Committed to Collaboration: Celebrating 2022 and Looking Ahead

The content in this blog is over six months old, and the comments are closed. For the most recent product updates and discussions, you're encouraged to explore newer posts from Instructure's Product Managers.


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Since I joined Instructure earlier this year, I’ve been repeatedly honored and humbled by educators around the world and the work you are doing. I have found the many, many conversations I have had with teachers and leaders invaluable as we continue to deliver on our vision of the Instructure Learning Platform, build our roadmap, and look to what’s next. 

I’m proud to know that Instructure plays a role in your story and the stories of students of all ages and levels of learning—that’s why our teams are dedicated to making Instructure products work harder for you. It’s also why we are committed to a higher standard of transparency, open dialogue, and collaboration with you in our product development. 

To deliver on this promise, we launched our new Community Roadmap, presented in a now-next-later, outcome-focused format. This roadmap will act as your window into our work across the platform and into each product. There will be two key update cycles: the beginning of each quarter; and the first week of each month if changes occur within the quarter. And, to double down on transparency, our product managers will provide context for roadmap changes on the Product Blog.

We’ve also announced a refreshed Idea Conversations process that will go live in February 2023. Our teams have been busy at work diving into open ideas submitted over the past few years, identifying themes, and building out the systems to support the new process–because our product should and will be informed by you. 

Our discussions with you have also led to a more thoughtful and informed approach to New Quizzes. We heard you. First, we eliminated the deadline to transition from Classic Quizzes. Next, based on your feedback, we’re prioritizing the features most important to you into our New Quizzes Roadmap. Lastly, we have committed to continually communicate openly about our development plans. We hope you’re already seeing this new focus; for example, we have begun the phased integration of the Rich Content Editor (RCE) in New Quizzes with support for Drag and Drop, Math Editor, and the Accessibility Checker. (Pro tip: Stay in the know of all things New Quizzes here.)

Another sentiment we heard was the need for improved data and analytics. Enhanced analytics offerings—from the Canvas Admin Analytics beta, Canvas Data 2 beta, and expansion of Elevate K-12 Analytics dashboards and watchlists—prove that analytics is more than visualizations. It’s about surfacing insights that fuel data-driven decision making and meaningful conversations at every level. Next year you will see even more of our analytics work across the platform, and we’ll be using your input to ensure we get it right. 

At the core of what we do is improving student experience and driving student outcomes. Our re-commitment to Catalog makes it easier for institutions to expand their offerings and enrollment, while simplifying the process for students to find, enroll, and purchase courses. We’ve also prioritized the needs of institutions around the world, with more customization and support for global markets. Our partnership with Thunderbird School of Global Management at Arizona State University (ASU) for their 100 MIllion Learners Global Initiative highlights Instructure’s commitment to breaking down barriers to quality education. And the addition of Canvas Credentials paves the way for the next generation of education, with experiences that are transferable, stackable, and learner-driven. This builds the foundation for a reimagining of the transcript to meet the evolving needs of learners, especially those of non-traditional learners and underserved communities. 

As the Instructure Learning Platform continues to expand, we are working diligently to improve integration between our products and those of our partners. Our goal is to deliver a seamless experience for all users, while also providing best-in-class solutions for teaching and learning, assessment, analytics, and more. This means deeper data passback, more connection points, consistent UI, and smooth movement between products. And yesterday’s news that LearnPlatform is joining the Instructure family demonstrates our commitment to build the most open, transparent, and integrated learning platform in education. This unique platform equips stakeholders across the educational landscape with real-time, meaningful insight into the effectiveness of their tools of choice, and builds upon the power of  Instructure’s already robust partner ecosystem. 

As we move into a new year, we want to thank you again for your continued trust and partnership. For those of you who will observe a much-needed, end-of-year break, we wish you a safe, happy, and restful few weeks. We look forward to the opportunity to continue to collaborate with you 2023–let’s keep the dialogue going!


