1 00:00:01,251 --> 00:00:02,370 (upbeat music) 2 00:00:02,370 --> 00:00:03,780 Mary Loder- Welcome to Course Stories, 3 00:00:03,780 --> 00:00:05,247 produced by the instructional design 4 00:00:05,247 --> 00:00:09,450 and new media team of EdPlus at Arizona State University. 5 00:00:09,450 --> 00:00:12,150 In this podcast, we tell an array of course design stories, 6 00:00:12,150 --> 00:00:16,050 alongside other ASU online designers and faculty. 7 00:00:16,050 --> 00:00:17,762 On today's course story. 8 00:00:17,762 --> 00:00:20,760 Michael Crow- Human beings are really creatures of learning. 9 00:00:20,760 --> 00:00:25,440 We're even sapien in the phrase homosapien, 10 00:00:25,440 --> 00:00:26,724 seeker of knowledge, 11 00:00:26,724 --> 00:00:29,130 we're a knowledge driven creature, 12 00:00:29,130 --> 00:00:30,720 we're a learning driven creature, 13 00:00:30,720 --> 00:00:34,140 and we've decided to formalize and classify 14 00:00:34,140 --> 00:00:37,770 and make class-based all kinds of things that we're doing. 15 00:00:37,770 --> 00:00:41,070 So here we have this huge tool for democratization, 16 00:00:41,070 --> 00:00:43,920 this huge tool for enhancing equitable 17 00:00:43,920 --> 00:00:45,450 access to learning outcomes. 18 00:00:45,450 --> 00:00:47,940 In fact, you could find a way using YouTube 19 00:00:47,940 --> 00:00:49,290 connected through Crash Course, 20 00:00:49,290 --> 00:00:52,260 connected to colleges and universities, including ASU, 21 00:00:52,260 --> 00:00:54,720 you could find a way to plot your own course 22 00:00:54,720 --> 00:00:58,323 outside of the entire formal education process. 23 00:01:00,750 --> 00:01:02,250 Mary- Hi, I'm Mary Loder, 24 00:01:02,250 --> 00:01:04,380 an instructional designer from ASU Online. 25 00:01:04,380 --> 00:01:05,213 Ricardo Leon- I'm Ricardo Leon. 26 00:01:05,213 --> 00:01:07,560 I'm a media specialist at the same place. 27 00:01:07,560 --> 00:01:08,393 Mary- Yeah, we work together. 28 00:01:08,393 --> 00:01:09,360 Ricardo- Let's get on with the show. 29 00:01:09,360 --> 00:01:10,193 Mary- Okay. 30 00:01:12,270 --> 00:01:13,200 Ricardo- Hey, homies. 31 00:01:13,200 --> 00:01:14,236 Mary- Hey, homies. 32 00:01:14,236 --> 00:01:16,416 (laughing) 33 00:01:16,416 --> 00:01:17,249 We're so hip around here. 34 00:01:17,249 --> 00:01:19,860 Ricardo- I know, I know we are. Mary- We really are. 35 00:01:19,860 --> 00:01:22,260 Ricardo- So it's me, Ricardo. Mary- And me, Mary. 36 00:01:22,260 --> 00:01:23,610 Liz- And me, Liz. 37 00:01:23,610 --> 00:01:24,960 Mary- And it's important you hear our voices 38 00:01:24,960 --> 00:01:26,973 because there's a lot of voices in this episode. 39 00:01:26,973 --> 00:01:28,920 Liz- Not only that, but you're not gonna hear 40 00:01:28,920 --> 00:01:30,690 a lot from us today. 41 00:01:30,690 --> 00:01:31,523 Mary- No, not really. 42 00:01:31,523 --> 00:01:33,150 I mean, I do talk to Meredith at the end. 43 00:01:33,150 --> 00:01:35,010 Liz- That's true. Mary- You'll hear me again. 44 00:01:35,010 --> 00:01:36,810 Ricardo- Who have we heard from already, Ricardo? 45 00:01:36,810 --> 00:01:37,643 Liz- I mean, you were there. 46 00:01:37,643 --> 00:01:39,030 Ricardo- Oh, that's our correspondent 47 00:01:39,030 --> 00:01:41,235 in the field, Dr. Michael Crow. 48 00:01:41,235 --> 00:01:42,068 (laughing) 49 00:01:42,068 --> 00:01:42,960 Liz- I didn't realize that we scored him 50 00:01:42,960 --> 00:01:44,460 as a member of the team. 51 00:01:44,460 --> 00:01:45,293 Mary- He is. 52 00:01:45,293 --> 00:01:46,500 We're sending him an official Course Stories pen. 53 00:01:46,500 --> 00:01:49,080 Liz- That's very special, very special. 54 00:01:49,080 --> 00:01:53,400 Ricardo- Yeah, so that's a conversation from GSV 2023 55 00:01:53,400 --> 00:01:55,530 with Dr. Crow and a few of the people 56 00:01:55,530 --> 00:01:56,640 that were part of a project 57 00:01:56,640 --> 00:01:57,930 that we're gonna be talking about here. 58 00:01:57,930 --> 00:02:00,775 And that project is Study Hall. 59 00:02:00,775 --> 00:02:02,442 Liz- Okay, what is Study Hall? 60 00:02:02,442 --> 00:02:03,990 Tell me more about this right now. 61 00:02:03,990 --> 00:02:05,760 Mary- Okay, I'll help. 62 00:02:05,760 --> 00:02:07,140 So, study hall's a new path 63 00:02:07,140 --> 00:02:08,910 to earning college credit at our university. 64 00:02:08,910 --> 00:02:12,060 So before you even apply, you can be watching videos 65 00:02:12,060 --> 00:02:14,250 and like get into a course 66 00:02:14,250 --> 00:02:16,170 and see if you want to maybe do more work. 67 00:02:16,170 --> 00:02:18,420 And then if you do, you can actually get credit. 68 00:02:18,420 --> 00:02:19,486 Liz- Oh my gosh. 69 00:02:19,486 --> 00:02:20,550 So is it like a little like taste test 70 00:02:20,550 --> 00:02:22,410 of like a real ASU course-- 71 00:02:22,410 --> 00:02:23,590 Mary- Yes. 72 00:02:23,590 --> 00:02:24,600 Liz- -before I have to figure out if I want to do it? 73 00:02:24,600 --> 00:02:26,160 Mary- Yes, that's exactly what it is. 74 00:02:26,160 --> 00:02:26,993 Liz- I love that. 75 00:02:26,993 --> 00:02:28,035 I need more of that in my life. 76 00:02:28,035 --> 00:02:28,868 (laughing) 77 00:02:28,868 --> 00:02:31,140 Ricardo- But it's seasoned so amazingly well 78 00:02:31,140 --> 00:02:34,800 because it's a partnership with the Crash Course program, 79 00:02:34,800 --> 00:02:35,670 the production team 80 00:02:35,670 --> 00:02:38,250 that creates the crash course program Complexly. 81 00:02:38,250 --> 00:02:39,083 Yeah. 82 00:02:39,083 --> 00:02:40,920 So this is not only is it just like a taste 83 00:02:40,920 --> 00:02:43,560 of a college education, it's actually like-- 84 00:02:43,560 --> 00:02:45,240 Mary- Really well done. Mary- -really well... 85 00:02:45,240 --> 00:02:46,710 Yeah, really well made. 86 00:02:46,710 --> 00:02:48,750 Mary- Well your team helped a lot with the production of this, 87 00:02:48,750 --> 00:02:50,670 and then they have their own production group as well 88 00:02:50,670 --> 00:02:51,690 because there was like... 89 00:02:51,690 --> 00:02:52,523 Well, we'll get into it, 90 00:02:52,523 --> 00:02:54,060 because there's two episodes actually that we're doing. 91 00:02:54,060 --> 00:02:56,060 It's this one that's around the ideation 92 00:02:57,750 --> 00:02:58,583 of what is Study Hall 93 00:02:58,583 --> 00:02:59,416 and like what does that look like 94 00:02:59,416 --> 00:03:00,249 from the student perspective? 95 00:03:00,249 --> 00:03:02,100 But then there's a second episode around the production 96 00:03:02,100 --> 00:03:03,750 and so you'll get to hear all the background stories 97 00:03:03,750 --> 00:03:06,184 of how our teams became kind of one. 98 00:03:06,184 --> 00:03:07,017 Ricardo- Yeah, yeah. 99 00:03:07,017 --> 00:03:08,040 It's been a great relationship. 100 00:03:08,040 --> 00:03:08,873 Mary- It has. 101 00:03:08,873 --> 00:03:10,380 Okay, but that's not the only parts of this conversation. 102 00:03:10,380 --> 00:03:12,630 So we had the GSV and we'll listen to that in a second, 103 00:03:12,630 --> 00:03:15,180 but we're also gonna be hearing from who? 104 00:03:15,180 --> 00:03:16,013 Liz- Yeah. 105 00:03:16,013 --> 00:03:17,520 So as part of this very special episode, 106 00:03:17,520 --> 00:03:18,690 what I like to call From The Vault, 107 00:03:18,690 --> 00:03:21,970 Ricardo's version, ala Taylor Swift. 108 00:03:21,970 --> 00:03:22,803 Ricardo- Yes. 109 00:03:22,803 --> 00:03:25,581 This has been a long time in the making, this episode. 110 00:03:25,581 --> 00:03:26,414 Liz- Yeah. 111 00:03:26,414 --> 00:03:27,759 So there are a couple titles that have changed too-- 112 00:03:27,759 --> 00:03:28,592 Mary- Absolutely. 113 00:03:28,592 --> 00:03:29,425 Liz- -which we want to make sure we highlight. 114 00:03:29,425 --> 00:03:31,290 So first we're gonna hear from Matt Robinson, 115 00:03:31,290 --> 00:03:33,210 who is the Associate Director 116 00:03:33,210 --> 00:03:35,310 of the New Media team here at EdPlus 117 00:03:35,310 --> 00:03:37,980 who he's actually interviewing a few people. 118 00:03:37,980 --> 00:03:41,010 We have Lenora Ott, who is now the Director 119 00:03:41,010 --> 00:03:43,650 of Learning Design for Universal Learner Courses 120 00:03:43,650 --> 00:03:45,690 within the ASU Learning Enterprise. 121 00:03:45,690 --> 00:03:47,340 My home girl, Meredith Savvides, 122 00:03:47,340 --> 00:03:50,460 who is now a Principal ID, big deal 123 00:03:50,460 --> 00:03:52,380 for Study Hall specifically. 124 00:03:52,380 --> 00:03:55,740 Finally, we have Wayne Anderson, who's the Senior Director 125 00:03:55,740 --> 00:03:58,260 of Strategic Design and Development at EdPlus. 126 00:03:58,260 --> 00:04:00,510 And my favorite title of his, 127 00:04:00,510 --> 00:04:03,660 which is the Ambassador For The Weird and Unusual. 128 00:04:03,660 --> 00:04:04,493 Mary- Oh, that's so cool. 129 00:04:04,493 --> 00:04:05,790 I didn't even know that existed. 130 00:04:05,790 --> 00:04:06,960 Liz- I saw it in his bio 131 00:04:06,960 --> 00:04:09,240 and I have so many questions I'm gonna ask him-- 132 00:04:09,240 --> 00:04:11,640 Mary- He has a cool bio and I love his little image 133 00:04:11,640 --> 00:04:12,473 that he put in there too. 134 00:04:12,473 --> 00:04:14,130 We have to bring both of them into the page. 135 00:04:14,130 --> 00:04:14,963 Liz- Oh, we will. 136 00:04:14,963 --> 00:04:16,620 Ricardo- So the first thing that we're gonna hear 137 00:04:16,620 --> 00:04:19,110 in this humongous episode two-parter 138 00:04:19,110 --> 00:04:21,210 is a conversation that we recorded 139 00:04:21,210 --> 00:04:25,860 at the GSV Conference 2023 in San Diego, between, 140 00:04:25,860 --> 00:04:27,840 who are our participants in this one? 141 00:04:27,840 --> 00:04:29,910 Mary- So the first is our field correspondent, 142 00:04:29,910 --> 00:04:32,040 you know him well, Dr. Michael Crow. 143 00:04:32,040 --> 00:04:33,540 And we're also gonna hear from Hank Green, 144 00:04:33,540 --> 00:04:36,030 who's the CEO of Complexity, which is the production company 145 00:04:36,030 --> 00:04:38,760 that creates educational content for things like Study Hall. 146 00:04:38,760 --> 00:04:41,550 And he's the creator of Crash Course side show. 147 00:04:41,550 --> 00:04:43,590 This guy's done a lot along with his brother John. 148 00:04:43,590 --> 00:04:45,240 We're also gonna be hearing from Katie Kurtz, 149 00:04:45,240 --> 00:04:46,440 who's the Managing Director 150 00:04:46,440 --> 00:04:48,810 and Global Head of Learning of YouTube. 151 00:04:48,810 --> 00:04:50,880 So these are some really big voices 152 00:04:50,880 --> 00:04:54,810 around some very big ideas that are supporting the mission 153 00:04:54,810 --> 00:04:58,680 of not only ASU GSV, the conference that we heard them in, 154 00:04:58,680 --> 00:05:00,330 but specifically the charter of ASU. 155 00:05:00,330 --> 00:05:02,802 Ricardo- Yeah, it's a big partnership between ASU-- 156 00:05:02,802 --> 00:05:04,770 Mary- Huge. Ricardo- -and Complexity and YouTube. 157 00:05:04,770 --> 00:05:05,603 Mary- It's huge. 158 00:05:05,603 --> 00:05:06,436 Ricardo- Not like, we don't have videos. 159 00:05:06,436 --> 00:05:08,250 I mean, we have videos on YouTube, 160 00:05:08,250 --> 00:05:10,050 but this is like a partnership 161 00:05:10,050 --> 00:05:11,520 with YouTube, the company. 162 00:05:11,520 --> 00:05:12,360 Mary- Yeah, and when you hear, 163 00:05:12,360 --> 00:05:13,890 you'll understand from Katie's perspective 164 00:05:13,890 --> 00:05:15,087 like how big this really is. 165 00:05:15,087 --> 00:05:18,000 The impact and the potential reach is outstanding. 166 00:05:18,000 --> 00:05:19,902 Ricardo- Let's hear it for these people. 167 00:05:19,902 --> 00:05:20,735 (upbeat music) 168 00:05:20,735 --> 00:05:21,568 Let's hear it from these people. 169 00:05:21,568 --> 00:05:22,401 Let's listen in. 170 00:05:22,401 --> 00:05:23,411 Mary- Let's hear it for the boys. 171 00:05:23,411 --> 00:05:25,661 (laughing) 172 00:05:29,372 --> 00:05:30,205 Michael Crow- Well, good morning, everybody. 173 00:05:30,205 --> 00:05:34,620 We're here to sort of deal with a dilemma of numbers. 174 00:05:34,620 --> 00:05:37,940 So we have a country that 175 00:05:37,940 --> 00:05:41,100 in the relatively short future, short timeframe, 176 00:05:41,100 --> 00:05:43,830 we'll break 350 million people. 177 00:05:43,830 --> 00:05:45,570 We have an educational system 178 00:05:45,570 --> 00:05:48,810 that is educating some of them sometimes 179 00:05:48,810 --> 00:05:52,440 and significantly in inadequate ways as we move along. 180 00:05:52,440 --> 00:05:55,650 So there are technologies that have come along 181 00:05:55,650 --> 00:05:57,720 that have enabled us to reach basically 182 00:05:57,720 --> 00:06:00,030 almost everyone all the time 183 00:06:00,030 --> 00:06:03,090 with ubiquitous information across all dimensions 184 00:06:03,090 --> 00:06:04,770 of learning in every possible way. 185 00:06:04,770 --> 00:06:09,390 And there is, in the formal organized educational arena, 186 00:06:09,390 --> 00:06:14,390 huge resistance to that notion of highly egalitarian, 187 00:06:14,880 --> 00:06:19,860 highly democratic, highly autodidactic empowerment 188 00:06:19,860 --> 00:06:21,464 through new kinds of learning systems. 189 00:06:21,464 --> 00:06:24,600 So obviously Katie's over there 190 00:06:24,600 --> 00:06:27,240 looking at global learning at YouTube. 191 00:06:27,240 --> 00:06:28,320 YouTube has, I don't know, 192 00:06:28,320 --> 00:06:31,470 like billions upon billions upon billions of something. 193 00:06:31,470 --> 00:06:33,120 I know when I watch my son (indistinct). 194 00:06:33,120 --> 00:06:33,953 (laughing) 195 00:06:33,953 --> 00:06:35,670 He mostly is watching all these things 196 00:06:35,670 --> 00:06:36,990 about how things fail. 197 00:06:36,990 --> 00:06:38,680 It's just fail, fail, fail, fail. 198 00:06:38,680 --> 00:06:39,990 (laughing) 199 00:06:39,990 --> 00:06:42,682 And it is kind of sad to watch. 200 00:06:42,682 --> 00:06:45,990 So Katie, why don't we start with 201 00:06:45,990 --> 00:06:49,680 why does YouTube want to make certain 202 00:06:49,680 --> 00:06:53,700 that it's capabilities are useful in terms of helping people 203 00:06:53,700 --> 00:06:57,600 to not only learn, which they certainly do through YouTube, 204 00:06:57,600 --> 00:07:01,470 but to learn in ways that then attach to the more formal 205 00:07:01,470 --> 00:07:03,720 recognized learning processes? 206 00:07:03,720 --> 00:07:05,910 So what's behind YouTube's logic? 207 00:07:05,910 --> 00:07:10,643 Katie Kurtz- So YouTube, as you mentioned, has two billion users. 208 00:07:11,610 --> 00:07:14,100 93% of them say they use the platform 209 00:07:14,100 --> 00:07:16,440 for knowledge and information. 210 00:07:16,440 --> 00:07:18,450 So we were thinking about 211 00:07:18,450 --> 00:07:23,280 how we could help empower those users to think through 212 00:07:23,280 --> 00:07:25,140 how they could maybe break down barriers 213 00:07:25,140 --> 00:07:27,000 to high impact learning experiences. 214 00:07:27,000 --> 00:07:28,770 And Study Hall, this project 215 00:07:28,770 --> 00:07:30,290 that we have all worked on together 216 00:07:30,290 --> 00:07:31,530 is a great example of that. 217 00:07:31,530 --> 00:07:34,530 So just really quickly, what Study Hall is 218 00:07:34,530 --> 00:07:38,850 is it is a new on-ramp to earning college credit 219 00:07:38,850 --> 00:07:41,790 that begins and was built for YouTube. 