26	of keep in mind that saturation of tools though for
11:29	our teachers . So we weren't just overloading because canvas
11:32	has a lot of really amazing features . So we
11:34	take little bits and pieces of them and actually share
11:38	our , for all the trainers in our district ,
11:41	share those resources amongst themselves . So we knew that
11:44	we were hitting the same thing . So when some
11:46	of someone was mentioning the to do list , we
11:48	also make sure that they understood that when you click
11:50	that as a teacher that takes you directly to speed
11:53	greater , which allows you to provide that content .
11:56	So in this example , um we focus on providing
12:00	meaningful feedback using the media tool or using a rubric
12:05	or using just comments and then allowing that uh that
12:09	resubmission of work as well , which is a little
12:11	bit of a difference between the typical setup that we
12:15	would see in a classroom , when a kid turns
12:17	in the essay , they want to be done with
12:18	it . Um just as much as the teacher might
12:21	want to be done with it when they're done grading
12:22	. Um And so that was the important piece of
12:25	it is not just submitting it and being done with
12:27	it , but also getting that feedback and showing the
12:30	teachers how they could transfer that . So one of
12:33	our favorite examples of this is we had a second
12:37	grade teacher which you'll see in a second um that
12:40	the t the student turned in their first attempt in
12:42	learning . This is the second day of school ,
12:44	you've got 1/6 grader that's never been in an online
12:46	setting before . Teachers never taught an online setting before
12:50	and they have about two or three different submissions where
12:53	the student starts off isn't really hitting the threshold of
12:56	what the teacher is looking at for proficiency and then
12:58	they're able to give them video feedback that explains how
13:02	they can make their writing better . But when you
13:04	see the grade changing , if not that it's all
13:06	about grades but definitely about proficiency . You see where
13:09	soon would start at a one on a four point
13:12	scale , started to one , get feedback from the
13:14	teacher resubmit and get it to get feedback from the
13:17	teacher resubmit , hit a three . Get feedback from
13:20	the teacher resubmitted it for and that , to me
13:23	is a successful lesson . The teacher did their job
13:25	in providing their expertise . The student didn't get frustrated
13:29	because they were getting something that was a value to
13:31	them to resubmit that work . And ultimately , if
13:34	it was about grades than they got to where the
13:37	teacher wants them to be and where the student wants
13:39	to be as well , because they're better writer out
13:41	of it . So that was a good feature for
13:44	them to use . You can't talk about , I
13:46	don't think you can talk about speed greater without talking
13:48	about the amazing annotations field within doc viewer and that's
13:53	where our teachers absolutely thrived . Or they provide the
13:57	they provide annotations , show the students exactly what they're
14:01	talking about . You'll see that on the example that
14:04	I've kind of shared from one of our teachers as
14:06	well . So this was the second day of school
14:09	, there's a whole bunch of things going on as
14:11	far as from an instructional technology standpoint . They're exciting
14:14	. You've got the student using single sign in and
14:16	all these nerdy technical terms , but you've got a
14:19	rich task that the teachers provided for their second graders
14:23	. Um the students uh using office 365 integration to
14:28	instantly share that work with the student or with the
14:30	teacher . Um as they submit the teachers using the
14:35	uh using the feedback that they can give with the
14:39	annotations to highlight where the student can do better .
