Podcast: How Visual Design Can Improve Online Course Design

Published: Monday, November 7, 2022

Explore the Course Maker design system and visual design's role in online course design.

Join us as we discuss design systems, practical tips for using your LMS, and resources to improve the look and flow of your course.

Speaker 1 (00:02): On today's University of Arizona Futures and Digital Learning podcast, we bring you a conversation with members of you UCATT's visual design and academic technology team. As we explore the Course Maker design system and the role visual design plays in online course design.

Speaker 2 (00:20): There's so much creativity that an instructor can now bring to a course in a bunch of different ways. So I think it opens up the creativity for the instructor as well as the instructional designer to get really, really creative and take courses to the, I'm not gonna say next level, I'm gonna say beyond the next level.

Speaker 1 (00:41): Join us as we discuss design systems, practical tips for using your LMS and resources to improve the look and flow of your course. Hello everybody and welcome again to the Futures and Digital Learning podcast. My name is Adam Davi, I'm an instructional design manager with UCATT here at the University of Arizona, and I'm here with my co-host Brian Hale.

Speaker 2 (01:08): Hey everybody, how y'all doing today?

Speaker 1 (01:11): We are here today to talk about visual design and design systems and learning management systems and how all that comes together. So we have a lot of guests here to talk with today. I'm super excited, so I'm gonna let them introduce themselves. We'll go ahead and start with Jessica.

Speaker 3 (01:30): Hi, I'm Jessica. I'm an instructional designer in UCATT and I help make the course maker thing and does an instructional designer.

Speaker 1 (01:39): Awesome. And Georgia.

Speaker 4 (01:43): Hi, I'm Georgia Davis. I'm the Assistant Director of instructional Technology and basically what that means is I manage the D2L team on campus.

Speaker 1 (01:51): Elyssa

Speaker 5 (01:52): Hi everyone. My name is Elyssa Naval. I'm a web developer for UCATT and I help to translate our visual design teams designs into reusable HTML code.

Speaker 1 (02:04): Awesome, thank you. And last but not least, Valentin.

Speaker 6 (02:08): Cool. Hello, my name's Valentin and I'm the assistant director of digital communications at and I'm also visual designer and the visuals of what we created.

Speaker 1 (02:22): Excellent. Well let's jump right into what was created, which is Course Maker which is a design system that we instructional designers and faculty can use for course design. So I just to start off, tell me what is a design system specifically

Speaker 5 (02:44): For a design system? There's really no one definition but it can be described as a collection of reusable components, scalable components. It's a shared design language language by that can be used by teams across different disciplines. And then one of its purpose is that to achieve cohesiveness across experiences for users.

Speaker 1 (03:13): So how does that differ from a template per se?

Speaker 5 (03:19): It's different from a template because there's multiple parts to it. There's usually a set of standards and guidelines on how you would use certain components in the library. We have this formula that we like to use in our presentations, and that's Course Maker Design System equals design plus code plus documentation, plus community. So all of those parts put together and page templates is one of those but there's just multiple parts to it.

Speaker 6 (03:54): Page templates are more ecstatic. Think of this as a repository. You have something and then you can add more stuff to it, almost like a buffet, right? But the buffet also has limitations, right? You have to stay within, but you can also expand and go beyond that. It's more like a starting point. It will give you more flexibility.

Speaker 4 (04:13): Yeah, I think that's a really important point because customization is worked into a design system and of course we wanna be very conscientious that instructors have different needs and goals. And so the idea is, and to impose a template on them to give them a set of tools that they can use to design their pages and their core sites. And of course at the same time, by giving everyone the same set of tools, hoping that there gets to be a little more consistency across sites, even with the flexibility and variation.

Speaker 2 (04:43): So I wanna thank Valentin for hitting the food analogy. Three minutes recording. So previously at the U of A, we had something called Wildcat. And Wild Cat was a template kind. And I love the buffet analogy because there's so much creativity that an instructor can now bring to a course, whereas every course is still going to have the look and feel of University of Arizona whereas before you were boxed in by the definition of template when using Wildcat. And now we can do a lot of pretty stuff and in a bunch of different ways. So I think it opens up the creativity for the instructor as well as the instructional designer to get really, really creative and take courses to the, I'm not gonna say next level, I'm gonna say beyond the next level.