220 00:07:41,790 --> 00:07:44,040 It's a three part content series 221 00:07:44,040 --> 00:07:46,680 of college foundations courses. 222 00:07:46,680 --> 00:07:49,680 These are some of the most commonly found college courses, 223 00:07:49,680 --> 00:07:51,330 in the US at least. 224 00:07:51,330 --> 00:07:54,810 How To College and Fast Guides to majors and electives. 225 00:07:54,810 --> 00:07:58,380 So that taken together a learner understands 226 00:07:58,380 --> 00:08:00,510 why they are taking certain courses 227 00:08:00,510 --> 00:08:04,620 and the How to College and Fast Guides has demystified 228 00:08:04,620 --> 00:08:07,350 and contextualize the content within those courses, 229 00:08:07,350 --> 00:08:09,180 so it's part of a whole. 230 00:08:09,180 --> 00:08:12,210 And the learnings that are informing this project 231 00:08:12,210 --> 00:08:15,930 are that just increasing accessibility and affordability 232 00:08:15,930 --> 00:08:18,810 do not ensure student success. 233 00:08:18,810 --> 00:08:23,550 And we've learned that inspiration, motivation 234 00:08:23,550 --> 00:08:24,990 have to be pieces of that puzzle. 235 00:08:24,990 --> 00:08:27,180 And I think that's where YouTube comes into play. 236 00:08:27,180 --> 00:08:31,620 Of our two billion users that are working on the platform, 237 00:08:31,620 --> 00:08:36,480 how can we help them take that love of learning, 238 00:08:36,480 --> 00:08:38,100 that motivation to learn on their own? 239 00:08:38,100 --> 00:08:41,580 Because the only thing that unites these two billion users 240 00:08:41,580 --> 00:08:44,250 that are learning all over the world on YouTube 241 00:08:44,250 --> 00:08:45,930 is that they've chosen to be there. 242 00:08:45,930 --> 00:08:48,570 How do we take that love of learning in an informal setting 243 00:08:48,570 --> 00:08:50,560 and create a pathway, a channel 244 00:08:51,540 --> 00:08:54,420 to more external recognition for your learning? 245 00:08:54,420 --> 00:08:55,320 The bridge between-- 246 00:08:55,320 --> 00:08:57,390 Michael Crow- Not just more external recognition, 247 00:08:57,390 --> 00:09:02,390 but more ways to project the autodidactic learning 248 00:09:02,580 --> 00:09:05,190 that you have been able to implement yourself. 249 00:09:05,190 --> 00:09:06,120 Katie Kurtz- Absolutely. 250 00:09:06,120 --> 00:09:07,440 We think of it as the bridge 251 00:09:07,440 --> 00:09:10,992 between informal learning to formal education 252 00:09:10,992 --> 00:09:14,760 or curiosity to credits. 253 00:09:14,760 --> 00:09:17,190 But the other insight I think 254 00:09:17,190 --> 00:09:20,910 is that also learning is better when done with a community. 255 00:09:20,910 --> 00:09:23,280 And that's where Crash Course comes into place. 256 00:09:23,280 --> 00:09:26,940 Hank and the Crash Course team in the last 12 years 257 00:09:26,940 --> 00:09:29,430 have built one of the most influential 258 00:09:29,430 --> 00:09:31,470 channels on the platform. 259 00:09:31,470 --> 00:09:32,340 Not just learning channels, 260 00:09:32,340 --> 00:09:33,390 but just channels, period, 261 00:09:33,390 --> 00:09:36,660 with a community of almost 15 million subscribers, 262 00:09:36,660 --> 00:09:39,260 and I have lost count of how many billions of views. 263 00:09:40,464 --> 00:09:45,120 And they are among the very best at thinking through 264 00:09:45,120 --> 00:09:47,040 how to create educational video 265 00:09:47,040 --> 00:09:50,070 and create a strong community of support around that video. 266 00:09:50,070 --> 00:09:51,233 Michael Crow- Yeah, so related to that, Hank, 267 00:09:51,233 --> 00:09:53,670 I mean, you're living up in Missoula, Montana, 268 00:09:53,670 --> 00:09:55,278 you go to college in Florida, 269 00:09:55,278 --> 00:09:57,480 you're floating around working with your brother 270 00:09:57,480 --> 00:09:58,440 and working with other people. 271 00:09:58,440 --> 00:10:01,170 I mean, so what is this Crash Course thing? 272 00:10:01,170 --> 00:10:02,250 How does it work? 273 00:10:02,250 --> 00:10:03,480 Why did you build it? 274 00:10:03,480 --> 00:10:04,440 What does it do? 275 00:10:04,440 --> 00:10:05,310 Hank Green- Yeah. 276 00:10:05,310 --> 00:10:07,350 So my brother and I started out as YouTubers. 277 00:10:07,350 --> 00:10:10,260 Our goal was to get views on YouTube, 278 00:10:10,260 --> 00:10:11,439 because the more views you have-- 279 00:10:11,439 --> 00:10:12,272 Michael Crow- Well, there's lots of ways to do that. 280 00:10:12,272 --> 00:10:14,125 Did you use the healthier ways or? 281 00:10:14,125 --> 00:10:15,540 (laughing) 282 00:10:15,540 --> 00:10:16,860 Hank Green- I mean, I'm not gonna show you 283 00:10:16,860 --> 00:10:18,808 every single video I've ever made on YouTube, 284 00:10:18,808 --> 00:10:20,670 just from my own reputation. 285 00:10:20,670 --> 00:10:21,503 Michael Crow- Oh, thank you. 286 00:10:24,600 --> 00:10:27,120 Hank Green- We started from that perspective, 287 00:10:27,120 --> 00:10:30,090 you have more impact, you reach more people. 288 00:10:30,090 --> 00:10:33,154 It starts to be like, now, why are we doing this though? 289 00:10:33,154 --> 00:10:36,510 And we occasionally would make a video 290 00:10:36,510 --> 00:10:38,735 that was sort of more educationally oriented. 291 00:10:38,735 --> 00:10:42,480 Michael Crow- What's an example of more educationally oriented? 292 00:10:42,480 --> 00:10:44,850 Hank Green- I mean, like at one point, we had to make... 293 00:10:44,850 --> 00:10:46,920 So the rules of our show 294 00:10:46,920 --> 00:10:49,710 were we had to make a video every day for the first year. 295 00:10:49,710 --> 00:10:52,680 And at one point you just run out of ideas. 296 00:10:52,680 --> 00:10:57,270 So I was a biochemistry major and I was like, 297 00:10:57,270 --> 00:10:59,040 well, why don't I just like make a video 298 00:10:59,040 --> 00:11:01,530 on a high school biology subject? 299 00:11:01,530 --> 00:11:03,060 So I made a video about the circulatory system. 300 00:11:03,060 --> 00:11:05,220 It was like way more work than the average video, 301 00:11:05,220 --> 00:11:07,590 but it did better than the average video. 302 00:11:07,590 --> 00:11:10,380 And it was using all of the same like tricks 303 00:11:10,380 --> 00:11:13,050 and tools I had learned to keep people's attention 304 00:11:13,050 --> 00:11:16,680 in a very sort of attention demanding environment. 305 00:11:16,680 --> 00:11:18,780 Like, there's a sidebar of videos, there's comments, 306 00:11:18,780 --> 00:11:20,190 there's Reddit on the other tab, 307 00:11:20,190 --> 00:11:23,393 there's your emails are ready to get you as well. 308 00:11:23,393 --> 00:11:24,900 So we're using those techniques, 309 00:11:24,900 --> 00:11:28,890 but also trying to convey ideas. 310 00:11:28,890 --> 00:11:31,770 I've taught a little course on statistics 311 00:11:31,770 --> 00:11:33,960 from the perspective of birth control. 312 00:11:33,960 --> 00:11:36,600 I was like, so if it's like a one in a hundred chance 313 00:11:36,600 --> 00:11:38,820 that a condom will fail, 314 00:11:38,820 --> 00:11:41,340 then does that mean if you have sex 100 times 315 00:11:41,340 --> 00:11:42,660 you're gonna get pregnant? 316 00:11:42,660 --> 00:11:43,653 And like, no. 317 00:11:44,760 --> 00:11:47,595 But that's a thing that a student might think, 318 00:11:47,595 --> 00:11:50,190 and understanding statistics through that lens, 319 00:11:50,190 --> 00:11:51,931 it becomes very important. 320 00:11:51,931 --> 00:11:55,200 (audience laughing) 321 00:11:55,200 --> 00:11:56,190 Take that one with you. 322 00:11:56,190 --> 00:11:58,194 I'm sure that the school systems will love it. 323 00:11:58,194 --> 00:12:00,444 (laughing) 324 00:12:01,800 --> 00:12:05,520 So like sort of thinking how do we do a good? 325 00:12:05,520 --> 00:12:07,863 How do we also seem more credible? 326 00:12:09,150 --> 00:12:11,338 Michael Crow- So Hank, just talk a little bit about 327 00:12:11,338 --> 00:12:15,630 where you see this going, where are things headed. 328 00:12:15,630 --> 00:12:17,343 Hank Green- Well, oh gosh. 329 00:12:18,240 --> 00:12:20,220 Michael Crow- Like why are you working with universities now? 330 00:12:20,220 --> 00:12:24,060 Hank Green- Yeah, so first thing I'll say is in this conversation 331 00:12:24,060 --> 00:12:25,380 that y'all are having right now, 332 00:12:25,380 --> 00:12:28,620 there's this thing that I feel every time somebody says, 333 00:12:28,620 --> 00:12:31,350 you taught me this topic, which is that I don't... 334 00:12:31,350 --> 00:12:34,020 Like teaching is a lot of things 335 00:12:34,020 --> 00:12:36,570 and I'm doing one of them and in that-- 336 00:12:36,570 --> 00:12:38,520 Michael Crow- Teaching and learning are not the same thing. 337 00:12:38,520 --> 00:12:39,930 Hank Green- Yeah, and in that situation, 338 00:12:39,930 --> 00:12:42,120 I think like that person's basically saying, 339 00:12:42,120 --> 00:12:44,940 I went to Princeton and ultimately 340 00:12:44,940 --> 00:12:46,770 I taught myself a lot of biology 341 00:12:46,770 --> 00:12:51,090 and I used some of the tools that you created to do that. 342 00:12:51,090 --> 00:12:52,200 And that feels very good to me. 343 00:12:52,200 --> 00:12:54,420 And I think that's the more sort of accurate way of saying-- 344 00:12:54,420 --> 00:12:56,530 Michael Crow- So the way we would see that is that 345 00:12:56,530 --> 00:12:59,130 not everyone learns in the same way. 346 00:12:59,130 --> 00:13:00,570 Everyone learns in different ways. 347 00:13:00,570 --> 00:13:01,680 And if they teach biology 348 00:13:01,680 --> 00:13:03,420 at whatever college you go to in a certain way, 349 00:13:03,420 --> 00:13:05,460 you might not be able to learn it in that way, 350 00:13:05,460 --> 00:13:06,810 but you could learn it in another way. 351 00:13:06,810 --> 00:13:08,910 Hank Green- Yeah, there's also a huge amount of value 352 00:13:08,910 --> 00:13:12,210 in figuring out how to teach yourself. 353 00:13:12,210 --> 00:13:14,010 Like, we all do that. 354 00:13:14,010 --> 00:13:15,300 Like every human does that, 355 00:13:15,300 --> 00:13:17,460 but we sort of put it to the side because-- 356 00:13:17,460 --> 00:13:21,570 Michael Crow- But given where you started, where are you headed? 357 00:13:21,570 --> 00:13:25,280 Hank Green- So right now, what we did for 10 years on Crash Course 358 00:13:25,280 --> 00:13:28,290 is we made a thing and we left it there. 359 00:13:28,290 --> 00:13:29,697 And that was great. 360 00:13:29,697 --> 00:13:31,410 And I like that strategy. 361 00:13:31,410 --> 00:13:33,240 We say, if this is useful for a student, 362 00:13:33,240 --> 00:13:34,350 if it's useful for a teacher, 363 00:13:34,350 --> 00:13:35,277 if it's useful for a parent, it's there. 364 00:13:35,277 --> 00:13:37,410 Michael Crow- How many people found it in that model? 365 00:13:37,410 --> 00:13:41,490 Hank Green- I mean, probably at least tens of millions, 366 00:13:41,490 --> 00:13:43,558 maybe over 100 million. 367 00:13:43,558 --> 00:13:47,820 And they're everywhere. 368 00:13:47,820 --> 00:13:48,653 Michael Crow- All over the planet. 369 00:13:48,653 --> 00:13:50,403 Hank Green- Our second biggest country is India. 370 00:13:54,870 --> 00:13:59,610 And then when the EDU team at YouTube 371 00:13:59,610 --> 00:14:01,290 first introduced us to ASU, 372 00:14:01,290 --> 00:14:04,530 honestly, like people see Crash Course in it, 373 00:14:04,530 --> 00:14:07,290 like in the ed tech industry, and it makes them drool. 374 00:14:07,290 --> 00:14:08,460 Of course it does. 375 00:14:08,460 --> 00:14:10,560 And we're very nervous about that. 376 00:14:10,560 --> 00:14:13,050 That's like we're very nervous about partnerships, 377 00:14:13,050 --> 00:14:16,170 we're very nervous about these relationships 378 00:14:16,170 --> 00:14:19,860 because people have honestly 379 00:14:19,860 --> 00:14:22,590 not always great motivations in this industry. 380 00:14:22,590 --> 00:14:24,180 Michael Crow- Well, they often have one motivation. 381 00:14:24,180 --> 00:14:25,410 Hank Green- Yeah. Michael Crow- Money. 382 00:14:25,410 --> 00:14:26,243 Hank Green- Yeah. 383 00:14:26,243 --> 00:14:27,717 And it's good to have more than one. 384 00:14:31,680 --> 00:14:34,650 So, you can smell it sometimes. 385 00:14:34,650 --> 00:14:36,480 So we're really nervous about that. 386 00:14:36,480 --> 00:14:39,180 And also institutions, universities 387 00:14:39,180 --> 00:14:41,400 oftentimes do have the best of intentions, 388 00:14:41,400 --> 00:14:43,560 but they're slow and hard to work with. 389 00:14:43,560 --> 00:14:47,190 So when that introduction happened, I was like, eh, 390 00:14:47,190 --> 00:14:48,750 and my dad was like, 391 00:14:48,750 --> 00:14:50,850 I think you should take these guys seriously. 392 00:14:50,850 --> 00:14:52,800 I read about them, it's different, 393 00:14:52,800 --> 00:14:54,800 they're thinking about this differently. 394 00:14:56,490 --> 00:14:58,717 Michael Crow- Thanks to your dad now, I'm really excited. 395 00:14:58,717 --> 00:14:59,550 (laughing) 396 00:14:59,550 --> 00:15:00,383 Hank Green- You should meet him. 397 00:15:00,383 --> 00:15:01,913 You'd like him, he's very cool. 398 00:15:03,030 --> 00:15:05,523 I think you've had some career overlaps, I bet. 399 00:15:06,600 --> 00:15:08,223 And yeah. 400 00:15:12,300 --> 00:15:16,020 It's scary for us to say, okay, how do we actually-- 401 00:15:16,020 --> 00:15:16,920 Michael Crow- So what's the scary part? 402 00:15:16,920 --> 00:15:18,690 When you say scary, what do you mean by that? 403 00:15:18,690 --> 00:15:21,720 Hank Green- The scary part is that I understand 404 00:15:21,720 --> 00:15:24,510 what problem I'm solving when I'm making a video on YouTube. 405 00:15:24,510 --> 00:15:26,905 I'm trying to get the YouTube algorithm to say... 406 00:15:26,905 --> 00:15:28,980 Well, I'm trying to get the YouTube algorithm 407 00:15:28,980 --> 00:15:31,530 to get the inputs from people 408 00:15:31,530 --> 00:15:32,610 that are gonna watch the video, 409 00:15:32,610 --> 00:15:33,510 they're gonna comment on the video, 410 00:15:33,510 --> 00:15:34,343 they're gonna share the video, 411 00:15:34,343 --> 00:15:35,280 they're gonna watch another video 412 00:15:35,280 --> 00:15:36,510 after the one they've watched, 413 00:15:36,510 --> 00:15:39,750 all those inputs that are gonna make it more likely 414 00:15:39,750 --> 00:15:41,650 that people are gonna see our content. 415 00:15:42,594 --> 00:15:44,010 And I'm also trying to teach people. 416 00:15:44,010 --> 00:15:45,570 So I'm trying to do both of those things at the same time. 417 00:15:45,570 --> 00:15:46,470 That's easy. 418 00:15:46,470 --> 00:15:50,280 There's a lot of problems that you can solve 419 00:15:50,280 --> 00:15:52,110 if you want to be in the higher education industry, 420 00:15:52,110 --> 00:15:53,490 that's why there are so many different 421 00:15:53,490 --> 00:15:55,155 businesses solving problems. 422 00:15:55,155 --> 00:15:57,990 And we have to figure out what problem we want to solve. 423 00:15:57,990 --> 00:15:59,430 And that was tricky. 424 00:15:59,430 --> 00:16:00,570 If we wanted to make the most money, 425 00:16:00,570 --> 00:16:03,120 I know exactly what problem we'd try to solve. 426 00:16:03,120 --> 00:16:06,250 And that's, how do you help rich kids 427 00:16:08,159 --> 00:16:11,910 like get into a higher status school or whatever. 