Podcast: Data

Published: Wednesday, November 24, 2021

This month, join Adam and Brian as they talk about data and its effect in courses overall!

What is data and how can it make the lives of instructors and students better overall? In this podcast Brian and Adam dive into the data world and explore its effects on courses. They discuss the importance of discovery in data and its impact on the improvement of courses all together! On top of this, they also gather research from surveys and grades, among other things. All for this for the better of courses. Goals are proposed and introduced, giving an overall big picture in data. All of this and more in the podcast below, be sure to give it a listen!


Speaker 1 (00:04): On this episode of the University of Arizona Futures in Digital Learning Podcast, Adam and Brian have a conversation about using data to drive instruction.

Brian (00:13): You are a real breathing live person on the other end of this computer screen, and they can see what your personality is and, you know, that's, that's what the students want. They want that engagement with a real instructor, not just somebody who's looking to make sure all of the boxes of

Speaker 1 (00:30): Listen in, as we talk about the types of data, you can collect, how to make sure your data is telling you what it needs to tell you rather than what you might want it to and how to turn that information into positive feedback that can be applied to your course to make it better for your learners. So, as Captain Picard from Star Trek might say, engage.

Adam (00:51): Welcome to this month's edition of the Futures in Digital Learning Podcast. My name is Adam Davi and I'm a senior instructional designer with Digital Learning. And I'm here with my cohost

Brian (01:03): And I'm Brian Hale and instructional designer at Digital Learning.

Adam (01:07): And this month we are here to talk about data everybody's favorite subject, and it's just the two of us here, this, month. Brian, why is that?

Brian (01:18): Yes. Where is everybody? Well, we've got other instructional designers working on seven week, two courses, and working hard to get stuff ready for spring one and spring two, we've got, we wanted to invite some folks from OAA over here, but they're getting swamped with questions about seven weeks two and spring one and spring. So we thought instead of just skipping this month, let's, let's you and I get together and discuss all this wonderful data that helps instructors and their instructional designers tailor a course to their student audience.

Adam (01:53): Yeah. That’s, you know, I think a great topic and the NOLA that is, like you said, people are, are in the thick of it with seven weeks, two courses launching and all that. And I'm sure they're looking at data also to try to see how to best position their courses and how to best put the finishing touches as those courses launched. So, you know, I guess let's, let's look at it. What, what kind of data should we be looking at?

Brian (02:22): Well, I love data. He's my favorite character on Star Trek because he's, you know, it's like the Mr. Spock, very straightforward factual kind of character. But when we talk about data to drive instruction, I think one of the things that at least I've seen looking over student survey scores or end of course, feedback surveys, is that the questions that are asked are not as specific as they could be. Like, for example, there have been a couple of courses I've seen where one of the questions is, did you enjoy the course or did enjoy your learning in this course? And that is a good question, because then you'll be able to tell yes, overall the course was good. The students had a good time learning, or maybe some of them didn't, but I think what needs to happen is we need to drill down a bit more so we can find out what it is the students really liked about the course. So when, when you want to know, are they enjoying the course? What about the course? Are they enjoying, do they enjoy the discussion boards? Do they enjoy the voice thread activities or the PlayPosit activities? Did they enjoy the quizzes? And I mean, come on who and there's nobody right. But did, did you make the quiz not so much, a very, very hard and difficult to really focus on recall of fact, but did you make it so that the recall they had to do was enjoyable and did they get to explore their own learning? So, especially in those ends of course, surveys, I think getting specific take your original question and just expand on it. What is in your course that you think your students might be enjoying and also flip it? What do you think the pain points might be? For example, if you're teaching an art course is one of the pain points that you don't have an instructor there to physically put their hand on your hand, when you're drawing with a chalk pencil to angle the pencil the right way and apply the correct level of pressure or sweep it across the page, in the correct way to get an AR or whatever it is you're trying to put on that paper. Finding out the pain points can also help you improve your course for the next group of students that take it. And I think another thing which hopefully we can explore later on is getting feedback about your instructional, how you presented the class to folks. Did people enjoy that? Do they need more hands-on do they need more engagement? So what, what do you find that instructors come to you with? When they're saying, I need to learn about what my students are doing in my course, how they like it, and what kind of other data do we look at when we're developing a course instructors, besides feedback surveys.

