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Hello, and welcome to CoursePlus tools for promoting students intrinsic engagement.

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I'm Celine Greene, the senior instructional technologist and i'm joined by Brian Klaas, 

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the senior technology officer over at the Johns Hopkins Bloomberg School of Public Health's Center for Teaching and Learning.

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So let's get going shall we? Today, while we really can't wait to show you one of the newest tools in CoursePlus,

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we want to understand why it benefits you and your students to incorporate opportunities for engagement beyond keeping their attention 

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to being fully vested in the curriculum and the entire course experience. To get to that starting point 

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I'm going to take the opportunity to wear my Hopkins universal design for learning, or HUDL, 

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hat and delve into how engagement is seen through the universal design for learning or UDL lens.

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This will include tips for fostering engagement and any learning environment. We'll continue 

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by laying out the multiple CoursePlus features and tools that can be used to promote opportunities for engagement online.

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Then Brian is going to help us take a closer look at some of these tools,

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including introducing us to the newest CoursePlus tool, the in lecture quiz. Garnering what you learn today, 

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our hope is that you're going to be excited and ready and committed to planning and facilitating 

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your courses in such a way that you don't simply aim to to meet the measurable learning outcomes,

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but you also aim to allow every student to succeed while fostering them to become expert learners.

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Universal design for Learning,

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or UDL is a strategic approach to building an inclusive and equitable educational experience that sets up all students for success, 

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no matter the student, no matter the curriculum without any loss to academic excellence, or rigor.

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When I say all students, I mean those with varied experiences, varied cultures, varied accommodations, varied priorities -

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for example, their work life balances, varied resources and more.

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In embracing the UDL framework, a course is set up to foster every student to become an expert learner - 

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one who is purposeful and motivated, resourceful and knowledgeable and strategic and goal directed.

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The framework can be succinctly addressed by incorporating three principles into the curriculum:

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The principle of providing students multiple means of engagement,

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providing students multiple means of representation, and providing students multiple means of action and expression.

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It's the first of these principles - providing multiple means of engagement, that aligns with today's discussion, of CoursePlus tools.

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The flexible, accommodating approach is based off of scientific research performed by CAST -

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The Center for Applied Special Technologies.

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The research looked closely at our brains in discovering how do we learn? By activating three sets of neural networks -

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the affective, recognition and strategic neural networks which lend themselves to stay focused and engaged -

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or the why of learning; to receiving and understanding information - 

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or the what of learning; and into putting what we learn into action - 

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or the how of learning. But in addition to identifying these neural networks,

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it became clear that there are differences in what works best in pretty much every individual, and it varies over time.

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Our success is shaped in large part by our varied emotions and our experiences. In developing the UDL framework CAST

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Developed guidelines or recommended practices for each of those three principles.

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The idea is that a course employing UDL should embrace one or more of the CAST guidelines or the refined checkpoints in most of its activities.

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The guidelines sort of grow or ramp up from the teachers to the students 

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vested and personalized responsibilities and actions from accessing the curriculum, to

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building connections with it, to students empowerment and internalizing what they've learned.

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When the goal of all your hard work in designing and facilitating your course goes beyond the measurable learning outcomes,

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so that you are also working to meet your students needs and foster them to become expert learners,

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you'll want to take a closer look at the aforementioned guidelines and check points aligned with each of the three principles in the UDL framework.

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However, CAST took a bold move in stating five tips that, when employed,

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actually align with many of the guidelines and checkpoints in UDL approach to learning.

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So instead of going through all the guidelines and checkpoints today, let me review first

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these five tips as a starting point. Support relevant goal setting. 

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Provide options for students executive functions and heighten the salience of goals and objectives.

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Communicate high expectations for all and recognize variability.

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Motivate your students by wanting the best of and for them while recognizing

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them as learners who bring different things to the table in what they know,

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why they're there, and how they might learn more, including their individual barriers to learning.