14:42	If we were using the drop down here , you'd
14:44	see that this went from a one initially all the
14:48	way to a four based on the teacher feedback and
14:50	the teacher giving some amazing feedback , including some of
14:53	it that was video um that they had on that
14:56	particular assignment in order to get the student where they
14:59	need to be um a little bit more on speed
15:02	grader . Uh It's and this is the piece that
15:05	I guess I miss when we first started using speed
15:07	grader and I was over at an online school across
15:10	the street . Uh is that when you're using the
15:12	to do list as a teacher ? Um The most
15:15	, I think the grooviest uh sort of tip I
15:19	could take is that ability to sort those assignments because
15:22	when you're going through and using a drop down to
15:26	sort through all of your students , Our teachers absolutely
15:29	love the fact if you see in the bottom right
15:31	there , you can you can actually view by submission
15:34	status . One of the most difficult things to keep
15:37	track of . And that we've had , we had
15:39	problems with historically is what happens if you provide that
15:43	flexibility of your students , but then you're trying to
15:46	go back in time to kind of figure out ,
15:48	okay , what do I need to do as a
15:50	teacher to provide that feedback ? And so this feature
15:54	speed greater just by itself , is probably responsible for
15:58	more willingness of our teachers to be able to take
16:01	the except late work , things like that , but
16:04	also how the students resubmit , because they kind of
16:07	go back up to their q as they got a
16:09	new submission that they might need , um , to
16:12	review . And that was huge for us because we
16:15	can't just say , oh , it's great and do
16:17	this , Trust us , it's going to be amazing
16:19	. You've never done it before , but trust us
16:21	, it's gonna be great . Um are we needed
16:23	something that was , would streamline the process for our
16:26	teachers , so they were able to do what they
16:28	need to do , but also provide the feedback that
16:31	we were asking them to as well . Um We
16:35	happen to be an ipad district , but this is
16:37	on android as well , this was sort of an
16:40	unintended benefit . Our teachers got really familiar with using
16:44	the ipad out just because they thought this was the
16:47	bee's knees , because you've got your submission status on
16:50	the bottom left there , where it shows you're graded
16:52	assignments , the ones that need grading and the ones
16:54	that haven't submitted , so you can filter that down
16:57	to , you know how students are particularly doing on
17:00	the assignment . Um and then also go in and
17:03	actually review those submissions . Um So this is one
17:06	of those uh got a little flack from my teachers
17:10	for not introducing it earlier because when they kind of
17:13	stumbled on that about september october , they were hyped
17:16	up because this is super useful . Um it's probably
17:19	the most downloaded app on some of our ipads that
17:23	are checked out to teachers just because it's very easy
17:26	for them to organize their work and see what the
17:28	students are doing , see who they need to maybe
17:31	get on a little bit about turning in their work
17:33	. In this case joe Rogers needs to turn in
17:35	there , introduction of the solar system work , but
17:39	it really streamlined . The teachers time were typically there
17:43	, you know , being cognizant of the fact that
17:46	they're learning how to deliver instruction , they're learning how
17:49	to deliver curriculum and they're really trying to do the
17:52	best to motivate their students all in a unique environment
17:56	that they weren't necessarily um Set out to do up
18:01	until March 2020 . So , um that was that
18:04	was important for us as well . That's just kind
18:06	of let them another piece just from the feedback perspective
18:10	, is understanding that they could give that the question
18:13	feedback just because we talked a little bit about feedback
18:16	. I wanted to make sure that I mentioned that
18:19	this is one of those hidden gems or sort of
18:22	lessons or one of the legacies that I think we'll
18:25	see from the pandemic is the willingness of teachers to
18:29	work together to create common question banks in order to
18:32	create common assessments that they can use to drive their
18:35	PLC discussions in our classes as well . So this
18:38	is all we , we've always sort of had a
18:40	question bank um um program somewhere , whatever , we've
18:47	used some different ones . Um but this actually made
18:50	it easier for our teachers just assign as an assignment
18:53	that kids would get quote unquote credit for it ,
18:55	but they could also add some in depth discussions to
18:58	drive their own instructional practices based on how they would
19:01	do that . So yes , they could provide that
19:03	feedback depending on how the students answered certain questions ,
19:07	but I think more importantly seeing them see the benefit
19:11	to be able to interact with each other , have
19:14	some discussions about what makes a quality dok level question
19:17	um and then come to some consensus about how they
19:20	want to assess their kids so they can drive that
19:22	instruction . So that was that was amazing for us
19:26	um on that point of using the quizzes to .
19:31	We also we didn't limit our training to anybody because
19:34	we're trying that we're educating educators are special education teachers
19:40	and case carriers , um even our sykes , people
19:44	that were doing professional development and of course our teachers
19:47	, when we started incorporating all of these folks ,
19:50	you get different perspectives , which helped us create a
19:53	more inclusive environment for all of our students . So
19:55	, just talking about quizzes for example , um one
19:59	of the things that we talk at length about for
20:02	all of our sessions is how to make this accessible
20:05	for all of our students . So obviously within canvas
20:08	, you have some amazing things like immersive reader that
20:11	provide access to your your english language learners or your
20:15	students that might be struggling in , um that might
20:18	be struggling with reading , making them aware of those
20:22	resources that are built within the system itself is huge
20:25	, and part of that was the moderation that we
20:27	have in place um , and talk about the ability
20:30	for them to have those second chances because ultimately what
20:33	we're looking for and everybody sort of rallied around is
20:37	how we can demonstrate their proficiency given the unique circumstances
20:40	that we find ourselves in . Um another kind of
20:45	interesting , why didn't you tell us about this earlier
20:47	, and like I said before , we are really
20:49	trying to balance it on over saturation of all the
20:52	amazing things canvas can do with providing things that we
20:56	thought that were very helpful . Um but the messaging
21:00	students who haven't submitted work or got a grade below
21:04	a certain threshold was very important for our teachers as
21:08	well . So even the fact of saying , hey
21:10	, you haven't turned this in yet , make sure
21:12	that you get this this work in was great ,
21:14	that they didn't have to go and kind of hunt
21:16	and peck and find that as they would in other
21:18	programs . Um and then one of their favorite ones
21:21	Was being able to use some uh some logic pieces
21:25	, I guess in order to find students that might
21:27	be in a certain situation . So in this example
21:30	um students who scored less than 60% on a particular
21:33	assignment um would be able to resubmit that so they
21:36	could let them know um that they have that ability
21:39	to to bump their grade up . But when you're
21:41	having a focus on mastery rather than compliance and completing
21:45	work , you need these sort of features in order
21:48	to make that make your students aware of that too
21:52	. So um students necessarily don't self advocate uh the
21:56	best and a lot of cases because there's a different
21:59	power structure or something like that . But when you
22:02	perceive yourself or you show yourself as someone who's just
22:05	trying to help them figure out the content together .