428 00:16:11,910 --> 00:16:13,260 Like how do you help rich kids? 429 00:16:13,260 --> 00:16:14,503 That's the problem you want to solve. 430 00:16:14,503 --> 00:16:15,336 Michael Crow- Because people will give you money, 431 00:16:15,336 --> 00:16:16,488 lots of money for that, right? 432 00:16:16,488 --> 00:16:18,390 Hank Green- Yeah, because if you have a B to C thing 433 00:16:18,390 --> 00:16:19,260 and you can build that 434 00:16:19,260 --> 00:16:21,203 and somebody will buy it for a lot of money. 435 00:16:25,980 --> 00:16:27,300 If you had a thing like Crash Course, 436 00:16:27,300 --> 00:16:28,530 imagine what you would do with it. 437 00:16:28,530 --> 00:16:31,920 Like, we didn't mean to build this thing that would be... 438 00:16:31,920 --> 00:16:33,780 We just were trying to solve one problem. 439 00:16:33,780 --> 00:16:35,340 But now we have this thing 440 00:16:35,340 --> 00:16:38,850 that a lot of people think could help their business, 441 00:16:38,850 --> 00:16:40,560 like, what do you do with that? 442 00:16:40,560 --> 00:16:43,020 And the first conversations we had 443 00:16:43,020 --> 00:16:46,770 with the people on your team were like, 444 00:16:46,770 --> 00:16:48,270 what you want to do with that 445 00:16:48,270 --> 00:16:50,280 is try and reach the people 446 00:16:50,280 --> 00:16:52,920 who are being let down by the system. 447 00:16:52,920 --> 00:16:54,360 And there are lots of ways. 448 00:16:54,360 --> 00:16:55,308 Michael Crow- The inequities in our system. 449 00:16:55,308 --> 00:16:56,141 Hank Green- Yeah. 450 00:16:56,141 --> 00:16:58,830 And they understood that way better than I did. 451 00:16:58,830 --> 00:17:02,070 And they helped me understand that really quite quickly. 452 00:17:02,070 --> 00:17:04,230 But the stuff they helped me understand 453 00:17:04,230 --> 00:17:05,607 was very complicated. 454 00:17:05,607 --> 00:17:09,450 And from that understanding 455 00:17:09,450 --> 00:17:12,480 is like the different sort of three 456 00:17:12,480 --> 00:17:13,950 big pieces of study hall came from. 457 00:17:13,950 --> 00:17:14,783 Michael Crow- Right. 458 00:17:14,783 --> 00:17:17,070 So Hank, for you, and in Crash Course, 459 00:17:17,070 --> 00:17:20,730 I mean, now you're bringing order to the form 460 00:17:20,730 --> 00:17:21,840 that you've helped build 461 00:17:21,840 --> 00:17:23,712 and you're working in new kinds of ways, 462 00:17:23,712 --> 00:17:26,490 where do you want it to be 20 years from now? 463 00:17:26,490 --> 00:17:28,710 Hank Green- Well, I mean, I think that we 464 00:17:28,710 --> 00:17:31,440 like have to be honest about America, 465 00:17:31,440 --> 00:17:35,090 that there there's a reality to... 466 00:17:36,600 --> 00:17:39,998 That like I don't know if this is... 467 00:17:39,998 --> 00:17:41,640 It's true in a lot of ways that the greatest predictor 468 00:17:41,640 --> 00:17:44,700 of student success is their zip code, which is not like 469 00:17:44,700 --> 00:17:46,440 there's nothing special about your zip code, 470 00:17:46,440 --> 00:17:47,550 but it is a good predictor 471 00:17:47,550 --> 00:17:50,913 of how much money is around. 472 00:17:52,110 --> 00:17:54,270 And that we fund high schools in this country 473 00:17:54,270 --> 00:17:55,380 based on property taxes. 474 00:17:55,380 --> 00:17:56,730 We need to look that straight in the face 475 00:17:56,730 --> 00:18:01,730 and say that's set up for a particular outcome. 476 00:18:02,700 --> 00:18:05,580 But what the future... 477 00:18:05,580 --> 00:18:07,770 Like we can't fix all those problems all at once. 478 00:18:07,770 --> 00:18:09,720 There are things we can do and we should be doing them, 479 00:18:09,720 --> 00:18:10,553 but the thing that we should be 480 00:18:10,553 --> 00:18:12,540 looking forward to in the future 481 00:18:12,540 --> 00:18:15,570 is saying there isn't one way to do this 482 00:18:15,570 --> 00:18:18,060 and this has happened in all... 483 00:18:18,060 --> 00:18:19,740 Like I think of teaching as media, 484 00:18:19,740 --> 00:18:21,090 which I apologize for, 485 00:18:21,090 --> 00:18:22,620 but this has happened in all media 486 00:18:22,620 --> 00:18:24,270 where we get these fractures 487 00:18:24,270 --> 00:18:27,090 to better serve different demographics. 488 00:18:27,090 --> 00:18:29,520 And that fracture is happening now. 489 00:18:29,520 --> 00:18:31,950 There's not one way to educate students. 490 00:18:31,950 --> 00:18:33,480 There are lots of different students 491 00:18:33,480 --> 00:18:35,100 with lots of different kinds of needs. 492 00:18:35,100 --> 00:18:38,160 And we need to be picking that into little pieces 493 00:18:38,160 --> 00:18:40,500 to understand how to best serve those people. 494 00:18:40,500 --> 00:18:43,650 And that market is there, it's hungry, it's ready, 495 00:18:43,650 --> 00:18:46,230 and there are people who want to solve those problems. 496 00:18:46,230 --> 00:18:47,063 Michael Crow- All right. 497 00:18:47,063 --> 00:18:48,556 Well, let's thank the panel and... 498 00:18:48,556 --> 00:18:51,360 (audience laughing) (mellow music) 499 00:18:51,360 --> 00:18:53,670 Liz- I use YouTube for learning all the time 500 00:18:53,670 --> 00:18:56,820 and it's so cool to hear how YouTube, 501 00:18:56,820 --> 00:19:00,180 how Katie, how Hank Green, how all these guys came together 502 00:19:00,180 --> 00:19:04,710 to leverage that and to give me credit for learning online. 503 00:19:04,710 --> 00:19:05,543 Mary- I know, because I'm just 504 00:19:05,543 --> 00:19:06,742 wasting hours on YouTube, honestly. 505 00:19:06,742 --> 00:19:07,575 Liz- I know. 506 00:19:07,575 --> 00:19:10,560 So, now, the second part of this episode, 507 00:19:10,560 --> 00:19:12,060 we actually get to talk to the people 508 00:19:12,060 --> 00:19:16,740 who are behind the scenes in making this happen, right? 509 00:19:16,740 --> 00:19:19,290 Mary- At ASU specifically in this episode. 510 00:19:19,290 --> 00:19:22,020 Ricardo- Okay, so let's get into it, but go ahead, Liz, 511 00:19:22,020 --> 00:19:24,270 can you please remind us who's in this episode? 512 00:19:24,270 --> 00:19:25,350 Liz- Yeah. 513 00:19:25,350 --> 00:19:26,183 So for this next part we're gonna 514 00:19:26,183 --> 00:19:27,180 get to hear from Matt Robinson, 515 00:19:27,180 --> 00:19:29,190 the Associate Director of the New Media team, 516 00:19:29,190 --> 00:19:31,410 Lenora Ott, Director of Learning Design 517 00:19:31,410 --> 00:19:33,300 for Universal Learner Courses 518 00:19:33,300 --> 00:19:35,610 within the ASU Learning Enterprise, 519 00:19:35,610 --> 00:19:38,130 and Wayne Anderson who is the Senior Director 520 00:19:38,130 --> 00:19:40,787 of Strategic Design and Development at EdPlus. 521 00:19:40,787 --> 00:19:42,360 (upbeat music) 522 00:19:42,360 --> 00:19:43,193 Matthew Robinson- Hello, listeners. 523 00:19:43,193 --> 00:19:44,340 My name's Matthew Robinson. 524 00:19:44,340 --> 00:19:47,517 I am the manager of new media here at EdPlus. 525 00:19:48,360 --> 00:19:51,630 And with me today, I've got two wonderful guests. 526 00:19:51,630 --> 00:19:54,120 I'm gonna let them introduce themselves. 527 00:19:54,120 --> 00:19:56,730 Wayne Anderson- Hey, Matt, I'm Wayne Anderson. 528 00:19:56,730 --> 00:20:00,537 I'm Senior Director of Strategic Design in EdPlus. 529 00:20:00,537 --> 00:20:01,860 And what that means is I get the opportunity 530 00:20:01,860 --> 00:20:04,650 to work on transformational type projects 531 00:20:04,650 --> 00:20:06,270 in the digital teaching and learning space. 532 00:20:06,270 --> 00:20:10,380 So a lot of emerging and new ideas often with partners. 533 00:20:10,380 --> 00:20:12,870 I've done a lot of work with Coursera and edX, 534 00:20:12,870 --> 00:20:14,970 partners like Uber and Starbucks 535 00:20:14,970 --> 00:20:18,780 and helped with our Digital Prep Academy in the early days. 536 00:20:18,780 --> 00:20:21,240 So a lot of kind of new and early areas. 537 00:20:21,240 --> 00:20:23,340 So today I think we're gonna be talking about Study Hall, 538 00:20:23,340 --> 00:20:24,780 which I'm excited to talk about. 539 00:20:24,780 --> 00:20:26,130 Lenora Ott- And hello, listeners. 540 00:20:26,130 --> 00:20:27,630 My name is Lenora Ott 541 00:20:27,630 --> 00:20:30,540 and I oversee a team of instructional designers 542 00:20:30,540 --> 00:20:32,430 who build the classes that make this happen. 543 00:20:32,430 --> 00:20:33,263 Matt- Wonderful. 544 00:20:33,263 --> 00:20:34,200 Well, welcome both. 545 00:20:34,200 --> 00:20:35,580 And listener, you're probably wondering, 546 00:20:35,580 --> 00:20:37,830 well, how do these two things connect? 547 00:20:37,830 --> 00:20:38,940 And we will get to that. 548 00:20:38,940 --> 00:20:41,060 But I think we should start first 549 00:20:41,060 --> 00:20:43,470 in talking about Study Hall. 550 00:20:43,470 --> 00:20:45,300 And Wayne, can you kind of walk us through 551 00:20:45,300 --> 00:20:47,310 a little bit about how this came about? 552 00:20:47,310 --> 00:20:48,143 Wayne- Sure. 553 00:20:48,143 --> 00:20:51,480 So it really started with us as a university thinking about 554 00:20:51,480 --> 00:20:53,490 how should we show up on YouTube better, 555 00:20:53,490 --> 00:20:55,650 what should a university do on YouTube? 556 00:20:55,650 --> 00:20:58,800 And you might ask like, well why is that important? 557 00:20:58,800 --> 00:21:00,060 Why should we think about that? 558 00:21:00,060 --> 00:21:02,250 So YouTube, with that lens on 559 00:21:02,250 --> 00:21:06,060 is a two billion user a month video site 560 00:21:06,060 --> 00:21:08,670 that actually, 90% of the people say 561 00:21:08,670 --> 00:21:10,470 they go there to learn something. 562 00:21:10,470 --> 00:21:12,090 So it's really, if you look at it that way, 563 00:21:12,090 --> 00:21:14,580 it's the largest digital learning platform on the planet. 564 00:21:14,580 --> 00:21:15,930 So university should be 565 00:21:15,930 --> 00:21:17,970 that is passionate about digital education and access 566 00:21:17,970 --> 00:21:19,470 should be doing everything we can 567 00:21:19,470 --> 00:21:22,500 to be doing great things in that space. 568 00:21:22,500 --> 00:21:23,850 So that's kind of the why, 569 00:21:23,850 --> 00:21:25,560 like why would this be even something 570 00:21:25,560 --> 00:21:26,820 of interest for the university? 571 00:21:26,820 --> 00:21:29,880 And then looking at what was currently happening, 572 00:21:29,880 --> 00:21:32,430 there's a lot of bulletin board material for universities. 573 00:21:32,430 --> 00:21:34,680 Like, here's our graduation video 574 00:21:34,680 --> 00:21:37,140 and here's a little bit about an athletic event, 575 00:21:37,140 --> 00:21:39,090 or here's like kind of drips, 576 00:21:39,090 --> 00:21:42,690 but not really a consistent educational view of material. 577 00:21:42,690 --> 00:21:44,490 So that's really what we looked at. 578 00:21:44,490 --> 00:21:46,800 Step two is like, well, how do you do that? 579 00:21:46,800 --> 00:21:50,040 And I don't know how much you learn on YouTube 580 00:21:50,040 --> 00:21:51,903 or go to YouTube, so I might just ask this 581 00:21:51,903 --> 00:21:52,736 if we're gonna have a conversation, 582 00:21:52,736 --> 00:21:54,390 like do you use YouTube to learn something 583 00:21:54,390 --> 00:21:55,223 and what do you learn? 584 00:21:55,223 --> 00:21:56,400 So, Lenora. 585 00:21:56,400 --> 00:21:57,750 Lenora- Absolutely. 586 00:21:57,750 --> 00:22:00,480 Most recently I was trying to teach myself knitting 587 00:22:00,480 --> 00:22:03,000 and YouTube was the first place that I went. 588 00:22:03,000 --> 00:22:05,460 Those pandemic hobbies that you might adopt, 589 00:22:05,460 --> 00:22:06,870 I decided to take up knitting 590 00:22:06,870 --> 00:22:08,940 and the first place I looked was YouTube. 591 00:22:08,940 --> 00:22:10,950 Wayne- That's often where you start is like, 592 00:22:10,950 --> 00:22:13,980 I have an immediate need, I'm solving that need 593 00:22:13,980 --> 00:22:15,780 and then I might build this relationship 594 00:22:15,780 --> 00:22:18,480 with somebody that's creating knitting content 595 00:22:18,480 --> 00:22:21,333 or has a great like visual effects channel. 596 00:22:22,584 --> 00:22:24,030 So that's been kind of our evolution 597 00:22:24,030 --> 00:22:27,180 and that YouTube has kind of fostered those people 598 00:22:27,180 --> 00:22:29,010 and given them a platform, given them... 599 00:22:29,010 --> 00:22:31,770 A thing that YouTube has done better than other channels 600 00:22:31,770 --> 00:22:34,530 is a way to actually monetize and make a living at that, 601 00:22:34,530 --> 00:22:35,880 especially in the educational space. 602 00:22:35,880 --> 00:22:38,520 But they have endemic creators that have found a way 603 00:22:38,520 --> 00:22:41,310 to reach audiences on a platform 604 00:22:41,310 --> 00:22:43,020 with quality learning content, 605 00:22:43,020 --> 00:22:45,330 because that's usually maybe the first kind of dart you get 606 00:22:45,330 --> 00:22:47,771 is like, well, it's like Wikipedia, 607 00:22:47,771 --> 00:22:50,220 a lot of junk out there, which is true, 608 00:22:50,220 --> 00:22:51,360 but there's a lot of good stuff too 609 00:22:51,360 --> 00:22:52,920 and a lot of quality stuff. 610 00:22:52,920 --> 00:22:55,200 So that was our, when you say like how did we get here? 611 00:22:55,200 --> 00:22:56,370 Like our first realizations, 612 00:22:56,370 --> 00:22:58,380 we just couldn't take thousands of videos 613 00:22:58,380 --> 00:22:59,970 we do at ASU Online and just say, 614 00:22:59,970 --> 00:23:01,560 let's just dump them on YouTube. 615 00:23:01,560 --> 00:23:03,480 That wouldn't reach people in the same way. 616 00:23:03,480 --> 00:23:06,480 So finding somebody that understood the balance 617 00:23:06,480 --> 00:23:09,150 of entertainment and engagement 618 00:23:09,150 --> 00:23:10,800 and I'd maybe swap out that word 619 00:23:10,800 --> 00:23:13,260 entertainment with engagement, engage attainment. 620 00:23:13,260 --> 00:23:14,520 I don't know if anybody's ever used that. 621 00:23:14,520 --> 00:23:16,140 Lenora- Captivating. 622 00:23:16,140 --> 00:23:17,130 Wayne- It's something that, 623 00:23:17,130 --> 00:23:18,480 because you're competing then 624 00:23:18,480 --> 00:23:20,910 like you think of a course, like a university course, 625 00:23:20,910 --> 00:23:23,760 you're kind of locked in like I'm I paid, 626 00:23:23,760 --> 00:23:26,520 I'm here, I'm gonna either push through it 627 00:23:26,520 --> 00:23:29,040 or I'm gonna drop out or do something in between, 628 00:23:29,040 --> 00:23:31,380 but on YouTube it's like I have my attention 629 00:23:31,380 --> 00:23:33,780 for a couple seconds and then I could watch Mr. Beast 630 00:23:33,780 --> 00:23:35,850 or I could watch like something totally different 631 00:23:35,850 --> 00:23:37,140 that is like pulling my attention. 632 00:23:37,140 --> 00:23:39,660 So those educational creators that have found a way 633 00:23:39,660 --> 00:23:41,970 to resonate, have that audience come back, 634 00:23:41,970 --> 00:23:43,440 there are a few of those, 635 00:23:43,440 --> 00:23:45,810 but trying to align with them was our goal. 636 00:23:45,810 --> 00:23:48,870 But how we found the partner was a little bit fortuitous 637 00:23:48,870 --> 00:23:50,100 that YouTube invited us 638 00:23:50,100 --> 00:23:54,030 to like a small event 2019, I think, called EDUCON, 639 00:23:54,030 --> 00:23:56,640 where they bring in those top educational creators. 