Adam (05:29): I get this question quite a bit, as far as, you know, how what's the best way to collect student feedback, to collect that data and you know, how, how should I be doing it and how often, because you mentioned the end of course surveys. And I think a lot of times, you know, by the time students get to those end of course, surveys, maybe they've forgotten about something or like they, you know, they, they made a note in their mind to say like, oh, I'm going to put this on the evaluation and the survey, the end of the course. And then when it comes to that, I can't remember what I was going to say. I'll just say, yeah, I enjoyed it. You know, even if you're getting specific, if it’s you know, kind of lost in that moment, you know, maybe that feedback never comes out. So, are there ways to collect more frequently throughout the course? I've, I've helped instructors’ kind of set up some mid-course surveys or set up some discussion for students to provide feedback or some Google forms where students can give that instant feedback directly to the professor. And, you know, instead of it just all coming at the end of the course that can be effective. And that can be a useful to SU to teachers, especially as they're, you know, if, if they're getting that feedback on the spot, they can make some adjustments for future modules even.

Brian (06:55): Well, like if you're, if you're the instructor and you host a one hour a week, like class meeting, whether it's asynchronous or not only can you answer student questions during that meeting, you can get their feedback and hear from them that activity too, just was, it took way more time than what was budgeted in the syllabus, because we've got to go out and do research on these other topics. And the research that was coming back wasn't necessarily geared toward what we're learning in the class or what we need to be presenting in the class. I kind of liked that idea of gathering feedback throughout the course, because if you think about it in a, a non-educational standpoint, how many times have you gotten an email saying we have a quick survey for you, it'll only take five minutes and then you're in there and it's going on 15 minutes. And you're trying to give your feedback on this. And you're trying to remember also what, what happened in week one? What happened in the week? Oh, we did the thing. Yeah, it was okay, but that's not the kind of feedback we want. We want the, it was okay because, or it was really great because XYZ. So, I that I, and plus, when you ask for student feedback, I think right at the start, you need to be very straightforward and say, we've not only we value your feedback, but how many questions am I going to ask you? We have 10 questions. It'll take maybe 10 minutes a minute, a question, you know,

Adam (08:27): Well, I think also, you know, by, if you just ask at the end of the course, what is, what is the buy-in for students? How, how is that helping them or affecting them? Like you can say, like help make this course better for future students. But if I'm a student, I'm just, well, why does it matter to me if the course is better for future students, I've already taken it, does it matter what I have to say? Are they even going to implement the things that I'm suggesting, but if you have some sort of ongoing feedback loop or, you know, mid-point, and then there is a, there's more of an incentive, right? Because then that, that feedback is more likely to be heard and suggestions are more likely to be taken at that point. So,

Brian (09:10): And especially if you've got faculty that, you know, I work with some folks who are really responsive. If they hear something from one of their students in a week, they'll go change it for the remaining weeks of the course. But you also have faculty who may not be able to do that based on how many other courses they're teaching. So they have to wait until they have that development time with their ID, right. To implement those kinds of things. I love the idea of that ongoing feedback.

Adam (09:39): Yeah. Yeah. And I think, you know, as, as faculty too, you can, you, you can look at the data too. If you have an assignment come in and this, their students are all way off the mark, right. That's a data point. And then you can use that. You can go to the students, say like, you know, where are we missing on this? Why, what is you know, what is the issue here and how, how did I go wrong? And how did I end up here? So