Speaker 3 (05:37): I can really make the learning experience that you want. Especially with Wildcat as an id. I would meet with instructors and they'd be, I just want this doesn't quite, this page template doesn't quite do it doesn't have everything that I need. And I'm like, Okay, well we can try and move some stuff around. There was so time and labor intensive as even as somebody who has a decent degree of HTML knowledge to try and okay, I wanna move this columned bit over here and then shove this other thing onto where that was. And then sometimes it just wouldn't work. And then you have to have the awkward conversation with the instructor of, okay, I tried, it didn't work. And by the way, you probably shouldn't edit this page because if you accidentally copy and paste something, it might break.

(06:44): Course Maker does a really great job because it's so light and easy to use and it gives a lot of those tools to the instructor themselves like, Oh, a year from now when I'm not working with the id, I wanna add something to this page because I found a really good resource or a really good video. They have the power to go grab that building block and it's very easy using D2L's built in features to just pop it onto the page wherever they want. They don't have to come emailing us. I wanna add this and I don't know how, and I thought I tried to do it and I broke the page. So there's a lot of fear taken out.

Speaker 4 (07:29): This is a wonderful thing for our team too because template code often lives in places that our team can't access, for example. And so questions would come to us that we can couldn't help answer and we'd have to move people off to another team, which is never a good feeling when someone calls you to have to say Sorry, you have to go somewhere else. But now there's a resource where if somebody wants to do something, we can show them where to go to get the thing that they want and then how to put it into their page. So it also makes it a lot easier for all of our groups to support faculty together as opposed to working in silos in some ways on templates.

Speaker 3 (08:07): A hundred percent.

Speaker 1 (08:08): You all made it super easy. You created a website for Course Maker for this design system where anybody could go in and there's tutorials and they could grab what they want and like Georgia said and put it into their site, What was the motivation that you had for doing that? I mean other than making it easier for faculty, what was that inspiration behind creating that website?

Speaker 6 (08:38): Something that was really in the back of our minds when we were thinking about the design system, when Elyssa brought up this idea to, and we started talking about it and I told Sarah, I really support this. I think we can get it off the ground. And started going. We started hearing these talks about what if we end up moving to a different platform? Cause first the idea was to build something maybe within D2L or something like that. And then we knew we were a small team, we now have Jessica and then the D2L team helping us out. But when we started, it was just the two of us and then Sarah, whenever she would pitch in and help that, that was brought up and we were like, what if we just create something that's element agnostic? So that way, And that's when the idea of having a standalone site came about. Cause that way we can make it work. We did too. Well if they ever decide to go to another lms, we could make it work as well. We just didn't wanna waste the work, right? Cause we knew it was gonna take us a long time.

Speaker 5 (09:46): We started with a problem and

(09:49): We partnered with I believe it was Cat Pulse to survey the students. And when the survey results arrived, one of the students said there that courses feel like they very wildly, it feels like a different application every time. So that, that's something that I always remember for instructors as well. I've heard that they spend a lot of time layouting formatting the pages instead of actually building the content pages. So those were main motivations. And also with the template system from before, Wildcat, Wilbur, all those previous design sets, as a small team, we found that they were not sustainable versus this design system model where we can scale and with the use of documentation, we can just point people to these resources and empower them to create and build their own pages.