640 00:23:56,640 --> 00:23:57,870 Usually people that have like 641 00:23:57,870 --> 00:23:59,850 over a million subscribers on their channel. 642 00:23:59,850 --> 00:24:00,780 Some maybe emerging 643 00:24:00,780 --> 00:24:02,940 that are in the hundreds of thousands range. 644 00:24:02,940 --> 00:24:04,590 A few of us from ASU went. 645 00:24:04,590 --> 00:24:06,660 I randomly ran into John Green 646 00:24:06,660 --> 00:24:09,570 and learned a little bit more about what they were doing, 647 00:24:09,570 --> 00:24:12,180 talked a little bit more about ASU and the mission 648 00:24:12,180 --> 00:24:16,080 and found a way that we had similar philosophical alignment, 649 00:24:16,080 --> 00:24:18,450 what we were trying to accomplish as organizations 650 00:24:18,450 --> 00:24:19,890 and for them companies, 651 00:24:19,890 --> 00:24:21,960 and then with some support from YouTube 652 00:24:21,960 --> 00:24:23,850 we're able to formalize our first work, 653 00:24:23,850 --> 00:24:26,760 which was on our ASU channel around Study Hall 654 00:24:26,760 --> 00:24:28,500 and launched a series of four 655 00:24:28,500 --> 00:24:30,120 supplemental videos at that time. 656 00:24:30,120 --> 00:24:33,300 Matt- Now, you mentioned that as you search out there on YouTube 657 00:24:33,300 --> 00:24:34,920 and you see all of these different contents, 658 00:24:34,920 --> 00:24:36,920 one of the things that was unique about Complexly, right, 659 00:24:36,920 --> 00:24:38,280 is they kind of formed this brand 660 00:24:38,280 --> 00:24:40,230 but it was also trusted that the content 661 00:24:40,230 --> 00:24:41,580 was of a certain level. 662 00:24:41,580 --> 00:24:42,780 Can you speak a little bit to like 663 00:24:42,780 --> 00:24:44,070 then what does the value add 664 00:24:44,070 --> 00:24:46,890 of like having a university, like ASU 665 00:24:46,890 --> 00:24:50,280 kind of also have content out there on YouTube 666 00:24:50,280 --> 00:24:53,430 that people can then trust the quality of the content 667 00:24:53,430 --> 00:24:55,860 because of a university backing? 668 00:24:55,860 --> 00:24:57,600 Wayne- Yeah, no, you're right. 669 00:24:57,600 --> 00:24:59,670 I think the university brand is one thing. 670 00:24:59,670 --> 00:25:02,160 And honestly, like being frank, 671 00:25:02,160 --> 00:25:05,790 at first, this wasn't a crash course and Complexly like, 672 00:25:05,790 --> 00:25:06,990 we want to work with universities. 673 00:25:06,990 --> 00:25:09,540 Like they actually turned away many universities 674 00:25:09,540 --> 00:25:11,820 because we're very difficult to work with 675 00:25:11,820 --> 00:25:14,700 and the pace of work and like the ability to pivot 676 00:25:14,700 --> 00:25:16,380 and change often isn't the case. 677 00:25:16,380 --> 00:25:19,020 So there was some work there just to get the right alignment 678 00:25:19,020 --> 00:25:20,880 and then the working alignment together. 679 00:25:20,880 --> 00:25:22,530 But why a university? 680 00:25:22,530 --> 00:25:25,050 One for us, it was that we have great faculty, 681 00:25:25,050 --> 00:25:25,920 the knowledge core, 682 00:25:25,920 --> 00:25:29,040 as we talk about it internally in ASU and externally, 683 00:25:29,040 --> 00:25:31,530 but the idea that a research university like ASU 684 00:25:31,530 --> 00:25:33,450 is creating this foundation of 685 00:25:33,450 --> 00:25:36,810 new knowledge and information and teaching at scales 686 00:25:36,810 --> 00:25:38,820 that many other universities aren't, 687 00:25:38,820 --> 00:25:41,040 and to be able to take some of those insights 688 00:25:41,040 --> 00:25:42,780 and then expand it in this way 689 00:25:42,780 --> 00:25:44,910 is why we thought it was valuable. 690 00:25:44,910 --> 00:25:48,000 Matt- So that establishes the formation of this partnership 691 00:25:48,000 --> 00:25:50,070 of the Study Hall Project. 692 00:25:50,070 --> 00:25:51,600 Where are we now currently? 693 00:25:51,600 --> 00:25:53,280 Because it's definitely changed, right, 694 00:25:53,280 --> 00:25:56,311 since 2019 when that first conversation happened. 695 00:25:56,311 --> 00:25:57,860 Wayne- Yeah, a lot has happened. 696 00:25:57,860 --> 00:26:00,270 The pandemic was a big part 697 00:26:00,270 --> 00:26:02,790 in the middle there that changed. 698 00:26:02,790 --> 00:26:05,301 We actually launched March, 2020, 699 00:26:05,301 --> 00:26:06,360 so right as the pandemic was hitting. 700 00:26:06,360 --> 00:26:09,660 So I think timely in the sense you could not predict 701 00:26:09,660 --> 00:26:12,390 but valuable to people that were new at a distance. 702 00:26:12,390 --> 00:26:14,400 We had a lot of early comments on that. 703 00:26:14,400 --> 00:26:16,770 So our first work was in just proving that out. 704 00:26:16,770 --> 00:26:17,880 Could we work with a partner 705 00:26:17,880 --> 00:26:20,850 that created educational content on YouTube 706 00:26:20,850 --> 00:26:23,490 and have a good alignment with our faculty, 707 00:26:23,490 --> 00:26:25,020 with our brand and create something 708 00:26:25,020 --> 00:26:26,430 that we both were proud of? 709 00:26:26,430 --> 00:26:27,330 We were happy about that. 710 00:26:27,330 --> 00:26:28,680 We grew our YouTube channel. 711 00:26:28,680 --> 00:26:29,513 I didn't mention that. 712 00:26:29,513 --> 00:26:31,440 So part of our metric at the beginning was, 713 00:26:31,440 --> 00:26:32,910 could we grow the ASU YouTube channel? 714 00:26:32,910 --> 00:26:34,380 So we are tracking against 715 00:26:34,380 --> 00:26:36,960 the top other university channels around, 716 00:26:36,960 --> 00:26:40,440 we grew our channel about 150% faster than those, 717 00:26:40,440 --> 00:26:42,120 we were over 100,000 subscribers. 718 00:26:42,120 --> 00:26:44,610 We started about 18,000 when we first launched it. 719 00:26:44,610 --> 00:26:45,840 So we were doing the good things 720 00:26:45,840 --> 00:26:47,520 about growing a YouTube channel. 721 00:26:47,520 --> 00:26:48,900 One thing I didn't mention at the beginning, 722 00:26:48,900 --> 00:26:51,090 and this gets back to a creator and why 723 00:26:51,090 --> 00:26:52,320 and this two billion number. 724 00:26:52,320 --> 00:26:54,630 One other metric that I like to share is, 725 00:26:54,630 --> 00:26:57,000 and this goes back to like how universities show up, 726 00:26:57,000 --> 00:27:00,758 so if you took like the top 100 ranked universities, 727 00:27:00,758 --> 00:27:02,880 I think we looked at this domestically, 728 00:27:02,880 --> 00:27:05,130 so think of all the the big schools you would think of 729 00:27:05,130 --> 00:27:06,240 that would be prominent, 730 00:27:06,240 --> 00:27:08,460 take their YouTube channels, add them all up, 731 00:27:08,460 --> 00:27:11,670 look at the kind of key metrics of views and subscribers. 732 00:27:11,670 --> 00:27:13,590 If you did that, those top 100 schools, 733 00:27:13,590 --> 00:27:15,510 and even adding into like MIT has OpenCourseWare, 734 00:27:15,510 --> 00:27:16,920 which is a big channel, 735 00:27:16,920 --> 00:27:18,780 Yale has courses, which is a big channel, 736 00:27:18,780 --> 00:27:20,280 so add those ones in there. 737 00:27:20,280 --> 00:27:24,570 Crash Course alone is twice as many subscribers 738 00:27:24,570 --> 00:27:26,790 as all of those and three times as many views. 739 00:27:26,790 --> 00:27:29,130 So they're reaching more learners 740 00:27:29,130 --> 00:27:31,470 than the top 100 universities in the US. 741 00:27:31,470 --> 00:27:32,850 So that's part of the why. 742 00:27:32,850 --> 00:27:34,500 Like we need to as a university, 743 00:27:34,500 --> 00:27:35,670 reach people where they are better. 744 00:27:35,670 --> 00:27:38,100 So that got us to like, what is this next phase? 745 00:27:38,100 --> 00:27:39,990 So what we're doing now, 746 00:27:39,990 --> 00:27:43,260 and Lenora can speak to learning enterprise in this, 747 00:27:43,260 --> 00:27:46,200 because it's really, as study has evolved, 748 00:27:46,200 --> 00:27:47,880 the university has evolved into kind of 749 00:27:47,880 --> 00:27:50,700 our three enterprise areas of knowledge enterprise, 750 00:27:50,700 --> 00:27:53,160 academic enterprise and now the learning enterprise, 751 00:27:53,160 --> 00:27:56,280 which is really focused on learners that are, 752 00:27:56,280 --> 00:27:58,650 and I will give my description and you can add to it, 753 00:27:58,650 --> 00:28:02,670 but learners that are not in credit and academic courses 754 00:28:02,670 --> 00:28:07,140 but the 60 year curriculum, the K to Gray, 755 00:28:07,140 --> 00:28:09,450 all the different methods that learners need 756 00:28:09,450 --> 00:28:11,490 to get connected to universities 757 00:28:11,490 --> 00:28:12,960 and then the different kind of credentials 758 00:28:12,960 --> 00:28:14,550 or experiences they might need 759 00:28:14,550 --> 00:28:16,920 to support them on their pathways. 760 00:28:16,920 --> 00:28:19,320 Lenora Ott- Yeah, I think that's a really nice description of it. 761 00:28:19,320 --> 00:28:21,600 I would say that the learning enterprise goal 762 00:28:21,600 --> 00:28:24,990 is to provide education across the entire lifespan. 763 00:28:24,990 --> 00:28:27,780 So there is that like kindergarten, high school, 764 00:28:27,780 --> 00:28:29,460 mid-career, post-retirement. 765 00:28:29,460 --> 00:28:32,010 There are different pieces of the learning enterprise 766 00:28:32,010 --> 00:28:33,540 that help with these areas. 767 00:28:33,540 --> 00:28:36,930 We have a lot of experience working with learners 768 00:28:36,930 --> 00:28:39,720 and getting them interested from the general public area. 769 00:28:39,720 --> 00:28:41,010 Somebody who maybe isn't sure 770 00:28:41,010 --> 00:28:42,930 that college is right for them at this time 771 00:28:42,930 --> 00:28:44,520 or that they don't have the right skillset 772 00:28:44,520 --> 00:28:45,870 and these are the same learners. 773 00:28:45,870 --> 00:28:48,060 There's an overlap here with the learners 774 00:28:48,060 --> 00:28:51,060 who would kind of seek things on YouTube 775 00:28:51,060 --> 00:28:53,280 and maybe they're interested in them. 776 00:28:53,280 --> 00:28:55,080 And I think Wayne said this. 777 00:28:55,080 --> 00:28:57,510 When you typically take a college class, 778 00:28:57,510 --> 00:28:59,910 you pay up front, there's this big initial investment, 779 00:28:59,910 --> 00:29:02,730 there's tuition and then you either make it through the end 780 00:29:02,730 --> 00:29:04,950 and you do really well or maybe you do really poorly 781 00:29:04,950 --> 00:29:06,600 and you decide college isn't for you. 782 00:29:06,600 --> 00:29:08,850 We want to prove that to them upfront. 783 00:29:08,850 --> 00:29:12,570 So we are creating the space for them to find interest 784 00:29:12,570 --> 00:29:14,340 to see like, oh, I really like this, 785 00:29:14,340 --> 00:29:16,590 I didn't know that I was interested in English 786 00:29:16,590 --> 00:29:17,520 or I didn't know that I was 787 00:29:17,520 --> 00:29:19,650 interested in this aspect of history, 788 00:29:19,650 --> 00:29:21,480 this is super captivating to me, 789 00:29:21,480 --> 00:29:23,190 to prove to them that that's interesting 790 00:29:23,190 --> 00:29:25,380 and that then they can operate 791 00:29:25,380 --> 00:29:28,410 and produce work at that level at a college level. 792 00:29:28,410 --> 00:29:31,050 That's what the classes that we design, build, 793 00:29:31,050 --> 00:29:31,883 and I would say for me, 794 00:29:31,883 --> 00:29:33,840 that's the heart of what I'm hoping we achieve 795 00:29:33,840 --> 00:29:35,700 and continue to expand on in Study Hall. 796 00:29:35,700 --> 00:29:37,440 That's why I'm so excited about this partnership. 797 00:29:37,440 --> 00:29:41,220 Matt Robinson - Lenora, I imagine with such a wide potential audience, 798 00:29:41,220 --> 00:29:43,500 when you think about universal learner 799 00:29:43,500 --> 00:29:46,410 meeting learners wherever they are in their life, 800 00:29:46,410 --> 00:29:49,950 YouTube's sort of lack of a barrier to access, 801 00:29:49,950 --> 00:29:52,020 it has to be somewhat advantageous 802 00:29:52,020 --> 00:29:54,000 or is a potential asset here. 803 00:29:54,000 --> 00:29:54,833 Lenora Ott- Absolutely. 804 00:29:54,833 --> 00:29:56,760 I think one of the things that I really like about it 805 00:29:56,760 --> 00:29:59,250 is that because it's authentic, right, 806 00:29:59,250 --> 00:30:00,780 learners are already seeking out something 807 00:30:00,780 --> 00:30:03,090 that they're interested in or maybe they become comfortable 808 00:30:03,090 --> 00:30:04,140 with the Study Hall brand 809 00:30:04,140 --> 00:30:07,230 and they continue to find more and more information there, 810 00:30:07,230 --> 00:30:10,380 I feel like what's nice about that is it gives us an avenue 811 00:30:10,380 --> 00:30:12,990 to convince people that higher education 812 00:30:12,990 --> 00:30:15,300 and college education is value added 813 00:30:15,300 --> 00:30:18,390 on top of that YouTube experience. 814 00:30:18,390 --> 00:30:20,160 So when you're in YouTube 815 00:30:20,160 --> 00:30:22,290 and you're watching a series of videos that you really like, 816 00:30:22,290 --> 00:30:23,490 you may not even consider 817 00:30:23,490 --> 00:30:27,780 that there is something worthwhile at the higher education 818 00:30:27,780 --> 00:30:30,510 at the college level in watching these videos 819 00:30:30,510 --> 00:30:32,880 and testing your knowledge on them. 820 00:30:32,880 --> 00:30:35,160 I think that that's a big difference between 821 00:30:35,160 --> 00:30:39,060 somebody seeking out opportunities for college courses 822 00:30:39,060 --> 00:30:42,450 by maybe entering into an internet search browser, 823 00:30:42,450 --> 00:30:45,870 college courses that are low cost or that I can test. 824 00:30:45,870 --> 00:30:48,450 We're actually meeting them at their interest point 825 00:30:48,450 --> 00:30:51,060 and then helping them find like where that serves them 826 00:30:51,060 --> 00:30:53,970 rather than them looking for a college provider 827 00:30:53,970 --> 00:30:56,940 and happening to like stumble upon us. 828 00:30:56,940 --> 00:30:58,740 So we're hoping to meet them at their interests first 829 00:30:58,740 --> 00:31:00,690 and then say, hey, you could go to college 830 00:31:00,690 --> 00:31:02,100 and learn all about this 831 00:31:02,100 --> 00:31:04,710 rather than hope that we show up 832 00:31:04,710 --> 00:31:06,180 at the top of their search engine 833 00:31:06,180 --> 00:31:08,430 when they're looking for college opportunities. 834 00:31:08,430 --> 00:31:11,190 Wayne Anderson- The second phase that we've outlined for Study Hall 835 00:31:11,190 --> 00:31:14,760 is really, we're really strategic about 836 00:31:14,760 --> 00:31:16,500 the three areas we thought we could help 837 00:31:16,500 --> 00:31:19,470 impact college going rates. 838 00:31:19,470 --> 00:31:21,207 And a couple of those are 839 00:31:21,207 --> 00:31:24,210 and just what is college, is it for me? 840 00:31:24,210 --> 00:31:25,080 We have a series. 841 00:31:25,080 --> 00:31:26,910 We actually launched this on Crash Course 842 00:31:26,910 --> 00:31:28,950 as a way to introduce the new Study Hall channel. 