Greatra Mayana

Career & Employment Opportunities

Integrating G Suite for Education with Instructional Tools (Cloud Next ’18)


[MUSIC PLAYING] MARTA MCALISTER: So this
product is primarily focused on education that we’re
going to talk about today. But we are interested
in how it might have some implications in
the enterprise space as well. So if you’re not coming
from EDU and maybe you were shy to raise
your hand, this isn’t completely
irrelevant for you. But for those of you,
the majority of you in the room who
raised your hands, this is definitely the right
room for an education update. And it does have applications
for both higher ed and K-12. Before I get into
our product, I just want to tell you a
little bit about me. So I’ve been at Google
for about eight years, predominantly in our
K-12 education space. I worked on Android and
Chromebooks and education for a while and just recently
moved to the higher ed space in G Suite. Before that I was
a K-12 educator. So I worked in middle
school teaching math and special education. So I’ve been in the education
space for quite a while and really excited
about the developments that Google has done in
the past decade or so in the education space. One of our missions
in education is really to bring more of a
collaborative experience to teaching and learning. We hope that long
are the days where the C word in your classroom
is no longer cheating but collaboration. I see a little bit
of head nods there. We often hear in
classrooms you’re supposed to sit still for
a few hours, take a test, not reference any
notes, not even get up to go to the bathroom. If I went to my boss and said,
I did this project all by myself in three hours. I didn’t get up once. I didn’t reference. I didn’t get feedback
from a colleague. I didn’t check my sources. I didn’t do anything. I did the best I could
in that short time span. I’m not sure that I would have
gotten a positive reaction from my boss. But if students in
a classroom said, hey, you know what
[AUDIO OUT] our skill set. We worked together. We took a pause and reflected
on our work a day later. We got proper
sleep and nutrition and all the right things. You might not get collaboration
as the C word as a response. But Google feels really
strongly about the importance of collaboration
in the classroom. And that’s why all
of our tools really have that at the core
of its functionality. And we believe strongly
that technology should facilitate
this collaboration instead of inhibit it. We know that more
and more though, as technology becomes more
prominent in the education space, it can get complicated. And the tools don’t
necessarily play nice together. So that’s why we’re trying to be
more committed to integration. While our first party
tools are really great, we think so at least, they don’t
always play nice with the tools that you might already use that
aren’t necessarily by Google. So one of the
products that we’re excited to talk
about today really commits to this
integration point. And one of our
ways of showcasing that commitment is by joining
a group called IMS Global. Just a quick show of
hands– how many of you are familiar with IMS
Global in the room? OK. A good number of you. So IMS Global is a
board that sets out the standards for
interoperability really in the mission of trying
to connect these third party tools so that you don’t have
the headache of trying to manage all these separate systems
and having a way for them to work together. Course Kit is the
tool that really showcases this standard and
this commitment to integration. So how many of you heard about
the Course Kit announcement last week? Great. So a few of you. I’m glad that not all of
you have heard about it. So this is news for some of you. So last week we just
announced Course Kit, which is our first product
specifically designed for higher education,
but it actually is also relevant for
all levels of education. And what Course Kit is is
a set of tools that really embrace integration standards. We’re trying to bring
the power of G Suite to whatever learning management
system that you already use. So this is for a
lot of institutions that might not be using
something like Google Classroom today and might be using
something else like Canvas or Blackboard. So we’re really excited
about this integration. We heard a lot of pain
points in our studies while developing this
product around people having to do things like turn that
beautiful collaborative doc into something like a
PDF, or inserting a link– I see some smiles– or inserting a link
inside the assignment and getting taken out
to a separate place. We’re hoping that that’s no
longer a pain point for you with this new tool. And we are using LTI,
which is the standard for interoperability,
to build this tool. So Course Kit allows you to
create, collect, and give feedback on assignments. It also allows you
to embed Google files into your LMS experience. So I’ll go through a few of
the features with you today. Two of the tools
that we’re launching are the embed tool and
the assignment tool with Course Kit. You’ll see that there are two
tools, but by the title of kit, I hope that gives you
