Canvas Instructure Response - Oceanside Evaluation Rubric vs 1.1

In Response to:

Evaluation Rubric

Oceanside Unified School District

Submitted by:

Instructure, Inc. November 8, 2013

Oceanside Unified School District Evaluation Rubric

NOVEMBER 8, 2013

OCEANSIDE UNIFIED SCHOOL DISTRICT

ARMAND AMORANTO PROGRAM SPECIALIST COMMON CORE EDUCATIONAL TECHNOLOGIST [email protected] P: 760-966-7842

Dear Armand,

Instructure, Inc. is pleased to present this information to Oceanside Unified School District to assist you in the procurement of an LMS.

We are providing information about Canvas, our highly intuitive, scalable, extensible, native cloud-based education technology platform and LMS with integrated Web 2.0 tools and services. Canvas is anytime, anywhere accessible using a supported compatible browser-enabled computing or communications device including laptops, tablets, and smart phones.

Over 560 universities, colleges, school districts, and corporations have chosen Canvas for their LMS because of the usability and power of Canvas’s course development and delivery toolset and Instructure’s innovative corporate vision and strong client support services.

Thank you for considering our proposal. Please feel free to contact me if you have any questions or require additional information.

Sincerely,

MATT COOK REGIONAL SALES DIRECTOR K12

[email protected] P: 801.508.6828 C: 801.660.9426 FX: 888.213.3894 6330 South 3000 East Suite 700, Salt Lake City, UT 84121

November 8, 2013 6330 South 3000 East Suite 700, Salt Lake City, UT 84121 2


INTRO, OR HOW WE ANSWERED YOUR REQUEST 1.We appreciate the opportunity to respond to Oceanside’s self-evaluation rubric. The self-evaluation is valuable in an LMS evaluation in that it can help demonstrate the honesty and transparency of an LMS service provider, as well as its current satisfaction with its product and services. It may also result in vendors exaggerating their current capabilities in order to be the highest rated.

We didn’t do that.

Instead, you’ll find an honest self-assessment in your scoring rubric with endnotes to explain or elaborate on feature gaps as well as areas where we think Canvas is unparalleled. We’ve also added footnotes to features where we have specific plans for additional functionality in the next 6 months. For simplicity’s sake we’ve resisted the impulse to add footnotes to every item, even though we believe you should require vendors to justify and prove any 3s. We also shared some illustrations.

Philosophically, the path of Canvas is one of continual improvement and progressive enhancement. We believe this is true both of software design and of instructional design: We spend a lot of time researching, discussing problems with clients, and exploring potential solutions. When we do roll out a feature we do so quickly and painlessly, but always with our eyes and ears open to the response from the community of users with the intent to find new ways to make teaching and learning even better and easier.

EVALUATION RUBRIC

FAIR (1) GOOD (2) EXCELLENT (3) SCORE

Student Portal -Communication

Provides basic email to teachers, staff and administration. Gradebook is basic. No analytics nor trends.

Also allows for student-to-student contact. Gradebook is fully functional. Analytics and trends s are available.

Provides a parent portal for communication between all stakeholders. Gradebook is fully functional. Analytics, trends and all activity is tracked and viewable by the student and parent.

3

Student Portal –Organization

Course organization is basic. Not very intuitive. Will take time for an elementary child to figure out.

Course organization is intuitive. It is user friendly but not customizable for the user.

Course organization is intuitive. It is user friendly and can be customized by student – avatars, photos, skins.

2i



EVALUATION RUBRIC FAIR (1) GOOD (2) EXCELLENT (3) SCORE

Student Portal –Publishing

Students have access one Blog. No E-Portfolio available. Basic functions such as Wikis and Discussion forums available.

Students have access to Blogs that can be for personal or course use. E-Portfolio, Wikis and Discussion forums are available. All are private with no option for public views.

Students have access to Blogs that can be for personal or course use. E-Portfolio, Wikis and Discussion forums are available. Student’s have the option to make their Blogs and E-Portfolios public.

2.5ii

Student Portal -E-portfolio

Basic tools allow students and instructors to gather student work products for assessment and presentation.

Tools allow students and instructors to create ad-hoc or structured presentations of resources.

A full-featured e-portfolio tool is integrated into the LMS and makes possible the gathering, review and presentation of work products to support any portfolio strategy (resumé, learning, tenure, etc). Reporting tools allow for individual, departmental or institutional assessments.