843 00:31:28,950 --> 00:31:31,950 So one big shift in the phase two is moving away 844 00:31:31,950 --> 00:31:33,450 from the ASU main channel 845 00:31:33,450 --> 00:31:35,970 and launching a dedicated Study Hall channel, 846 00:31:35,970 --> 00:31:37,140 which is a big effort growing 847 00:31:37,140 --> 00:31:39,000 a new audience on a new channel. 848 00:31:39,000 --> 00:31:41,280 And that's the work that we're currently doing a lot of. 849 00:31:41,280 --> 00:31:44,550 So How To College is a 15 episode series that does that 850 00:31:44,550 --> 00:31:46,650 that really tries to help people navigate in through 851 00:31:46,650 --> 00:31:49,440 and then out of and to be successful in universities. 852 00:31:49,440 --> 00:31:51,600 The second is making a decision 853 00:31:51,600 --> 00:31:53,640 on what you want to be when you grow up, kind of, 854 00:31:53,640 --> 00:31:55,560 or what to study, kind of fields of study. 855 00:31:55,560 --> 00:31:56,910 We called them Fast Guides. 856 00:31:56,910 --> 00:31:59,310 We're kind of tweaking the thumbnails and names, 857 00:31:59,310 --> 00:32:01,170 which is a thing that we'll do a lot of 858 00:32:01,170 --> 00:32:02,460 to try to grow that channel. 859 00:32:02,460 --> 00:32:05,430 But really focusing on not a specific... 860 00:32:05,430 --> 00:32:06,660 We have some specific majors, 861 00:32:06,660 --> 00:32:08,490 but really like broad fields ideally 862 00:32:08,490 --> 00:32:10,410 as we're trying to introduce people to 863 00:32:10,410 --> 00:32:12,150 what you might need to be interested in 864 00:32:12,150 --> 00:32:14,610 to be successful or like that. 865 00:32:14,610 --> 00:32:16,680 So, do you need to like math 866 00:32:16,680 --> 00:32:18,810 to maybe be successful in these fields? 867 00:32:18,810 --> 00:32:20,640 What can you do with it when you graduate? 868 00:32:20,640 --> 00:32:23,370 So trying to really set up that employability 869 00:32:23,370 --> 00:32:25,830 or make decisions around employability 870 00:32:25,830 --> 00:32:27,780 and then where you might pivot if you can't, 871 00:32:27,780 --> 00:32:29,820 like if I get into nursing and I decide, 872 00:32:29,820 --> 00:32:31,170 yeah, nursing isn't for me, 873 00:32:31,170 --> 00:32:33,000 here are some options you could pivot out 874 00:32:33,000 --> 00:32:34,380 and not lose a lot of progress. 875 00:32:34,380 --> 00:32:35,760 And then the third and the biggest one 876 00:32:35,760 --> 00:32:38,910 is trying to take that framework of universal learner 877 00:32:38,910 --> 00:32:41,760 and continue to broaden the access of that. 878 00:32:41,760 --> 00:32:46,350 So if we can combine high quality kind of video spine 879 00:32:46,350 --> 00:32:48,900 with a pathway from a video 880 00:32:48,900 --> 00:32:52,470 and kind of build videos together into a formal experience, 881 00:32:52,470 --> 00:32:55,050 that's the big test that we're interested in 882 00:32:55,050 --> 00:32:56,070 and we're working closely. 883 00:32:56,070 --> 00:32:58,080 So our partners in this are 884 00:32:58,080 --> 00:33:00,630 Complexly Crash Course and YouTube Proper. 885 00:33:00,630 --> 00:33:03,240 So YouTube is helping and we're working with teams 886 00:33:03,240 --> 00:33:05,430 around what learning looks like on YouTube 887 00:33:05,430 --> 00:33:07,920 and trying to find ways that we can move from, 888 00:33:07,920 --> 00:33:11,010 I had an immediate need and a question about one thing 889 00:33:11,010 --> 00:33:13,140 and now I've kind of progressed to like, 890 00:33:13,140 --> 00:33:14,880 I want to go from learning a few things 891 00:33:14,880 --> 00:33:16,350 to actually getting credit. 892 00:33:16,350 --> 00:33:18,690 So the third part of that is like the solving of 893 00:33:18,690 --> 00:33:22,200 can I make progress towards an undergraduate degree 894 00:33:22,200 --> 00:33:25,230 in an alternative way that de-risks it? 895 00:33:25,230 --> 00:33:28,320 So somewhat financial, somewhat in just experience. 896 00:33:28,320 --> 00:33:31,050 Can I try a college level class that proves to me 897 00:33:31,050 --> 00:33:33,510 that I can be successful, I can build some credits 898 00:33:33,510 --> 00:33:35,790 that are actually gonna be useful somewhere? 899 00:33:35,790 --> 00:33:38,010 Lenora Ott- We do anticipate that at some point 900 00:33:38,010 --> 00:33:41,070 if our learners are captivated by what we've created 901 00:33:41,070 --> 00:33:42,240 in the Study Hall Project, 902 00:33:42,240 --> 00:33:44,760 they want to get college credit and at that point 903 00:33:44,760 --> 00:33:49,680 we want to invite them into an online learning experience 904 00:33:49,680 --> 00:33:51,720 that does result in that college credit. 905 00:33:51,720 --> 00:33:54,060 And the design of that entire experience 906 00:33:54,060 --> 00:33:58,560 has been guided with the faculty who often in many cases 907 00:33:58,560 --> 00:34:01,200 advised on the scripts, helped us outline them. 908 00:34:01,200 --> 00:34:03,780 So they've been integrated throughout the whole lifeline, 909 00:34:03,780 --> 00:34:06,240 whole timeline of the course. 910 00:34:06,240 --> 00:34:08,820 So although the videos 911 00:34:08,820 --> 00:34:11,040 that are being generated by Study Hall 912 00:34:11,040 --> 00:34:12,480 serve as the backbone, 913 00:34:12,480 --> 00:34:14,670 the initial content, the introduction, 914 00:34:14,670 --> 00:34:16,290 it isn't where the learning ends. 915 00:34:16,290 --> 00:34:18,270 So when they enter the classroom, 916 00:34:18,270 --> 00:34:20,130 what they learned from YouTube, 917 00:34:20,130 --> 00:34:22,200 they'll be able to figure out what do I remember 918 00:34:22,200 --> 00:34:23,040 from this episode? 919 00:34:23,040 --> 00:34:24,030 What was the most important, 920 00:34:24,030 --> 00:34:25,230 what were the learning objectives? 921 00:34:25,230 --> 00:34:26,970 And they'll be able to take that learning 922 00:34:26,970 --> 00:34:29,250 and then dig deeper with provided readings 923 00:34:29,250 --> 00:34:32,610 from open education resource providers, 924 00:34:32,610 --> 00:34:34,530 maybe additional lectures here and there 925 00:34:34,530 --> 00:34:36,630 that help them kind of understand nuance. 926 00:34:36,630 --> 00:34:38,730 So so much more learning will happen 927 00:34:38,730 --> 00:34:41,520 beyond that initial invitation on YouTube, 928 00:34:41,520 --> 00:34:43,860 and then that is also where learners will get to do things 929 00:34:43,860 --> 00:34:46,470 that we traditionally associate with assessment. 930 00:34:46,470 --> 00:34:48,750 So they might engage in discussion, 931 00:34:48,750 --> 00:34:51,360 they might submit some type of a portfolio, 932 00:34:51,360 --> 00:34:53,190 they might write an essay response. 933 00:34:53,190 --> 00:34:55,260 There'll be all types of... 934 00:34:55,260 --> 00:34:58,050 I would say there are really a wide variety 935 00:34:58,050 --> 00:34:59,910 in the designs that I've been seeing 936 00:34:59,910 --> 00:35:02,850 of the kinds of things that learners will get to do 937 00:35:02,850 --> 00:35:05,220 once they actually make the leap from YouTube 938 00:35:05,220 --> 00:35:06,750 into one of our courses 939 00:35:06,750 --> 00:35:08,820 and then try their hand at getting college credit. 940 00:35:08,820 --> 00:35:10,710 And I think that that part's really exciting 941 00:35:10,710 --> 00:35:12,510 and the faculty have been so intertwined 942 00:35:12,510 --> 00:35:14,460 with building this experience, 943 00:35:14,460 --> 00:35:18,570 and I do have to give them extreme credit for trusting us 944 00:35:18,570 --> 00:35:21,450 because so often the role has been 945 00:35:21,450 --> 00:35:23,040 that they wear all of the hats. 946 00:35:23,040 --> 00:35:24,480 So they're really trusting us a lot 947 00:35:24,480 --> 00:35:26,550 with building the course experience 948 00:35:26,550 --> 00:35:28,800 that allows for such a large number of learners 949 00:35:28,800 --> 00:35:31,680 to experience it, make things that matter, 950 00:35:31,680 --> 00:35:34,470 really create meaningful learning experiences, 951 00:35:34,470 --> 00:35:35,940 use what we know about 952 00:35:35,940 --> 00:35:38,430 needing to engage learners from diverse audiences 953 00:35:38,430 --> 00:35:40,500 and provide that equity to change maybe 954 00:35:40,500 --> 00:35:41,850 how due dates are structured 955 00:35:41,850 --> 00:35:44,370 or what a communication policy looks like 956 00:35:44,370 --> 00:35:47,130 or second attempts like things that help learners 957 00:35:47,130 --> 00:35:48,840 who may not otherwise succeed in college 958 00:35:48,840 --> 00:35:50,760 learn how to do college better. 959 00:35:50,760 --> 00:35:51,900 So that way then when they join 960 00:35:51,900 --> 00:35:54,630 the full length programs at ASU 961 00:35:54,630 --> 00:35:58,260 that they are ready to take on that role. 962 00:35:58,260 --> 00:36:01,380 Maybe they weren't previously, but now they are. 963 00:36:01,380 --> 00:36:03,180 So I think that's one of the really exciting parts 964 00:36:03,180 --> 00:36:04,860 about like after they have that 965 00:36:04,860 --> 00:36:06,630 initial interaction on YouTube 966 00:36:06,630 --> 00:36:08,520 coming into the full length courses 967 00:36:08,520 --> 00:36:09,930 and getting that opportunity 968 00:36:09,930 --> 00:36:12,810 to just learn more and prove what they know. 969 00:36:12,810 --> 00:36:15,720 Matt Robinson- One of the things I find so incredible about this project 970 00:36:15,720 --> 00:36:19,530 is the way that it truly embodies ASU's charter, 971 00:36:19,530 --> 00:36:24,530 which is, our charter says that we're measured by 972 00:36:24,930 --> 00:36:27,750 not who we exclude, but who we include in that. 973 00:36:27,750 --> 00:36:31,380 This project in particular seems to try to include 974 00:36:31,380 --> 00:36:33,780 such a wide breadth of learners 975 00:36:33,780 --> 00:36:36,690 at so many different ranges of where they are, 976 00:36:36,690 --> 00:36:39,450 not only in just their college career and thinking, 977 00:36:39,450 --> 00:36:42,480 but just in life and how they view learning. 978 00:36:42,480 --> 00:36:46,260 So it really impresses me just the effort 979 00:36:46,260 --> 00:36:48,510 and involvement of this entire project 980 00:36:48,510 --> 00:36:50,370 from the faculty level that you just mentioned 981 00:36:50,370 --> 00:36:52,740 to the production team that I manage 982 00:36:52,740 --> 00:36:54,454 and all of the different things 983 00:36:54,454 --> 00:36:56,010 that are going into this to try to reach 984 00:36:56,010 --> 00:36:58,890 such a wide audience for it. 985 00:36:58,890 --> 00:37:01,980 So I'm super impressed by all of that. 986 00:37:01,980 --> 00:37:03,084 Lenora Ott- Thank you. 987 00:37:03,084 --> 00:37:04,440 It's very, very exciting. 988 00:37:04,440 --> 00:37:06,960 Wayne Anderson- Yeah, you're right, it does take (indistinct). 989 00:37:06,960 --> 00:37:08,430 I can't think of another university 990 00:37:08,430 --> 00:37:12,180 that we would be doing anything like this at. 991 00:37:12,180 --> 00:37:14,940 Like it's been an institutional buy-in level, 992 00:37:14,940 --> 00:37:19,800 so up to President. Crow that is committed. 993 00:37:19,800 --> 00:37:22,950 People like Maria leading the learning enterprise 994 00:37:22,950 --> 00:37:26,610 and Phil, the Dean of EdPlus to see the potential 995 00:37:26,610 --> 00:37:29,670 and give the teams a chance 996 00:37:29,670 --> 00:37:32,640 to take the risk support externally. 997 00:37:32,640 --> 00:37:34,920 All the deans that have kind of bought in 998 00:37:34,920 --> 00:37:39,810 and either helped identify faculty to work on it, 999 00:37:39,810 --> 00:37:41,820 identify people to be on camera, 1000 00:37:41,820 --> 00:37:43,650 that level of university support, 1001 00:37:43,650 --> 00:37:46,770 but it's been around the university charter admission 1002 00:37:46,770 --> 00:37:49,350 I think elicits that kind of reaction 1003 00:37:49,350 --> 00:37:50,250 to these kind of things. 1004 00:37:50,250 --> 00:37:52,410 Matt Robinson- It's not like there's like a blueprint for this, right? 1005 00:37:52,410 --> 00:37:53,243 It's not been done. 1006 00:37:53,243 --> 00:37:57,000 I mean, I think about when the pandemic hit, right? 1007 00:37:57,000 --> 00:37:59,100 And it was production initially, right, 1008 00:37:59,100 --> 00:38:01,440 was over in Missoula, Montana, right, 1009 00:38:01,440 --> 00:38:04,650 with the Complexly studios, then the pandemic hit 1010 00:38:04,650 --> 00:38:07,380 and it was suddenly like, oh, we have our hosts 1011 00:38:07,380 --> 00:38:11,820 and faculty locally here in the ASU Phoenix area 1012 00:38:11,820 --> 00:38:15,210 and how are we gonna not just 1013 00:38:15,210 --> 00:38:17,220 be completely halted on this project? 1014 00:38:17,220 --> 00:38:19,020 That's where the new media team that I managed 1015 00:38:19,020 --> 00:38:22,470 were able to step in and sort of take on production, 1016 00:38:22,470 --> 00:38:24,150 which was a welcomed challenge 1017 00:38:24,150 --> 00:38:28,290 to try to validate ourselves and our level of work 1018 00:38:28,290 --> 00:38:30,480 against something like Complexly. 1019 00:38:30,480 --> 00:38:34,110 Our videos get like I think 4.9 million views 1020 00:38:34,110 --> 00:38:35,280 by a lot of learners here, 1021 00:38:35,280 --> 00:38:38,190 but it's in that insulated class structure, 1022 00:38:38,190 --> 00:38:39,810 online class structure, 1023 00:38:39,810 --> 00:38:42,960 Complexly is making stuff out for the world, right? 1024 00:38:42,960 --> 00:38:44,820 On YouTube, on such a public platform. 1025 00:38:44,820 --> 00:38:47,310 So for us to get to sort of step up 1026 00:38:47,310 --> 00:38:48,840 and take over that production 1027 00:38:48,840 --> 00:38:51,390 and now for the majority of the production 1028 00:38:51,390 --> 00:38:54,210 for this second phase happening in our studio 1029 00:38:54,210 --> 00:38:56,760 has been just a wonderful experience for my team. 1030 00:38:56,760 --> 00:38:59,100 I think we've all felt really close to this project 1031 00:38:59,100 --> 00:39:01,698 and it comes back, I think to just 1032 00:39:01,698 --> 00:39:04,110 the general charge of this project is something 1033 00:39:04,110 --> 00:39:07,680 so appealing and worthwhile 1034 00:39:07,680 --> 00:39:10,950 that I think we're just really excited to be a part of it. 1035 00:39:10,950 --> 00:39:13,230 Wayne Anderson- Yeah, no, I definitely want to thank you. 1036 00:39:13,230 --> 00:39:15,270 Ricardo might be on this or not. 1037 00:39:15,270 --> 00:39:16,530 I don't know if you're behind the scenes 1038 00:39:16,530 --> 00:39:17,999 or not on the podcast. 1039 00:39:17,999 --> 00:39:19,890 - (indistinct). (laughing) 1040 00:39:19,890 --> 00:39:21,570 Wayne Anderson- But no, just the team. 1041 00:39:21,570 --> 00:39:22,403 You're right. 1042 00:39:22,403 --> 00:39:24,960 That kind of stepping in when we had to 1043 00:39:24,960 --> 00:39:26,700 take over the studios was huge. 1044 00:39:26,700 --> 00:39:28,710 And then also I think to me, 1045 00:39:28,710 --> 00:39:31,590 part of like good partnerships like this one, 1046 00:39:31,590 --> 00:39:33,180 I feel is a strong partnership 1047 00:39:33,180 --> 00:39:35,250 is where we have a common goal 1048 00:39:35,250 --> 00:39:37,380 and we are trying to advance towards that 1049 00:39:37,380 --> 00:39:39,630 and then solve the problems as they arise, 1050 00:39:39,630 --> 00:39:41,400 because we don't really know how to get there. 