Next: IntelliBoard with Amy Price and Becky Keith

My guests for today are Amy Price & Becky Keith of Intelliboard. Amy is a big data nerd who moved from a compliance role, to teaching, to her current role as a client services manager. Becky is a big instructional technology nerd, with a background in the classroom who is also the Vice President of Platforms.

In this 'analytical' conversation Amy, Becky and I talk about:

⏭  Intelliboard Next, and why everyone should be excited about this next generation analytics platform that evolves its delivery from easily displaying data to one that combines LMS data with other sources and seeks to help improve outcomes

🌛 What common barriers exist to first collecting data, but then actually creating tangible action from analytics to help all types of learners

🆕 Why it might be a good idea to start your data analytics implementation by focusing on high flyers (in both learners and implementers) rather than difficult or challenging cases, to ensure you gain momentum and buy in

🏗 How working to be proactive, as a teacher, learner, parent, manager, puts us in front of the learning game and allows us to help learners in need, identify high performers and take action early

⚒ The reality that institutions, schools and companies often create accidental silos around important learner data that, when shared and combined, make understanding learner performance easier and richer

🔓 What the common barriers and failures are for implementing learning analytics and how to ensure data privacy is upheld. 

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Transcript

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This is the eLearn Podcast episode 100. Identify your champions. Identify those folks who are excited about data. Identify how we can help them save time. Right, with getting that information quicker and then grow from that pool. Welcome to the eLearn Podcast. My name is Ladek and I'm your host from Open LMS. My guests for today are Amy Price and Becky Keith of Intelliboard. Amy is a big data nerd who moved from a compliance role to teaching to her current role as a client services manager. And Becky is a big instructional technology nerd with a background in the classroom who is also the vice president of platforms. Now, I'm just a regular nerd, and I'm super excited that these two ladies are here for our 100th episode in this analytical conversation. Amy, Becky and I talk about IntelliBoard next and why everyone should be excited about this next generation analytics platform that evolves its delivery from easily displaying data to one that combines elements data with other sources and seeks to improve learner outcomes at its core. We also talk about what common barriers exist to first collecting data, but then actually creating tangible action from analytics to help all types of learners. We also talk about why it might be a good idea to start your data analytics implementation by focusing on high fliers in both learners and implementers, rather than difficult or challenging cases to ensure that you gain momentum and buy in from everyone. We also talk about how working to be proactive as a teacher, learner, parent manager. It puts us in front of the learning game and allows us to help learners in need, identify high performers and take action early for all of them. We also talk about the reality that institutions, schools and companies often create accidental silos around important learner data that, when shared and combined, make understanding learner performance much easier and much, much richer. And then finally we talk about what the common barriers and failures are for implementing learning analytics in general and how to ensure that data privacy is upheld. But before we get started, a quick word from our sponsors. The e-learning podcast is sponsored by the eLearn Success series, a uniquely valuable set of events that bring together sector experts and thought leaders to offer solutions to the most critical challenges and issues at the intersection of education and technology. Get your free ticket to all four sessions at eLearn Success series doe and Open LMS, a company that provides world class elements, solutions that empower organizations to meet education and workplace learning needs. Learn more by visiting Open LMS. Hello everyone. Welcome to the eLearn hot seat. The eLearn Podcast. Depending on what time you're listening to this, if you're listening to this today, right now it's April 21st, 20, 2022. There's a lot of tons in there for me. Sorry, but if you're listening right now, we're live with some good friends of ours, Amy Price and Becky to the tell a board. I'm going to let you both introduce yourself here in just a second. But before we do that, I want to welcome everyone. We do this hot seat now on a regular basis on every Thursday now, because we want to have interaction with our community. We're giving our community the ability to like engage with us, ask questions, bring comments, those kinds of things, because nothing is more exciting about e-learning than actually participating. Right. And we're actually lucky enough. I know. I don't know. Is she a colleague or something? Samantha Reed, your raise your right or not? One of our awesome colleagues. Here. Out here and friends. If you're watching on YouTube right now, you can see there's already a comment in there. So that is your indication if you're listening or watching. And we see you, we actually see how many people are kind of checking us out on LinkedIn and Facebook. Please join us. My name is Ladek. I work for this company right here. Open LMS is a provider of learning management systems, but we work with partners like IntelliBoard to provide the best learning experience out there. But, you know, this isn't to say we're not we're not here to do any sales. We're here to talk about all of the cool stuff that people can do with data in the learning environment. So let's see, Amy, why don't we go first with you? You know, I like to always start like I don't want to butcher who you are or what you do. So why don't you give us the 30 seconds on housing prices. The 30 seconds of any price? Sure. So I am Amy and I've been with IntelliBoard for a long time and I'm thankful to be here. And I at the most heart of everything, I'm a big data nerd. But for IntelliBoard , I worked in higher education primarily with first year students with retention efforts. There's that can sometimes feel touchy feely, but it's really still needs to be data driven and that the impacts that we have on that beyond just academic learning also need to be data driven. And then one step before that I was doing compliance for a federal grant. And if I have any friends who are doing compliance for federal grants with us here today, they know and I knew that it was a moving target. And really it was all quantitative. It all was data driven. And data can be daunting. It can be across several different areas. But it's so important to bring it all together and it's so important to make it easy to be then informing our decisions, right? So the 30 seconds of that is I had these two very different data experiences and then