Speaker 6 (10:52): And it keeps evolving. If a new problem arises, we find a solution and then we implement it. For example, one of the coolest tools we have is a page builder and Elisa coded that from scratch. And that started because when I was in the MFA program at the U of A, one of my faculty, the lead in my committee was having problems with one of her pages. And I was like, Send me your link. I think I can fix it. And then it was that an easy fix for me and I was like, okay, I don't know why cannot get it to work. I send it to was like, I'll fix it in an hour. And then the whole day went by and I didn't hear from in life that was like, I don't know what she did. I wish I could reset the page. And she literally says that and that whole thing work, that really cool tool that she developed. Well she was what if we develop them by she means her. What if we develop something that would allow us to preview a page and then also reset it and copy it from there? And that's how the whole thing started. It's always a problem that you have to find a solution for which design is that right? You're trying to find a solution for

Speaker 1 (12:04): Something speaking from experience. I love Page Builder. It's wonderful and instructors love it. Hang

Speaker 2 (12:10): On. Time out. Time out. We're talking about Course Builder. What is this Page builder thing?

Speaker 1 (12:15): Yes. So does someone wanna explain how the page builder works for our listening audience? This wonderful tool on the Course Maker website?

Speaker 3 (12:26): I know, Elyssa, do you wanna explain your magic tool

Speaker 1 (12:32): ?

Speaker 5 (12:33): Well page builder, it's one of the different I would say methods, just one of the different ways to build pages using Course Maker. So let me see, I'm pulling up the website here so I can kind of visualize it. So it lets you start a page from scratch. It's like an interactive drag and drop tool where you can pick and choose the building blocks for example. You have options heading and text options from H2s, H3s H4s. And then you have other components such as text boxes, block quotes, lists, images, dividers, tables. And we plan to grow this list as the system evolves. So it's an interactive tool where you choose and you can order, can delete it if you don't like. And then once you're done, copy the page, copy the code and then just paste it in the D2L wysiwyg editor.

Speaker 1 (13:58): So what I love most about it as an instructional designer working with faculty is I can sit there and do this with the faculty. I can empower them to go on and build themselves and I don't need a whole lot of HTML knowledge to do it. I just pick the blocks that I want, I drag and drop 'em in and then I can copy hit the copy button, paste it in there and it's good. And if I don't like it, I can go back and start over and do it all over again And it's easy and I don't have to go in and try to figure out which bits and pieces of code I need to remove or add or it. It's all done for me. And I think that's a huge win for everybody to customization of their sites. And so I'm grateful

Speaker 2 (14:50): Even

Speaker 4 (14:51): Better, it's all coded for accessibility. So that's been a big thing for our team at D2L is trying to guide people toward accessible design in their courses. But some things are really difficult to make accessible tables and D2L just really makes that difficult. So we often are, you tell people to avoid tables but now there's a fully accessible table that they can plop into their course and then use and with confidence that it is accessible to as many people as possible.

Speaker 2 (15:22): So now with page builder and course builder, because as an instructor I can build my own course. Does that mean I don't need an instructional designer anymore? Somebody please say no, that's not what they think.

Speaker 1 (15:34): No, I would say no never

Speaker 3 (15:38): Right? I guess I can answer this one. Ironically, when I first got dragged into the project and I dragged maybe isn't the right word cause that makes it sound bad cause I was happy to join but there was that weird intrusive thought in the back of my head, This is gonna replace you.

(16:00): But it isn't because let's the instructional designer more focus on the kind of nitty gritty and the important parts of instructional design. Rather than helping an instructor build a HTML page and lay things out and spending hours and hours and hours trying to make a template that's rigid and hard to edit work for what they envisioned. We can instead focus on we can ensure that there's really strong alignment between the course objectives and the module objectives and the activities that students are doing. We can spend more time building those learning objects. So those interactive play pauses, those H five P interactives, I'm not sure what you call them actually.

Speaker 1 (16:53): Interactive seems right?

Speaker 3 (16:54): Yeah, I think so. But we can focus more of our attention and our energy into those things that honestly enhance the students overall learning experience. So instead of being seen as a weird graphic designer, not graphic designer coder, I'm not sure what you are help tech help, we are actually seen more as instructional designers. We can focus on that more. So I'm a big fan for that reason because it gives more time for the fun alignment talks.

Speaker 1 (17:31): Like I think this is really focusing on the visual design aspect and Jessica brought up so many other different aspects of course design, but I'm just curious to hear from all of you, how can visual design enhance the course design and why is it important for an effective course design?