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Promote disciplinary expertize and focus on the process, not just the outcome.

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Guide your students, but maximize their opportunities to comprehend and demonstrate or apply what they've learned. And guide self reflection.

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Allow your students several options to recognize their own strengths and weaknesses.

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Facilitate opportunities for their individual growth.

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Let's focus a bit on that why of learning, aligning with the affective neural networks which drive our emotions and our motivation,

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our ability to self regulate, intrinsically staying focused and engaged.

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Now, if you were with me at the Dean's workshop last month, a lot of this will sound familiar, but bear with me.

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It's worth repeating. Engagement refers to implementing practices that spark and maintain our learners curiosity, their interests and passions,

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not to mention their intrinsic motivation because we're all so very different.

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What works for one will not work for all factors influencing our students engagement include their culture:

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we should always try to honor the students. Their personal relevance:

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Is the course simply required or is there a passion or other interest that drove a student to enroll? Their background knowledge:

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Often there are personal biases. We can, after all, be a bit divided in our perspectives.

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Students comfort and confidence. Hello, impostor syndrome

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anyone? And so much more. When we provide multiple means of, or options for, engagement

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We are reaching the affective neural networks.

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Similar to the five overall tips that apply to the whole of the UDL framework, CAST also has laid out a set

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f tips that support designing and learning in any learning environment to be one that provides multiple means of engagement.

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Support risk taking. Have varied learning activities available so that students can challenge themselves in new ways to

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in order to achieve the learning objective. Offer time for active reflection on learning and engagement.

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Self reflection helps students understand their individual strengths and challenges and achieve the intended learning outcomes.

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Share examples and non examples. Make your expectations clear

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so students know where to focus their efforts. This may include providing them with good and bad examples of the work that you're expecting.

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Increase opportunities for collaboration. In addition to being a real world skill, collaboration generates new ideas.

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It can build greater understanding. Plus, it can demonstrate applied learning.

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Ensure resources and supports meet the demands of the task.

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Consider your resources, the technology, including CoursePlus, and beyond

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such as guests subject matter experts or SMEs. And are the resources providing options to achieve the learning goals?

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What's in your online library? Incorporate authentic and relevant examples.

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Authentic learnings such as project based or service oriented learning recruits and maintain students' interest toward their achievement.

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Provide frequent and formative feedback. Timely, relevant feedback is encouraging and is shown to correlate to students persistence.

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Present flexible assessment options. Giving some flexibility in demonstrating a goal has been met

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lends itself to students' creatively demonstrating their knowledge at a very high mastery level.

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Minimize the distractions. Reduce extraneous cognitive load.

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Also, remember to honor the student. What works for any learner and any given time will vary.

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This includes what overwhelms or suits students in digesting coarse content and activities.

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Be very clear in the course layout, in the communications, in the instructions, etc.

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Create clear and specific goals.

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This can't be stated enough: when a student knows what they are there for, they're offered a direct connection to an activity.

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When the learner understands the goals, they're able to find the best way for themselves in finding the right path to meet the learning objectives.

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When it comes to the CAST tip to ensure resources and supports meet the demands of a task

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we want you to think about the CoursePlus tools that promote engagement.

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The first guideline under the UDL principle to provide multiple means of engagement is to provide options for recruiting interest.

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This is the way we provide access to the students.

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CoursePlus tools that meet this guideline include the lecture material formats. For lecture materials that are produced by CTL,

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we provide alternate versions of our accessible videos, including audio only files, transcripts and accessible PDF versions of any slides.

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Students are given a choice in preference for consuming the lecture content.

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Sign-Up Sheets. This CoursePlus tool

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also caters to student choice, perhaps in selecting a topic, group, or meeting time.

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Individual choice and autonomy is an important UDL checkpoint in recruiting interest.

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The survey tool. When students are surveyed, their input is valued;

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their voices are heard. Another UDL engagement checkpoint - minimize threats and distractions - might be addressed in using the survey tool.