I get to work for this company that seeks to make that easier. And it fulfills both my need to help people and to be making data driven decisions. So it's kind of like the perfect match. And then I get to work with amazing people like Becky Keith, who I'm going to pass it over to for the next 30 seconds. Super cool. Becky, you have quite a compelling story of that. Well, if Amy is the data nerd, I am coming in as the instructional technology nerd. So my background is the classroom and K-12 education. So my coming into IntelliBoard and the role that I play at IntelliBoard is more of the the platform instructional technology and how it impacts the instructors and makes their life easier. So I started at way back as a high school teacher, and then my master's is an instructional technology or secondary education and instructional technology. So I always wanted to get my hands on all the tools and use the platforms in my classroom. And that led me one thing after another and ended up here at Intel, a board where my role is to listen to the instructors, listen to our clients, their needs, work, cross departmental to develop the platform that really ultimately is not just about delivering data, but improving educational outcomes. Mm hmm. Wow. I mean, I mean, we have a lot to talk about here, because now we've got data nerds, we've got instructional design nerds, and I'm just a regular person. They're just nerds. We have all of us. All of us. Back to back. Yeah, because I think this is a platform question. But tell me if I'm wrong. I know that Intel on board. This is something that Anatoly kind of put out there, I think, about a year ago in the last even success summit with us, or maybe it was on a hot seat a little while ago. And I'm forgetting what's funny you about this Elizabeth IntelliBoard next. What I'm going to admit, I don't I can't I can't put my finger on it and tell me what IntelliBoard next is and why I should be excited about it, why everybody should be excited about it. All right. How long is this interview? So IntelliBoard next is back to the end of the intro is that we want to improve educational outcomes. So Intel, a board is not a data company. We don't just want to deliver data because then that means that someone else has to analyze it and we're giving them the first piece of it, but we're not actually telling them the whole story. So IntelliBoard is next. Is just that the next evolution of learning analytics. So back back when Anatoly started it, it was the need was to deliver data, deliver a report, take everything from from the LMS and build a report that met the need. But then it became Now we want visualizations. And then it became we want the big picture visualizations, and then we want to drill down into the data. And then it became, okay, I see the issue now. What are you going to do about it? What? Oh, so now I still need to go do something. Yeah. Thanks for showing me this, but now I have to go do it. So IntelliBoard next is that next step of we want to solve your problems. We want to improve learning outcomes. We want to not just show you the data or make it pretty. We want to do something about it. So the end result is that your instructor or your instructors are successful in that your learners are successful as well. So it's actionable data. It's taking that data and predictive learning analytics notifications, bringing data sources together because just an LMS data doesn't tell your fool doesn't tell the full story. So bringing it's combining data from multiple sources. It's showing you the visualizations, making it really easy to dove down into your data to customize and personalize the data definitions for your institution because they're not all the same. Make predictions on learners, notify the learners, the instructors, the success coaches, whomever that athletic coach is. Anyone at the institution who who plays a role in the students lives to inform them with the data that they need so that it impacts the learning and the success of the students, too. So that's until we're next. It's the next level of of actionable data. Fantastic. And I'm going to I'm going to save the demo for anybody who comes to the eLearn Success series here. You know, we have our next session on May 4th. Coming up here in just under two weeks. IntelliBoard will be here in the chat. They'll be there in the in our community. If you want to see how that works, you can go over there, do that. And I also just want to want to just remind everyone, this is live right now on April 21st. And I know some of these your colleagues like Aarti and Samantha and obviously Tanya, they're, you know, thank goodness you come into the chat if you are listening and you have a question or comment for Rebecca or please put it in. It doesn't matter what platform you're working on, we actually see them all. So, you know, go ahead and do that. You know, Becky, I'm going to I think I should give this question to Amy and tell me if I'm wrong, though, but. As we like. What's the sorry? The question I want to ask is. I often hear that people like yes data. We need to use data and dithered and yet we either fail to do that as instructors or administrators or just institutions. Or we get to that stage where. Okay, yeah we, we haven't told where we collect it. It's there, you know. I mean, sure, maybe we get that one report about, you know, who's logged on or whatever that. But then what I often hear is we're not really using data and the platforms that we have to the greatest extent. So in your experience, Amy, like what are those barriers like? How do we overcome and make this easy, make this, you know, make data not only accessible, but something that you can use. You know, if I might, if I'm a ten person institution to a 10,000, 100,000 person institution. Sure. And that's the that's the million dollar question. Right. And if I had the magic wand to say here all the time, right. Like here's all the time here, all the resources, and I'm going to take off our own personal humanness of being a little intimidated by it. I would. Right. But I unfortunately don't have the magic wand. But the recommendations, I think, are completely the same. And if you're listening in and you have recommendations, please do drop those in because we want to hear them and celebrate them. But to me, it's always identifying where you have one, your champions, and two, your biggest needs, right? So and the work is not about just the tool, right? Like the tool is there and the tool seeks to do stuff, especially until a board next that will allow you to personalize it and make it your own so it becomes less scary, right? Like when I see myself in something and I see my language and I see my terminology, I'm more likely to accept it. Right. But I also think what we miss the simplest part of identifying a quick question, it doesn't have to be like save retention, right? Like there are components within retention we should focus on first. Right? What is that question? Where can we make the impact? Where are champions? How can we use that peer support and excitement? One of the things that we often talk about in adoption and rolling out is choose