Speaker 6 (17:52): Because I think Jessica just said it will improve the learning experience of the user. It'll allow to go through the content with ease and that will just focus on the material instead of trying to find things around and going from place to place. I think it will tight to wanna learn more. What if you have a good experience on a platform or an app or website, you're more likely to come back cause your experience was Watson, right? I think there's a big misconception between design and a lot of people think design are good photos and illustrations and videos and things like that. But design is everything. Is the content, the way the headers are set, the space between headers and main content, the way photos are set in the page, how much braiding room there is between them. The structure of the whole thing. I show Aly, look, for example, this is design and there's not a single image, not a single icon, not a single illustration.

(18:50): It designs the structure of things. For example, we design our houses and there's pieces of furniture and everything is arranged in certain ways. That's why I don't think Brian, that they will not be able to do this without an instructional designer as easily. Cause we set up this structure with the code and the documentation and the visual design of how things could look for them from the beginning to give them a better starting point. But they still need to grab all that content and arrange it in a way that is easy for the students to go through and digest it. And they say they good design is normally not seen but perceived. When you say good design, you normally that horrible information and then sometimes they hits you later, but this time you see it like that instantly when something is bad your eye just goes through that. And I think that's why it would enhance the experience.

Speaker 2 (19:49): And it's also nice that when you go into a course that has course maker applied to it, I'll kind of use the Starbucks McDonald's analogy no matter what Starbucks or McDonald's, you go in anywhere in the world that you're in a Starbucks. And that's nice to have that feeling with course maker. But also each one is just a little bit different. So the instructor can add their own personalization to it still remaining in the realm of course Maker and page using page builder to add their personality and whatnot.

Speaker 6 (20:21): And that's the pushback that we got at the beginning. Remember Eli like oh they're like gonna try to set boundaries. I'm like no, no, no. It's actually the opposite of that. Cause even Georgia mentioned it, right? We're giving you a starting point, right? It's at some point I think I kept calling it Start starter kit. I was like this is our starter kit, these are some of the foundations that you need. All your age one through age six are sad, your body text that, your photos, your photo structure, things like that. And then here, open your little play box and then do whatever you want with it. You can customize it and make it as different as you want. I remember the first time I saw an actual light or a faculty, I think Matt, it was the one that send a link to see if we could take some quizzes from a faculty that he was working with. And that was the first time I actually saw Course Maker, like a class that was building course maker. And I was super excited cause I was like, I didn't foresee it to look like that but he did it his way and that was like, that's super cool.

Speaker 3 (21:22): That course was really cool cuz the instructor did they really were conscientious of making learning experiences. So it wasn't just an overview page with a bunch of files dumped into the topic area of D2L.

Speaker 6 (21:38): Like an experience, right?

Speaker 3 (21:39): Yeah. You would go from one page, the overview that gave you the here's my roadmap to the next page, which was a lecture but it had a video and a bit of reading and some pictures and illustrations and quotes and then additional resources at the bottom of each page for further reading. And you know, moved on to the next one, which just built on the previous page. So it was like you were almost reading and watching a digital book almost. It was really cool to see. It was one of the first courses that got kind of giddy pig I guess you could say with Course Maker and it was awesome and

Speaker 6 (22:24): You felt like a journey going through it and it was really cold take, I was really excited.

Speaker 1 (22:30): , let me ask this. What are some things that instructors and instructional designers can do from a visual standpoint from that structure standpoint to help give their courses that flow, that feel of the journey within the lms?

Speaker 5 (22:51): I was gonna say one of my favorite components are building blocks and course maker is the banners. I think they're very powerful because it changes the whole look and feel of the course. So a chemistry course will look different from a mathematics class. I think with powerful images it can make students feel at home in the course through good use of images. And we have several banner themes posted on the site. The range is from finance to film and television medical courses and our designers have been working very hard to curate these. So

Speaker 1 (23:34): If an instructor wants to, just real quick, Georgia, I just want to jump in to talk about the banner themes. If an instructor doesn't see a banner theme that they fit their course, can they come to you all and get a new theme created?