2.5iii

Student Portal – Peer Assessing with Rubric

LMS does not have the rubric grading functionality

LMS does have the rubric grading functionality. System is not very intuitive. Requires a lot of training. May be frustrating to use.

LMS has a high functioning rubric grader. System is intuitive. Also allows for students to leave comments.

3iv

Parent Portal –Access

No Parent Portal Only has access to email and assignments.

Access to email, assignments and all student work (Blogs, E-Portfolio).

3

Course Portal - Design and layout

Functional interface with decent layout but somewhat complex and counterintuitive. Aesthetics are bland or distracting.

Good functional interface that can be navigated with minimal training. Good look and feel.

Simple, intuitive interface with minimal clicks to access materials, little or no training needed to get started, and the look and feel is inviting.

3




Teacher Portal - Content authoring

Provides a basic means for uploading and storing content in a hierarchical manner to support teaching and learning.

Allows basic content to be uploaded or created within an authoring system that is part of the LMS.

Provides a suite of tools for authoring media-rich content, importing content, drag-and-drop interfaces, as well as uploading rich content types such as podcasts, video clips, etc. Allows metadata creation for easier/better management.

2.5v

Teacher Portal - Pedagogical design

Provides basic access to organized materials but few opportunities for interaction, constructivist or engaging methods.

Provides basic access to content as well as tools for engaging students, interactive learning.

Provides access to content that integrates well with interactive tools, and new pedagogical tools are being routinely added to the system.

3

Teacher Portal – Assessing work

Basic design for assessing work. Requires many clicks to grade work. Ability to leave comments is lacking.

Design for assessing work is intuitive. Allows a teacher to leave comments though lacking in the ability to quickly assess.

Design for assessing work is advanced. Allows a teacher to leave comments in multimedia as well as text. Contains a great tool to assess work quickly and efficiently.

3

Teacher Portal - Gradebook and student tracking

Moderately functional grade book that is relatively easy to use. Minimal tools for student tracking.

Functional grade book that is easy to use. Grades can be exported to a spreadsheet. Student tracking tools give the instructor some information about student progress.

Highly functional grade book that is easy to use. Grades can be exported to a spreadsheet or student information system. Student tracking tools give the instructor information about what pages the student has viewed and what tasks have been completed. The student can be automatically emailed when their participation is substandard.

2vi

Teacher Portal – Rubric Grading

LMS does not have the rubric grading functionality

LMS does have the rubric grading functionality. System is not very intuitive. Requires a lot of training. Rubric is not easily shared.

LMS has a high functioning rubric grader. System is intuitive. Rubric is easily shared between users.

3vii




Teacher Portal - Learning analytics

Grades and basic statistics are gathered for each learner, and basic usage reports generated.

Grades, basic and fine-grained statistics are gathered for each learner, by course, by department and across the institution. Forensic reports are available for resolving controversies.

Provides in-depth data gathering and reporting on learning outcomes based on configurable rubrics, and allows for longitudinal analysis of cohorts as well as individuals, including eportfolios.

2.5viii

Teacher Portal - Calendar and selective release

Basic calendar. Selective release is possible but may be cumbersome to set up.

Basic calendar with pop-up announcements. Release of course content and assessments can be scheduled for student access with moderate effort.

Collaborative calendar with pop-up announcements. Release of course content and assessments can be easily scheduled for student access.

3ix

Collaboration Allows shared access to files among users and some tools for asynchronous collaboration.

Provides access to shared files and some tools for asynchronous and synchronous collaboration and communication. Limited group functionality.

Provides a campus-wide framework that supports collaborative work such as wiki with version tracking, threaded discussion, instant messaging and chat, whiteboard, web conferencing (audio and video). Enables subgroups to be defined within courses for collaboration. Provides non-course sites to support special project work among small groups.

3

Collaboration - Documents

LMS provides a basic repository for course content.

LMS provides a repository for content and basic tools for content organization.

LMS provides a framework for diverse storage and use strategies, from public, private and shared workspaces, to subscription-based content (e.g., podcasts and feeds) to archival content.

3x

Collaboration -Course export

Permits course content to be exported and reimported into the LMS itself but may have limited ability to export to another LMS.

Allows course structure and content to be exported but in formats that constrain how the exported content may be imported elsewhere.

Exports course structure and content, as well as selected sub-elements of a course, using an industry-standard such as IMS Content Packaging so that courses can be imported into another LMS.

3




Collaboration -Copyright management

No specific tools for either authoring or consuming intellectual property.