one, right? Like choose the one department and then identify what that one department needs and let it grow out organically so that we have one question we're going to tackle that. That question is obviously going to bring additional questions. Well, why is it that this tool is being utilized way more than this tool that then becomes a professional development conversation? But we often start too big and it becomes too scary to to jump in full plate of that. But my recommendation would be, and I hope this is where you wanted us to track, is identify your champions, identify those folks who are excited about data, identify how we can help them save time. Right, with getting that information quicker and then grow from that pool. Hmm. It actually tracks really well for me because, you know, we recently had on the podcast and a little while ago on the hot seat, a gentleman named Al Kingsley, who's been talking about EdTech for like 30 years now. And this is one of his key points as well as find those individuals in your institution who want to raise their hands and who want to say, Hey, look, I'm interested in this. I want to do this, or I've figured this out and it doesn't necessarily have to be put in the procedure manual or put in the org chart immediately. But, you know, use those. He called it signposting. Right. And then actually, you know, say, hey, look, Becky actually got this figured out. Like, if you're trying to figure out how do you help your class go, you know, maybe Becky could have a brown bag on this or something like that. So it's I find that really interesting. It's the informal network, the informal build up within an organization as well. And but just to add on to that, to it, it makes me think of, you know what, I was an instructional technology integration specialist. The idea of, you know, sometimes we focus on those that we know are going to struggle with it or aren't going to embrace it. But so not focusing when you integrate a new technology regardless until the word or whatever the platform is, you know, focusing on those high fliers and that that next group also that with time so you have your early adopters and they're going to champion that and then focus on that next group. Not necessarily. It seems like a lot of times we always focus on those that we know are going to struggle with it and aren't going to adopt it. And then a lot of times we don't implement something because we're looking at those users. So, you know, my suggestion would always be to to that to think about those that are going to implement it and work with those, and then it'll trickle down, maybe not in the first year, but the second year or the third year. But if you start with those high fliers and then when you roll something out like that. So until has been around for a while. What I'd love to hear is like what's what's a great case study of either an aha moment or something where, you know, a client that you work with really, you know, they they've now kind of become proficient. Like what are the things that they can do now or that they had just kind of kind of become a part of their day to day that weren't maybe three or four or five years ago or maybe pre-pandemic, something like that. I don't know who's who's better that Amy or Becky, which I would use. Amy. I think we both can speak to it certainly. But to me it's when we hear from clients who are like, this is this is my air, it's the air that I breathe. I wouldn't be able to answer the questions that I need answered to monitor my systems. Right. It's also when we hear from clients who are like, you know what, I used your reporting to qualify, asking for additional funding to support our students. Right? Like, look where they are, look what they're doing. Look at this increase in utilization, especially with the pandemic. You know, when budgets are tight across the board and we need clarification on how to prioritize that budgetary dollar and when we're making the impact of it. Like that's what it's all about. Right. I think and other hearing from other clients who are like, we couldn't do that, the compliance reporting without knowing that these people are complete in the way that we've been able to automate this to save time. Right. I used to have to go into every single course to monitor the student because I'm in the academic advisor. Right. And I had to go like we could spend the rest of the podcast going through the click path, right? Like to hear the seamless integration of this and then what it has done to their time to to give back what people really want to be doing. Like we're again, like, I'm going to go back to we're all nerds, right? We you have to. And my other answer to that other question was like, find the nerds, right? Like find the nerds who want to adopt it. But also like we're the nerds that also just want to educate folks, right? Like we give me back my time to do what I'm passionate about, which is improving education. And so to me, the the greatest highlight is when. It's just so seamless and easy and breezy that we're not even thinking about how we're utilizing it because it's so ingrained into our work patterns. So one of the things though in the introduction, you guys both kind of put where you came from on the table. I think like is the second part of this question or where we're going right now? Becky you came from K through 12, which I'm completely frank. You know, I've been doing this for a while now. We talk about higher education a lot. We talk about corporate a lot. I think K through 12 still gets I don't want to say put on the back burner, but it's still kind of like, hey, as long as they're moving along, it's okay. But you would talk to me about what data is important in for K-through-12 teachers and then is that sort of a sub topic? They're like, Who's it important for? Is it just the teachers? Is it administration? Is it the parents? Like, I've got three kids. Everybody knows this, right? Like, I'm always interested. Like, what data should I be sharing with parents and about about that, how I can use that effectively. Yeah. So everyone, all of them parents, instructors, the administrators as K-12, all speak K-12, but it's it's applicable all the way up. I need help juggling. I have so many things going on, and it's so easy for something to fall through the cracks. Just make my life easier. Make my life easier. And and data can do that, especially if someone else has done all the work. The hard part. So as an instructor, I need to know where my students are. Did they get today? Can I move on to tomorrow? And, you know, I think when I was in the classroom having even like discipline, you know, if something happens, where do I know if that where do I put that down? Okay, I'll put it on this sticky note right here or, you know, just collecting everything. Give me one spot to to bring everything together. And so for the instructor in a K-12 classroom, until the board next has the ability to input data directly into an teleport. So I'm in the class classroom. Something random happens, a kid says something. I saw that the student didn't get it or or whatever I can right then. Instead of putting it on my post-it note or