Speaker 5 (23:50): We have a form and this goes to our designer Elsa Sanchez and she's she's been helping a lot of IDs in curating these banners. And also something that we could do is if the instructors or the IDs have their own set they can just forward that to us and we can help with the cropping, making sure it's the right size and it's optimized for web.

Speaker 1 (24:15): That's awesome. Great. And I love that. So it adds another layer of customization too, but Georgia, I didn't mean to cut you off so I wanna make sure you jump in there.

Speaker 4 (24:27): No, that's fine. That was good information to add. Yeah, something I really like about the course maker is it adds a widget on the homepage and just so I'm not using too much speak, right widgets are those kind of building blocks that you can move around and use to set up the homepage of a course and that what widget welcomes students to the course and it guides them how to get started. So it's kind of nice that that's already built and then it's consistently on the course homepage of every course. So students see this and they get that same set of instructions every time about how to get started. I go to content, get into the start here module. So I think that's a really important thing because the first day when a student opens a D2L site, it makes all the difference in the world if they know right away what they're supposed to be doing or if they flounder a little bit, trying to figure out where to go.

Speaker 3 (25:12): great that you brought up the widget too because it's also personalized so it'll pull the name of the student, how they're listed inside D2L and Georgia, please correct me if I'm wrong how it pulls that name but I That's right. So when a student comes to the homepage of the course it says welcome, my name's Jessica, so it says welcome Jessica. So it's a really nice kind of warm fuzzy feeling when you enter a course. It's like, oh little personalization there is always really great and it helps build that instructor student connection without needing to do that yourself. Cause there's D2L strings that do that

Speaker 1 (25:57): And that's great too because it's not like an announcement that'll get buried more with the more announcements that you post. So it'll always be there for students. So I think that's a great touch, thank you for bringing that up, Georgia

Speaker 4 (26:12): And another good thing about widgets is at some point people have read them a lot, they can kind of collapse so they don't have to keep looking at them so they can control that too. So then it doesn't sit there and annoy them for the rest of the semester if they

Speaker 1 (26:26): That's but it's actually nice. I did not know that about the widgets that you could collapse them so awesome.

Speaker 4 (26:31): Well you do have the ability as an instructor designer to set widgets up so they can't be collapsible so you can't override that. So I don't wanna talk in blanket terms that they're always collapsible cause that's not the case.

Speaker 1 (26:42): Well what are some other design elements in D2L that people might not be aware of that we can use it to enhance our courses? Cuz I know it's capable of so many things and most of us probably only use a fraction of the capability there within D2L and within what course Maker can do as well. But what are some things that we might not be aware of?

Speaker 4 (27:05): I'll start since we're talking particular to D2L and I'm thinking of these in the larger sense of what we mean by design, not necessarily just aesthetic design, but I think the dates tool is one that people are using more that the tool within the last I know five or six years has had a lot of development has become really powerful. And so I highly encourage people to use the dates tool and by that what I mean is anytime you go into D 12 and you get one of those calendars that pops up and you select a date, that date ends up in the dates tool. And what that means is that date then gets put into the calendar, it gets sent as a notification out to students via a few different mechanisms. It gets attached to whatever the activity is and there's actually a managed dates tool in the back end of the course that it's not easy but it makes it easier to update dates.

(27:59): And then of course we've been working with the team on campus that deals with a lot of integrations between tools on campus and they've built some right a functionality into the core site request tool to update or move dates forward using that managed dates tool within D2L. So that tool's becoming a lot more powerful. Another tool that I really love is the intelligent agents tool and that's basically an intelligent email tool. And so you can customize emails and target them to go to specific students and I think immediately a lot of people think about using that tool as a reminder. You have a quiz coming or you didn't do this thing. But I think they're really wonderful for positive feedback. For example, the first week of courses, once a student is completed, everything and email that says congratulations you got through everything. What a relief the first week of school of classes when you're not sure that you've done everything you need to do.