A fixed set of copyright options is available to the content author.

Authors are given choices (such as Creative Commons) for their content, and consumers (students) are reminded of their responsibilities.

2.5xi

Collaboration -Migration of existing courses

Some migration tools exist but the tools and documentation are either inadequate or difficult to use.

Good tools are provided and well documented, but the migrated material will need additional formatting.

Excellent migration tools with great documentation. All migrated course materials are ready to use.

2xii

Collaboration -Communication

LMS provides secure access to the email addresses that comprise the class roster, but individuals may not be selectable for private email.

Both asynchronous (email) and synchronous communication tools are present.

LMS provides a high level of flexibility for the use of email (asynchronous by roster, individual or group) as well as instant messaging, chat and threaded discussions.

3xiii

Collaboration -File exchange

LMS provides secure drop-box functionality so that students can exchange materials with instructors.

No Office 365 Integration

LMS provides drop-box and ability for students and faculty to upload resources to a central course repository.

Integrates with Office 365

LMS provides secure drop-boxes and shared folders for file exchange among students as well as instructors and allows for bulk downloads of attached files.

Integrates with office 365

2.5xiv

Collaboration -Sections and groups

LMS allows instructors to define sub-groups of students within the class roster for purposes of communication and collaborative work.

LMS allows sub-groups but gives the instructor the choice of interacting with only the sub-group or the entire course in all available tools.

LMS provides the hierarchy to support sections within a single course so that course content is shared among sections. Instructors can define sub-groups of students which then link to separate content repositories and tools.

2.5xv

Collaboration – Cross curricular

LMS does not provide structures or groupings for Cross curricular collaboration.

LMS has plans to provide structures or groupings for cross-curricular collaboration.

LMS provides structures and groupings for cross-curricular collaboration for projects.

2.5xvi




Collaboration - Discussion tools

Adequate speed and functionality with the ability to attach files

Quick and functional with user profiles or pictures, file attachments and html interface.

Extremely fast and highly functional with user profiles and pictures, files attachments and easy html interface.

3

Collaboration -Testing and assessment tools

A simple test generator with the ability to add multiple choice, true/false, short answer and essay questions.

More than a simple test generator, this system provides tools for creating assessments with images or other attached files. Questions can be organized in question banks.

More than a simple test generator, this system provides tools for creating assessments with multimedia, learning games, and other interactive tools such as polls. Tests can provide immediate feedback with tips for remediation. Questions can be organized in question banks.

2xvii

Integration with Student Information System (Aeries)

Integration is possible but will require a high level of product customization.

Tools for integration are available but some tasks will need to be completed manually or in a batch process.

Seamless integration with automatic updating of student and faculty lists and all rosters. Students can be automatically emailed course access information. Student and faculty profiles with pictures and syllabi can be shared between the LMS and the SIS.

2.5xviii

Operational Sustainability -Support

Email support only. Email support and limited phone support.

24/7 phone and email support with tracking system to follow the progress of issue resolution.

3xix

Operational Sustainability -Support – Teacher Training

Online training and support with text/image only.

Online training and support with text/image and multimedia. In addition, train the trainer model is available. A few campus visits.

Robust options for teacher support. Option for train the trainer model or whole campus training. Online training available.

3

Operational Sustainability -Support – Student and Parent Training

Email support only. Online training and support with text /image only.

Online training and support with text/image and multimedia.

3




Operational Sustainability -Training materials

Fair printed materials, minimal online training or classroom training sessions available.

Good printed materials, some online training or classroom training sessions available.

Excellent printed materials and many opportunities for online and classroom training sessions.

3

Operational Sustainability - Online help resources

A users’ manual is accessible online.

Help files are accessible at each step of a process, and system documentation is accessible online.

Contextually-appropriate help files are accessible from all pages and provide assistance for students, faculty and system administrators as appropriate. Pop-ups or rollovers provide “just-in-time” information for specific actions.

2.5xx

Operational Sustainability - Browser setup and support

Supports the most popular browsers with end user set up and installation of necessary components. May have a “preferred” browser for proper operation.

Supports most browsers with minimal effort from the user.

Supports all browsers and platforms with no special setup requirements for the user. Is able to render the LMS experience in most browsers with consistency.

3

Operational Sustainability -Vision and product roadmap

The vendor or developer community does not make public their technical or pedagogical vision for the LMS, and the timing of future releases may be unclear.

Vision and roadmap are loosely available via conferences or insider knowledge but not published for public view or critique.