a random spreadsheet, I can just go straight to and tell a board and make a quick note. Keep the kid after class, make a quick note. And then when it comes time for that parent conference and I'm scrambling to figure out what I can say about that one place I can go and see any notes that I've taken on that student, I can go and say, Oh, yep, they didn't do well on that assessment, but it looks like they did not visit or did not spend time or did not complete these activities. So are they spending time where I think a student comes in and says, I need help? You know, you can pull up and see how they did on the last assessment. You can see how much time they spent on the resources that you've made available. So having that data equips you as the instructor for having those conversations with parents, for having those conversations with with the learners. And as I think Amy mentioned, you know, having that aggregate view of all of your courses together so you don't have to drill down into each course and then click on the activity and then click on the time spent. But being able to look at one simple table and sort it by whatever I want to define is at risk. If it's time spent or if it's visits or if it's grade or if it's participation. You know, having that data at my fingertips helps me with all of the balls that I have in the air, juggling and administrators. Same thing. You know, I think back to when they would walk around and come in each class and do a little observation of what's happening, happening in the classroom, working with and tell a board to identify what data is most valuable. And then having that sent to the administrator makes everybody's life easier. And parents parents need data to as as parents. I also have three kids. And by the time and I keep the, you know, the the apps that I have access to on my phone all the time. But a lot of times by the time that data gets to me, it's too late. And I'm the crazy mom saying, Why do you have a zero? Why did you not do this? Why did you have you know, and then it's it's we're being reactive. We want to be proactive and bring in and data from the LMS and combining it with the SARS data. So the learning management system data combining it with the student information. Allows parents to be proactive and learners, you know, take responsibility for your own learning. You have this coming up. You have this do. I would much rather say get a notification that says something is due tomorrow so I can help my kids sit down and work on it instead of being the mom. At the end of the day, you know, two days late saying why? Why do you have a zero for this? Now you need to go talk to your teacher and see if you can make it up. So there's it's it's as applicable to K-12 as it is to higher ed and and and what we my role at IntelliBoard and Amy's is to make their lives easier what what process. What system what what how can we streamline a process like entering that data straight into and tell a board like what data is valuable to you? And then how can we make that data point? How can we get that to you on a regular automated basis so that what you need to know is at your fingertips. So that the thing that rumbles around in my head is I'm a teacher. I'm either in a case probe or I'm a professor in higher education. I don't feel this maybe so much in the corporate learning development space, only because there's a different mindset there. But at least for the two academic places. Look, I'm I'm a teaching professional. Like I am a subject matter expert. Like my, you know, my degree is in this. And, you know, data analytics for education are not my. So far, it's so far outside my wheelhouse that I don't I don't want to be honest. I don't want to deal with this. Right. And then if I go down to K-through-12 and just drinking from a fire hose is one of my favorite phrases, right? This was just so much like. Like what? Where do these people turn to for support? I know we've gone back. We've been back to the. Hey, the people who want to raise their hand, the signpost, the nerds who want to do it. Is there just that? How do we respond? I guess that's really the question. I'm wondering, like, I'm sure you hear it all the time, but, you know, we have the administrator we have and tell the board, they're like, look, we put all this together. Now they've got to use it. Like, what are some of the ways that you've helped over overcome that start? It all starts, right? Like. I think you're exactly right. Like the water the water hose trying to drink from it is exactly right. The one of the things that at one of the reports that I love the most is needs grading. It's literally a list of things that need to be graded, right? Like put it in my fingertips, put it. I'll highlight it. Right? Like what? Give me the resources that again are going to save me time that aren't making me do the the data cartwheel of understanding what it is. Right. Like I, I want to be able to visualize something and see very quickly what I need to do about it. And so making sure and there's different audiences that have access to a teleport and making sure that we're building in. And this goes with every tool, right? It's not just data, but making sure that we have the space to build in what we're doing with this and why is super, super important to me. And I think super important too. You're exactly right. Like, we're not all data engineers, nor are we all developers. And so there needs to be this tool or resources that make that understandable. I also think about how. I there's so many other duties as assigned, right? Like I think about we are all asked to take care of our students and deeply we want to write like from a care perspective from we're asked to do retention reports and care reports and we're asked to make sure that we're communicating upward when there's a concern. And how much of that can be captured in an environment. Right. Students are doing things right. Students are acting on things. If I have a student that I see as performing like this and then all of a sudden goes down, I want that notification and I want it to be automated. I don't want to have to wait for the faculty member to say, oh, you know, it's been it's been two weeks, I think, since fall break and we haven't. Did I see Becky write like you're teaching five courses as a higher ed? Or maybe you in K-through-12. You know that that student's not there right away. You know that students not there right away, but that their progression of assignments goes down very quickly. The alums can tell us that without having me think about it. Right. I need you to tell me when these things happen so that I then can use my educator energy on having the conversation with that student, impacting that student's life, creating space for that, because I've already been told to do it. Don't make me as an educator, search for that. Give it to me. So then my job is not to understand it, not to ask for it, but to then act on the data that's available for me. So you didn't take me there like you gave us some great examples of. What I think as parents or even as learners in higher ed we would expect is our performance data. Like it's the grade