1051 00:39:41,400 --> 00:39:46,400 And John, our YouTube colleague and contact, 1052 00:39:46,530 --> 00:39:48,870 his analogy is he's a hiker. 1053 00:39:48,870 --> 00:39:52,740 So he's like, we're not on a trail, like we don't know 1054 00:39:52,740 --> 00:39:54,390 this is where we're going, we're wayfinding. 1055 00:39:54,390 --> 00:39:55,890 Like we know where we want to go, 1056 00:39:55,890 --> 00:39:58,560 but we're gonna have to stop and pause and reevaluate 1057 00:39:58,560 --> 00:40:00,570 and look at like, oh, we should go left here 1058 00:40:00,570 --> 00:40:02,430 around this rock and then we'll look at the next rock 1059 00:40:02,430 --> 00:40:04,950 and say, that's a cliff, we need to either get a rope 1060 00:40:04,950 --> 00:40:06,030 or we need to go around the other way. 1061 00:40:06,030 --> 00:40:08,280 So it's like we're wayfinding together as partners 1062 00:40:08,280 --> 00:40:09,630 and I think your team has been great 1063 00:40:09,630 --> 00:40:10,830 at like helping with that. 1064 00:40:10,830 --> 00:40:12,390 I'd say the second part of that, 1065 00:40:12,390 --> 00:40:13,860 which I think is really valuable, 1066 00:40:13,860 --> 00:40:14,850 and hopefully it's happening, 1067 00:40:14,850 --> 00:40:17,190 is some knowledge transfer, right, 1068 00:40:17,190 --> 00:40:20,820 that we're picking up things that Complexly might be doing 1069 00:40:20,820 --> 00:40:23,160 and often budget and time are in decay, 1070 00:40:23,160 --> 00:40:25,080 but there's probably some other things of like 1071 00:40:25,080 --> 00:40:27,120 how could this impact other things we're doing 1072 00:40:27,120 --> 00:40:29,490 that is within our ability? 1073 00:40:29,490 --> 00:40:31,290 And hopefully that that's happening too 1074 00:40:31,290 --> 00:40:34,530 that this has kind of the tertiary impact 1075 00:40:34,530 --> 00:40:35,940 that might not be directly to Study Hall, 1076 00:40:35,940 --> 00:40:37,290 but helps other things that ASU 1077 00:40:37,290 --> 00:40:38,550 wants to do in the educational space, 1078 00:40:38,550 --> 00:40:39,893 because honestly, I think Study Hall 1079 00:40:39,893 --> 00:40:41,400 is like a big first step 1080 00:40:41,400 --> 00:40:44,520 and we have the resource to do it on Study Hall 1081 00:40:44,520 --> 00:40:45,870 or on YouTube. 1082 00:40:45,870 --> 00:40:47,490 But I think there's a lot of other things 1083 00:40:47,490 --> 00:40:50,130 that we need to be advancing around a strategy for YouTube 1084 00:40:50,130 --> 00:40:52,863 that's beyond this like How To College 1085 00:40:52,863 --> 00:40:55,080 and get started in undergraduate, 1086 00:40:55,080 --> 00:40:57,750 I think there's a lot more that can be done, 1087 00:40:57,750 --> 00:41:00,750 hopefully some of your teams could help with in the future. 1088 00:41:00,750 --> 00:41:01,710 Matt Robinson- Yeah, absolutely. 1089 00:41:01,710 --> 00:41:04,020 We've learned a ton through this process. 1090 00:41:04,020 --> 00:41:05,640 Things that we are able to apply 1091 00:41:05,640 --> 00:41:07,680 to the content that we're creating 1092 00:41:07,680 --> 00:41:09,810 for our ASU online courses, 1093 00:41:09,810 --> 00:41:11,940 but also just the entire approach 1094 00:41:11,940 --> 00:41:13,920 has been such a unique thing to see. 1095 00:41:13,920 --> 00:41:16,770 We don't generally deal with like the writing process, 1096 00:41:16,770 --> 00:41:20,580 the scripting process, the performance process, right? 1097 00:41:20,580 --> 00:41:24,374 We mostly are helping faculty take the content 1098 00:41:24,374 --> 00:41:25,800 that they need to deliver for their online courses 1099 00:41:25,800 --> 00:41:29,370 and make that as professional and high quality as possible, 1100 00:41:29,370 --> 00:41:33,540 but there is a whole other element at play with Study Hall. 1101 00:41:33,540 --> 00:41:35,340 I don't know if we've really detailed 1102 00:41:35,340 --> 00:41:37,290 or if there's anything, Lenore, to add about 1103 00:41:37,290 --> 00:41:38,670 kind of that writing process, 1104 00:41:38,670 --> 00:41:40,380 that working with faculty development, 1105 00:41:40,380 --> 00:41:42,630 because that's certainly something that was very new to us. 1106 00:41:42,630 --> 00:41:45,210 Lenora Ott- I would say it's been super interesting 1107 00:41:45,210 --> 00:41:47,850 for our design team too. 1108 00:41:47,850 --> 00:41:50,250 Typically in a similar role to you all, 1109 00:41:50,250 --> 00:41:51,450 we've really helped them prepare 1110 00:41:51,450 --> 00:41:52,590 for those professional moments 1111 00:41:52,590 --> 00:41:54,720 where the faculty then themselves are on camera 1112 00:41:54,720 --> 00:41:56,280 with slides that they've prepared. 1113 00:41:56,280 --> 00:41:59,160 I think we've learned a lot throughout this process 1114 00:41:59,160 --> 00:42:00,960 of conceptualizing the videos, 1115 00:42:00,960 --> 00:42:02,100 what they're gonna turn out to be, 1116 00:42:02,100 --> 00:42:05,850 and then how they are embedded in part of this course. 1117 00:42:05,850 --> 00:42:07,650 I think one of the really cool things, 1118 00:42:07,650 --> 00:42:10,200 one of the things that we've gotten to at this point now 1119 00:42:10,200 --> 00:42:13,800 is having the instructional designers, having Complexly, 1120 00:42:13,800 --> 00:42:17,280 having EdPlus like in the room together at the beginning 1121 00:42:17,280 --> 00:42:19,950 of thinking about what a course is going to look like, 1122 00:42:19,950 --> 00:42:23,610 what it's going to be, and we're doing all of that. 1123 00:42:23,610 --> 00:42:24,900 Maybe it seems a little chaotic, 1124 00:42:24,900 --> 00:42:26,790 but we're doing it all at the beginning, right? 1125 00:42:26,790 --> 00:42:28,980 So right when the faculty member says, 1126 00:42:28,980 --> 00:42:31,280 what learners need to do when they leave this course 1127 00:42:31,280 --> 00:42:34,110 is they need to be able to do these things, 1128 00:42:34,110 --> 00:42:36,570 immediately the instructional designers are like, 1129 00:42:36,570 --> 00:42:37,980 how do we get them to that place? 1130 00:42:37,980 --> 00:42:39,990 And then Complexly's there for like, 1131 00:42:39,990 --> 00:42:42,750 how do we make that captivating and how do we build episodes 1132 00:42:42,750 --> 00:42:44,070 and a radio framework around it? 1133 00:42:44,070 --> 00:42:45,750 So there's all of these really cool voices 1134 00:42:45,750 --> 00:42:47,190 and perspectives in the room 1135 00:42:47,190 --> 00:42:49,230 and the products that are being created, 1136 00:42:49,230 --> 00:42:52,560 the way that we are setting up the outline of episodes, 1137 00:42:52,560 --> 00:42:55,410 which then turn into outlines where the faculty say like, 1138 00:42:55,410 --> 00:42:57,210 these are what my content points would be, 1139 00:42:57,210 --> 00:42:59,100 and then we pass it off to Complexly 1140 00:42:59,100 --> 00:43:02,220 and we have their professional script writing teams say, 1141 00:43:02,220 --> 00:43:05,100 this is how we think we'd turn this into a captivating story 1142 00:43:05,100 --> 00:43:06,840 while still expressing the content, 1143 00:43:06,840 --> 00:43:08,220 and then the faculty look back at it 1144 00:43:08,220 --> 00:43:10,050 and say, you'll want to adjust this here, 1145 00:43:10,050 --> 00:43:13,110 include this example here, include these learners here. 1146 00:43:13,110 --> 00:43:15,300 This is a nice help, this is a nice example. 1147 00:43:15,300 --> 00:43:16,680 We have this really wonderful 1148 00:43:16,680 --> 00:43:18,300 feedback loop that's developing 1149 00:43:18,300 --> 00:43:21,120 so that way when the video is actually in the studio 1150 00:43:21,120 --> 00:43:22,950 and being filmed, we already know 1151 00:43:22,950 --> 00:43:24,630 that the video product being created 1152 00:43:24,630 --> 00:43:26,640 supports the other readings, assessment 1153 00:43:26,640 --> 00:43:28,980 and items in the course that the learners will engage with. 1154 00:43:28,980 --> 00:43:30,420 I think it's really, really cool 1155 00:43:30,420 --> 00:43:32,520 and I do think it's going to influence 1156 00:43:32,520 --> 00:43:34,890 how we approach building classes, 1157 00:43:34,890 --> 00:43:37,170 for sure, new classes in the ULC portfolio, 1158 00:43:37,170 --> 00:43:38,550 but I can definitely see 1159 00:43:38,550 --> 00:43:40,950 this influencing other builds as well. 1160 00:43:40,950 --> 00:43:42,690 Matt Robinson- I think it would be helpful to hear, 1161 00:43:42,690 --> 00:43:44,970 if I'm someone who out of college, 1162 00:43:44,970 --> 00:43:47,910 wherever I am in my college and learning journey, 1163 00:43:47,910 --> 00:43:50,820 I come across the video in Study Hall, 1164 00:43:50,820 --> 00:43:52,140 where can I go with that? 1165 00:43:52,140 --> 00:43:55,080 I'm interested, I'm engaged with the content. 1166 00:43:55,080 --> 00:43:57,120 What are the sort of next steps 1167 00:43:57,120 --> 00:43:59,910 that you kind of envision with this project? 1168 00:43:59,910 --> 00:44:02,970 Lenora Ott- I think one of the things that is really, really cool 1169 00:44:02,970 --> 00:44:05,670 is what we envision happening is that the videos 1170 00:44:05,670 --> 00:44:09,180 will always have the invitation to dive into 1171 00:44:09,180 --> 00:44:11,460 what a full length course experience looks like. 1172 00:44:11,460 --> 00:44:13,350 But they also will have the invitation 1173 00:44:13,350 --> 00:44:14,820 to connect to each other. 1174 00:44:14,820 --> 00:44:18,480 So you might watch an intro to video 1175 00:44:18,480 --> 00:44:22,470 and then it might be followed by principles of field video, 1176 00:44:22,470 --> 00:44:24,780 and then at each one of these points 1177 00:44:24,780 --> 00:44:26,100 you might see something that's like, 1178 00:44:26,100 --> 00:44:29,040 hey, how about a college class on this? 1179 00:44:29,040 --> 00:44:31,110 If you're really interested, how about this? 1180 00:44:31,110 --> 00:44:33,180 But you might watch several videos before you say, 1181 00:44:33,180 --> 00:44:34,013 you know what? 1182 00:44:34,013 --> 00:44:38,850 I am like 15 videos deep into investing in this topic. 1183 00:44:38,850 --> 00:44:41,040 What does the rest of this college class look like? 1184 00:44:41,040 --> 00:44:44,370 And at that point we're figuring out what we're calling it, 1185 00:44:44,370 --> 00:44:48,060 but I think Wayne can speak to more of a lobby experience 1186 00:44:48,060 --> 00:44:49,890 for learners when they're ready to make this leap. 1187 00:44:49,890 --> 00:44:51,450 Wayne Anderson- We've called it a lobby for now, 1188 00:44:51,450 --> 00:44:52,830 for lack of a better word, 1189 00:44:52,830 --> 00:44:55,470 but just the space that you can go from video watching 1190 00:44:55,470 --> 00:44:58,320 to actually applying something 1191 00:44:58,320 --> 00:45:00,780 and as authentic as a way as we possibly can get 1192 00:45:00,780 --> 00:45:02,790 for that learning need or that context, 1193 00:45:02,790 --> 00:45:03,865 and then that's like more real time. 1194 00:45:03,865 --> 00:45:05,280 So these courses will run 1195 00:45:05,280 --> 00:45:07,650 on a semester basis, as we mentioned. 1196 00:45:07,650 --> 00:45:10,110 Ideally we can maybe get to an on-demand state. 1197 00:45:10,110 --> 00:45:13,200 But until then it's like, how do I go beyond a set of videos 1198 00:45:13,200 --> 00:45:15,330 and do something more and then maybe do a little bit more 1199 00:45:15,330 --> 00:45:17,370 before I take that full commitment? 1200 00:45:17,370 --> 00:45:19,860 You'll notice it's not called like ASU Study Hall. 1201 00:45:19,860 --> 00:45:21,613 We're pretty intentional. 1202 00:45:21,613 --> 00:45:24,480 It's developed by ASU faculty and ASU is represented there, 1203 00:45:24,480 --> 00:45:27,600 but our goal is to expand this to other universities 1204 00:45:27,600 --> 00:45:29,220 and colleges in some way. 1205 00:45:29,220 --> 00:45:31,620 Lenora Ott- It's an expansion of the ASU charter. 1206 00:45:31,620 --> 00:45:33,330 So it's inviting other people 1207 00:45:33,330 --> 00:45:35,130 to help others serve more people. 1208 00:45:35,130 --> 00:45:37,140 I think it's just increasing the invitation 1209 00:45:37,140 --> 00:45:38,460 for access to higher ed. 1210 00:45:38,460 --> 00:45:40,710 It doesn't have to be with ASU. 1211 00:45:40,710 --> 00:45:42,750 Like we are including more people at the table 1212 00:45:42,750 --> 00:45:44,220 of what it means to go to college 1213 00:45:44,220 --> 00:45:46,740 and to be a learner in higher education. 1214 00:45:46,740 --> 00:45:48,630 So I think as we partner with other universities 1215 00:45:48,630 --> 00:45:50,940 and as we do that, it's still mission driven, 1216 00:45:50,940 --> 00:45:54,270 it's still charter driven for us to be a part of that ask. 1217 00:45:54,270 --> 00:45:56,220 Lenora Ott- I think it's really important to be clear of that. 1218 00:45:56,220 --> 00:45:57,450 Some people might say, 1219 00:45:57,450 --> 00:46:00,056 oh, how are you gonna deliver a college course on YouTube? 1220 00:46:00,056 --> 00:46:01,170 People are just gonna watch a playlist, 1221 00:46:01,170 --> 00:46:03,630 and then you're like, congratulations, it's college credit. 1222 00:46:03,630 --> 00:46:05,370 And I was like, no, of course not. 1223 00:46:05,370 --> 00:46:06,483 But some people are concerned 1224 00:46:06,483 --> 00:46:08,070 that that might be what happens. 1225 00:46:08,070 --> 00:46:10,740 It is so much more than just a multiple choice quiz 1226 00:46:10,740 --> 00:46:12,480 at the end of watching some videos. 1227 00:46:12,480 --> 00:46:15,960 The invitation to then enter into a learning experience. 1228 00:46:15,960 --> 00:46:17,790 Like those learning experiences 1229 00:46:17,790 --> 00:46:20,520 are equivalent to what the learners would do here on campus 1230 00:46:20,520 --> 00:46:21,870 or at ASU online. 1231 00:46:21,870 --> 00:46:24,780 Like they are challenged in the same way, to the same rigor. 1232 00:46:24,780 --> 00:46:27,840 We're just building the ladder with little steps in between. 1233 00:46:27,840 --> 00:46:29,250 So that way when they get there, 1234 00:46:29,250 --> 00:46:30,660 they've gained those skills on the way. 1235 00:46:30,660 --> 00:46:32,310 So I think that's really important 1236 00:46:32,310 --> 00:46:34,320 that it's not just a video, quiz, 1237 00:46:34,320 --> 00:46:37,080 you get a degree type experience. 1238 00:46:37,080 --> 00:46:39,960 Like there are some critical skills that are taught 1239 00:46:39,960 --> 00:46:41,820 that (indistinct) specifically have a mission 1240 00:46:41,820 --> 00:46:45,120 of like workforce competency type skills 1241 00:46:45,120 --> 00:46:46,800 and critical thinking skills. 1242 00:46:46,800 --> 00:46:48,690 So these are integrated and infused 1243 00:46:48,690 --> 00:46:50,160 into those expanded designs 1244 00:46:50,160 --> 00:46:52,680 when learners enter into the full length learning experience 1245 00:46:52,680 --> 00:46:55,080 beyond what they will initially address in video. 1246 00:46:55,080 --> 00:46:56,520 Matt Robinson- Well, Wayne and Lenora, 1247 00:46:56,520 --> 00:46:59,550 this has been a fantastic conversation about a project 1248 00:46:59,550 --> 00:47:01,890 that I care very deeply about. 