22:08	Um Then these tools are very very useful in helping
22:12	reinforce that message to announcements were used a lot as
22:17	well to give classroom reminders um which was great and
22:20	send those out . Um And then really just looking
22:24	at how they figure it out together . And so
22:26	using some of the L . T . I .
22:28	S . That were useful um in our in our
22:30	district anyway is we leveraged flip grid in this example
22:35	. This is an A . S . L .
22:36	Class That if you would have asked me in March
22:38	2020 how we're gonna do a sl via distance learning
22:42	, I would have literally shrugged my shoulders because I
22:45	wouldn't have any idea . Um this particular teacher Use
22:49	a combination of canvas studio to give her students the
22:53	prompts for how they'd be working that day . And
22:56	then instead of the teacher being 100% where the content
23:00	was coming from , she leveraged flip grid which is
23:02	just a little bit of a flip grid piece .
23:05	Um You can have your you have your students review
23:08	each other's submissions as well . So it was very
23:11	interesting and very a little bit nerve racking for me
23:14	because I don't communicate with a sl so when I
23:16	go in those courses it's completely silent . There's literally
23:20	no talking at all . They're all signing and doing
23:22	uh going through american sign language and even commenting on
23:27	each other's videos with with american sign language , which
23:30	was interesting um for me anyway , because I don't
23:33	speak at all or don't know what they're saying ,
23:36	but the teacher absolutely loved it . This is one
23:38	of the teachers that at the beginning was saying ,
23:40	you know , I'm trying to figure this out when
23:42	I'm really just not seeing what it looks like ,
23:44	but through virtue of collaborating with each other um with
23:47	other teachers , but then also seeing the ways or
23:50	distilling really down what it is that they're trying to
23:53	get their students to do . Um The teacher is
23:55	able to obviously provide feedback in the form of a
23:58	bunch of different ways that they could set that up
24:00	as well to through flip grid through studio through comments
24:04	, um things like that . Yeah . Uh and
24:08	then looking at how they were figuring things out together
24:11	as well , so leveraging student discussions . And so
24:14	the teachers did a great job of not shying away
24:17	from some some really in depth conversations , and this
24:20	one , they were justified by refining uh what the
24:24	most justifiable of imperialism was . And you see some
24:29	really interesting discussions as students are debating . You know
24:33	, there's nothing wrong with national pride or a race
24:36	to build empires and things like that . So it
24:39	really got to the heart of students having these amazing
24:41	discussions um that they would typically have in a classroom
24:45	, but able to do that in distance learning environment
24:47	, which kudos that teacher for understanding that they can
24:51	leverage the same tools to have those really , those
24:53	amazing uh , points of discussion as well . Another
24:58	a sl using some of the rubrics to have the
25:01	students self evaluate . And so in this example ,
25:05	the teacher would literally just upload the rubric and say
25:08	, I want to get the scores yourself . Um
25:10	, they should obviously go in and kind of see
25:12	how they were doing and and help them out when
25:14	they needed it all by transferring that multimedia . In
25:17	that case for a sl um , to see to
25:20	see how the students were doing , I would say
25:23	one of the sort of aces in the holes is
25:26	after we got that initial training , we shared how
25:28	to share feedback and give that environment . We turned
25:32	it over to our teachers and our district , we
25:33	use a tool called scared , which is you might
25:35	have seen for certain conferences and things like that .
