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matt bowman: well i'm goingto do a quick-- we have someone fromsydney, australia. can anyone beat thedistance from him? who's next farthest away? just name who's farthest awayfrom utah, right here, beside sydney, australia. anyone think-- audience: chicago
matt bowman: chicago. anyone farther? audience: virginia matt bowman: virginia,that's farther. all right, virginia wins. nice job. thanks. so i'm glad that you'rehere today. i think that we have agood conversation.
as courtney said, my nameis matt bowman. this is chris frisbie, here. i run the this program. and chris is one of ouronline tech mentors. and i'll share a little bitabout that as we go. but we've been using canvas. and we're trying to reallyfigure out the right way to engage parents withthe use of their children's canvas accounts.
and so that's the purposeof today's conversation. i'm going to share someideas that we've done. and then, i'd like to have anopen conversation to see how you guys have used canvaswith your parents. so i guess, quick question-- is everybody k-12, or arethere any higher ed? raise your hand ifyou're higher ed. ok. so we're all amongstthe family in
k-12, so that's good. so just briefly, i wanted toshare where we're coming from, so you see our vision. we believe heavily inthis innovation and entrepreneurship that ourcountry was built on. and we really believe thatevery child learns differently. and so our focus is personalizededucation, and using canvas and technologyto do that.
but then, on top of that,we teach technology. because we believe that our kidsneed a strong foundation in technical terms and technicaleducation in order to be successful. so that's just a quickoverview of that. i wanted just to cover someof the things that we're involved in. this is our fifth year. we have almost 800 studentsthis fall.
we're in different states. we license to districts or toprivate based students. and we have onlinetech mentors to support all of our students. and this last little note-- i saw that picture ofdevlin and brian. i used to work at novell, asoftware company in utah, before doing my tech high. and i was over one of theirtech startup incubator
programs of which instructure,brian and devlin, came to our board to ask, for the firsttime, for their permission to get a little office onthe novell campus. so i met them when they werejust a two-employee company. so i think they'repretty cool. and i know josh coates, aswell, from those days. so i want to just highlightsome of the course, just again, so you get a pictureof our students are. these are some of ourtop courses--
robotics, game design, googleninja, a cartoon animation, mobile apps-- you know, i threw insome of those. python, and scratch, andgimp, and blender-- these are courses that we teach,anywhere from first grade to 12th grade. so that's what we span. so that brings to today'sconversation-- one challenge is that we'vefound we have a lot of
tech-savvy kids whoseparents aren't. and that really sets the stagefor this session, today, is that we have a lot of ourparents saying, hey i have no clue what my kid's doing. i don't understand whatthey're learning. they're programming stuff,they're building robotics, they're doing all this stuff. and i'm kind of left outside. i don't know how to improvemy own tech-savviness.
and so what we've started doingwas, well, how do we help our parents start tofeel comfortable, in, even, an lms, right. we get to that conversation. a lot of our parents have neverexperienced an lms. school was too long ago for themto have that in a college experience, so they don't reallyunderstand what an lms is, to begin with. and so anyway, that'skind of where the
conversation of this started. and so i submitted thisas a session. and they thought that would bea good conversation to have. so this is actuallythe last slide. and so what i want to do toshare some of the things that we've done, and then get yourinsights, inputs, anything that you've done, as well. so we're in about phasetwo, i guess. so the first phase that wantto do, in canvas--
i should back up a little bit. we used moodle for thefirst four years. and actually, i toldbrian and devlin-- in our very first meeting, isaid, look, my tech high is going to be a customer of yoursas soon as you offer a k-12 solution. and they said, well, we're doingthe disciplined thing. and we're only going to dohigher ed for the first few years, but we'll call you whenwe have a k-12 offering.
and so, as you know,last year, they launched their k-12 program. so we adopted last fall, andmoved from moodle into canvas last fall, and are veryexcited about the functionality it gives, andthe collaborative nature inherent in canvas. and so the first thing that wereally liked is this observer role that's built into canvas. how many have used theobserver role?
so a third of us, maybe. when i've asked other schoolsthat i've grappled with this conversation-- so let me you, how have youused the observer role. some schools i've talked tomake kind of a generic observer role over everything,verses tied to the individual student. has anyone who's used observerdone them either way? what have you done?