1249 00:47:01,890 --> 00:47:04,230 I think we've learned so much about 1250 00:47:04,230 --> 00:47:05,550 the vision of this project, 1251 00:47:05,550 --> 00:47:07,500 where it started, where it's going. 1252 00:47:07,500 --> 00:47:09,930 I think it just beautifully aligns with 1253 00:47:09,930 --> 00:47:13,500 not only the success that ASU online has had, 1254 00:47:13,500 --> 00:47:15,750 but also with the EdPlus charter 1255 00:47:15,750 --> 00:47:19,470 and just with a real thoughtfulness about learners 1256 00:47:19,470 --> 00:47:23,925 and where to meet them and where to advance learning. 1257 00:47:23,925 --> 00:47:27,480 I love that it's not just - that we're breaking out 1258 00:47:27,480 --> 00:47:29,350 so far from a traditional thought of 1259 00:47:29,350 --> 00:47:32,070 18 to 22, you're in college, 1260 00:47:32,070 --> 00:47:33,450 this project's really unique for that. 1261 00:47:33,450 --> 00:47:35,520 So thank you so much for talking with me today. 1262 00:47:35,520 --> 00:47:36,790 I appreciate it. 1263 00:47:36,790 --> 00:47:39,090 Wayne Anderson- I think I'm just gonna say do the YouTube things of 1264 00:47:39,090 --> 00:47:41,430 go to Study Hall, YouTube slash Study Hall, 1265 00:47:41,430 --> 00:47:44,280 subscribe, like, like every video, comment a bunch. 1266 00:47:44,280 --> 00:47:45,450 Love the comments. 1267 00:47:45,450 --> 00:47:46,283 Comments are great. 1268 00:47:46,283 --> 00:47:47,970 That's like my favorite part. 1269 00:47:47,970 --> 00:47:50,490 The quality of comments on Study Hall is amazing. 1270 00:47:50,490 --> 00:47:52,140 So please add some comments. 1271 00:47:52,140 --> 00:47:55,020 And then the courses in that experience 1272 00:47:55,020 --> 00:47:57,270 will be at gostudyhall.com. 1273 00:47:57,270 --> 00:47:58,950 So love to share that as well. 1274 00:47:58,950 --> 00:47:59,783 Matt Robinson- Excellent. 1275 00:47:59,783 --> 00:48:00,616 Thank you both. 1276 00:48:00,616 --> 00:48:03,090 Lenora Ott- Thank you. (upbeat music) 1277 00:48:03,090 --> 00:48:04,890 Mary Loder- So what was really cool to me was to hear 1278 00:48:04,890 --> 00:48:06,720 that not only from the GSV conference 1279 00:48:06,720 --> 00:48:07,710 where Hank Green's like, 1280 00:48:07,710 --> 00:48:10,080 we were kind of apprehensive to work with anybody 1281 00:48:10,080 --> 00:48:11,370 because of the consideration of like, 1282 00:48:11,370 --> 00:48:14,340 what's really your intent here to then hear from Wayne, 1283 00:48:14,340 --> 00:48:16,260 like yeah, we chatted on the floor, 1284 00:48:16,260 --> 00:48:17,900 so like that's when it happened, right? 1285 00:48:17,900 --> 00:48:19,830 So like they're having these conversations, 1286 00:48:19,830 --> 00:48:22,740 building trust in these environments like the ASU GSV, 1287 00:48:22,740 --> 00:48:25,530 and then these big projects take place. 1288 00:48:25,530 --> 00:48:26,700 So it's interesting to see like 1289 00:48:26,700 --> 00:48:28,110 from the ideation perspective, 1290 00:48:28,110 --> 00:48:29,760 but the next conversation we're gonna have, 1291 00:48:29,760 --> 00:48:31,230 I happened to talk to Meredith Savvides 1292 00:48:31,230 --> 00:48:32,670 who's one of the instructional designers 1293 00:48:32,670 --> 00:48:34,830 that supported this early on in the project 1294 00:48:34,830 --> 00:48:37,290 and then became a principal instructional designer, 1295 00:48:37,290 --> 00:48:38,340 which is amazing. 1296 00:48:38,340 --> 00:48:40,590 And she really talks about how they did it, 1297 00:48:40,590 --> 00:48:42,210 what systems they used, 1298 00:48:42,210 --> 00:48:44,709 and what that first experience was like. 1299 00:48:44,709 --> 00:48:47,940 (upbeat music) 1300 00:48:47,940 --> 00:48:49,920 I am joined by Meredith Savvides 1301 00:48:49,920 --> 00:48:52,350 who is one of the talented instructional designers 1302 00:48:52,350 --> 00:48:54,480 that assisted in the Study Hall Project 1303 00:48:54,480 --> 00:48:57,480 and also happens to be facilitating our first cohort 1304 00:48:57,480 --> 00:48:59,820 through these Study Hall classes at ASU. 1305 00:48:59,820 --> 00:49:01,440 And Meredith, I have some questions. 1306 00:49:01,440 --> 00:49:03,783 How did you become included in this? 1307 00:49:05,790 --> 00:49:07,590 Mary Loder- True EdPlus Style, somebody asked you to do something 1308 00:49:07,590 --> 00:49:09,292 and then you did more than you thought you were gonna do. 1309 00:49:09,292 --> 00:49:13,260 Meredith Savvides- Hey, hey. (laughing) 1310 00:49:13,260 --> 00:49:14,446 Mary Loder- Sound familiar? 1311 00:49:14,446 --> 00:49:16,950 Meredith Savvides- No, somebody reached out and said... 1312 00:49:16,950 --> 00:49:18,510 No, this is actually kind of funny. 1313 00:49:18,510 --> 00:49:19,830 Somebody reached out and said, 1314 00:49:19,830 --> 00:49:23,055 hey, is there anyone who can help out 1315 00:49:23,055 --> 00:49:25,290 Wayne's team with some badging? 1316 00:49:25,290 --> 00:49:27,870 And I said, yeah, I can help with badging. 1317 00:49:27,870 --> 00:49:29,084 And then it wasn't badging. 1318 00:49:29,084 --> 00:49:30,150 (laughing) 1319 00:49:30,150 --> 00:49:33,240 It was building a course in Google Classroom. 1320 00:49:33,240 --> 00:49:34,950 Mary Loder- That eventually would get badged. 1321 00:49:34,950 --> 00:49:35,783 Meredith Savvides- Yeah. 1322 00:49:35,783 --> 00:49:36,616 Mary Loder- It wasn't a total lie. 1323 00:49:36,616 --> 00:49:37,449 It was just like-- 1324 00:49:37,449 --> 00:49:39,768 Meredith Savvides- No, badging's still on the horizon. 1325 00:49:39,768 --> 00:49:40,601 (laughing) 1326 00:49:40,601 --> 00:49:41,910 But we do have a course in... 1327 00:49:41,910 --> 00:49:44,370 We do have four courses in Google Classroom. 1328 00:49:44,370 --> 00:49:46,860 So my participation in this, 1329 00:49:46,860 --> 00:49:49,560 things morph all the time and they grow 1330 00:49:49,560 --> 00:49:50,820 and that's totally fine. 1331 00:49:50,820 --> 00:49:52,410 When I heard about the project 1332 00:49:52,410 --> 00:49:55,080 just like my other colleagues at EdPlus, 1333 00:49:55,080 --> 00:49:57,300 I feel like we are always drawn toward these 1334 00:49:57,300 --> 00:50:01,651 sorts of projects that speak to our charter. 1335 00:50:01,651 --> 00:50:02,484 Mary Loder- Totally. 1336 00:50:02,484 --> 00:50:06,330 Meredith Savvides- This was the principles of this project 1337 00:50:06,330 --> 00:50:09,450 speak to reducing barriers, 1338 00:50:09,450 --> 00:50:11,400 reducing friction, thinking about 1339 00:50:11,400 --> 00:50:14,190 how we can provide learners 1340 00:50:14,190 --> 00:50:18,390 who are not necessarily on the path to college or higher ed 1341 00:50:18,390 --> 00:50:20,970 who don't even know that they're learners yet, 1342 00:50:20,970 --> 00:50:23,220 who don't feel like I'm a student, 1343 00:50:23,220 --> 00:50:26,850 to give them the opportunity to take great courses 1344 00:50:26,850 --> 00:50:28,440 taught by ASU professors 1345 00:50:28,440 --> 00:50:32,280 and have great content, our study hall videos, 1346 00:50:32,280 --> 00:50:35,670 and feel what it's like to go to college 1347 00:50:35,670 --> 00:50:37,170 and then go through the course 1348 00:50:37,170 --> 00:50:40,050 and potentially if they would like to, get college credit. 1349 00:50:40,050 --> 00:50:41,340 Mary Loder- That's amazing. 1350 00:50:41,340 --> 00:50:42,840 So really serving the community. 1351 00:50:42,840 --> 00:50:43,680 Meredith Savvides- Absolutely. 1352 00:50:43,680 --> 00:50:46,170 And it was such an easy... 1353 00:50:46,170 --> 00:50:49,080 For students to be able to apply for this, 1354 00:50:49,080 --> 00:50:52,140 they don't have to go through any of the general-- 1355 00:50:52,140 --> 00:50:53,820 Mary Loder- Like submit all your information to us, 1356 00:50:53,820 --> 00:50:54,653 get an ASU, right? 1357 00:50:54,653 --> 00:50:56,820 Meredith Savvides- Do your FAFSA, meet with your counselor, 1358 00:50:56,820 --> 00:51:00,210 all of the things that can be barriers 1359 00:51:00,210 --> 00:51:02,700 that can cause some stress for students 1360 00:51:02,700 --> 00:51:06,690 who are trying to get into the higher ed space. 1361 00:51:06,690 --> 00:51:10,380 So it was a very simple, go to this website, sign up, 1362 00:51:10,380 --> 00:51:13,140 pay your $25, you're in the course. 1363 00:51:13,140 --> 00:51:14,220 Mary Loder- Amazing. 1364 00:51:14,220 --> 00:51:15,810 Now, I'm familiar with Google Classroom 1365 00:51:15,810 --> 00:51:18,050 because our kids use Google Classroom 1366 00:51:18,050 --> 00:51:20,430 in a lot of the elementary schools and junior highs 1367 00:51:20,430 --> 00:51:22,800 around Arizona, Mesa Public Schools. 1368 00:51:22,800 --> 00:51:24,859 Meredith Savvides- Arizona and the world, Mary. 1369 00:51:24,859 --> 00:51:25,966 Mary Loder- Okay, so there you go. 1370 00:51:25,966 --> 00:51:27,960 Meredith Savvides- If you've been in K12 in the past four years, 1371 00:51:27,960 --> 00:51:29,850 you've been in Google Classroom. 1372 00:51:29,850 --> 00:51:32,460 Mary Loder- And you have experience in the K through 12 world. 1373 00:51:32,460 --> 00:51:33,293 Meredith Savvides- Yeah. 1374 00:51:33,293 --> 00:51:35,040 Mary Loder- So you knew Google Classroom going into this? 1375 00:51:35,040 --> 00:51:38,220 Meredith Savvides- Yeah, I exited just before the pandemic. 1376 00:51:38,220 --> 00:51:39,390 So we had used it, 1377 00:51:39,390 --> 00:51:40,590 but we hadn't tested it 1378 00:51:40,590 --> 00:51:43,500 as much as we had done for this project. 1379 00:51:43,500 --> 00:51:47,220 So lots of new learning, lots of exploration. 1380 00:51:47,220 --> 00:51:51,000 And this is like Google Classroom on steroids. 1381 00:51:51,000 --> 00:51:52,060 Mary Loder- Amazing. 1382 00:51:52,060 --> 00:51:54,210 Meredith Savvides- Because we don't have... 1383 00:51:54,210 --> 00:51:55,830 Typically with Google Classroom 1384 00:51:55,830 --> 00:51:57,990 you don't have opportunities to, 1385 00:51:57,990 --> 00:52:02,040 for like LTI connections and we have them in here. 1386 00:52:02,040 --> 00:52:05,430 So we have tools that we've included links to. 1387 00:52:05,430 --> 00:52:07,098 Mary Loder- So what is LTI? 1388 00:52:07,098 --> 00:52:10,380 Meredith Savvides- LTI stands for Learning Tools Interoperability. 1389 00:52:10,380 --> 00:52:12,720 Basically it means that it's a way 1390 00:52:12,720 --> 00:52:14,400 for two things to talk to each other. 1391 00:52:14,400 --> 00:52:15,870 So we have Google Classroom 1392 00:52:15,870 --> 00:52:17,760 and we have in one of the courses... 1393 00:52:17,760 --> 00:52:19,860 Well, in three of the courses we have Harmonize, 1394 00:52:19,860 --> 00:52:21,596 which is our third party tool. 1395 00:52:21,596 --> 00:52:25,620 So it's a way that they can link and talk to each other. 1396 00:52:25,620 --> 00:52:26,453 Mary Loder- I like Harmonize. 1397 00:52:26,453 --> 00:52:27,664 It's a good discussion platform. 1398 00:52:27,664 --> 00:52:28,560 Meredith Savvides- Yeah. 1399 00:52:28,560 --> 00:52:30,000 Students have liked it so far. 1400 00:52:30,000 --> 00:52:30,840 Mary Loder- Nice. 1401 00:52:30,840 --> 00:52:33,480 What have been some of the takeaways from your experience 1402 00:52:33,480 --> 00:52:35,880 around the discussion boards that you've seen so far? 1403 00:52:35,880 --> 00:52:37,680 Meredith Savvides- So it's pretty early, 1404 00:52:37,680 --> 00:52:42,680 but we have had a discussion going in three of the courses, 1405 00:52:43,830 --> 00:52:45,480 just to introduce yourself 1406 00:52:45,480 --> 00:52:50,340 and nothing can validate the work that we all put in 1407 00:52:50,340 --> 00:52:53,610 as much as reading intros from students, 1408 00:52:53,610 --> 00:52:55,080 seeing why they're there 1409 00:52:55,080 --> 00:52:58,260 and the appreciation for a course 1410 00:52:58,260 --> 00:53:00,960 like this existing, it's awesome. 1411 00:53:00,960 --> 00:53:03,300 We have people from all walks of life. 1412 00:53:03,300 --> 00:53:07,290 We have young and not as young. 1413 00:53:07,290 --> 00:53:09,300 Yeah, we have all learning backgrounds, 1414 00:53:09,300 --> 00:53:12,120 we have all different walks of life. 1415 00:53:12,120 --> 00:53:15,750 People from all over the globe joining us. 1416 00:53:15,750 --> 00:53:17,160 A very diverse group, 1417 00:53:17,160 --> 00:53:20,538 which makes for such an amazing learning community. 1418 00:53:20,538 --> 00:53:21,690 Mary Loder- Very cool. 1419 00:53:21,690 --> 00:53:22,770 An opportunity to connect 1420 00:53:22,770 --> 00:53:24,630 with people you would never connect with 1421 00:53:24,630 --> 00:53:26,160 had this not existed. 1422 00:53:26,160 --> 00:53:29,070 Meredith Savvides- Yeah, in a space where you almost never knew 1423 00:53:29,070 --> 00:53:30,270 that you could be. 1424 00:53:30,270 --> 00:53:31,103 Mary Loder- That's cool. 1425 00:53:31,103 --> 00:53:31,936 The real deal. 1426 00:53:31,936 --> 00:53:32,769 This is it. 1427 00:53:32,769 --> 00:53:33,930 This is what college is like. 1428 00:53:33,930 --> 00:53:36,030 Meredith Savvides- Yeah. Mary Loder- Oh, that's awesome. 1429 00:53:36,030 --> 00:53:37,740 So tell me about these introduction posts 1430 00:53:37,740 --> 00:53:38,573 that you've been reading. 1431 00:53:38,573 --> 00:53:40,410 Meredith Savvides- So I'm gonna try to summarize, okay? 1432 00:53:40,410 --> 00:53:41,243 Mary Loder- Yeah. 1433 00:53:41,243 --> 00:53:42,900 Meredith Savvides- A couple that stuck out for me. 1434 00:53:42,900 --> 00:53:46,200 Some people like graduated high school just before Covid hit 1435 00:53:46,200 --> 00:53:48,330 and so that sort of-- 1436 00:53:48,330 --> 00:53:50,260 Mary Loder- Takes the wind right out of your sails, doesn't it? 1437 00:53:50,260 --> 00:53:51,093 Meredith Savvides- Yeah. Mary Loder- Man. 1438 00:53:51,093 --> 00:53:54,804 Meredith Savvides- And going to college or universities 1439 00:53:54,804 --> 00:53:57,690 was not necessarily in the best interest. 1440 00:53:57,690 --> 00:54:01,680 So, a year turns into three or four for students 1441 00:54:01,680 --> 00:54:06,000 and then taking that initial step back into the college 1442 00:54:06,000 --> 00:54:07,590 experience can be very difficult. 1443 00:54:07,590 --> 00:54:10,410 So this was just a great opportunity for them. 1444 00:54:10,410 --> 00:54:12,120 And we see that not just with students 1445 00:54:12,120 --> 00:54:13,560 who just graduated high school, 1446 00:54:13,560 --> 00:54:16,170 but we have people who have told us that 1447 00:54:16,170 --> 00:54:18,690 they've had children and their children are all grown up 1448 00:54:18,690 --> 00:54:19,980 and they've had two careers 1449 00:54:19,980 --> 00:54:22,641 and they're kind of at this place in their life 1450 00:54:22,641 --> 00:54:24,540 where they're like, okay, now what? 1451 00:54:24,540 --> 00:54:26,490 Should I pursue something else? 1452 00:54:26,490 --> 00:54:27,930 So that's always cool to see. 1453 00:54:27,930 --> 00:54:31,200 And then stories about kind of hardships 1454 00:54:31,200 --> 00:54:34,470 and how this fits into those hardships 1455 00:54:34,470 --> 00:54:37,380 because this was easy and flexible, 1456 00:54:37,380 --> 00:54:39,630 people taking care of loved ones 1457 00:54:39,630 --> 00:54:42,510 and just having this opportunity 1458 00:54:42,510 --> 00:54:46,470 that could fit into a very tricky situation in their lives. 