you got on your reports on the marks that you're getting on your on your on your test and those kinds of things. But, you know, you said earlier I took notes that you were a part of that that first year orientation, first year seminar courses. So this is softer. Mm hmm. Pardon me? This is softer stuff. This is other stuff. That is data we wouldn't usually think that an element would contain or that is being captured. Talk me through. How are we capturing that? And then again, is that where am I being notified of that as an instructor or as a counselor or as an administrator? Is is on my phone? Is it where is it showing up? Sure. And I think that this is where we do the big fat for BA disclaimer. Right. Like we all need to be mindful of how data is shared. And it's also where we need to also remember that data should be should never be punitive. Right. Like and I don't want that across the board for anyone. Like the data should be there to tell the story and highlight where we need to improve, but it needs to be done in an ethical and generous way, right? So I think about from a retention standpoint when, you know, there are so many things that come into retention, right? And we're seeing it with community colleges, we're seeing it with first generation students, we're seeing it in lots of different places. But it can be financial, it can be academic, it can be that they are working two jobs. It can be that they don't have access to a working car. Right. Like there's so many different things that are impacting our students and I would dare say K-12 through adult learners, right. That. As educators and at these institutions of learning, this team has this set of information. This team has this set of information. This team knows that they haven't used their meal card in three days. This team knows that they're no longer in their residence hall. This team knows that their parent or adult human may be unwell. And we've created these accidental silos, right? Like how much of our work is already siloed? And we need a way to easily bring all of that together to then identify, okay, you've you student and back image that pick on you like you Becky have hit three of these. Amy You've hit four of these. I need to prioritize finding you, but I don't have the tool to get all of these different things together to be able to identify that very quickly that Becky has hit three of my five concern points to be able to then take action on it. So I think a lot of it becomes organizing, right, and making sure that we can pull those datasets together and then automating that so that we then have this this clear report of where we need to take action. And I'll go. Right on to that. So with Intel about next, we've built a notification creator that allows you to identify any column in a report and build a notification based on that data field. And it's not just data from the elements. It can be data that's brought in from the SAS. It could be data that's brought in from that lunch. What do you say, Amy, the scanning of your meal card, like you can bring all of that together. So, for example, if you are, you know, you have students who are on scholarship and to keep the scholarship, they have to have a certain GPA. That scholarship data doesn't live inside the LMS. How how do you easily follow those students and make sure that that they're on track to continue that scholarship? Well, you bring in that scholarship data and that student information system data that that you can bring in. Or another example is taking the data that comes out of the alums, but then adding calculations to it to make it a valuable data point. So for a lot of corporate courses they have, they don't have a definite start and end date, but they want the the employees to finish within 30 days or 60 days or 90 days. K-12 virtual schools, there's no start and end date that the learner comes in. They sign up for the course. How do you know if they're on pace or not? Yeah. Aside from individually following each one and going to all the classes. So we are able to create a new data point that doesn't exist anywhere called pacing. On pace indicator. And it looks at you can bring the data in that says this course should be 60 days, this course should be 90 days. And then we have calculations that look at the total activities, the days since start, the enrollment start date, the total activities in the course to come up with the expected activities per day and the actual activities per day. And then the data field on pace indicator looks at if this is greater than that on pace, if this is less than that off pace. So then being able to take that data point, make it red and bold and add it to every report or add a visual of the number. I am a teacher. What do I need to do today? I a supervisor or I need to know who's off pace? Who do I need to contact today so I can go in? Oh, I have five learners who are off pace that that just saved me hours of time because that data doesn't live anywhere. We can tell you that data. And it's because of the conversations that we have with learners across the globe about what what their needs are and how we can solve their problems. So then back to the notifications you then have can create a notification that is based on that data point, even though that's data that's not in the elements or the size and set up an automatic notification to be sent to any learner who's off pace every Monday saying, hey, you're off pace, pick it up, add another assignment this week. So that is saving time, precious time because we're doing all of that hard work in the background and then that can be a text message or an email to the parent, to a success coach, to a supervisor, a manager or an instructor or to the learner. I want to. But before we take an exterior, I want to remind everyone that we are live right now. We've had some cool comments come in here from Sydney, from Jennifer, from Tanya. Or the best thing is, I would love it if anybody has a question that you're burning to ask about data, data analytics, the place we're going next. And as Becky and Amy already put on the table, predictive analytics. I really want to kind of talk about that a little bit more in a little more detail. Throw it in the chat. If you're on LinkedIn and on Facebook and YouTube, you can do that. We do see it. We love that. We love to interact with you. We you know, we've been skirting around the topic of, you know, how do you hear this, this pacing data? You know, as you were saying, Becky, you can actually see what's happening and you can get in front of it, or at least you're at least you're in real time with what's happening with the letter. Right. There's one big piece that we haven't talked about that I feel like is in the room right now is the corporate space. We talked a lot about k through 12. Talk about a higher ed. I want to take us there. But before I do that, I know you tell me how would be the easiest way to get there? Is it can we talk about sort of predictive analyzes and then go through corporate or should we talk about C like what is these sort of lifelong adult learners who are not in a traditional education space? What are they like? I'm interested