a hint that we’re also hoping to add more tools
to this toolkit over time. Course Kit assignment
tool is the tool that I will spend most
of today talking about. And that’s the one
that we’re really excited for instructors to use. We’re also excited about
the embed tool, which I won’t spend as
much time on today, but I’ll explain briefly now. So the embed tool is
really a way for you to have something like a
Google Doc iframed in your LMS. So if you want to have your
course syllabus as a Google Doc, for example,
and you don’t want to have to manage the
permissions to ensure only people registered for your
course can see that syllabus, we do that for you
automatically on the back end using Drive permissions. So if you want to
insert that doc into say Canvas or Blackboard,
whatever LMS you’re using, it’ll show up in
that experience. I see some people
excited about that. That’s good. It could also be
another drive file. So we support all the files
that Drive can store today. We’ve actually
built functionality for the entire workflow here. So not only have
we built the tools that will be instructor
facing, we’ve also built the tools for LMS admin
to install and configure the tools, to actually
be able to log in and associate your
account with the tools, to set up your
assignment so that it’s configured with
our tools, and then finally, to turn in assignments,
grade them, and return them to students when they’re done. These are the
three core benefits that we want to highlight
with Course Kit. So the first is giving
students richer feedback. The second is streamlining
G Suite workflows within the system that you’re
already using, so really trying to meet you where you are. And the third is
being able to harness the power of those collaborative
Google Docs and Drive files without needing to convert
them into other file types just to accommodate the
system that you’re using. So I’ll go through
each of these and show you a bit of a demo of
the product as well. So the first– I’m really quite
excited about this. This is one of
our hero features. We actually in a
minute are going to bring up some
of our panel who were in our pilot program
testing these features last semester. And this was one of
our hero features that got a lot of feedback. We are excited about this
because, when we did studies, I assumed by saving faculty
or instructors’ time, maybe they’ll just
spend less time grading. But what we pleasantly
found was that they actually used the same amount
of time to grade, but they spent a larger
percentage of that time giving quality feedback. So they saved time on
redundant feedback, things like please use MLA
formatting here, here’s how to use a semi-colon for the
50 millionth time, et cetera. I hear– any English teachers
in the audience or instructors? No. OK. So that joke always
gets a good laugh, because I think I’ve seen that
comment left a million times. But we’re really excited,
because by saving you time, minutes,
seconds every day, that really adds up
to allow you to focus on what actually matters. We’re also really excited
about streamlining the G Suite workflows within your LMS. So again, this is trying
to eliminate the need for you having to
convert the file to a PDF or to use some workaround in
order to just use the Drive files that you prefer to grade. And then harnessing the power
of Google Docs, and Sheets, and Slides. So one of the things that
make Google Docs and our Drive files so powerful is that
they’re constantly editable. You can collaborate
in real time. Instructors love that,
but it’s not always ideal when you’re trying to
grade that assignment. So you don’t want
a student to be able to change what they wrote
in their essay, for example, right in the middle
of grading him. So one of the things
that we do, which I’ll explain a little
bit in the demo, is actually manage the
permissions and the file sharing in real time for
you in the background, so that when a student
actually submits a Drive file, we temporarily make the
instructor the owner. And so as the instructor is
adding comments and feedback, the student is not
getting notified and they can no longer
edit the file temporarily. We also create a
backup copy, don’t worry, for the students
in case the instructor eats the student’s
homework or does something totally terrible,
that they own and is stored in their Drive File. And when the instructor is
ready to return that assignment, we give them back
ownership to their file and we create a backup copy
for the instructor as well. So I’m going to show
you a little bit of the functionality of Course
Kit with this brief video. I’ll do a breakdown
of the features. And then we’ll
bring up our panel. [VIDEO PLAYBACK] [TECHNO MUSIC] [END PLAYBACK] Great. So that video goes through all
of the really cool features pretty quickly. So I’ll break it
down one by one just to highlight some of what
we’ve built in what we call V1 or version one of Course Kit. Just a reminder that
this is in beta. So if you decide
to sign up for it, we’re really eager
to hear your feedback on how we can improve and
iterate on this before we make it a final release product. But I think we’re pretty