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The next guideline under the engagement principle is to provide options for sustaining effort and persistence.

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This is the way toward building the connections between students and the curriculum.

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CoursePlus tools that meet this guideline include the objectives boilerplate sections on the syllabus and page builder content tools.

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They help meet the UDL checkpoint under this guideline that to heighten the salience of goals.

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Resources that meet the demands of the task may include learning activities and

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faculty build activity pages or the files and hyperlinks in the online library.

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Collaboration tools such as the Discussion Forum and Wiki tools are available for fostering community,

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another checkpoint under the UDL guideline to sustain effort and persistence. And the UDL checkpoint to increase

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mastery oriented feedback can be addressed by incorporating the peer assessment and gradebook tools.

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And the last guideline under the engagement principle is to provide options for self regulation so that students internalize what they've learned

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plus how they learn best.

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CoursePlus tools that meet this guideline include the schedule builder where as students learn in the introduction to online learning course,

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they will see items marked as complete as they navigate or attend to the activity linked to the schedule.

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The gradebook, when transparent or used by faculty and displayed to the students, can really serve as

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extrinsic as extrinsic motivation that transforms itself into intrinsic motivation.

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Research shows that the overall progress of a term can continue to extrinsically motivate students to do better or maintain excellence,

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and that transforms itself to intrinsic motivation.

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CoursePlus subscriptions to daily notices, discussion forum categories, etc.

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help students facilitate their own coping mechanisms similar to the schedule builder in staying on top of things.

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The CoursePlus Pathfinder and quiz generator tools, including the new in lecture quiz, are fantastic ways for students to check themselves,

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in other words to understand their own progression and pivot their learning in a way that is beneficial to themselves.

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And lastly, the peer assessment tool is such a multifaceted tool that one of the types of assessment is built specifically for self reflection.

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So now it's time to take a closer look at some of these CoursePlus tools,

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specifically some of the ones that provide opportunities for self-regulation, including the in lecture quiz.

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I'm going to hand it off to Brian. Thank you. Thanks, Celine.

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Hi, I'm Brian Klaas. I also work in the Center for Teaching and Learning and I also have an instructor appointment in MMI.

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And I want to spend just a few minutes, the next few minutes talking about some tools in CoursePlus

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that help with student self-regulation.

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elp students to sort of assess themselves, know where they are, where they've come from, and where they're going to, hopefully,

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in your classes. So I want to look at three tools in particular and the first one that I look at is the peer assessment tool.

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So the peer assessment tool is very powerful.

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Lots of classes use it and there's lots of different kinds of peer assessments which are available to you.

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You could have students assess other students, groups assess other groups.

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There's a faculty/T.A. peer assessment -

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that's the kind I use in all the classes that I teach, where I can assess each individual student against a rubric in the peer assessment tool.

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And rubrics are great assessment devices because they make it very clear what is expected of students on a particular activity or assignment. 

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They're not easy to build, in the sense that you've really got to give it some time and effort to creating a good rubric,

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but certainly the instructional design team in the Center for Teaching and Learning can gladly help you with that process.

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But the specific part of the peer assessment tool I want you to look at in the context of self-regulation is the individual assessment.

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This is a individual assessment type. It's one of the types of peer assessments that's available to you.

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And really what this is about is a student doing a self evaluation against a rubric that you provided for them.

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Now, this individual assessment can be graded. Students can give themselves a grade. You could give them a grade on the self assessment as well.

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But really, it's about focusing on ways to improve performance in your class.

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Again, having a student look at what they've learned so far, what they've done so far, and evaluate themselves against a rubric for that purpose.

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Now it really requires, this kind of individual assessment,

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clear targets in the criteria for self evaluation make it very, very clear about what specifically they are evaluating themselves against.

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And at the end of the day,

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an individual assessment allows students to identify gaps in their learning and performance because it says, the rubric should say,

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here's what you should really be able to do. And the student itself assess and say, yeah, I can do this or no, I can't.