25:38	But by far our most our most popular sessions or
25:42	when we turned it back on our teachers and asked
25:45	some of our , our teachers that were a little
25:47	bit further along , maybe more comfortable with the tools
25:49	, um , to run sessions that we titled ,
25:51	here's how I use canvas . So no judgment ,
25:54	not this is how you should use canvas , but
25:57	just different perspectives from someone at the district office or
26:00	something like that . So literally the top five most
26:03	popular sessions that we held . Those are the session
26:06	counts with 189 people were the first one was just
26:10	first week routines . And so being able to tap
26:13	into some people that had a little bit of success
26:16	, I felt a little bit more comfortable just created
26:19	that discourse and really um really got our district to
26:22	feel like they were all in this together and sort
26:24	of bouncing ideas off of each other um which we
26:27	are able to do in our district were able to
26:29	do in our schools , but then also to be
26:31	able part of the riverside County consortium that we have
26:34	in our county . It was an amazing experience as
26:37	well too . And then overall , um , what
26:41	we had our , what we felt was the most
26:43	important thing was our our guiding principles , so our
26:48	guiding principle , anyway . Um , but uh you
26:52	see where Yeah , it's not presenting the slide real
26:58	quick . Give me a second . Um , yeah
27:03	, so the most important thing that and we stress
27:06	this over and over again probably in every session that
27:08	we did . That the most important thing educators were
27:11	learning isn't about the new technology tools or integration or
27:14	pedagogical frameworks or new adoptions . It's all it is
27:18	and always has been the students in their care .
27:20	And so that was important for us to show that
27:23	transition of , regardless of whatever we're using , we
27:27	can do trainings and kind of have discussions about how
27:29	certain tools work and what you click and what you
27:31	don't click . But really it comes down to how
27:34	do you find out about your students in order to
27:36	help support them ? Um , from that , that's
27:40	kind of us in a nutshell , I do want
27:42	to share or do you want to thank Michel Rolland
27:44	kevin Gully though , from our C o E ,
27:46	it was amazing to have a background , um ,
27:49	and be able to knock some ideas off of folks
27:52	within our own district in similar roles because one of
27:56	the interesting things that we found really quickly is when
27:59	you've been , when you have anything to do with
28:01	technology in your title in a time , like we're
28:04	in right now , you sort of feel like you're
28:07	in an island in some cases , so that was
28:09	huge . Um , and really , do you mean
28:12	it from the bottom of my heart ? That was
28:13	amazing . There's times where like I gotta , I
28:15	gotta go see what myriad is doing or some of
28:18	our neighborhood districts because that was awesome , you know
28:22	, an awesome experience . And I think we'll keep
28:24	having those collaborations so we can kind of keep learning
28:27	from each other . Like , like we say we
28:29	should be doing with our students as well , kevin
28:33	, Do you have any parting thoughts before we get
28:36	out of here on this session ? No , I
28:38	want to thank Eddie for providing the time really ,
28:42	just to have Ryan present , I mean , did
28:45	an exceptional job , you know , for the riverside
28:48	county office of Education . You know . Again ,
28:50	our perspective was ensuring that we can share and exchange
28:54	information and resources amongst each other in this digital platform
28:58	with canvas . So as I said , Ryan has
29:01	done a fantastic job as well as the other districts
29:04	involved and we just look forward to future collaboration and
29:08	success with it and providing kids the tools that they
29:12	need and the resources . I love it . You
29:15	guys are definitely your shining in a place again ,
29:17	that's the weird time and people again , I you
29:22	feel you do , you feel like you're on an
29:23	island , um you're not quite sure if , if
29:26	they love you or hate you , but boy ,
29:28	do they need you right now ? So I just
29:31	, it was a great session , thank you Ryan
29:33	for sharing your passion and expertise there as well ,
29:36	Kevin , obviously it had a great time collaborating today
29:40	for this past , you know , 30 minutes we
29:42	have another session session , I think we're five of
29:45	six coming up which is a canvas and templates for
29:49	elementary and middle school . Super excited to present on
29:53	that so I can't wait to see what they've got
29:55	scheduled , but also let's keep the connection going ,
29:58	make sure to register or you can submit a session
30:01	proposal right now . The canvas California , canvas collaborative
30:05	, the C three statewide conference . The Bentley is
30:08	in the comment section below , you can learn more
30:11	about the C three or if you want to get
30:13	in touch with any of the presenters today . The
30:15	email for Krista Duran added structure is also in the
30:18	comments below . So make sure you check those out
30:20	and keep learning out there . Canvas fan super excited
30:23	to bring you more sessions today , we'll see you
30:25	at the top of the hour for another canvas livestream
30:29	with all of those in hashtag C A canvas today

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