audience: tied to anindividual student. inherent to the student. matt bowman: ok. good. and that's how it's meantto be, i think. so anyone else tryit differently? audience: it's also tied. we [? even tie ?] itwith an advisor. audience: we actually don'ttie the students.
matt bowman: oh, i thinkit was you i was talking to at that-- audience: yeah. we create, basically, a useraccount for the parent, as an observer, but don't tieit to the student. [inaudible] they can see the coursecontent, but they can't see any-- matt bowman: so i'm supposedto repeat, sorry, for the
video recording. so we have a couple that havesaid they do use the observer role, tied directly toindividual students. another school creates anobserver role in canvas, assigns all parents as thatobserver, and then enrolls them in all the same coursesas their students. is that accurate? audience: can i ask why youdidn't want to tie the parents to individual students?
matt bowman: so why didn't yougo to that step of tying them audience: because the way thatwe are doing our canvas uploads-- we started in 2010,before this was even a possibility. so we came up with thisas a way to-- anyway. we do suck all of ourinformation out of our sis scripts, kind of reformat itinto a good csv, and then we upload that csv in canvas.
and that's how all of ourcourses in [inaudible] are handled. in that process, we havenot discovered a way to automatically tie the parentsto the students. and i don't have timeto go in and link that for 1,400 students. so when i-- matt bowman: enough said. i think we understand that.
so i wanted to ask these that doassign it to a student, do you use the sis importto do that. audience: i have sofew students, personally, that i just-- matt bowman: so youmanually just-- audience: i manuallyclick through it. matt bowman: how about you? audience: we definitelydo the sis import. and you actually haveto, in some cases.
matt bowman: well, and actually,the conversation is, i started with the sis import,because we have, typically, two to three students perparent, in our program. and i couldn't get the sisto work, just because of how we did it. because you have to commaid, comma id, instead of copy and paste. and we just couldn'tget it to work. so i've tried to influencecanvas to somehow make that
assigning observer-- and you would probably benefitin that same way-- making it easier for an observer roleto be assigned to multiple students, without doingall this manually. so i basically, last year,did it all manually. and we had 500 students, soit took quite a while. but we're trying tofigure that out. but the goal is to have themhave a specific observer role to their student so that theycan, when they click on any of
the links-- like click ongrades, in the parent login-- then, inherently, it will showall of their students they're assigned as observers-- all their grades and courseswill appear right there while they're logged in as parent. audience: if it's a generalobserver, what do they see? just the content? because they only do thecontent-- no grades. but then, again, we've alsostated, in our district, that
all official grades are locatedin our sis, and have to be assignments thatthe teachers give. because we're in a[? learning ?] environment. the kids are there, at school. they do stuff in class. and that's not necessarilyshowing up in canvas right now, the way we're using it. matt bowman: so the canvasgrade wouldn't be a comprehensive grade, anyway,because it doesn't include the
on-site work. and so, to make it clear,you say sis grades-- grades are in sis,not in canvas. so then the observer role,there, doesn't matter in that sense. any other observer roleexperience, or-- audience: [inaudible] matt bowman: so you use, foradditional teachers or resources who are assigned tothose students, you add them
as observers. that's good. audience: it starts tobreak down once you have cloud feed students. could be a number of courses. if you're observing eightstudents, in that sense, and they're in-- matt bowman: multiple courses audience: you're loading in 64courses' worth of data into--
matt bowman: into that view audience: the refresh time onthe pages was really slow. so that's why we had to pullall our items out of the observer role. matt bowman: so just to restatethat, adding too many observers per studentoverwhelms canvas. audience: adding too many--yes-- too many students per observer that are indifferent courses. matt bowman: in multiplecourses--
audience: but all in the samecourse, it's not a problem. matt bowman: so then that's whythis organization took out their advisors, andjust left parent. audience: yep. that's helpful, to kind of hearpeople's insights into what they've done. any other observer-- audience: we have our parents--they have to sign up to be observers.
and they have a familysis folder. and so it automatically enrollsthem in all of their students' courses. of course, the issueis it just lists some of their courses. so we're not always sure wherestudents [inaudible]. matt bowman: so a list ofcourses appears, but it's not like john's in this one andjane's in this one. it just lists everything as aparent family id account.