Brian (10:06): Yeah. You can't see the forest for the giant tree that's standing in front of you. Yeah. You're so close to an activity. It's like, okay. I thought this was really straightforward. But as the instructor, you also have years of experience about the topic under your belt, that your new students are lacking. So yeah. Getting, getting that feedback straight from them, and even if it is feedback, like this assignment was just too hard, I was spending way too much time, you know? And that also gives you the insight on what their previous education was, where, where they've come from up to the point where they're taking your class. And maybe you can work with whoever you need to, if the, if the course content might be mandated and you, as the instructor just must deliver it, you can take that feedback you know, back to the, to your deans and say, so this is the feedback I'm getting from our students. What can we do to help them be more successful in this course? You also can go back to your instructional designer. Who's going to have hundreds of ideas too. Yeah. And then one thing I like doing as an instructional designer, I know that after a course has run, I enjoy reaching out to the faculty I've been working with and saying, how do you think your course went? What were your pain points? What do you think worked well? What do you want to change for next time? Getting feedback from them? But I don't actually have a survey for them to take, I actually enjoy doing it through an email and giving them a couple of days to just think about stuff. Because a lot of my instructors do kind of keep a running tab of activity for, it needs to go in week three. It's too much in week two, they learned all of the stuff. So what I was getting back just was really not helpful to anybody. So I think pulling the faculty in and finding out where they stand with stuff is also a really good idea.

Adam (12:05): Yeah. I send a, an end of course survey or I have, you know, before to just kind of gauge what they thought, you know, try to capture those, those in the moment reflections after teaching the course, because teaching is, you know, it's an ever-evolving process, right? Like you never or rarely do you ever do something and then say, well, that's done, I can leave that alone for 10 years.

Brian (12:35): There's a lot of plates spinning that happened. Yeah. And I also wonder about surveys because unfortunately the data that you get from a survey based on your questions, you can adjust that data to tell you exactly the quantity here. So your survey will sparkling and gold rather than what you actually need to hear. So I think going back and being more specific with your questioning, you know, what did you enjoy about the discussion boards? What did you enjoy about the voice thread assignment, or what did you enjoy about the peer review of other students’ docents? What did you enjoy about engaging with D2L so that you kind of leave it open-ended so that you can hear the students voice rather than making it?

Adam (13:32): Yeah.

Brian (13:33): Yeah, yeah, because somebody is three, might be someone else's five. The drawback to that of course, is you have to be willing to spend the time to look at the feedback you're getting, right. With the Likert scale, you can just push a button and it'll say 73% said this. Yeah. You know, and you don't actually get to hear your student voice. So, I think it's important to make sure your questions are telling you what you need to hear to make the course better rather than what you want to hear.

Adam (14:04): Yeah. Well, and you know, another kind of informal data piece kind of going along with that is something, as I, I talked to instructors about creating an interactive syllabus as a way to introduce students to the course and, get them acclimated in one of the things that I asked them to think about as far as, you know, what information do you want to put in there is look at what, what emails do you get from students typically during the course, what are, what are the questions that students are typically asking? Because there's the disconnect, right. And you know, so if you think about that, if you, if you look at that as a data point, you can say, well, you know, yeah, I get, I get dozens of questions about, you know, assignment one every semester. And I don't understand it's right in the syllabus. And, well, clearly there's something there's some sort of disconnect because students aren't going to the syllabus, or they're not understanding what what's in there because they continue to email you. So, you know, what, how can we improve that communication moving forward? And one cut down on heat on your email inbox, and then to make life a little bit easier for the students as well.