1459 00:54:46,470 --> 00:54:50,190 And then lots of like, I think I can do it this time. 1460 00:54:50,190 --> 00:54:52,830 Like passionate learners here who are like, 1461 00:54:52,830 --> 00:54:54,780 I'm ready to try again. 1462 00:54:54,780 --> 00:54:58,885 So we want to be as responsive as possible to those students 1463 00:54:58,885 --> 00:55:02,763 and encourage them, support them, be there, 1464 00:55:03,750 --> 00:55:06,150 all hands on deck because this could be 1465 00:55:06,150 --> 00:55:08,670 their kind of make or break opportunity. 1466 00:55:08,670 --> 00:55:11,040 A lot of hands in this, which was awesome. 1467 00:55:11,040 --> 00:55:13,950 I'm here to talk about it, but I think it was just 1468 00:55:13,950 --> 00:55:15,364 because everyone else is busy. 1469 00:55:15,364 --> 00:55:17,610 (laughing) 1470 00:55:17,610 --> 00:55:21,630 There were so many people working in this project and-- 1471 00:55:21,630 --> 00:55:22,590 Mary Loder- It takes a village. 1472 00:55:22,590 --> 00:55:23,880 Meredith Savvides- It does take a village 1473 00:55:23,880 --> 00:55:26,820 to raise a child and make a Google classroom. 1474 00:55:26,820 --> 00:55:29,160 Like when I say that people were 1475 00:55:29,160 --> 00:55:32,820 over and above ready to help, I mean it's just amazing. 1476 00:55:32,820 --> 00:55:36,090 People on other teams, I reached out for 1477 00:55:36,090 --> 00:55:37,740 all sorts of random things. 1478 00:55:37,740 --> 00:55:40,864 Hey, can anyone update this transcript file? 1479 00:55:40,864 --> 00:55:45,300 And people from open scale supported 1480 00:55:45,300 --> 00:55:49,350 and then the UX team and our team, 1481 00:55:49,350 --> 00:55:52,170 it was just not surprising also 1482 00:55:52,170 --> 00:55:54,360 when you're at EdPlus, right? 1483 00:55:54,360 --> 00:55:55,197 Does this happen all the time? 1484 00:55:55,197 --> 00:55:56,539 Mary Loder- ASU in general, right? 1485 00:55:56,539 --> 00:55:57,372 Meredith Savvides- True. 1486 00:55:57,372 --> 00:55:58,800 Mary Loder- I mean, truly we hire great people 1487 00:55:58,800 --> 00:56:00,570 who are dedicated to the charter. 1488 00:56:00,570 --> 00:56:03,513 And this is a really good representation of that. 1489 00:56:03,513 --> 00:56:05,700 Meredith Savvides- So appreciations to everyone 1490 00:56:05,700 --> 00:56:09,570 who just went above and beyond to make it happen. 1491 00:56:09,570 --> 00:56:14,220 Mary Loder- What are the differences between the facilitation methods 1492 00:56:14,220 --> 00:56:16,500 that you can use and does it really change 1493 00:56:16,500 --> 00:56:17,940 the student experience? 1494 00:56:17,940 --> 00:56:18,870 What do you think about that 1495 00:56:18,870 --> 00:56:20,340 as far as like your course development went? 1496 00:56:20,340 --> 00:56:23,400 Like did the student experience really change that much 1497 00:56:23,400 --> 00:56:25,020 and how did you overcome that? 1498 00:56:25,020 --> 00:56:30,020 Meredith Savvides- Yeah, in terms of the experience, we wanted it to mirror 1499 00:56:30,180 --> 00:56:32,670 as much as possible the canvas experience. 1500 00:56:32,670 --> 00:56:36,480 And when I say mirror, we have the same outcomes, 1501 00:56:36,480 --> 00:56:38,040 the same level of rigor. 1502 00:56:38,040 --> 00:56:40,290 We need students to leave this course 1503 00:56:40,290 --> 00:56:42,660 being able to do the same thing. 1504 00:56:42,660 --> 00:56:47,580 One thing we needed to consider was that our audience, 1505 00:56:47,580 --> 00:56:52,440 again, doesn't necessarily consider themselves students yet. 1506 00:56:52,440 --> 00:56:55,500 So a little bit more information 1507 00:56:55,500 --> 00:56:58,050 provided about what students do. 1508 00:56:58,050 --> 00:57:02,550 For example, in a syllabus, we would typically just say, 1509 00:57:02,550 --> 00:57:04,710 here's how the grades are broken down. 1510 00:57:04,710 --> 00:57:08,250 In the syllabus in our Google Classroom, 1511 00:57:08,250 --> 00:57:13,080 we say in college they use this certain grading scale. 1512 00:57:13,080 --> 00:57:16,680 We wanted to be sure that we weren't making any assumptions 1513 00:57:16,680 --> 00:57:20,100 about anybody about their experience. 1514 00:57:20,100 --> 00:57:22,440 So really thinking through, 1515 00:57:22,440 --> 00:57:25,650 filling in any gaps with anything, you know? 1516 00:57:25,650 --> 00:57:27,030 I don't know how to do something 1517 00:57:27,030 --> 00:57:30,660 or I'm unsure of myself, I need more support. 1518 00:57:30,660 --> 00:57:33,900 So same assignments, same outcomes, 1519 00:57:33,900 --> 00:57:38,250 same learning objectives, but really honing in on-- 1520 00:57:38,250 --> 00:57:39,690 Mary Loder- The vocabulary of a learner. 1521 00:57:39,690 --> 00:57:40,770 Meredith Savvides- Yeah. 1522 00:57:40,770 --> 00:57:44,220 And like obsessed with them succeeding. 1523 00:57:44,220 --> 00:57:45,300 Mary Loder- Not that we aren't obsessed with 1524 00:57:45,300 --> 00:57:47,100 all ASU students succeeding. 1525 00:57:47,100 --> 00:57:50,100 There's just an expectation level in classrooms. 1526 00:57:50,100 --> 00:57:52,290 Like really good example with the syllabus. 1527 00:57:52,290 --> 00:57:53,610 We just tell you what's expected 1528 00:57:53,610 --> 00:57:55,090 and you're expected to do it. 1529 00:57:55,090 --> 00:57:56,250 (laughing) 1530 00:57:56,250 --> 00:57:58,380 That's not very like soft, right? 1531 00:57:58,380 --> 00:58:00,600 It's not very inclusive or warm. 1532 00:58:00,600 --> 00:58:05,600 Meredith Savvides- And we do have, ULC have has done a great job of this 1533 00:58:05,610 --> 00:58:08,400 with even explaining why you would read a syllabus 1534 00:58:08,400 --> 00:58:09,240 and why it matters. 1535 00:58:09,240 --> 00:58:13,410 So lots of those pieces we did pull 1536 00:58:13,410 --> 00:58:15,780 because they were essential to tell students, 1537 00:58:15,780 --> 00:58:17,760 here's why you do what you do. 1538 00:58:17,760 --> 00:58:21,270 And we always preach to any of the faculty we work with, 1539 00:58:21,270 --> 00:58:22,710 this is a best practice. 1540 00:58:22,710 --> 00:58:24,900 Tell students why they're doing what they do. 1541 00:58:24,900 --> 00:58:27,180 Mary Loder- Sure. Meredith Savvides- But these courses, 1542 00:58:27,180 --> 00:58:30,210 because we're really focused on the platform agnostic, 1543 00:58:30,210 --> 00:58:33,450 it doesn't matter where we host this material 1544 00:58:33,450 --> 00:58:35,850 and this learning, we had to make sure 1545 00:58:35,850 --> 00:58:37,650 that the material stood on it's own, 1546 00:58:37,650 --> 00:58:39,600 assignments were relevant 1547 00:58:39,600 --> 00:58:42,900 and that they understood why they were doing everything. 1548 00:58:42,900 --> 00:58:46,770 Mary Loder- Very tailored, very curated experience for the students 1549 00:58:46,770 --> 00:58:48,180 who don't know they're students yet. 1550 00:58:48,180 --> 00:58:49,080 Meredith Savvides- You are. 1551 00:58:49,080 --> 00:58:51,360 Mary Loder- We all are. Meredith Savvides- We all are students. 1552 00:58:51,360 --> 00:58:53,850 Mary Loder- Well, Meredith, this has been just delightful. 1553 00:58:53,850 --> 00:58:56,130 Thank you so much for expressing your experience 1554 00:58:56,130 --> 00:59:00,060 in supporting these courses, not only in Google Classroom, 1555 00:59:00,060 --> 00:59:01,260 but through the community 1556 00:59:01,260 --> 00:59:02,580 and helping learning enterprise 1557 00:59:02,580 --> 00:59:05,100 with this very large project of Study Hall. 1558 00:59:05,100 --> 00:59:06,660 It's so impactful what you're doing. 1559 00:59:06,660 --> 00:59:07,493 Meredith Savvides- Yeah. 1560 00:59:07,493 --> 00:59:08,790 Well, thank you for having me again 1561 00:59:08,790 --> 00:59:10,440 and we'll give you an update. 1562 00:59:10,440 --> 00:59:11,850 We're gathering student feedback 1563 00:59:11,850 --> 00:59:14,700 as much as possible throughout the course and at the end. 1564 00:59:14,700 --> 00:59:18,570 So we are just dying to know their experience 1565 00:59:18,570 --> 00:59:20,220 and then pivot when things-- 1566 00:59:20,220 --> 00:59:21,053 Mary- How can you improve, yeah. 1567 00:59:21,053 --> 00:59:22,680 Meredith Savvides- How can we get things better for everybody. 1568 00:59:22,680 --> 00:59:25,588 So we did acknowledge to all the students, 1569 00:59:25,588 --> 00:59:27,690 you are the first cohort, 1570 00:59:27,690 --> 00:59:29,737 we're so excited that you're here. 1571 00:59:29,737 --> 00:59:30,570 (upbeat music) 1572 00:59:30,570 --> 00:59:32,910 Please let us know if there's anything we can help you with. 1573 00:59:32,910 --> 00:59:36,390 So hopefully they do and we can make updates 1574 00:59:36,390 --> 00:59:38,070 and support the next group. 1575 00:59:38,070 --> 00:59:40,110 Mary Loder- As I'm sure you will because you always do. 1576 00:59:40,110 --> 00:59:41,460 We appreciate you, Meredith. 1577 00:59:41,460 --> 00:59:42,293 Meredith Savvides- Oh, thank you. 1578 00:59:45,900 --> 00:59:47,730 Liz - What an incredible episode. 1579 00:59:47,730 --> 00:59:48,840 Ricardo- And it's not over yet. 1580 00:59:48,840 --> 00:59:49,950 Liz- No, there's a part two. 1581 00:59:49,950 --> 00:59:50,783 Ricardo- There's a part two. 1582 00:59:50,783 --> 00:59:52,260 Liz- How cool, I'm loving that. 1583 00:59:52,260 --> 00:59:53,640 So listening to all of this though, 1584 00:59:53,640 --> 00:59:56,160 I can't help but to think about my own experiences 1585 00:59:56,160 --> 00:59:59,310 as a YouTube user and how I use it. 1586 00:59:59,310 --> 01:00:00,180 Ricardo- YouTube learner. 1587 01:00:00,180 --> 01:00:03,180 Liz- Yeah, I think it's an official title now 1588 01:00:03,180 --> 01:00:04,611 after this episode, right? 1589 01:00:04,611 --> 01:00:06,919 Mary - We'll talk to Katie. (laughing) 1590 01:00:06,919 --> 01:00:07,752 Ricardo- We'll get some T-shirts. 1591 01:00:07,752 --> 01:00:08,790 Liz- We'll make it happen, we know people. 1592 01:00:08,790 --> 01:00:10,809 But I think about how I use it all the time to like, 1593 01:00:10,809 --> 01:00:12,660 I'm such a visual learner, 1594 01:00:12,660 --> 01:00:15,390 especially when it comes to like some of my creative crafts 1595 01:00:15,390 --> 01:00:17,040 where like I need to see 1596 01:00:17,040 --> 01:00:19,140 how to do this particular stitch. 1597 01:00:19,140 --> 01:00:22,940 And having that visual connection does so much for me. 1598 01:00:22,940 --> 01:00:27,180 It also had me thinking, if I, as a YouTube learner, 1599 01:00:27,180 --> 01:00:30,147 if I could get a degree from YouTube, what would it be? 1600 01:00:30,147 --> 01:00:31,140 And I think at this point 1601 01:00:31,140 --> 01:00:32,490 it has to be something about sewing, 1602 01:00:32,490 --> 01:00:34,050 maybe a doctorate in sewing 1603 01:00:34,050 --> 01:00:38,070 and certainly a doctorate plus plus in Disneyland 1604 01:00:38,070 --> 01:00:40,140 from all the Disney videos I watch. 1605 01:00:40,140 --> 01:00:41,460 What about you guys? 1606 01:00:41,460 --> 01:00:44,340 Mary- I mean, generally I would get a degree in meditation 1607 01:00:44,340 --> 01:00:46,560 because I use it a lot for like guided meditations. 1608 01:00:46,560 --> 01:00:47,730 I love it for that. 1609 01:00:47,730 --> 01:00:49,140 But then also fixing cars 1610 01:00:49,140 --> 01:00:51,810 because I am not a mechanic in any way, shape or form, 1611 01:00:51,810 --> 01:00:53,640 but my kids have car issues 1612 01:00:53,640 --> 01:00:56,220 and I seem like such a knowledgeable person 1613 01:00:56,220 --> 01:00:57,930 and so empowered when I can go to YouTube 1614 01:00:57,930 --> 01:00:59,730 and teach them how to do something on their car. 1615 01:00:59,730 --> 01:01:01,410 Liz- Do you tell them that YouTube told you how to do it? 1616 01:01:01,410 --> 01:01:02,700 Mary- Absolutely, and I send them the link, 1617 01:01:02,700 --> 01:01:04,260 hoping they'll watch it and do it themselves, 1618 01:01:04,260 --> 01:01:06,912 but let's be real, sometimes they need a guiding agent, 1619 01:01:06,912 --> 01:01:09,150 which is what Study Hall generally is 1620 01:01:09,150 --> 01:01:12,510 because you get access to a more guided environment 1621 01:01:12,510 --> 01:01:14,040 than just watching videos on your own. 1622 01:01:14,040 --> 01:01:14,873 Ricardo- Right. 1623 01:01:14,873 --> 01:01:15,706 Liz- I would probably lie 1624 01:01:15,706 --> 01:01:17,963 and tell them that I just knew it inherently. 1625 01:01:17,963 --> 01:01:18,796 (laughing) 1626 01:01:18,796 --> 01:01:20,830 Mary- They would call me out on that so fast. 1627 01:01:21,724 --> 01:01:22,560 What about you? 1628 01:01:22,560 --> 01:01:24,300 Ricardo- I love crash course. 1629 01:01:24,300 --> 01:01:26,757 I'd get a degree in crash course and-- 1630 01:01:26,757 --> 01:01:28,530 Mary- You probably already have a bunch of credits 1631 01:01:28,530 --> 01:01:30,000 if they were to look back at your history. 1632 01:01:30,000 --> 01:01:31,107 Ricardo- Oh, sure, sure, sure. 1633 01:01:31,107 --> 01:01:32,430 Not as many Study Hall stuff 1634 01:01:32,430 --> 01:01:35,580 because we've been working on it, but also monsters, 1635 01:01:35,580 --> 01:01:36,413 it's gonna be exciting, 1636 01:01:36,413 --> 01:01:37,320 because the next episode 1637 01:01:37,320 --> 01:01:39,576 we have Emily Zaka, the host of Monstrous, 1638 01:01:39,576 --> 01:01:42,090 and also one of the hosts of Study Hall as well, 1639 01:01:42,090 --> 01:01:43,650 one of the instructors. 1640 01:01:43,650 --> 01:01:46,170 So we're gonna be here in that next episode 1641 01:01:46,170 --> 01:01:48,390 with a bunch of Complexly people 1642 01:01:48,390 --> 01:01:50,820 and we'll get into more of the production 1643 01:01:50,820 --> 01:01:52,110 of how things came to be. 1644 01:01:52,110 --> 01:01:54,300 So a lot of people from the team talking 1645 01:01:54,300 --> 01:01:56,040 with a lot of people from the Complexly team. 1646 01:01:56,040 --> 01:01:58,380 Mary- A little more behind the scenes on this next one. 1647 01:01:58,380 --> 01:02:00,500 So definitely tune in for the next episode. 1648 01:02:00,500 --> 01:02:02,700 Ricardo- So what can people do if they have any questions 1649 01:02:02,700 --> 01:02:03,533 or anything like that? 1650 01:02:03,533 --> 01:02:06,240 Mary- They can email us, coursestories@asu.edu. 1651 01:02:06,240 --> 01:02:09,480 We're also on Instagram and on X, Twitter. 1652 01:02:09,480 --> 01:02:11,460 I feel like there's still an identity crisis there, 1653 01:02:11,460 --> 01:02:12,300 but we're there. 1654 01:02:12,300 --> 01:02:14,580 So feel free to connect with us in those spaces. 1655 01:02:14,580 --> 01:02:15,690 Liz- We'll see you there. 1656 01:02:15,690 --> 01:02:16,801 Ricardo- Bye bye. Liz- Bye. 1657 01:02:16,801 --> 01:02:17,634 Mary- Bye. 1658 01:02:21,960 --> 01:02:23,100 Ricardo- Course Stories is available 1659 01:02:23,100 --> 01:02:24,720 wherever you listen to podcasts. 1660 01:02:24,720 --> 01:02:27,601 You can reach us at coursestories@asu.edu. 1661 01:02:27,601 --> 01:02:28,590 Course Stories is produced by 1662 01:02:28,590 --> 01:02:30,930 the instructional design and new media team 1663 01:02:30,930 --> 01:02:33,150 at EdPlus at Arizona State University. 1664 01:02:33,150 --> 01:02:35,250 If you're an instructor at ASU online, 1665 01:02:35,250 --> 01:02:36,360 tell us your course story 1666 01:02:36,360 --> 01:02:38,610 and we may feature it in a future episode. 1667 01:02:38,610 --> 01:02:39,660 Thanks for listening.