(28:50): So there's a lot of powerful uses for those emails and they're a little complex to set up the first time, but I think once you've done one, they become a whole lot easier and they're really a great way to connect with students. And we know from the survey that was just done of undergraduate students that one thing they really appreciate is faculty reaching or instructors reaching out to them and checking on them. So intelligent agents provide kinda an automated way to do that. granted it's email and we could discuss the merits of email, that's a whole different conversation. But that tool's there and I've seen it put to beautiful use in some cases on campus. And then one more thing I'll mention because a lot of instructors don't know about this is there's an app called Pulse and it's not really useful for instructors or designers but a lot of students use it.

(29:33): We're actually one of the campuses with the highest usage of Pulse in of all the people that use the D2L software. And it basically pushes notifications and calendars and courses in a very basic way to the phone. And a lot of students really rely on this Pulse app and this is another place where dates become really important because dates feed to that Pulse app and a lot of students then use their Pulse app to track when things happen. So I encourage people to take a look at that if just to see what it looks like. Again, it's not really going to be useful if you're in anything but a student capacity. Yeah,

Speaker 3 (30:08): I think it's also just good to, it's easy to say just add this to your right before the class starts checklist. But I think it's always good to just download that Pulse app and check your course make sure that you can see everything in it. Because we do have such a high usage on campus, you may or may not accidentally not, something may not be displaying to students and that could be why there was missing assignments or something. So it's always a good way and it's always good to see how your content looks on that mobile device visually. Course maker was built with mobile in mind so it does look really good when you click on one of the HTML pages inside the Pulse app it it looks beautiful and it's a really nice scrolling experience, especially if it happens to maybe be a little longer. I enjoy it. But yeah, I just thought I'd sneak that in there, check it out. Invaluable, it changed my entire course design process.

Speaker 1 (31:22): I always wonder what things look like to students cuz I feel like sometimes we get a different view and D2L has that view as a student mode and I still don't always know if that's really what the students see or not, especially when they click on some of the external learning tools and things like that. But those are great pieces of advice to do that and really get the feel of what things might look like for students because that can help inform your future decisions and whatnot of what you do in your course.

Speaker 6 (31:56): And not only what they see Adam is what they perceive if they perceive the course to be interactive and fun and well structured and easy to read and easy to navigate and things like that. We put a lot of thought into that. That was one of those things that when you were asking earlier, what should an instructor put? And that's something that I always would go back to as a designer, the philosophy of the Bajas School of Design form follows function. How something looks like should basically be determined in its functionality, right? Again, a lot of people I didn't ask internally in our department, Oh make this visual, put some visual design into this course and they're basically what they're asking me to add photos and illustrations. And I'm like, that's not designed. You just want something that looks different in the text.

(32:50): I said I would do that. There was a purpose behind it. There's gonna be a functionality and a purpose in every single item that you add, right? And it's hard, don't get me wrong. I'm not saying it's easy. That's why I go back to what Brian was asking. It would be hard not to have instructional designers cause you guys are the wizards of the content. I would not know how to break content down, but I know how to write content but I don't know how to visually make it more appealing. But I would need that kind of help or that kind of guidance to be able to make more informed decisions.

Speaker 1 (33:28): And I think this is a good place to remind instructional designers, not just in our department but out there. Anybody else who's listening to take advantage of the visual designers that are in your department. Or if you don't have visual designers in your department, see go out and find some and help because I think we sometimes forget that we have this resource available to us that can help. And you all can do things and can see things in different ways. And I think as is the case with anything, not just course design, the more eyes you can get on a project and the more perspectives you can view it from and get that feedback, the better it can be. And so that's I think a good reminder for us. All right here.

Speaker 2 (34:21): And I think also reach out to the team working with the lms to find out, yes, there's this new feature but it doesn't quite work yet. Or yes, we would love more people to use this feature cuz it's so cool and we've got feedback from the students. Find out from your LMS admins what's working well and what isn't. So yeah, that in your course design too.