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So it's a very powerful tool for self regulation in terms of helping students understand,

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again, where they've come from and what they've learned in the class. The next tool that I want to talk about is the Pathfinder tool.

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And Pathfinders are really interesting, pretty cool tool that's been around for a number of years in CoursePlus

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It's been around for I was there say about a decade,

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but only a couple years ago got a revamp UI refresh user interface refresh to make it much easier to set up.

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But the thing about Pathfinder is that it allows students to go through learning experiences that they may not otherwise be able to.

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It is a choice based simulation tool where you lay out a series of choices and options and

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then there's different paths that students can follow in terms of coming to a good end,

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bad end, whatever kind of end you want to have there.

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And it's probably best for me just to show you what Pathfinder looks like in case you haven't seen it before.

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So here we are on the start of a Pathfinder simulation. And you can see it combines text and pictures and videos if you want,

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and students make go read the information, watch the videos, download the files, whatever it is.

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And at the end of every page, there is a choice to continue on to something else.

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And so here I have a choice to head out to either Hungary or go to Cairo and I'll say I'm off to Cairo here.

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And then more information appears.

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And again, this is kind of like the old Choose Your Own Adventure books that used to be where it says if you choose a go to page 17,

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if you go choose B, go to page 63 and you get to reread the book in different ways and different times.

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And that's only what this is about.

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You make a series of choices and depending on what your choices are, you go down different paths in the past finder.

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And that's really what it's all about. And you could again, include video and audio and files and all that good stuff.

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And what's really cool about Pathfinder is that when you create these Pathfinder simulations, you do so in this visual ed,

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this visual drag and drop ed where you can lay out your Pathfinder simulation and no matter how complex it is and you can see here,

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this one is pretty complex, right? There's different paths. People can go down. There's different exits that people can choose.

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And sometimes they end in, you know, the simulation ending and sometimes they end in success.

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It just depends. And you can create these pretty complicated Pathfinder simulations.

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And this one's a pretty complicated one. Or they could be relatively linear again. It's up to you.

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The key thing about Pathfinder is it allows students to experience things they wouldn't

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necessarily be able to do in your regular academic class because of safety issues,

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because of resource issues like you can't necessarily travel to a location.

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To experience something and you may want to teach them how not to do something or have how to handle really negative or bad experiences,

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and you can do all this from within Pathfinder. It's a very powerful tool. It does require some upfront preparation on your part,

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thinking about all these different paths and all these different exits and where

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you're supposed to go there with where the student student is supposed to go there.

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But at the end of the day, it's a really powerful tool. Students give a lot of very positive feedback about the Pathfinder exercises.

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And again, the instructional design team and the Center for Teaching and Learning will gladly help you develop Pathfinder exercises,

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if that's something you're interested in.

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But the tool I want to spend the most time on here today is a brand new tool that we have introduced in due course plus in.

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And that's the in lecture quiz tool where you can actually put quizzes inside of the fully online lectures that you have in your course Web site.

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The ones that have been produced by a center for teaching and learning that we have in the traditionally

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online courses and that faculty use in their on campus courses or they're flipped or blended courses as well.

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It's a really powerful tool. Great for student self-regulation. Let's take a look at how it actually works.

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So it's important to note that in lecture quizzes are designed for formative assessment, first and foremost.

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They are not designed in any way, shape or form for midterm's final exams.

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High state quiz is nothing like that at all. These are four formative assessment so that students can assess their themselves

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and the knowledge that they have about the content contained in those lectures.

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And there's a number of rules about these in metric. Was that really help to reinforce that?

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So a student can take an intellectual quiz as many times as they want, as many as they want.

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There is no you can only take it once. And that's your final grade. That's it. Now, they can take it as many times as they want.

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And these quizzes don't have a hard due date. There is a due date of sorts.