gotcha. audience: and we're workingon creating for the counselor role. matt bowman: a counselor rolethat is different than observer, different from admin,but has certain view rights and access rights. and did that work? audience: yeah, thatworked for the-- we only could really giveit to those who
were running resources. because if we wanted to give themass grade privileges to be able to see anything thestudents said, that's pretty scary to me. matt bowman: give the massgrade rights, right. audience: what worked[inaudible] audience: we're not usingobserver yet. we're going to, this fall. for distance, we're discussingall the net options.
one thing we have done is, inour sis, we've integrated with the canvas api. and we're pulling in all theassignment names and individual due dates, when theysubmitted them, the grade they've gotten. so the parent who's used to thesis, but not canvas, can go into their sis, where theyregister their kids, and look at transcripts-- if they're used to thatenvironment, they can go in
there and click on john, clickon biology a, and then it shows all the assignments,the due dates, and-- matt bowman: so you're pulling,from campus, all of the assignment and gradinginformation, and having the parent observer role really sitis sis, observing what's been pulled out of campus,instead of going into canvas as the parent observer role,and seeing it there. matt bowman: so homegrown sis. audience: we did the same thingfor our [inaudible].
so using the sis in partnershipwith canvas-- that's interesting. it's just good to hear whatothers are doing. anything else on parentas observer? again, the purpose, for thosethat haven't used observer, is just to give the parent a tandemlog in to experience almost everything their studentcan experience. there's no submit assignmentbuttons. so they can't submit assignmentsas they're logged
in as observer. they get, really, just thisview only kind of access. and it allows them to seewhat their student sees. audience: i think i'll just makea quick comment there's a couple other teachersin my school. i'm the only one that's usingcanvas right now, piloting it. but that we're concerned aboutthe observer role, because they didn't want the parents tobe able to see discussions that the students were having oncanvas, just in that sense
of, it alters what thestudent might say. and i don't know. for what it's worth, it's justa different view point. matt bowman: so discussionforums are all vis-- audience: you canblock it out. matt bowman: yeah, letme repeat that. so one of the comments here wasthat there is a potential concern with the observer role,because it allows the observer role to seeall discussion
posts, forums, and comments. therefore, would a student postor converse less freely, and openly, if they knew theirparent had full access to that discussion forum. so does that capture-- audience: and you can lockit out on the account permissions. so when you go in the observerrole, there's a check box [inaudible].
matt bowman: so then the commentis, is that possible, to block out discussion forumsfrom the observer role. and the answer appearsto be yes. so maybe that's how youcan address that one. well let's see howwe're doing. 15 after, great. so the second phase that wemoved into, just this year, was parents as students. and so we had a lot of parentssay, you know what since all
of our students are virtual-- and so again, it doesn't alwaysapply to everybody, i'm sure-- but, because all of ourparents are virtual, they wanted to connect withtheir peer parents-- parents who also have childrenin the program. basically, the first requestwas, hey, can canvas do a discussion forum for parentsin our program. and we couldn't figureout a way, at first. as observer role, they couldn'thave their own
discussion forums, at leastfrom our initial roll out. so we then thought, you knowwhat, we're just going to create a class called parentlink, and enroll every parent, as a student, in that parentlink class, and, in the navigation, just displaydiscussions, and people, and announcements, or something, ithink, is all that we pulled in on that side. and maybe, next year, if bigblue button works cleaner and easier, we'll add conferenceson the
parent link course menu. but we did that to really givethe parents the feeling of now, this is what it looks likeinside, being a student. and i can now participate inthe discussion forums, and post, and comment, andcollaborate with other parents in the program. and so that was kind ofwhat we did this year. and some adopted it. some didn't.
but our goal was to increase thefamiliarity of canvas with our parents. so has anyone done anythinglike that, in having a parent-only course? even if it's not just acollaboration one, have you offered a parent course, or anadult course, in canvas, in that sense? no? any suggestions?
we're kind of trying to figureout how this would best work. but any thoughts or suggestionson that approach? and next year, actually,we might even add some assignments in that course ofwhen we need a parent to do x, y, and z by a certain date-- a form, or they've got to gettheir testing done, or whatever, by a certain date-- we may add that in asassignments in the parent course so it will appear ontheir calendar in a complete,
incomplete grading system. audience: one question-- yousay you have about 500 students, and you put all theparents in one course? how many parents didyou have, actually? matt bowman: so it was about250 parents, yeah. audience: i'm thinkinghow that would work for a district with-- matt bowman: with thousands? right, right.