Brian (15:25): Yeah, absolutely. One thing that I, I love getting feedback on courses that I put together because you're, you're in the weeds putting this course together. And sometimes you do forget to mere cat and stick your head up over those weeds and look around and make sure everything is everywhere else. You know, we did, Arizona online student experience survey, and this survey got us a lot of great recommendations and it got a lot of great feedback. You know, some of the recommendations were that the importance of instructional design support or quality matters training for faculty, you know, helping the faculty understand that it's not just delivering information from the book with a PowerPoint lecture, it's making sure all the link’s work. Cause when a link doesn't work, you get a frustrated student who has set aside time that now they may not have the time for that link to be fixed and then come back and read or view whatever is at that link. So, there's a hurdle there. It has been said that not all professors do well in online teaching. What are we doing about that? Well, at the UFA, we have courses about how to improve your online course, and they're free for our instructors. And, it's not a very long course, but it is a very helpful course when you're transitioning from an in-person class to an online class so that you don't just treat the online class is kind of like a, a second job as it were in addition to your teaching and personal class, the online class really almost needs, just a little bit more than what you give in an in-person class, because you've got to go through every student's thing grade every student's work that they turn in on a certain timeframe, rather than just, you know, handing back papers to the class all at one go, you've got to set aside the time to engage with your students. One-on-one because you, you're not engaging necessarily. One-on-one in a classroom full of 50, a hundred, 150 people. One of the other things we heard was that students want their instructors to encourage feedback and engagement with the students. Some students have very little feedback from their professors and they feel like a robot is teaching the class. Whereas other faculty members, they post announcements every single day. And it feels like the, the instructor is actually teaching the course, even though it's asynchronous. You know, the student knows once they log in and there's going to be something new for them to hear about from their professor. We also have the importance of developing polished lectures and you know, one of the things I encourage my instructors is I say, instead of just posting a text announcement, use the video feature in D2L to record a video announcement, go ahead and post your text announcement, but then use that as the script for your video announcement so that your students can see that you are a real breathing live person on the other end of this computer screen. And they can see what your personality is and, you know, that's, that's what the students want. They want that engagement with a real instructor, not just somebody who's looking to make sure all of the boxes have been checked. This was a good, survey that, that we put out. And we got a lot of great feedback from this. And it's important to note that we have been doing this kind of implementation of these suggestions since at least 2019. That's when I joined the team probably way before then. But the more courses that we bring into Arizona online from an, from an in-person course, having this data to back up, what we're doing, that students want more engagement, students want this students want this, you know, getting that data from our students from D2L from our faculty helps us mold the Arizona online experience to what our students want. And now, you know, the, the other side is, well, what if, what if students are just saying these things to make the coursework easier? I don't think I have encountered a course yet. That was easy. No, I mean, I think it's a valid concern, but I don't think I've ever even seen feedback that said this course was way too hard. Make, make this 400 level a 100 level. I've never seen that. So, you know.

Adam (20:26): You know, you, you bring up a good point. As far as, you know, what, what do the students want and oftentimes, and, you know, I fall into this trap too. Sometimes as an instructional designer is I could put something together and I think this is really cool. Like, look what we did. And this assignment is going to be awesome, but you know, you have to step back and think like, is it really, you know, geared towards the students or is it just like, you know, my nerd brain, you know, kind of geeking out over what I, what I can create and what I can put together with an instructor and, you know, students, students are here because they want to learn. Right. And, but the, the way that they learn now has evolved from the, you know, that, that, that banking approach, right, of years past where, the students, where that empty vessel, that we just needed to fill up with information and they need to regurgitate it back to now, students want more control over their learning, and they, you know, they, they want to relate it to their world, and they want to make connections and they want to, you know, be engaged, and be engaged participants in their own learning. They don't, they don't want to be passive participants. They want to be active participants in what they're doing. So, getting that feedback, getting that data as to how, and that's, you know, like you brought up that student experience survey, you know, gives us a little bit of insight into that, and we can take those things. And, you know, I think it's important that we don't have to necessarily do everything and make all these wholesale changes in one fell swoop, because sometimes that's unrealistic, but if we can start doing some of these little things, and that you'll see the dividends from that kind of, as you move forward and, you know, you're right, like in an in-person course, you deliver the content and the, you see the instructor in person, and they're the instructors is, you know, delivering that content, even, even if it's not a huge lecture course, if it's a small and, you know, kind of a discussion-based course, there's still up there at the front of the room, they're still facilitating, you know, whatever kind of, small groups are or small classes they're presiding over, and you're seeing them every day, or, you know, however, often the courses, and then online, it's a little bit different, you know, how do you deliver that content and how do you create that, that connection, and those engagement pieces. And, you know, it doesn't always have to be with a video lecture. Right, and, but having that touchpoint is important. And like you said, you know, if you're going to do an announcement, make a video announcement, right. And then that way, it doesn't seem like it's just a robot typing into the computer on the, you know, the announcements page that it is a person, there that's, you know, that saying these things and, you know, involving the students in the delivery of the content to, you know, have students, teaching students can be very powerful as well. And, you know, that creates a more active learning environment, and I think that's something, I think the, what is, what is shown from some of these surveys is that's what students want. Right. If they want to be, more active participants.