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I'll talk about that in a second. But there's no hard due date so that students can't take the quiz after a certain date or time.

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There's no time limit to complete these in lecture quizzes. You cannot randomize questions or the display order of questions.

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You can random randomize the display or to have answers, but not the questions,

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because you've got to say this question appears at forty five seconds and this question appears at six minutes and 13 seconds or whatever it is.

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So you can't randomize the order or say just randomly put questions in there for students and students will get immediate feedback right away.

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They select an answer and right away they get the response and they get it correct or incorrect or partial credit.

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And also, once the students complete intellectual quiz, the answer key is immediately available to them.

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There's no hiding any of this. This applies to all in lecture quizzes. There's no way to turn this off in any way, shape or form.

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Now, quizzes in lecture quizzes do have due dates on them,

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but in the case of intellectual quizzes, they can take the electric quiz after the due date.

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The due date is really there to help students stay on track to make sure that they are doing the work in the class.

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Watching that lecture. By the time you expect them to do so in the class.

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Now, that due date does show up on the students, my calendar,

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page and horse plus and it shows up in the daily course notifications, emails that are there.

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But again, a student can complete it in electric waves after the due date.

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If they do, however, that completion after due date is flagged on the main responses and grades page

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for that quiz where you see everybody's names and the scores that they got.

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Any student who completed the lecture quiz for the first time after the due date gets a little red flag next to their name,

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just like we flag students who turn files into a Dropbox late.

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We do at the exact same thing there.

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It also appears on the responses in grades page for students who complete the electric quiz for the first time after the due date.

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Now, there's only a limited number of question types that are supported by the by the electric quizzes.

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It doesn't support anything that requires manual grading. So no short answer or fill in the blank essay.

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Nothing like that.

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But you can do multiple choice, true false match from two lists, numeric values and the really powerful combo question type as well.

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There's a lot of flexibility in terms of the kinds of questions you can include in an in lecture quiz.

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So that's sort of the rules and backgrounds about the electric quiz.

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Let me show you a demo of exactly how you set this up and how the electric quizzes work.

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So electric quizzes are built inside of the quiz generator, just like any other quiz in your course.

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But the difference here is that you would click on the create in lecture quiz button at the top of the page.

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Now, that lecture,

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that button only appears if you have fully online lectures that have been built by a center for teaching and learning for your class.

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It doesn't work with Zoome recording's. It doesn't work with Panopto recordings.

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It's only record works with the lectures that are created by the set with with you and the Center for Teaching and Learning.

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So if I click on this, create an electric quiz button, it brings me up to the form to do this.

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And you'll notice that this form is actually really short compared to the standard.

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Create a new quiz form in the quiz generator.

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So the first thing you're gonna do is you're going to link the quiz to a section in your class, a section of lecture in your class.

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That's what it needs to be tied to. So I would select a lecture section in my class.

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I can give it a due date. And there's a few options, right. Is it counted towards the student's final grade?

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I can randomize the display of answers to multiple choice questions if I want display question hands

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and there's a skip ahead skip or our skip lock feature that I'll talk about in a few minutes.

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And you can see in sharing results, you do have some control over what's emailed to the students and some requirements around the answer key as well.

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If you don't want students having stuff mailed to the students after they complete the lecture quiz so I can go ahead and create my own electric ways.

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And then what I need to do is I need to first add questions just like we do with any other quiz in the quiz generator.

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I would add questions, either I can create them myself or I can use my add or remove added questions page to do that work.

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Let me just take some some questions here out of my course and I'll put that in my lecture quiz.

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So I've taken three questions that I've already created and then I'm going to click on the update quiz and set lecture timings button,

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because this is the really unique. Part of creating and setting up in electric quizzes,

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and that is when you set the timings for your questions because you need to say this question will appear at this point in my lecture,

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you have to set that up yourself. And so what we have here is we have the video of that lecture playing on the screen and

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then down below you have your questions in that you've assigned to this particular quiz.