Speaker 4 (34:43): Yeah. Thank you for that, Brian. Cause that's really something we, I think a lot of people think we're here just to answer tech questions, but we're not. Everybody on our team is master's degrees and PhDs and a lot of them have taught and we're here if you have something you wanna do in your course and you're not sure how to achieve that goal, we're here to offer advice and guide you. And we all know from sitting on this end what these different tools are capable of doing. But it's really hard when you haven't used the tools to really know that. So rather than go down the road of trying to figure it out, call us, tell what you're trying to do and we can help you find the tool that matches best with what you're trying to do and maybe save some frustration in the long run.

Speaker 6 (35:18): And even for us, it would really eye opening. Cause we thought we had a lot of issues, told Jessica, myself and Eli. And then when the whole merch started taking place, we were like, Oh, let's reach out to the digital team. They come on board and then Georgia and Mark start bringing up things. They were like, Oh, we didn't know about that. We didn't consider this. We didn't think that. And that's when the project really finally started going faster. We were like, okay, if we can address all those different things, we'll be able to have something really solid to share it with everyone. But their support and their knowledge, it was invaluable to what we do. Yeah.

Speaker 4 (36:00): Oh, thank you guys. Yeah, No, it's been really excited to be part of this project. It's such a

Speaker 6 (36:05): Cool thing to

Speaker 4 (36:06): See

Speaker 3 (36:06): so excited and happy that you guys came on and it's been just so great and just having a lifeline because we meet so often and stuff. It's like, oh D2L's being really weird.

Speaker 4 (36:23):

Speaker 3 (36:25): So my life line out. Or Oh, is this idea feasible inside D2L or inside course maker? Someone had a idea for a new building block or something. Having all of those perspectives of, we have the D2L Pros, visual design, Coder Pro the ID pros. So we have a good, it's not a trifecta because there's more than three, but it's a really nice quinfecta

Speaker 4 (36:56):


Speaker 1 (37:00):

Speaker 1 (37:00): Now

Speaker 4 (37:01): , but

Speaker 1 (37:02): It's be the title of this episode, quinfecta

Speaker 4 (37:06): Quinfecta,

Speaker 6 (37:07): Actually, that sounds really cool,

Speaker 4 (37:09): ,

Speaker 3 (37:10): But it really has been just amazing. I have no words.

Speaker 1 (37:17): I appreciate it. I will say we are blessed in our team here at U of A in that there's a lot of passion for an excitement for everything that the different teams do. And I can speak, I've had many conversations with everybody on this call as well as others. And there's always this little bit of excitement when you're working on something and trying to figure something out or solve a problem or do whatever it is we do to make courses better and make a good experience and a positive experience for students and for faculty. And I think that's the goal is we want students to have that positive experience. We want them to come back. We want faculty to keep coming back to us as well. So that part is exciting and we couldn't do it without all these teams coming together. And if you wanna come reach out to us, we have lots of ways to do that.

(38:14): Feel free, schedule a consultation. You can schedule a consultation with any of our teams and they're happy to talk and share that passion and excitement. With any of you listening as well, that feels like a good way to end and send us off on this episode. I want to thank everybody Jessica, Georgia, Elyssa, Valentin, for coming on here today as well as everybody else who was involved in the project and is on those teams that we didn't get to talk to today. But thank you for being guests. This was really a lot of fun and I think we learned a lot and we managed to sneak in a couple food analogies while we were in there too.

Speaker 6 (38:58): If you're excited

Speaker 2 (39:00): And if you're excited to learn more about Course Maker visit coursemaker.arizona.edu for all the great stuff you can download and learn about this new Course Maker.

Speaker 6 (39:13): Thank you guys.

Speaker 1 (39:15): Excellent. Thank you all. Thank you.

Speaker 6 (39:16): Thank you. Bye.

Speaker 7 (39:20): The Futures in Digital Learning Podcast is a production of the University of Arizona University Center for Assessment, Teaching and Technology. 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, ucatt.arizona.edu.

Authored By:

Adam Davi

Adam Davi
Senior Instructional Designer

Brian Hale

Brian Hale
Instructional Designer