But before we bid adieu to 2022, celebrate with us by watching the highlights of this year’s releases in the Instructure Year in Review below! 



2022 Instructure Product Year in Review

The content in this blog is over six months old, and the comments are closed. For the most recent product updates and discussions, you're encouraged to explore newer posts from Instructure's Product Managers.

Community Participant

Has there been any conversation on how to respond and approach the new disruptive technology of ChatGPT the new AI Tool? I wonder how this will change the face of education and even Canvas for education.

Link to a thoughtful article:


Community Coach
Community Coach


There have been discussions about ChatGPT both locally at the institution I work for, and in a number of listservs and chat groups I am subscribed to.  I think there are three main approaches that are usually being discussed:

  1. How can we block students from using ChatGPT?

    This seems like the initial reaction a lot of people have when learning about ChatGPT.  Realistically, a school/university could block access to ChatGPT on their network, but that will have a very limited impact.  Students could simply use phones or devices at home to access ChatGPT.
  2. How can we detect whether a student submission was written by ChatGPT?

    This is the next natural progression from the above...  If we can't block students from using ChatGPT, can we figure out if their submissions were generated by ChatGPT?  I have seen a few people working on AI detectors, but I'm personally very wary of this idea.  Unlike detecting plagiarism where there is hard evidence that , for example, this exact paragraph was found on  A student may still claim they never looked at the wikipedia page and somehow came up with the exact same wording on their own, but it can't be denied that the same text is somewhere else.  With ChatGPT, it seems the best that will be able to be done is some kind of probability number, looking at various aspects of the writing, that it was generated by ChatGPT.  If a teacher sees this number coming back as 90% likely the text was written by ChatGPT, how can a student get a fair shake?  There is no hard evidence or anything, just likelihoods based on the style (and maybe based on past student papers for the very fancy detectors).  I'm personally not sold on the idea that this is okay.
  3. Can we incorporate ChatGPT into courses?

    This is more of the approach I am personally favoring right now.  View ChatGPT to writing like the calculator is viewed for math.  ChatGPT is a tool, it's available to students, and it's not going away (likely will only get better as time goes on).  Find ways to incorporate the technology into courses.  Maybe have an assignment where the students are directed to have ChatGPT generate a paper and then the students' job is to analyze the paper, point out what they may have done differently, find flaws, etc.  This is just one idea...  For situations where students do need to write their own papers, incorporate drafts (like math says "show your work") so the evolution of the paper can be seen and it's more likely the student is doing work.

To summarize my thoughts, ChatGPT could be a huge negative or perhaps even a positive, depending on what teachers and students do with it.  It can be used to generate text that students may try to pass off as their own, but students have been able to buy papers, have friends do their work, etc forever.  This isn't a new problem, but it may be more accessible that other methods since it's just a free online tool.  Maybe it can be a positive too and just change what writing is focused on.  I think only time will tell...


Community Coach
Community Coach

The number of new AIs that have popped up recently is amazing. Trying to block ChatGPT is really not going to do much since now Canva and are just a few that will also do the writing. Harvard and IBM did create an AI predictor that does decently even though it said it wasn't that great with ChatGPT. The question is going to be how can teachers and students use this in a positive way. 

I believe, first, teachers are going to have to know their students and style of writing. We have teachers with over 300 students so I know that seem unfathomable, but I think it can be done.

Second, use the AI for yourself and students. I have course developers using the AI to help them start writing lessons and assessments. It is easier to have a starting point sometimes that to start from scratch. One developer said, "This is great. Now all I have to do is add the meat to the lesson." For students, this is where their analyzing and critical thinking skills can really come in. Take an article written at their level and then have AI change the audience and age. Students analyze the difference. Find the resources that the AI pulled the information from. For coding, find an easier way to create the same code. 

Just like scientific calculators and a search engine, we need to really rethink utilizing these new tools.

Here are a couple of great articles:

This is just my two cents.