and maybe it's a course by aschool, right, so that they can network and collaborate withother parents in their school, as an idea. any other thoughts onhow to use canvas-- if a parent were enrolledas a student, what you could do with that? matt bowman: no, but the nextlayer is we wanted to-- and i probably should add tothis-- is self-selecting groups, is that parentscould create groups.
like, hey, i want to knoweveryone who lives in a particular area, right. and so that's one thing chris isgoing to look at this fall is how do we open up groupselection in canvas, in the parent course, so that they cansay, hey, you know what, i want to create a littlegroup of everyone interested in x, y, z-- maybe field trips-- because we live innorthern utah.
and so they can collaborate, andcreate a little subgroup. but we haven't done that yet. but that's a good suggestion. i think we will. but in terms of other groupscommunicating that way-- no. it was more just administrativeinformation that we would passout that way. matt bowman: so the common wascreating a course in canvas that's a collection ofdocuments, or meeting minutes,
or whatever, for faculty orstudent council groups. that's a good idea. audience: we also use oursfor our faculty. we have all of our facultymeeting, all of that good stuff. but we also have created aschool wide course for the students, separate from theiracademic courses, where we can put announcements for the wholeschool, where we can put any of our school-wideactivities or reports that we
get out [inaudible]. matt bowman: yeah,that's good. so creating a-- we do that. we call it a homeroom. we create a homeroom coursethat every student is in a home run. and we divide themup by age groups. we have a homeroom for k-five,a homeroom for six-eight, and
homeroom for nine-12. and that allows us to kindof do the same thing. and i actually really lovethat model because the students are able tocollaborate, outside of a course context, on thingsthey're interested in, and a kind of age appropriate level. audience: we do somethingsimilar, like these last two folks. we have a faculty class.
and we also have a single classfor the entire student body, which we actually use asan orientation course, so that when a parent registersa student online, that immediately kicks, from our sis,an email to the student saying, hey, even though thesemester hasn't started yet, jump into canvas and getoriented on how to use the various systems. and that's worked really wellon the learning curve, since we're an online school.
we also use it to makeannouncements. like if one of our third-partysoftware, like blackboard of collaborate, is down, we canannounce it to the entire student body. matt bowman: good. so that comment was creating astudent orientation course in canvas, that everyone isenrolled in, when they first start the program. i like that idea.
that's great. audience: just a followup question-- if you created these extracourses for staff and students, has that affected anyof the sis conversions as far as if they're not enrolledin this sis course, it's gonna create weird status[inaudible]. matt bowman: so the question is,if you have a canvas-only course that's not ansis course-- or is it an sis course?
it's not. it's only a canvas course,so does that cause any sis conflict. audience: we have a homegrownsis [inaudible]. we have it automatically takethose enrollments, put them in a csv file, [inaudible]. just in the lastfive minutes-- this phase three is kind ofwhere we're headed in the future, that i'd love to get anyinsights or thoughts on.