in what are the data differences that you've seen in the teleport? I'm going to ask the question. I'm sorry. You're good. Like what? How how does how do data expectations change? How do they how are they looking at different things? Are we looking at are the needs different radically? Or I'll just pause there and kind of put that on the table for you. I'm not sure. But we both will. I'm sure that I wanted to say that the content of those corporate courses, right, like we think about what we are utilizing learning management systems for corporate governmental agencies, right? Like it is still learning, right? It is still content. It is still it is high stakes, I think about our clients and it's some of it's super high stakes medical training, some of it super high stakes aviation training. Some of it's I mean, the content that still needs to be delivered and the content that we need to check that still absorbed even for our adult learners. And let's be real honest, more so for adult learners who also have lives and also are doing things. And I think all of us three probably know how to get ourselves in and out of a course real quick because we know the tricks, right? Like you have to design for adult learners in a very different way. Although my kid as a kindergarten class also figured out how to reset some of her her content to get to 100 to make sure that she saw 100. So I mean that the idea of this instructional design type stuff is no different in our corporate entities. We still have to be able to confirm our corporate learners are spending time where we expect them to spend time. We still need to ensure that our design of our coursework is answering those questions that we know from a compliance and safety standard that we need to have certification on. I think a lot of the the conversation changes between did you complete did you get a certification? When is that certification up? Are you have X amount of days to complete this? Is more corporate leaning. Right. I need to quickly get this to the manager of the people who are doing this. Right. I need to authorize it. But the the nuts and bolts of designing that coursework and monitoring that coursework are still the same. And then going back to the notifications of, hey, you adult learner who are busy scampering your your work, your house, your athletic programs with your school, with your kids. Right. Like, here's the reminder that you are off pace. We would say it a little more kindly for us adults. Right. And here's the quick link to get back into your content. This is where you left off, right? So still utilizing the tools, still utilizing the checks and balances with the end game and Austin certification or compliance of. But those inner workings aren't all that different. Right. But we're still and maybe we need additional tools to support our adult educators. Becky, I wanted to I want to take this a little bit further, but I want to ask it for them. And this is going to be a super product oriented question. Sorry to the audience. But if I'm sitting here and I'm I'm a manager at a company or I'm even in a in a school right now or. What we just talked about. Sounds pretty cool. All right, let's just even take the pacing data thing, but it also sounds like. This is the next two years of my life. Figuring out how to make this work. Right? Like. Like how to, like. Give me the real, honest answer of. If I. If I call you today and I say, look, I want to. I really like hearing about this this this pacing data. Like, I'd really like to implement that in my suit because it sounds like it'd be helpful, like it might talking that will be available in the next six months, ten days a year from now. What are the factors that go into. How I can get myself to be successful is it depended on the size my in my company. Right. Well, you know, our role at IntelliBoard is to make your life easier. So not only do we have the tools, but we're working on building out the defaults that will meet your needs. K-12 higher ed corporate from from the jump. So the pacing. That's a default, a new default report. That's why. It's there. It's already. There. So today. Today connect today the notification creator. It is there today. We have some out of the box notifications. But you can also build your own. Yes. If you want to bring in data from a spreadsheet that sits on your desktop, you might need to talk to someone on Aimee's team to help you put that together, which that's what they're there for. So that it. Our job is to solve problems and make their lives easier. And we're trying very hard to have that all set up to where it's an out of the box solution. But when you're looking at the predictive learning analytics or bringing data into Intel abroad, or if you have the super cool dashboard that you really have in your mind that you want to build, there will be. There will be. Sometimes to create that or to bring that data in. But we're here to to hold your hand and to do it alongside. And we want to do that with you, not only to make it easier for you, but if it's something that you need, most likely another institution needs it as well. Another corporation needs it as well. So we don't want to build this amazing report all on your own and have it. You know, we want to help, help with that and then make that a default report or listen to your ideas and and build out the solution that meets the needs of of the market. Mm hmm. And I think to me, this also becomes a really important conversation of also giving you the space in the in the defaults. But then, you know, that pacing, we've put a default date in there, but you can click into that default date and change it, right? And it's put in click and it changes the code on the back end. Right. Like I don't have to cut it and everyone doesn't want me to code it. Right. But you can set your parameters, you set the X for the time the notification of if you have not done this in X amount of time, the notification is built. You set that, you set the parameters that are a value to your institution or even within your institution. Those can shift. It's not a one size fits all, but we seek to give you the tools and the resources to make those personal innovations for your specific audiences. Right. And so back to the logging. Something happens. You talk to a learner again, corporate. Let's okay. Keep thinking corporate. Amy's example of high stakes training. You have this high stakes training course. They completed the course. Now I want to observe this behavior. I want to I want to see this performance. I want to observe this job skill. And the K-12 example of noting a behavior or a conversation now becomes inputting the observation details from the job skill. Same functionality, different application, but then taking that data. So here's another example like pacing. I observe this onsite job skill and I make notes, okay, I need to observe it every 30 days, every 45 days, every 60 days. When I input that data into and tell a board, not only do I have my note, but then that note becomes a data point. The log date. Now I have an easy formula. Log date plus 30 days. I have a new data point that in my report called Next Next