LMS vendor or developer community has published their vision for both the technical and pedagogical aspects of the product, and timing of releases is clear and adhered to.

2.5xxi

Operational Sustainability -Speed of system

Course material access times are adequate on high speed connections but frustrating for dial-up users.

Access times are very good for students on high speed connections and adequate for dial-up users.

The fastest system available with support for streaming media and/or offline companion materials to better serve dial-up users.

3

Operational Sustainability - Integration with campus portal

LMS is accessible through the campus portal but only by linking that requires a separate authentication by the user.

LMS is linked with the portal via single sign-on, but the only level of integration possible is the iFrame.

LMS and portal share single sign-on and select tools can be integrated with the portal via industry-standard integrations (JSR-168 or WSRP).

2.5




Across Platform Interoperability - Textbook publisher support

Some textbook materials but difficult to find, request or install.

Several supported texts with good materials that can be installed with moderate efforts.

Many supported texts, excellent well-organized materials, easily installed and based on industry or community standards (e.g., Common Cartridge)

2.5xxii

IMS-LTI Interoperability - Use of open standards

Standards are seen as a goal, but the implementation of standards is missing or incomplete.

Open standards (IMS CP, QTI, etc) are used in the LMS but are incomplete or are built in combination with proprietary methods that create “product lock-in” and inflexibility.

Open standards are incorporated wherever appropriate in the LMS and are leveraged to provide as many options as possible. No proprietary components are present that require separate licensing or lock in data.

3

Course evaluations Basic survey tools for capturing student reflections on course, instructor

Anonymous evaluations that can be gathered by the faculty including question pools and templates.

Hierarchical and flexible system for anonymous evaluations at course, department and institutional level for either summative or formative purposes. Includes item pools, templating, announcements, reminders, and tools to easily target different audiences.

2xxiii

Operational Sustainability- Integration with Campus Authentication

Ability to batch load users from a campus central identity system.

Ability to batch load users but also to integrate a campus single sign-on system such as CAS.

A real-time connection with a campus central identity system (LDAP, AD, Shibboleth) that avoids the need for batch processes. Integration with campus single sign-on.

2.5xxiv

Operational Sustainability -Integration with library resources

Limited to no integration with locally licensed library content.

Ability to create resources that can be resolved to library-controlled databases.

Tools are present that allow faculty to find and reference both public and licensed library materials, including full texts. Students are able to access these materials once logged into the system from any location.

2xxv




Operational Sustainability - Server requirements

LMS only operates on one operating system and requires special configurations of hardware or supporting software.

LMS is available on multiple platforms but does not offer compatibility with an implementer’s choice of application server or database.

Server software operates on a wide variety of operating systems (Windows, Linux/Unix, Mac) using commodity hardware and industry-standard web servers.

NAxxvi

Operational Sustainability -Archives

Some archival tools but much of the process is manual. Archived courses are not available to be viewed by the instructor.

Good archival tools that support backup of completed courses with student submissions and discussions intact. The LMS administrator must set up instructor access to the completed course.

Powerful archive tools that support automatic backup of completed courses with student submissions and discussions intact. Instructors have full access and control of completed courses.

3xxvii

Operational Sustainability - Scalability

LMS has no problem meeting demands of a small institution on a single server.

LMS supports clustering and the ability for multiple servers to act in unison, but there are few installations supporting over a thousand concurrent users.

LMS clusters well and has been known to support installations well over ten thousand concurrent users.

3xxviii

Grand Total Awesome



i Canvas does not have the ability for students to choose skins. However, teachers have the ability to customize their homepage via the Rich Content Editor to create a simplified interface for young learners. Below is an example of a Pre-K homepage viewed from the student portal. The left navigations are minimized and the main page is filled with images hyperlinked throughout the Canvas system.

Student View for Pre-K Course

Further, LMS administrators can customize the look and feel of Canvas through a global CSS and Javascript file. Canvas tries to balance customizability with the very real challenge of maintaining a common system of signs and metaphors that make moving between courses and environments easy on users.

ii Canvas does provide many tools such as Group wikis, public ePortfolios, and entire course “spaces” can be made public as well. Canvas does not provide a built-in “blogging” tool primarily because there are excellent real-world blogging tools that can be integrated, and – for teachers who don’t want real-world blogs -- alternative paths within the system are also available to accomplish the same outcomes.

iii Canvas does provide a built in ePortfolio, but we would not advertise it as anything more than a lightweight ePortfolio. The big advantage of Canvas, however, is that the assessment engine makes it easy to review and score ePortfolios from virtually any system.