proud of what we’ve done just in this beta version as well. And I hope you all are looking
forward to testing it out. So one of the first things
that you saw in the video was that instructors can
actually create and share assignments using their
LMS but with Drive files. So that’s really the first
element of Course Kit. You can actually configure
your course or your assignments with DRIVE built in. So you can actually accommodate
students turning in their files from Drive. You can also embed Drive files. So this is the use case I
was mentioning earlier where, say you want to have
something like a course syllabus or a sign
up form embedded in the iframe of your LMS screen
so that students can view it if they’re in the course. And then students,
of course, can then turn in their assignments
through the LMS but from their drive. We actually accommodate them
turning in their assignments from wherever they’ve stored it. And they can actually
turn it in seamlessly and it’ll be converted to
a drive file either way. We do accommodate any file
that Drive stores today. So not just the editor files but
also Microsoft files, videos, JPEGs, PDFs, et cetera. One of the hero features
that seems like a small thing but has actually
gotten one of the most positive pieces of feedback
is two of our switchers. So this really
addresses the pain point that we heard in
our eight months plus of studies with instructors
and teaching assistants. Things like, I don’t
want to have 50 tabs open when I’m grading
one assignment and I have to toggle between
different students. Never mind if that assignment
requires three files more for that one thing. So say you have
an assignment that needed a doc, slides, and a
PDF, and you had 90 students. That’s a lot of
tabs that you have. That’s like 270 plus
tabs potentially. So we accommodate
with two things to make your life easier here. One is the Student Switcher,
which you can see here. So you can toggle students. And then on the right, it
glances pretty quickly, but you can toggle
between the files as well there on the
right and stay all within the same tab experience. This is the feature
I was mentioning a little bit earlier. So our feedback bank
really came in response to that redundant
repetitive feedback that faculty and instructors
were repeating over and over again sucking up all that
time for really the time that they could
have been spending leaving more quality feedback
and feedback that actually mattered for the assignment. So in V1, our way of doing
this is kind of twofold. You can save a comment
either in real time– as you’re typing a comment
for the first time, you can store it in your bank– or we’ve heard from
many instructors that they actually already
have maybe a Keep note or a doc elsewhere with a
line of a bunch of comments that they copy
paste on their own. You can actually bulk dump
those into our comment bank and each hard enter
is a unique comment. So we automatically create
a comment bank for you when you paste those in. And then there’s two ways
that you can actually trigger a comment. So the way that you can see
in this here is via a hashtag. We’re excited– OK. We’re excited that you
can actually trigger this with the hashtag in our V1
beta, but we’re looking forward to having even easier ways
to trigger this longer term. If you’re used to
using Google Docs and, say, plus mentioning
someone into comment on a Doc or auto-complete and auto-reply
that just launched in Gmail, we’re trying to accommodate more
functionality like that longer term as well. And then the other way
that you can actually trigger a comment, which I
don’t have here on the screen, is that right-hand panel
where the files are shown can swivel and show you your
entire comment bank as well. Can you all hear me OK? OK. I think I’m loud
even without the mic, so hopefully you can hear me. And then the last thing
is that we actually notify the students. So going back to that Drive
permission sharing exchange, during all of this grading
as the instructor is leaving those comments and
using the comment bank, we don’t notify the student
like you do with a normal Google Doc, because what if the
instructor changes their mind and wants to change
that comment or they want to deduct different
points, so we only notify the student once the
assignment is fully graded. And the instructor can return
either individually or in bulk, which is most commonly used. And a couple of
things happen when that assignment is returned. The first thing is that
students get notified. And they’ll be taken
back to their LMS to view their graded assignment. They can start to interact
with the professor’s feedback. So they can respond to
comments both in line and/or overall feedback,
which is across all the files for the assignment. And then the last thing
we do on the back end, which is private to most– you know, most users don’t
notice this right away, but we know is a
huge convenience, is because we return ownership
of the file rightfully so to the student whose work
it is, we on the back end create an automatic copy stored
in the instructor’s Drive. So it’s organized by
course, assignment, student. And the instructor owns a