and again, it's differentby our organization-- all of ours are home-basedchildren. and the parents are really incharge of their education. and we want to enable parentsto become course developers, and really use canvas as a wayto create structure for their home-based learning program forthe year, and allow them to pull in these lti resources,and youtubes. they're already using allthese things, anyway. and we want to enable them tocreate little mini courses,
even customized just for theirfamily, or their children. or a lot of them are in what'scalled co-ops, where they're in neighborhood groups of collaborative learning programs. and we're excited about beingable to enable a parent to actually design their courseand create the calendar. and a lot of parents areinterested in that, just because of the value of canvasproviding some pacing to their children, and then inputtingdifferent--
structurally, not necessarilyheavy, content in there, but more structural. but then, if they were to addcontent and create around a shakespeare unit, or somethingreally powerful that these parents are really passionateabout, we want to enable them to package that up anddistribute them. we're excited about the canvasnetwork, and the moocs, and the app store, being able toenable our parents to actually use canvas as a buildingplatform to create educational
modules that they canshare with others. so that's the directionthat we're headed. and i think it would be excitingto have parents start to take some real ownershiparound education of their children, and use a formal toolto do that, instead of just their hand paper notes andno electronic structure. and i think we're goingto pilot one. maybe find a group of parentsthat is heavily involved in designing their own communityprograms and
put that into canvas. and then, invite othersto join that, and that kind of thing. so any comments orthoughts on-- has anyone enabled a parent tobe a course developer, or contributor of any nature? you have a comment? audience: i wasn't exactly[inaudible]. audience: so as a canvasinstructure employee, you get
sandbox accounts. this is something i do all thetime, as a parent of kids, is create a course teachingsomething that i want them to learn. and it's funny, because theparents in the neighborhood, they want to do this. matt bowman: oh, really? so the comment was he'sa canvas employee, and moonlights at home, as a parent,and uses his canvas
access to be able to create achild-based course that you can put assignments, or tasks,or whatever you want to see them get done throughout theyear, and reinforcing whatever educational program they'realready using, and participating in. and you're finding that otherparents in your neighborhood think that's a great structuralway to do-- that's cool. and all of that is they'reattending a
local, physical school. this isn't a homeschool,virtual program you're talking about. audience: yeah, exactly. and we try to do fun stuff, likea nature scavenger hunt-- find all the spidersof tennessee. matt bowman: interesting. you can. and that creates a collaborativelearning there
is meaningful, andinterest-based, and parent-led. and that's where ownershipcomes. so thank you. i think we could get a lotof interest if we-- and what we're going to do,actually, is put them through the canvas challenge,that is typically just used for teachers. or maybe we'll come up withour own kind of course
development challenge to showthem how they pull in some of the open resources thatare available. and i think if they, just withthe ones i mentioned-- but there's so many-- all those quizlets, and flashchords, and everything that's available in the lti library. if we could somehow-- and we haven't got there yet--train parents how to pull those in to a canvas thing,they can just say, hey
student, hey child, i justpulled in some cool things i want you to watch beforewe go on our next trip. and i think that would be agreat way to just enable them to use a system likethat that's open. so oh, one minute-- that wasthe sign, not a comment. any other ideas or thoughts? standing in the future ofinnovation, how can we use canvas to help parents betterinfluence a quality education experience of their children?
audience: i was just going tosuggest that one of the reasons why we built it free forteachers was to allow for this type of experimentationthat's outside of-- you know, because peoplesometimes-- i don't want to experiment toomuch with this stuff because it has sis integrationand what not. so free for teachers-- youcan go set up as many courses as you want. it's entirely free.
parents can do it. play, experiment with it. and if you like it, thenyou can adopt it. so it gives you a little sandboxand a little staging-- matt bowman: so the comment,just to summarize-- free for teacher, invite aparent to go create their free for parent account, and canplay around and do stuff. if they were to create a reallycool ladybug scavenger hung course, how do they getthat into our canvas?
audience: so that contentcan still be exported, and then imported. there's not a way to link thetwo so that it will appear in their students' course lists. audience: it's sloppy. matt bowman: sloppy audience: that shouldbe more elegant. but that the contentcan migrate. matt bowman: actually, that goesto a whole other issue.
we're partners withwilliamsburg. and they use canvas,and we use canvas. i want our students to haveaccess to their courses, and they want them to ours. but we can do it. they have to have two logins. audience: so we really wantto start building towards this idea of-- matt bowman: shared canvascustomers swapping courses
audience: right, sothat you can build learning objects in one. let's say i have a reallyawesome question. i have a really nice videomodule, and really just awesome assignment that isgetting great outcomes. i want to be able to share that,and bring communities around that type of content,that people talk. and all of a sudden there'slearning objects involved. and then i can pull theminto the course.
so we're thinking about that,and how to do that right. matt bowman: because if youexport it and share it, but then make a change,it doesn't-- audience: it needs to havethis type of versioning [inaudible], a distributedlearning object. so it's on our radars. matt bowman: and imagine ifall of canvas' customers' parents started creating reallycool modules that kids loved, if we could make aneasy way to share that.
and that's kind of like theapp store model, but-- audience: and imagine being afourth grade teacher who has to set up the course, and islike, i can now go, and i can say, well, these areproven to work. i'm just going to suckthem right in. and now i can spend moretime doing [inaudible]. matt bowman: yeah, good. all right, well, we'reout of time. and i want to thankyou for all your
comments and questions. i've got cards here. if you ever want to collaborate,i'm open to, and love it.