Canvas ePortfolio

iv Canvas provides students with the same functionality for peer review that teachers have including rubrics and inline document previews.

A Canvas student’s Peer Review tools



v Canvas fulfils this criteria’s “excellent” requirement except for metadata management – this is a feature we have plans to add to Canvas in 2014.

vi The Canvas Gradebook provides a fast and efficient way to track and score student work, including the ability to export data and quickly communicate with one or more students based on variables in the gradebook. At the same time, our K12 Product Team is currently planning additional functionality to address the diverse application and even definition of “grading” in different K12 contexts.

vii Canvas supports both independent and standards-aligned rubric scoring, with many features that enhance flexibility for traditional and authentic assessments. Canvas’s SpeedGrader™ makes it dead-simple for teachers to review student work and use an integrated rubric to quickly and consistently grade each submission in just a few clicks. Rubrics can be shared among administrators and teachers for reuse and review.

Canvas’s SpeedGrader showing the integrated rubric on the right



viii Canvas provides Analytics dashboards for administrators, teachers, students, and parents. Our Analytics dashboards make critical but complex data easy to understand by normal people. But we have both data reporting and an open API for everyone else.

Canvas’s Student Analytics dashboard

Canvas supports Standards via our Outcomes engine. Outcomes reporting is based primarily on the use of Outcomes as a reflection of assessments. The UI report is perpetually updated based on student interaction with outcome-related assessments. Administrators can pull full Outcomes reports to illustrate student competency on State or Common Core standards, and is available for download CSV. The file will provide one row per user-outcome-result pair, and will show the details of the result including the associated assignment.



Canvas’s UI reporting on a student’s Outcomes performance.

We have big plans for additional Analytics functionality that are in development right now. But let’s be honest: Canvas’s Analytics will always be a work-in-progress. What’s more important, perhaps, is that any Analytics system is only as good as the data it’s based on – both in quantity and in quality. This is why Canvas’s ease-of-use and high adoption rates matter when you’re talking about data.

Canvas also believes that, ultimately, the best use of data is to drive human intervention for increased engagement and improved learning outcomes. This is because while questions still linger around the value of big data (http://mfeldstein.com/course-signals-effectiveness-data-appears-meaningless-care/), we already know a lot about what works in education: it's a combination of great learning content, accurate assessment, rapid and meaningful feedback, habits of diligence, and frequent human interactions. So while Canvas continues to research and develop analytics tools that are useful to everyone, Canvas has prioritized product development on making the most important learning interactions powerful, simple, and flexible.

ix Each Canvas user has a personal calendar, and each course has its own calendar. Calendars are automatically populated by course Events or Assignments. Conversely, Events and Assignments for a course can be created directly from the Calendar. Release of Assignments is controlled by the Assignment settings or by progress requirements within course Modules.



Canvas’s Calendar also supports drag-and-drop, color-coding, calendar feeds, appointment scheduling, and more.

Canvas Personal and Course Calendars

x Canvas provides robust built-in tools as well as integrations with real-world services that, in combination, should fully satisfy this requirement. However, additional discussion is warranted to ensure we understand the full scope and scale of this need.

Content created within Canvas can be public, private, shared, and downloaded. Canvas supports both a bottom-up and a top-down approach to creating and sharing course materials and template courses.

xi Canvas provides a lot of options for “Collaboration - Copyright management”, including the choice to both publish and license a Canvas course using any major license, from Copyright to Creative Commons. But we also want to expand author’s capabilities to release and publish content more granularly and include additional workflow for managing content licensing.



This Canvas course is openly licensed as CC-By and made publicly available (read-only).

See also https://demo.instructure.com/courses/969278

xii Cross-platform/vendor course migration is a titanic challenge. We believe our course migration tools are the best, but they are not perfect, nor can they ever be – in part because every school uses their different LMS differently. However, we do continually improve our migration tools based on client feedback.

xiii Canvas provides asynchronous and synchronous communication tools that do not sacrifice fidelity (media) or the sense of humanness that’s so important for learning. This includes Canvas Conversations (for messaging), Notifications (for email, text, or social media), Discussions, Chat, and Conferences. Further, you’ll find communication and interaction options available throughout the system in meaningful places, such as SpeedGrader or the Gradebook. Canvas Conversations makes it easy to communicate with one or more students, teachers, or groups. Messages can be conveyed outside the system through Notifications for two-way communication that transcends Canvas itself.