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So I start playing back my lecture and as I play it, I can decide when exactly I want the questions to appear so I can watch the video.

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And next to a question, I can click this blue down arrow button and it will insert that question at that specific moment into my lecture presentation.

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And I can do this with all of my questions here, or if I want to,

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I can even type in the time that I want something to appear so I can type in here that I want.

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This particular question to appear at twenty five seconds and it will get added into my into my presentation.

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And if I go back in my presentation here, you can see there's these little orange dashes on the presentation playback bar that show me,

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hey, there's an intellectual quiz question here. So it's very easy to insert questions, give the exact timing,

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the exact moment that you want your lectures to tell you the questions to appear in your lecture.

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Pretty easy to set up. Not that different from a regular quiz in your class.

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So what does this look like? What does this look like? If I play this presentation back as a student, how is going to work for me?

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So if I go to the quiz preview page, I can preview this quiz and I can click on the test, the quiz button.

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And what will happen is, instead of going to the scene, the quiz as sort of a standard quiz that we would normally see,

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it goes takes us to the lecture page in the class and the lecture starts playing back to me, as it normally would.

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You'll notice, though, one thing that's different is that down here,

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there is a zero out of three questions answered text indicating that there are questions.

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There's an intellectual quiz in this particular lecture. And you can see I was playing a lecture and at the set time where I put this

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question in the lecture stopped playing and the question appeared on the screen.

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And I'm going to answer this question and say, submit answer and I'll give me immediate feedback today.

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It right. And I get it wrong. I can skip it as well. If I don't want to answer the question of that time, I can skip it as well.

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And as I continue playing back the lecture presentation, the presentation, I'll play normally until such time as another question comes up.

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Right. Now, there's a bit of a space between some of these questions here. Let's see and I'll go and answer this question here.

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And I continue with the lecture and I'll finish up with the last question.

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Smitt, my answer. And when I do that, I click six, continue with lecture, but instead of the lecture playing, it says, hey,

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you've answered all the questions in this quiz and you now need to submit your responses so that they're recorded.

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Right. And this allows students to go back and, you know, change their answers if they want to at a later time.

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But if I go ahead and submit answers for the quiz, it's now done.

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And on the faculty side, it's marked as being complete and we're done with that quiz.

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Now, if I happen to come back to this lecture again in the future after I have completed it.

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What happens is that we start over the beginning and it says, hey, this lecture's already had an electric quiz that you've completed.

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Do you want to take the quiz again or not? And they say, yeah.

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It kind of clears everything out. And the students can take the quiz again or they can say, no, I just want to watch the lecture.

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And because I've already done it once, I've done the quiz once before. I don't need to do it again.

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And I can click on that and playback electron.

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You're also noticed that down the bottom since I completed the electric quiz, I do get a link to the answer key for that in electric quiz.

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OK. So that's the demo of an electric, which is pretty easy to set up. Pretty easy to use for students as well.

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Pretty powerful. So let's talk about a couple of administrative considerations about electric quizzes before we wrap up here.

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So as you may have noticed, when I was setting up the electric waves, there is an option to prevent students from skipping ahead.

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Right. So they can't, like, skip around in the in the lecture just until they find the questions.

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Right. And the quiz, because you may have set up your lecture, you may have recorded it ahead of time.

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Just be like, OK, I want you to I'm talking. And then I going to pause here while you answer a question that I want to discuss that question,

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the answer to the question immediately after you answer the question.

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And you don't want students skipping ahead to see the answer in that case. Right. So you can enable this skip lock.

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But it's important to note that if you do that, it always,

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always prevents them from skipping ahead, even after complete completing the electric waves.

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This can be really negative for students who are reviewing for midterms or finals or projects because they won't be able to skip around anymore.

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So the skip lock is an option. If you're really concerned about students skipping ahead or jumping about in your lecture.

