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  • February 2026
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Brightspace Users – Check Out Brightspace Helper, a CustomGPT by Luke Hobson

Today I attended a D2L webinar titled “Revolutionizing Learning: How AI Enhances LMS Capabilities in Higher Education.” Facilitated by D2L’s Ken Chapman; the panelists were Sheila Unwin of Aspen University, Mary Smith of Medical University of South Carolina, and Luke Hobson of MIT, University of Miami, and the Instructional Design Institute.

Luke shared a CustomGPT he built called the Brightspace Helper. I was already logged in to ChatGPT, so it was immediately available to me. You might find that you need a login (as shown below) to use this tool.

Login page for Brightspace Helper
Screenshot of Brightspace Helper, CustomGPT by Dr. Luke Hobson.

Need to build something in Brightspace or learn to use one of the many tools in the platform? Prompt Luke’s Helper for step-by-step instructions.

As the webinar continued, I opened a new window and started testing out Luke’s CustomGPT. I ran through a couple prompts related to building Intelligent Agents in Brightspace. Here’s what happened.

Prompt #1

How can I create an Intelligent Agent that is triggered whenever a student gets a failing score on a quiz?

Answer #1 from Brightspace Helper

You can create an Intelligent Agent in Brightspace that automatically notifies students (or instructors) when a student receives a failing score on a quiz.

Here’s how you can set it up:

Steps to Create the Intelligent Agent:

  1. Go to Intelligent Agents
  • Navigate to your course in Brightspace.
  • Click on Course Admin from the navbar.
  • Select Intelligent Agents from the list.

2. Create a New Agent

  • Click the New Agent button at the top.
  • Enter a Name for your agent (e.g., “Quiz Failure Notification”).
  • (Optional) Add a Description to explain what the agent does.
  • Check Agent is Enabled to activate it.

3. Set Criteria for the Agent

  • In the Role Settings, keep it set to students.
  • Under Criteria, check Take Action Based on Grades.
  • Click Select a Grade Item and choose the specific quiz from your gradebook.
  • In the grade threshold settings:
    • Choose Grade Value on a Grade Item
    • Select <= (less than or equal to)
    • Enter the failing percentage (e.g., 50 for 50%).

4. Set the Frequency

  • Under Scheduling, decide when the agent should run (e.g., daily, weekly).
  • Click Update Schedule and configure the frequency.

5. Create a Notification Email

  • Under Actions, check Send an Email When Criteria Are Satisfied.
  • In the To field, use {InitiatingUser} (this will send the email to the student).
  • Enter a Subject (e.g., “Quiz Performance Notification”).
  • In the Email Body, write a message, such as:
    • Hi {InitiatingUser},
    • I noticed that you scored {GradeValue} on the recent quiz. If you need any help, please reach out or review the course materials. You can also schedule time with me for additional support.
    • Best,
    • [Your Name]

6. Save and Test

  • Click Save and Close to activate the agent.
  • You can manually run the agent to test it by selecting it from the list and clicking Run Now.

This agent will now trigger whenever a student gets a failing score on the selected quiz and will send an automated email to them. 🚀 Let me know if you need more details!

Barry’s Note: This appears to me to be exactly correct.

Next, I wanted to ask the Helper to do something for me that I was 99.9% sure wasn’t possible…just to see how it handled my request.

Prompt #2:

Now I’d like an Intelligent Agent that will email me (the instructor) whenever a student’s recorded attendance (in Brightspace) falls below 75%.

Answer #2 from Brightspace Helper

You can create an Intelligent Agent in Brightspace that will notify you when a student’s attendance falls below 75%. Here’s how:


Steps to Create the Intelligent Agent:

  1. Go to Intelligent Agents
  • In Brightspace, navigate to your course.
  • Click on Course Admin from the navbar.
  • Select Intelligent Agents.

2. Create a New Agent

  • Click the New Agent button.
  • Enter a Name (e.g., “Low Attendance Alert”).
  • (Optional) Add a Description to explain what the agent does.
  • Check Agent is Enabled.

3. Set Criteria for Attendance Monitoring

  • Under Criteria, check Take Action Based on Grades.
  • Click Select a Grade Item.
  • Choose the Attendance register you are using.
  • In the grade threshold settings:
    • Choose Grade Value on a Grade Item.
    • Select <= (less than or equal to).
    • Enter 75 (for 75%).

4. Set the Frequency

  • Under Scheduling, click Update Schedule and set how often the agent should check attendance (e.g., weekly).

5. Set Up the Notification Email

  • Under Actions, check Send an Email When Criteria Are Satisfied.
  • In the To field, enter your email address (or use {InitiatingUser} if you want to notify the student too).
  • Enter a Subject (e.g., “Student Attendance Below 75%”).
  • In the Email Body, write a message like:
    • Hi [Your Name],
    • The following student has an attendance percentage below 75%:
      • - Name: {InitiatingUser}
      • - Attendance Percentage: {GradeValue}
    • You may want to reach out to the student to check in.
    • Best, Brightspace

6. Save and Activate

  • Click Save and Close.
  • (Optional) Run it manually to test.

Now, whenever a student’s attendance falls below 75%, Brightspace will automatically email you! Let me know if you need any tweaks. 😊

Barry’s Note: But…that requires me to manually enter attendance info in the Grades tool and then run an Agent against that data. I want it to automatically work with the Attendance Tool.

I didn’t specifically tell Brightspace Helper that I wanted it to use the Attendance Tool in Brightspace, but that was my intention (because I knew it wouldn’t work). This question actually came to me just yesterday from a customer who wanted an agent that would trigger whenever a student’s attendance fell below a certain threshold. So, I prompted again…

Prompt #3:

Does this solution make use of the built-in Brightspace Attendance tool?