Brian (24:01): Yeah. Yeah. Yeah. I think one of the new cool things about VoiceThread is now you can do nested replies. So if you have an activity where a student posts their video, you can have the two people that you would have in your discussion board replied at one person, and you get to hear the student and talk and see their body language and all the things that you can't do with text discussion board, and there's, there is a lot of data that you can get out of D2L you can get your quiz, statistics and logs about how everybody did, rather than, you know, a note, pad and pen going. Okay, most of the class got an, a, some of the class, a B in a couple people got a C. So what's going on there? You can go into D2L look at your quiz statistics. You can run polls through D2L, to find out from your students. Do you want a longer lecture on this topic for next week? You can pull, you can do surveys indeed. Well, rather than, than just polls.

Adam (25:09): And I know you, if you really want to dig deep to, you can see how long, the students are spending on each page and D2L, and, you know, so you can see our students just kind of flying by the stuff, or are they spending time in there? Yeah.

Brian (25:24): Now, one of the ways, if you're not familiar with how to get all of this stuff from D2L, one of the easiest ways is go into D2L. And up at the top, there is a dropdown that says D2L help. If you click that drop down, you have the option to go to the D2L help pages. And from there you'll choose, instructors or students, but what I do once I'm at those D2L help pages, if I go in and type or search for the word data, and it gives me all of these things about quiz statistics, you can get attendance profiles, learn how to use intelligent agents, and then you can find out, like Adam was saying, how long a student is spending on each page. That information is in here too, it’s under content statistics. You can go in there and see, oh, I put this big, long presentation together for my students and they're flying through it in seven minutes. When it, I feel it should be taking them five minutes to get through then, you know, okay. Maybe I need to convert this page of text into a PlayPosit video and incorporate my quiz into that so that they must watch for five minutes. Then they get a question they watch for another five minutes. And it just, you know, maybe this information is stuff that they can just fly through and move on to the next thing. But if they're spending an amount of time that you don't feel is long enough, you need to kind of step back and figure out why, and then adjust your course accordingly, because maybe you can cut stuff out of there that is unnecessary. And that gives you more time later to talk about other stuff that you've had to cut down because you ran out of time or, you know, there's, the students don't have time to work on, on the project or whatever. So, there's a lot of great info you can find, in, in D2L about it.

Adam (27:24): Yeah, definitely. D2L we understand too, that it can be overwhelming to look at data, you know, I personally am not, a data fiend, you know, that's not, that’s not something that I typically gravitate towards to, you know, to pour over, but I do appreciate survey results. I do appreciate feedback, in certain ways. And so, it's okay to not look at everything and look at every data point, it’s okay to just kind of, you know, like you mentioned earlier, Brian makes things specific. Maybe there's just, you know, kind of one module that you're really struggling with and you don't know like how to make it work. Like let's, let's focus, you know, a survey on that and be like, Hey, let me, let me get some feedback on this so I can make it better. And, let me ask some real specific questions about what's working in here and what's not, and why is it working or why is it not working? and you know, kind of start small, right, you know avalanche doesn't start from, you know, from a giant snowball. Right. And usually it just starts from a pebble, so, yeah.

Brian (28:41): Yeah. Well, and as you were saying earlier, it's that ongoing feedback loop and the incentive for the student, the what's in it for me is when, when a faculty member basically puts their heart on a silver platter and says, this is my course, tell me how I can make it better. And when you ask that of the students, the buy-in is almost immediate. It's like, oh my gosh, the instructor's asking me the student how to make the course better. Oh, here, let me give, like, here's three things. Or maybe like, it's fine. The way it is. Don't touch a thing, maybe a couple more pictures, you know? You would really be surprised when you invite feedback that way, the quality of feedback,

Adam (29:24): It'd be like, if the producers have a TV show, right. That's the fans, like, what, what do you want to see? How, how can we make this show better? Right. They would definitely write in and say, oh, I got some ideas. Yeah.