copy of the file preserved in the state that it was in
once the file was returned so that if you need it in
case the student contests their grade or if you need
it as evidence for plagiarism detection, the
instructor always has a copy of the file regardless
if the student revokes access, or edits the file, or
deletes the file later. So they’ll have it
with all the comments and the grade preserved. If you’re interested
in testing this out, we are taking sign
ups right now. And we are white listing
people in the coming weeks for our beta. We’re really excited,
because we’ve already gotten a lot of interest. I mentioned that our
intention for this was for higher education,
but this is relevant for any level of
education as long as you’re using G Suite accounts
and an LMS that accommodates LTI, which is the standard
for interoperability that we’re building this on. And with that,
I’m actually going to welcome up our panelists. These are four
participants from our pilot that we did this past semester. We like to think of our
users and as an extension of our product team. We could not have built
this without them. So we’ve gotten countless
hours of feedback. I’d love to welcome
you all up stage. Great. And I’ll pass the mic around. But just to get started, if you
all could introduce yourselves. So just tell us
your name, your role at your institution, and just
a brief summary of your G Suite adoption, what G Suite adoption
looks like at your institution. PAUL TURNER: Thank you. I’m Paul Turner from the
University of Notre Dame. My current title is Director
of Learning Platforms, which includes all of our Enterprise
Products that serve teaching and learning, so the
LMS lecture capture, polling in the classroom, and
a whole host of other things including R&D on new products. Notre Dame adopted Gmail
as part of the G Suite originally for students in 2008. And that was at amazingly
quick and seamless transition for students. Not surprisingly, it took
us another five or six years to bring faculty
and staff along. So in 2014, we became
an all Google campus for terms of Gmail– Docs, Calendar, all of the–
you know Slides, et cetera, for all of our Google products. MATT GUNKEL: I’m Matt Gunkel. I’m Director of Teaching
and Learning Technologies at Indiana University. I oversee a lot of our cloud
technologies, our learning management system, GCP, G Suite. We’ve also been a G
Suite school since 2008. And we’ve had Gmail available to
students for a very long time. We also just completed a lengthy
upgrade of all of our students into the latest version
of the platform, making the latest tools
available to them, et cetera, and really pushing them further
into the entire G Suite product offering and set. I’m Ben Hommerding and I work
at St. Norbert College, which is a small liberal arts college
in Green Bay area of Wisconsin. We have been G Suite
since about 2012. And my job title– it says
instructional technologist on the slide, but it’s changed
to technology innovationist. And my job is to help our
faculty, staff, and students better become more effective at
using the tools we already have and then also to explore
what’s next in what we should be doing at our
university or our college. And Google has
really fit very well into both of those areas for us. And it has been a
very amazing tool so. Hi. I’m Holly Zakos. I’m from Lehigh University. I’m a senior instructional
technologist. What that fancy
title means is I help faculty, staff, and students
integrate technology into learning. We adopted G Suite in 2007. Initially, that was a big
concern for our institution and a big worry. Because of security
issues, we had always controlled our own email server. But it has been
a huge win for us in terms of security, a
huge reduction in spam. We have so much more file space. And the collaborative
uses of G Suite have been phenomenal
for our institution. MARTA MCALISTER: Great. So I’m going to– I don’t know if this mic works. Let me borrow yours. I’m going to combine this
into a two part question so that we can save time for
questions from the audience. But you touched on it
a little bit, Holly, and I’d love to expand on the
real or perceived challenges that you faced at
your institution when you decided to go Google. And then maybe on
the positive side, since I want to end
with a ray of sunshine, what’s maybe something
positive that has changed that you don’t
think would have happened if you hadn’t gone to G Suite? PAUL TURNER: So
for Notre Dame, I would say the challenge has been
just bringing the faculty along to G Suite. Even though we’re four
years in, the real challenge has been, for our faculty,
is getting their minds around using
Calendar effectively. One of the things that in
the academy you discover is there are
department people who manage 40, 50, 100 calendars
for lots of different purposes. So Calendar’s been
one of the challenges. I would say on
the positive side, I recently worked with
a philosophy professor teaching a 100% online course. And one of the things
that I marveled at was just to watch how fluid that
he used the G Suite products like Docs and Slides. He could start his work