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But, you know, please keep in mind that it really is frustrating to students sometimes,

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especially when they want to be able to review things for midterms or finals or anytime after they watch the lecture the very first time.

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It's also important to note that when a student downloads a lecture, if you have that,

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as most almost all classes do, if they download the MP for the MP three, that intellectual quiz doesn't exist.

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The electric quiz only exists when students watch the lecture in the course website.

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It does not exist in that downloaded MP for MP three file.

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A lot of students download those EMPL MP for as an MP 3s and the electric quiz doesn't exist with them.

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There's no separate app on the App Store for in lecture quizzes on their phone or their desktop.

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They have to do it inside the Web browser on the course website.

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So it's really important that you make your expectations clear about those in lecture quizzes to students and make it repeat to them.

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Say this and lecture quiz. This class uses lectures within lecture quizzes and on those you have to do it in the web browser.

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You can't just download the file. It doesn't count. You won't be able to take the quiz.

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So make those expectations very clear to students.

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Now, when it comes to completion, what does it mean to complete a lecture section with an in lecture quiz?

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Well, a lecture section with an electric quiz is not complete until both two things happen.

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One, a student watches 80 percent of the lecture in the Web browser.

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Now, this has been the case for years and Corris plus that we've only considered a lecture section complete

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on that report that shows all the students in which lectures they watched and which ones they haven't.

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It's only considered complete when a student watches 80 percent of the lecture.

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Now, that could be at normal speed or two times speed or half speed.

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But whatever it is, they need to watch 80 percent in the lecture.

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But in the case of in lecture quizzes, they must also complete the intellectual quiz.

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In addition to watching that 80 percent of that of that lecture section,

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in order for that whole section to be considered complete on all of the reports.

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Both the faculty reports and the student report that shows, you know, what lectures you have or have not watched in the class.

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And yes, you can link an electric quiz to the grade book so you can track, you know, maybe as part of your course.

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You know, part of the final grade is completing all the electric quizzes.

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But it's very important to note that in electric quizzes are basically pass fail.

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You either did the lecture quiz or you did not. It does not import that.

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Brian got seventy three percent on this electric quiz. It says Brian did it or Brian did it.

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Zero or a one hundred. Those are the two choices that come through on the grade because again, we wanted to focus on formative assessment here,

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not on trying to turn in electric quizzes into midterms or exams for students in the classes.

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And finally, when you copy your course plus Web sites.

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Yes. In lecture quizzes are copied when you set up a site.

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If you have an electric quiz in your online class that you want to import into your on campus face to face slash of virtual class,

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you that that will copy over the in lecture quiz. When you import that page from one class to another,

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but in lecture quizzes aren't retroactive or Emili applied to every instance of that lecture section.

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So if right now you have the same lecture used in three different classes,

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it will only be applied to whichever section you decide to apply to in that class.

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It's not retroactive and doesn't propagate across all your classes by default.

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It's only after when you copy it, to set up a site or when you import that page into another class.

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So those are the things I'd like you. That's the lecture quiz tool.

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You know, you can add in lecture quizzes right now.

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Right now, you don't have to wait for help from somebody from the Center for Teaching and Learning.

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You don't have to rerecord your lectures. You can add in lecture quizzes right now to your lectures.

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And again, this is a great tool for students being able to self regulate,

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to assess their knowledge and to be able to have greater comfort and success in knowing

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that they've mastered the content that you want them to master in your courses.

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So that's it for me. And I'll turn it back over to Silene.

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Well, that was a lot to consume in this session, but we really hope that you've got a lot out of it.

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We hope that you're ready and willing to take some new challenges upon yourself to learn more about some of these course plus tools and to,

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as we said in the beginning, not just meet the learning outcomes that you've set for your course,

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but also to meet your students, to meet their varied interests,

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to meet their expectations and to help them to become expert learners, including by providing multiple means for engagement.

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Thank you so much for your time. Take care.