Brian (29:38): Yeah. And well, and then you get into Hollywood rebooting Spider-Man and then you're like, okay. Time out, hang on. Yeah. Yeah. But I think another thing we had mentioned earlier that, when you use this data to look at your course after it's run, like, especially the first time the course has run, my gosh, you've got so much on your plate to begin with the first time of course runs. Well, I know means go in and pull all of the data, just do the one or two little things right now to make it better for the next time it launches. And then you can go a little more granular with that data, and then, you know, one thing I have encountered with some professors is that they may not necessarily have the technological knowledge of how to use an application to make their coursework more awesome. Like, I do have one instructor who doesn't like being on camera and okay. It's for an art course. Okay. Now let's, let's brainstorm. What if we made you the instructor, a cartoon character? Would you be okay with being an animated cartoon character and the instructor comes back? Yes, that would be awesome, but I don't have time to draw myself as a cartoon character. Okay. Well, awesome thing at the UFA, we have the Adobe creative suite and there's a program in there called character animator. And we have visual and graphic designers on our team that could take a photo of you and make the necessary, hand movements, facial movements, et cetera, so that we can have a cartoon character of you. And then because Adobe creative suite is free for our students and our faculty. You download this program, you can record your lecture and it will track your eye movements and mouth movements, and it will animate those.

Brian (31:42): So, it's not actually you on the screen, it's this animated character, you’re in an art class. How cool is that, that here's kind of a hand drawn character giving this lecture, if you don't want to be the one on camera, or, you know, if, if you're in a biology classroom, you could be inside the body. You could be a talking blood cell or a white blood cell, or, you know, however you wanted to do it. And there is a little bit of learning that you have to invest in to use these new technologies, but here at Digital Learning, we are all about using these new technologies. And we want folks to get excited and reach out to us and say, Hey, I saw this really cool thing. Yeah. A conference I was at, I want to do it in my course. That's like, okay, bring it. We're going to make it happen. And we have classes on Adobe. If you're not familiar with using, the PDF maker, Adobe reader, where you can make a form digitally signal, if you want to learn how to use Adobe audition to record a podcast, or, I use all this Adobe stuff all the time for any of the names of it. If you want to learn. To put something together, a permit pro to make a movie or Photoshop, to edit a thing, we have classes like that. And you can, you can go to the Digital Learning homepage, which is digitallearning.arizona.edu and on the menu bar at the top, it says for instructors. Yeah. And if you click on that and choose professional development at the bottom, you can see a list of our quality matters workshops that you can go to the Adobe classes. You can take the instructional technologies. We use like voice thread PlayPosit, and some of the other things, we, we also have a graduate teaching assistant boot camp that you can go to and an adjunct bootcamp, so that all of these things are designed to help you take your course to the next level, based on whatever data you obtained from your students or your own self-reflection on the module, bond back and thinking, you know, what? It works well in person when I do it this way. But online, I really kind of feel like we need to shift things around a little bit, and that is going to make online better. Yeah. So don't, don't hesitate to visit, visit our page, and meet some of our wonderful instructional designers and meet our Adobe team who are wonderful and are our multimedia production team who are also fantastic, you know, don't, don't feel like you must sit in a darkened corner of your house, developing all this on a, on a tight schedule, we're here to help

Adam (34:33): And, you know, come talk to us during office hours too. We have office hours four times a week, Monday, Tuesday, Thursday, and Friday, I can find the specific hours on our website under events, and you know, we're there, there's instructional designers there, in, in office hours. And we'd be happy to talk through anything, even if you don't have a specific question, but if you come to us and say like, hey, my students said that, you know, they want to see more of this in my course. I don't know how to do it, can you help? Can, can you talk me through, you know, some options I have, we'd be happy to do that. And, you know, and kind of talk you through some of these things cause, the tools are out there, and you know, much like, you know, I mentioned earlier, you don't have to dive into, to use all the data. You don't have to dive in and use all the tools either, you know, so, but, but just know that there are things out there, and, you know, ranging from a very simple to use to, you know, very complex and, you know, we can help with all of it and we can guide you and find the right tool that fits the content that you want to teach, as well. So, I think that's important to know that it's, you know, you don't have to necessarily use something just because it's out there. But if you, if you're getting some feedback and getting some data that says like, oh, this, this might be helpful, but I don't know how to do it. You know, come let us know where we'd be happy to help.