on his MacBook Air– he had an iPad and we had a
new Microsoft Surface studio– and just not have to think
about USB, or swapping files, or thinking about
where are my files are, are they on this
machine or that machine? It was just a
beautiful experience to watch him just seamlessly
move from literally like MacBook to IOS to his
iPad to the Surface Studio when he was delivering live. So I would say
that’s really been the positive is how
seamless it makes faculty work for teaching. MATT GUNKEL: At
Indiana University, we’ve really struggled with
students’ awareness around what tools were available to them,
why they should take advantage of our G Suite offering
over the consumer offering, and really working to educate
staff, faculty, and students in really trying to understand
the fundamentals of what the tools offer, why being part
of the Enterprise and IU domain G Suite set of tools
was really important and is a real
significant value add. I think one of our
largest wins actually is today’s session, right? So it’s things like Course Kit. So as we continue to look at
active learning and deeper ways to collaborate
within the classroom and trying to create and provide
a more seamless experience out of the learning management
system, especially when we’re combining all of the
different kinds of tools that are available to our
instructors and really working to support faculty
freedom in developing their academic
materials, we really want to provide them the best
in class services to do that and really working
with Google closely on tools like
Course Kit and some of the exciting new features
that they have coming out has really been fantastic. BEN HOMMERDING: At
St. Norbert College, I think it’s similar
to anywhere when you’re integrating something new. If you give people a choice
between two products that do the same thing, they’re
going to choose the one they know how to use and carry. There’s no overhead in
using the one they already know how to use. So the biggest
challenge has been showing people what G
Suite can do that they couldn’t do in Microsoft. And once we were
able to do that, we made some really
significant inroads with faculty,
staff, and students. So along those
lines, collaborations has been one of the big wins for
us wit tools like Course Kit. Faculty, staff,
students can collaborate in ways they could
never have done before. Saves a lot of time. And then also capability. One of the other new
tools from Google that has rolled out
lately is App Maker. And we’ve been able to
really do some amazing things with workflows with App
Maker on our campus that have saved tons and tons of time. So definite collaboration
and capability. HOLLY ZAKOS: I think one
of our challenges also, to echo what my fellow panelists
have said, has been adoption. That took a while to get
people to switch over. I think one of the biggest wins
though is also collaboration. An example of that would
be our journalism professor who uses the collaborative
tools in teaching writing in wonderful,
novel creative ways in terms of creating a Team
Drive for the newspaper and allowing his students
to join Google Groups and provide richer feedback
and context for each other together. And that’s also why I’m super
excited about Course Kit, because it basically takes
us all to the next level. MARTA MCALISTER:
–your mic again– ooh. There we go. That’s a great segue. So I’d love to go
specifically into Course Kit. Obviously, you all
have been partners with us helping us build this
tool for the past half a year or so. I’d like to rewind
back to that first day when I called you
up and said, hey, I’d love to show you a
confidential demo of something. What was your initial
reaction to Course Kit and what are you most excited
about with this offering? PAUL TURNER: So our initial
reaction at Notre Dame was, this is great. In my team, we do a lot
of LTI integrations. In fact, what I would
say is our lesson learned is probably
much like yours. It’s more and more of the
activity of online for faculty and students takes place
not in the core LMS but in ancillary third
party products that tie tightly into our LMS. And so we looked
at Google Classroom and we use it in
some small use cases, but really we’re committed
to an enterprise LMS, in our case Open Source Sakai. So when we heard LTI,
we were ecstatic. We were like, yes,
we understand that. We can make this work. Bring it on. So we were all in. MARTA MCALISTER: I really
like that you said, we understand That that
was one of the things we’re trying to do is to show
our commitment to higher ed was to try to prove that we
understand the tools that you use. PAUL TURNER: So I think thanks
to Google for listening. MARTA MCALISTER: You
don’t have to thank me. PAUL TURNER: So LTI– I don’t know if anybody else
has that experience where we spend a lot of
time and energy making sure that we have
LTI and then for people that followed the IMS
global debate, LTI advantage, Caliper– you know we don’t have
time in this session to talk about
analytics, but having those things tightly integrated
bring us all of those things. MATT GUNKEL: I think
for IU it was really about finding where we