Answer #3 from Brightspace Helper

Good question! No, the solution I originally provided relies on the Gradebook, meaning it would only work if attendance is being recorded as a graded item (e.g., if you manually enter attendance percentages into a grade column).


Option 1: Manually Track Attendance in the Gradebook

  • If you want to use Intelligent Agents, the best approach is to create an Attendance grade item in the Gradebook and regularly update it with attendance percentages.
  • Then, follow the same steps as before to set an agent based on the grade threshold.

Option 2: Use Attendance Reports & Manually Monitor

  • In Course Admin, go to Attendance.
  • Click on your Attendance Register.
  • Click Export to download attendance data.
  • Sort students by percentage and manually follow up with those below 75%.

Since Brightspace doesn’t allow Intelligent Agents to pull directly from the Attendance tool, Option 1 is your best bet if you want automated alerts. Let me know if you need help setting that up! 😊

Barry’s Last Note: these responses seem to be correct to me. I wanted to see if it would give me a B.S. answer for creating an Intelligent Agent where one couldn’t be properly built. Luke’s tool didn’t take the bait, and in fact gave me a couple of options for workarounds which seems pretty helpful to me.

Here’s a post from Luke’s blog where he first (I think) revealed this tool along with two other CustomGPTs, Your UDL Pal, and Instructional Design Interview Coach. Real Instructional Design Cases Using GPTs

Excellent Stuff!

Educause Review – Don’t Miss It

The July/August 2010 issue of the Educause Review has several really good articles. Here’s some info about two of them.

David Wiley: (@opencontent on Twitter) has an article titled “Openness as a Catalyst for an Educational Reformation.” He believes that all the various aspects of openness in education all come down to the same common denominators. “They are acts of generosity, sharing, and giving.” When you talk about openness, you generally also have to talk about the lack of openness. Consider the examples of educators unwilling to share their content, their course resources, their syllabi, their text materials, etc. “Unfortunately, modern law and college/university policy tend to enable this bad behavior, allowing us to shout “Mine!” ever more loudly, to stomp our feet with ever less self-control, and to hit each other with ever harder and sharper toys.”

He also laments the LMS/CMS affects on the idea of sharing and openness: “If Facebook worked like Blackboard, every fifteen weeks it would delete all your friends, delete all your photographs, and unsubscribe you from all your groups.” That’s good stuff, as is this: “The conceal-restrict-withhold-delete strategy is not a way to build a thriving community of learning.”

FYI: David Wiley will be one of the keynote speakers at the 2011 ITC eLearning conference in St. Pete Beach on February 19-22.

Dave Cormier and George Siemens penned an article titled “Through the Open Door: Open Courses as Research, Learning, and Engagement.” They start with this passage:

“Over the last decade, as educators have increasingly experimented with social technologies and interactive pedagogies, the concept of a “course” has been significantly challenged. In particular, questions have arisen as to the key value of the course in the educational system. Is the value the content — the academic journal articles, lectures, textbooks, and libraries that compose much of the teaching and learning process? Or is it the engagement and interaction that occurs through discussions? Or is it the self-organized activities of learners in the social spaces of a college or university?”

Throughout the article, the authors try to deal with the concepts of “open” and “openness.” As they say, “The word open is in constant negotiation.” They talk about Open Educators, Open Curricula, Open Learners, and even Open Accreditation.

I agree with them about the value of content in the academy. Content is definitely NOT king. “The actions of institutions like MIT suggest that the true benefit of the academy is the interaction, the access to the debate, to the negotiation of knowledge — not to the stale cataloging of content.” Lots of good stuff in this article by George and Dave.

I’ll follow up soon with some info about at least two other articles from the issue.

First Look at Instructure

Instructure logoOn August 4, 2010, I spent 70 minutes with Cory and Devlin from Instructure Canvas getting a personal tour of their fairly new entrant into the LMS space. This is one of the recent additions to the field that is trying to differentiate itself from the Blackboards of the world by being more open, more flexible, less complicated, and more student-centered (and less evil, I suppose).

In the video below (7:42 running time), I narrate a series of screenshots that I captured as I started to create my first course and my user profile in Canvas. For my money, the important part starts at about 3:15 as I look at making a connection between Canvas and several web-based tools (G Docs, Skype, Facebook, Twitter, Delicious, Diigo, and LinkedIn) and right after that where I set some notification preferences that allow me to customize how I receive class information updates (email addresses that I control and text messaging if I choose), and how often I receive these updates. (Try using the full-screen mode in the lower right corner of Vimeo screen.)

I will continue to play in the sandbox for a while longer as I start to build out more of a course and will report out again as I make progress on that front. Here are just a few more tidbits to tide you over:

  • Their philosophy is to wait and only build and implement a new feature when there is an identified need for it – rather than the build it and they will come approach.
  • Both students and faculty have the same view and user interface.
  • They have a simple, yet powerful rich text editor that is used whenever there is a tool that allows for editing. Same editor, all the time – even for students.
  • They have embedded a Creative Commons search tool for Flickr photos as one option when adding an image to a course.
  • RSS feeds (I know, what a concept!!) allow most course info to be pushed out of Canvas and to the students.
  • There are many ways of communicating with students. No longer is the only option to “email the class.”

I’ll add many more features in the next post. Don’t get me wrong, though. I haven’t totally fallen in love with Instructure Canvas just yet. I have lots of questions about it and I’ll work on clarifying what those questions are and getting them answered in the near future. So far I’m mainly ignorant about the back end functions and possible scaling issues with the service. More coming, stay tuned.

Also check out Michael Feldstein’s post at e-Literate.