Brian (36:14): Yeah. One of our, our jobs is going out and finding data about what are the new best practices for delivering this type of content. So, you know, your job as an instructor is what is the content that I want to teach? And our job is to partner with you to go, all right, this is what all the latest and greatest universities are doing. And we can do that too. Or, you know, here's what we've been doing in this kind of thing. It works really well. Here's what we found. Here's the data that we must back up our suggestions, so, you know, we're, we're in it with you. We, we want to hear from you. So stop by our office hours. It's a fun time. Bring, bring some coffee in a, in a cruise on, and our brain. We have that kind of stuff. We love developing new ways to get materials across. So yeah, stop by and see us. And if you wanted to get to our office hours, the way you're going to do that is you go to the digital learning home page and it's going to be under events. If you scroll down under events, you'll see a section that says office hours, not only do we have office hours for instructional design, but you can schedule a meeting with our Intech team. If you need voice thread, help examining PlayPosit Badger, those kinds of things, you can talk with our in-tech help. And then you'll also see a list of upcoming classes. Like we've got the applying, the quality matters rubric, we've got inclusive design for everyone improving your online course. That one starts Tuesday, November 2nd. It's an asynchronous course. And then we're always doing the applying the quality matters rubric, just to make sure, if you want to send your course out for quality matter certification that you're on the right track and that it will eventually get certified if you've already met, some of those quality matters rubrics. And I know that there are certain colleges that are starting to require, their courses be quality matters certified. So, and then also I was just going to say at the bottom of that events page, there's a link to the OIA webinars and classes. So really you've, it's like one-stop shopping when you, when you hit our webpage to find out about all the classes and office hours that we have.

Adam (38:41): Yeah. Lots of support, you know, for, for all kinds of questions here, you know, through us. And, like Brian said, we, we love geeking out over some of these things too. So the opportunity for us to be able to, you know, put something into action and talk about different courses and course design and, and thinking about how, you know, the, the data that we have to work with, you know, informs our decisions and, and how we can put that together in a fun and exciting way, you know, that, that, kind of gets our juices flowing. So

Brian (39:25): Especially when we hear back that the idea we came up with work right now, because then we can throw it into another module and be like, here, this worked really great with this class, try it out over here. And that kind of, we still get excited when we find out something didn't work, because then we get to go back and look at, okay, what happened? Where, and, oh, we just needed like one more picture or a button over here. That's all we needed. And then it works perfectly.

Adam (39:50): Exactly. Yeah. So we use data too. That helps us, you know, when we look at, you know, get feedback from the instructors, as far as how their courses went after we, you know, helped work with them to design it, you know, that informs our, our work moving forward as well. So, and you know, and then sometimes we learn things ourselves, as we work on our course, things that we didn't know D2L could do, or it got updated and now, you know, a button is in a different place and we panic looking for it and it’s, you know, but it turns out it's much easier to use now. So, you know, it's, these things come in all shapes and sizes and, you know, it’s all helpful, in ways, big and small.

Brian (40:45): Well, and this is kind of a good segue talking about D2L updates because next month, we're going to be talking about educational technology and meaning meaningful use and the integration of educational technology. And, you know, I think we kind of take D2L for granted that it's just kind of like the basket that all these other things get thrown into, but D2L has a lot of educational technology built into it that, you know, some instructors aren't using to its fullest capabilities. And, you know, when you, when you turn on some of those things to make life easier, like turning on the automatic feedback level, one feedback from a rubric, I mean, that takes many hours off of an instructor's plate that they don't have to give the immediate feedback. The rubric does it automatically for them, you know, little, little stuff like that. So we're going to talk about all that stuff next month in November. I'm excited about that one.

Adam (41:44): Yeah. That should be a fun one. I'm looking forward to that as well. So until then, thanks for listening. And we’ll, we'll see you next month.

Brian (41:54): Awesome. See you all then!

Speaker 4 (41:59): The Futures of Digital Learning Podcast is a production of the University of Arizona, Digital Learning. If you have any questions, comments, or ideas you'd like to share with our office, go to the contact us link on our website.

Authored By:

Brian Hale

Brian Hale
Instructional Designer

Adam Davi

Adam Davi
Senior Instructional Designer