were seeing an opportunity to deepen the integration
of our tool set. And so as a longtime user of the
existing integration of Canvas in Google, we got
really excited, because this one
was really deep. It was a really
deep integration. It really provided that seamless
user experience that we really want out of our tools and
that we really demand out of our own tools when we
develop in-house, et cetera. And so as we were really looking
at ways in which faculty were wanting to build material
and content, the kinds of experiences they
were wanting to develop, we’d already been
looking at custom ways to do some of these
kinds of workflows. We work with other partners like
Box in doing similar things. And so this really
allowed our instructors to come through and really
build some robust use cases around this. And we’re really
excited about some of the instructional design work
that we have going for fall. We have a psychology
course actually that’s in the process of really
building out around Course Kit. They do a lot of formative
in line feedback. And this really allows them
to provide the deep level and quick responses
to the rich material that this instructor
wants to use. And so that’s really
been a key part of this. BEN HOMMERDING: For us, we
were just like over the moon as Paul said. We have faculty members
who were using Classroom and there’s a good percentage
of them at St. Norbert. But this now gives access
to all of our users that are using Moodle
to be able to have a lot of the same capabilities. And in fact, what
was kind of neat was those users had increased
capability over Classroom users, because they didn’t have
this cool bank, the feedback bank. And now the other
part that’s awesome is there’s consistency
between those two products. And so people who
want to use Classroom are going to be using the
same tools as the people who are using Moodle. And that’s going to be amazing. So the simplicity of it,
something that people were familiar with, was big. MARTA MCALISTER: You bring
up a really good point. We’ve also heard
a lot of feedback from Classroom users
on desire for a lot of this similar feedback
functionality so something we’re
looking into as well. HOLLY ZAKOS: I would say what
we’re really excited about, or what I was excited about,
is ease of use and the fact that faculty members
don’t have to be concerned about file formats anymore. There’s no bulky having
to download a file, open it with a
special application, copy and paste your comments,
and then add it to your LMS. It’s just all in one
place with a tool that you already use that
people already know how to use. And it’s seamless so there’s
no techie knowledge or back end information that our
faculty needs to know. And then they can just focus
on teaching and providing richer context and feedback. MARTA MCALISTER: Great. So you all talked about some
of the rays of sunshine. In full candid
honesty here, what do you think might be some
pushback or anticipated things that might be gaps in the
initial beta offering of Course Kit? You can go in any order. HOLLY ZAKOS: Would that
be feature requests? MARTA MCALISTER: Sure. However you interpret that. What do you think might be
some anticipated challenges with rolling out Course Kit? HOLLY ZAKOS: Well,
I would say that for us, initially, the
permissions and making sure that you were in the
right Google account– a lot of students have
personal Google accounts so they needed to make sure that
they were in our institution’s Google account. So initially that
was a little tricky, but once we learned that we
needed to be careful with this, it was pretty easy to update our
directions and email students and make sure that
they understood that. What I would like to
see added to Course Kit is a plagiarism tool. A lot of our faculty use a
product called Turn It In, which has a huge database
of other works and essays that have been added to it. And it’s a feature
that our faculty like to use in order to
provide skills and annotating. MARTA MCALISTER:
We hear that a lot. That was one of our
top feature requests in the pilot around plagiarism. Great. BEN HOMMERDING:
For us, it’s going to go back to the same thing of
what does this tool provide me that Moodle doesn’t
already provide, so just a little
bit of education. And we spent some time
last week figuring out how do we build out really a
good knowledge base for faculty members so that they can
go very quickly to find out how does this tool
work and what are the benefits beyond just
coming to talk to us and working on some video things
so that they can do things on their own time. So it’s an educational thing. Why would I want to use
this over something else? MATT GUNKEL: I
think I really see an opportunity to
build on Course Kit and build on some
of these concepts, especially if you
look at opportunities around e-portfolio. So one of the things that
maybe I’d like to see, Marta, would be the ability
to like grade a site. And so if you take
some of those ideas and start to build around
Course Kit in the ways in which you might
further collaborate, or further now that Drive
content types are now aware within the LMS, you can