Canvas’s Conversations interface

xiv Canvas scores an “excellent” on “Collaboration - File exchange” except that our Office 365 integration is currently in a private beta and is not yet available to all clients as of the writing of this document.

Office 365 will occur in a two-phase integration.

• Phase 1: ability for users to submit homework via Office 365 Skydrive accounts (in private beta)

• Phase 2: integrate Collaborations with Office docs like we do with Google docs

Canvas Groups allows users to form ad-hoc communities for collaboration, clubs, teams, or interest groups. Groups can be formed through instructor assignment, random assignment based on specified group size, or student self-signup.

Each Group has its own digital space in Canvas in which to resources, as well as collaboration and communication tools such Calendar, Announcements, Wiki Pages, Chat, Discussions, and Files.

xv We believe you’ll find that Canvas scores an “excellent” on “Collaboration - Sections and groups”, however the criteria here is not specific enough to be definitive.

xvi Canvas provides Groups functionality that can be organized across curricula and grade levels. We recognize the potential value of added functionality to improve administration of these Groups, however.

xvii You’ll also want to check out our plans for live polling scheduled to roll out in the next 6 months.

xviii Canvas provides open and flexible options for SIS integration through our robust API. Our Custom Development team can work with your team to ensure that the integration meets the specific requirements that you have. We’ve declined to give ourselves an “excellent”, however, because SIS



integration is usually a shared responsibility that depends in part upon your technical resources. In cases where your technical resources are insufficient, our Custom Development team can be enlisted to take on the full integration project.

xix 24/7 phone support is available with our (optional) Tier 1 service plan.

xx The Canvas Product and Documentation team is currently responding to new data that suggests we need to do a better job providing obvious, contextual help within the system.

xxi The Canvas approach to roadmaps reflects the ever-changing world in which we live, and is supported by newer, agile methods of software development. The old way of LMS development set a long-term roadmap in stone that inhibit adaptation to changes in technology, trends in education, and new research on learning outcomes. When most other LMSs are still double-timing just to catch up with modern trends, why would you trust them to predict the future?

xxii “Across Platform Interoperability - Textbook publisher support” depends upon publishers as much as the LMS. However, Canvas makes it as easy as possible for publishers to integrate their materials by providing both LTI support, Common Cartridge support, and an open REST API for custom integrations.

Current Canvas by Instructure Partners



Over 100 (and growing) external apps utilizing the LTI technology to plug into Canvas

xxiii Though some clients have used Canvas’s Quizzes and Surveys feature for organization-wide surveying, the tool is really designed only for course-level surveying.

xxiv For the benefit of teachers and students alike, Canvas’s external authentication support requires “back-channel” provisioning. That is to say, a user needs to have and presence on the system before they can login. It appears that the “excellent” score on this criteria discourages back-channel provisioning, but we may want to discuss this.



xxv “Operational Sustainability - Integration with library resources” will be based on the library system’s openness and interoperability. Canvas provides Single-Sign On capabilities for CAS and SAML 2 based systems, and can integrate other systems into the Canvas interface through a variety of methods.

xxvi Canvas is hands-free, Software as a Service on the cloud.

xxvii “Operational Sustainability – Archives” is addressed even better by the Canvas model than this criteria requires, because Canvas solves the problem at it’s root: There’s no need for traditional backups or archives because everything on Canvas is made available in its original state in perpetuity with no negative impact on performance.

xxviii This one demands justification: Canvas is a cloud-native learning platform for K12 and Higher Education with unmatched availability, scalability, and reliability. The Canvas architecture was designed to take advantage of the best, largest, and most secure cloud hosting infrastructure in the world: Amazon Web Services. Canvas is a true multi-tenant application, proven to be continually scalable for over seven million users from around the world. Our single largest client, Cisco Networking Academy, has over 1 million students worldwide, and has been successfully running it's large-scale online learning program on Canvas for over a year now. Canvas proves reliability through real-time, cross-region data replication for disaster recovery, consistent 99.9% uptime for all clients, and the ability to perform full system updates and upgrades usually with zero downtime. With access to the full power of AWS, Canvas provides "burstability" through our Automated Provisioning technology, alleviating slowdown and providing nearly limitless resources in advance of even sudden and unexpected usage spikes.

Canvas Instructure Response - Oceanside Evaluation Rubric vs 1.1

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