Observation, Next Skill, next whatever. So then I could even create a notification like yes, there may be some front loading, but the end result makes my life easier. It makes me think back to when I was in the classroom and I was asked to be a pilot teacher for a 1 to 1 iPad program. This is back in 20. It was yesterday. It was. 2011. I think it was five. But they like it was probably the hardest that I ever worked on the front loading. But then my class day, the class period, my work day went so much more smoothly, easier. I was able to do more, able to meet the needs of the students differently, differentiate instruction because of all that work that was done on the front end, it's the same. It's the same type of thing. So take me there, because, again, you're actually triggering this. I'm kind of there's some little self-promotion there. I think people should really go check out that conversation with Kingsley, which is published on our podcast a couple of weeks ago. But because this is all something he talks about as well about, you know, how often is it that a school district or somebody or an institution comes back from the summer and the teachers come for their one week of orientation and they're like, Oh, hey, by the way, here's a new system. And you're like, Oh, my Lord, I have to figure this out. Over. I'm Amy is as the vice president customer success. I'd love to hear like where are the fail points? Like like how do you fall on your face with this and how do you avoid that? I mean, I know starting simple are doing things simple as is the easy answer, but like, is there any other concrete examples that you could give us about? Here's a here's a case of how an institution really screwed this up. Without naming names and maybe do it differently or something like that. Absolutely. And I think that it is when we think about it, living in one office. Right. Like, well, it's an L.A. tool. It lives with the L.A. admin. And it's really not an L.A. tool. It is a learning tool. And that and I'm going to flip it just because that's that's who I am. But like we all have accreditation, right? We all have these goals. We've set departmental goals. We have we have instant, we have Sachs S.O.S.. I mean, I'm in North Carolina, right? Like that's our accreditation here. But like they are everywhere we have to report up, right? So I think oftentimes we think about this as a tool that, you know, people are utilizing, but we don't do that middle step of connecting it to where we're already reporting on things like these. These are the requirements. We know we have to do this anyway. How do we leverage the tools that we have that the elements administrator is not the person in institutional effectiveness who's responsible for some of these annual reports. Right. The elements administrator is not the person in financial aid who is trying to validate for federal financial aid funding that the students have actually been in and participated in courses in in a census type situation. So I with the the DOE regulations for that are all coming out with substantial education. That's not the LMS administrators job, right? Like there are so many different people at our institutions, in our organizations who rely on data. And so I think one of the big things that we miss doing is brainstorming out who actually needs this beyond this one office. And then just a just a fun fact. Like then you can share your funding to writing like, well, I know like you have these. Various money involved. Right? Like it doesn't all need to come out of my pocket selfishly, like I. We need to be thinking more broadly with. Our data engagement. We need to be thinking more broadly with who needs to be utilizing it. And when you. Again, it's that it's the viral illness of it. Like you, you got this thing that did this. It's not on the back of one person to implement it. Everyone has their own little components and that's where I would still say start those small little components, super simple, right? Get the billions with the financial aid office, get the buy in with the h.r. In the corporate, but find the different areas because we all are hearing. What's the data behind this? Well, let's take you there. And I know, Becky, this is in your wheelhouse or not or whatever, but I'm I'm sure you get questions that you you brought this up earlier about data privacy, big brother. You know, like how much is it not only for the learners, but then also for employees, but then also for even the teachers and the instructors and the professors are like weighted and every move is being tracked. And so. What's the conversation you have with clients or the conversation you have with people that it's like? Ultimately, it's, it's framing and your perception of we do this. So how do you how do you package it? So that data is a positive, not necessarily negative, especially in the world where you had some negative outcomes. First of all, as a data company, we clearly take data privacy very seriously and have lots of different things in place because every institution, every corporation does it differently. And with you can package that that data visibility in in many different ways. So not only can we narrow the data by user context or coarse context as far as what data you see on the on the learner, but then also within IntelliBoard , what do you see? Not everyone has access to all of the IntelliBoard functions. For example, the notification creator. You can give that to certain roles or to certain people. So your instructors, you say they can see these reports and then we automatically only show the courses and the reports that the instructor is enrolled in as the as the instructor. So you're not instructors aren't seeing all of that data for other instructors and students and other courses. So we you know, if you have. Likewise, if you have someone who should be able to see all of the data, but you don't want that person to be an administrator in the LMC, they can go straight to and tell a board and see the data data there. So we work with the institution and if it's something, it could be something like there's a specific data field that they don't want instructors to be able to see. We can do that and we've done it. There's there's lots of different institutions and different corporations do it do it differently. So we can narrow the data in lots of different ways because we do we want to make it easy, but we want people to have the right data. Amy, anything you want to tie into that? I think Becky summed it up. The only thing that I would add is that, you know, this also gives you the space and the tools to be like you're only having this one little access point, right? Like, I don't need you in my arms. I don't need you in my ass. I guess I don't want you to have credentials to those things because you need guardrails, right? Like your job is such that I don't need you tinkering with my courses accidentally. Right. But I just need you to be able to monitor this one quick thing. Right. And so, again, that commissioning that Becky spoke to is the name of the game here and being thoughtful consumers of of the data. Right. And that's something that all of our