really do some exciting things around that I believe. MARTA MCALISTER: Great. PAUL TURNER: So
this is going to be not a criticism of
the Google Course Kit, but this is true, I think,
of all of our LTI products in general. We’re going to be
most interested in what type of analytics
use of these tools generate. One of my challenges– I have a very active learning
analytics development group. And we were having
that conversation with every vendor is that
you have data in your system, we want it, but we want it
in a specific type of format. So that’s going to be
one of our challenges. I think our other
challenge has been talked about before is just
making sure that faculty know how to use the features. And that’s true of every
new tool you roll out. So we’re going to be doing
lunch and learns, consultations, documentation, you
know everything we can think of to get the
word out to faculty so they can use this tool effectively. MARTA MCALISTER: Great. You bring up a good point, Paul. So I mentioned briefly in the
beginning of the presentation that we joined IMS Global
as contributing members. LTI is one of the standards
that we’ve built towards, but we’ve definitely gotten– I won’t say bombarded,
but we’ve gotten a lot of comments and requests
around other standards, things like Case and
Caliber and others. So while we don’t have anything
today to talk about there, it is something that
we’re investigating because we have gotten
some common feedback and requests there. So I’m just going to
ask one final question before I open it up
to the audience so get your questions ready. But this is in the same
line, but you’re not limited to Course Kit. If Google could build
any product for you, ideally for educational purposes
not like your own personal wish for wish lists for Google, and
granted I’m not the genie that can grant you this
wish, but if you could have the
Google for Education product team build you anything
you wanted for higher ed or for k-12, what would it be? PAUL TURNER: And
I’ve got 60 seconds to put my wish list out there. I thought long and hard of this. And while I’ve got the
mic, one of the things that I would love for Google
to work with the higher ed community on is think about what
would a Google Learning record store product look like
that merges Google Analytics and all the analytics
from Course Kit and then ultimately all
of our other analytics from all of our other
third party vendors, because right now, even
though it’s getting better, I’ve got to look at four
or five different places and still put all those
learning analytics together to get a 360 degree view of
all of my enterprise teaching and learning technology use. So a big ask, but
Google is up to it. MARTA MCALISTER: I’m glad you
have confidence in us, Paul. MATT GUNKEL: We do. I think for IU, I
guess I’d really like to see just some continued
extensions in the machine learning and the artificial
intelligence pieces and primarily on
the educational side around how can we actually go
and get more people involved and really further the depth
at which people can engage and start to use those tools
for creative and insightful findings. So as Paul was talking
about using Caliper to gather the data
from these tools, I think the thing
that the question that comes to my mind most
frequently then is, well, what is the right information? What is the data that
we actually need? And so click stream data and
just the general information about what people
are doing in a tool is not always going to
actually affect learning. And so it’s not going to
really move us forward from an educational perspective. And so I think working with you
and some of the fantastic tools that you have in that vein
would be an absolutely awesome project. BEN HOMMERDING: For me,
if it’s my wish list, I think the thing that
would address at least some of those things
would be if Google were able to help us build
a student information system where we housed all of
our data and all of this stuff. Especially in
higher [INAUDIBLE],, there are so many different
components to that, then allowing us
to build modules or using something
like App Maker to plug into that for some
of the different areas on our campus, because
we house students, there’s student housing,
those types of things. So having our system
of record be basically in Google Cloud that would allow
us to do a lot of other things that our current system of
record is not so great at. And then also in Course Kit
rubrics would be fantastic and being able to
do group grading. MARTA MCALISTER: Definitely top
requests we got in our pilot. HOLLY ZAKOS: Those are
a lot of good requests. I like all of them. And I think I already sent
Marta a list of items as well. MARTA MCALISTER: Yes. I got– they have
me on the speed dial equivalent of emails. So I’ve definitely gotten some
of these lists before, yes. HOLLY ZAKOS: But I’ve already
mentioned the plagiarism tool. I think that would
be a huge win. But I also would be excited
to see a polling our response tool, be able to beef
up forms, and have more spontaneous exchanges
in the classroom or online with students. [MUSIC PLAYING]

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