organizations and all of our institutions need need to be doing. I'm I'm never I never cease to be surprised at how quickly an hour goes by. We've been sitting here talking for 53 minutes. I have two questions for you, though, before we before they release you back to your your your IntelliBoard life. Well, first one is until word next connect this not for me because coming up in the eLearn Success series not not in the main session but I know in the July session that we had it's going to be for tech nerds, going to be all about data science. And somebody from Intel we're going to be presenting there as well is another gentleman named Josh whose last name is escaping right now. And it's driving me crazy. But he is the head of H.R. in this story. He's the head of this unit in Warner News. Right. And one of them, I think he's going to be talking about is the L'oms lists workplace. So they don't even use the learning management system in order to deliver learning in the flow of work. Right. Dean Saunders, one of his favorite phrases, I hear you open on this. How does it is that does that just suddenly have I just thrown a huge curveball in the mix here as we you know, as we look to what the future of learning looks like, you know, as corporations and education institutions continue to evolve as alums continue to evolve if they just disappear altogether. Moodle 4.0 just came out. Like what's what's that future look like and is is IntelliBoard next like able to just stand on its own. It's a great question. With IntelliBoard next. Yes, we are all about the learning analytics and a big piece of that at this time does come from the alums, but it doesn't have to. It could be from an H.R. System or a CRM or student information system. Combine that with web conferencing tools. Combine that with assessment tools. And this web service here and this web service over here and this, you know, entered in data from from classroom observation, bringing it all together, tying it to that user context, and, and then reporting on learning analytics. So it doesn't all have to come from the LMS and if you don't have an ELA mess at all. We use a different connection to pull the data together. You could even build your own. You could use IntelliBoard next with a spreadsheet of data that's not connected to any system at all. So we we have. To do that. But don't do that. Not recommended and not recommended. But this goes back to the conversation that we have had several times here at IntelliBoard . Right. Like our educators are passionate about education. They choose the best tools. Right? Those tools are not always in the elements and they're certainly not always connected. And there's often data living in each of them. So how do we tie that all together in one place? And that's what IntelliBoard next strives to do. And so if you move. With an illness and then additional tools that I'll still combines to inform the learning. Fantastic. So before my my last question is when I ask everybody here in the hot seat. Before I let you go and back him and start with you. What are you most excited about for the next, you know, near-term, six months, 12 months out? What's coming down the pipe is it can be a shiny new object. It could be a different data service. It could be, I don't know, whatever, you know, what are you excited about in this space or that you'd love to give a shout out to. With IntelliBoard specifically? I like I like the super openness of the of the question. It could be some nonprofit organization. I don't know what. I you know, as we roll out IntelliBoard that over the next six months, I, I have to say every day I get joy when you know you get that Aha. Or that, oh like oh does that. Oh like I just because we worked so hard on it for so long, every time I get it, oh I, I love it. It, it excites me so much. So what I look forward to is how all of these pieces that we've worked on so hard for the last year and a half are all coming together. And it's actually an amazing it's an amazing product. And, and I love it when what we've worked on. You show it to someone in their reactions. Oh, so I am looking forward to saving teachers, time saving instructors, managers, supervisor time and improving those learning outcomes and making that transition from data company to a company that impacts education. Super cool. Amy same question. Yeah. I'll take it a little broader, I think. But the you know, and we're all sick of talking about the pandemic, right. But it was a major disruption. We have been we managed to go a whole hour without my show. How I did it, I did it, snuck it in at the end. But we're it was a huge disruptor, right? Like, let's not let and I don't want to live there, but now we have a little bit of space of of to do the reflection and the learning on of what we learned and what we needed. Right. And what we need to plan for moving forward. How did this disrupt our education? What do we what did we learn from it? What do we need to change? What did we do? Well, what did what do we need to do better? And I feel like that disruption is also aligning with what we need to be doing next. And it's really, truly, no pun intended, but the opportunities that we have with education right now to leverage the disruption to improve should not be lost on any of us. And I hope that we're not so tired. That we don't remember to do that and create space for that and really think through where we can improve and where we need to improve to support the next generation of learning. Because again, the full circle, all the nerds. It's about that. It's about the education that is fundamentally going to improve our students, ourselves and the world. And I just am so delighted to be able to be a part of that and to share that with you, with all of us who feel that passionately about it. On that note, I want to thank Amy Price, Becky Keith from Intel Award for being with me today here on the evening hot seat. Please come in just two weeks. It's April 21st right now. But on May 4th, we have our instructor session of the eLearn Success series. All the tickets are free because of these wonderful sponsors like IntelliBoard that we have. And so please come join us. There's no sense in our sales pitch there. It's just learning professionals are actually education professionals. In that particular session, we're talking about accessibility, diversity and inclusion, micro credentialing, the future of education, a ton of great speakers and I enjoyed every invite ready to come join us. Becky and Amy, thank you so much for your time today and I will be seeing you. Thank you. Thank you. Thanks again for tuning in to today's episode of E-learning Podcast. If you like what you heard, please do me the favor of following us on LinkedIn, Twitter, or whichever social media you prefer. Also, if you're interested in diving deeper on e-learning, I encourage you to get your free ticket to the E-learning Success Summit, where there are more than 70 hours of presentations on best practices. Just go to eLearnSuccessSeries.com. And then finally, for the latest news, information and resources about the learning curve, subscribe to our newsletter. LMSPulse.com. Thanks.