Guide for Learning Teaching in Canvas Graduate attributes
Guide for Learning & Teaching in Canvas Graduate attributes 1. 2. 3. 4. 5. 6. Deep discipline knowledge Critical thinking and problem solving Teamwork & collaboration Ethical & cultural competence Career & Leadership readiness Self-awareness, emotional intelligence AIM: Information Transfer Disseminating information to your students. How you want to achieve it (pedagogy) Create content pages in any week/topic. Add text, images, links, embed, record files, You tube etc. CANVAS TOOLS Pages (Student editable) Announcements Discussions Files Assignments Quizzes/Surveys Not designed for this purpose. AIM: Assess learning Assessment for and of learning Formative, Summative Use guided Qs, inquiry / problem / scenario / case-based / flipped classroom approach(es) Link to discussion, quizzes from pages. Can be useful for group presentations. But content pages have limited tracking and are not linked to Gradebook. Send updates to groups / whole class. Embed content & links. Avoid overuse. Not designed for this purpose Post Qs (with text, files, media, links) in a discussion forum to provide context. Formative activity with range of options (e. g. peer review or requires reply before seeing others’ work). Upload and share in a page or activity. Organize in folders (Files - Left menu). Students can record, upload and/or share files formative, peer or summative assessment. Provide information (e. g. files, links) within assignments for context. May be formative or summative, group or individual submission. Align with course outcomes and GAs. Embed content (e. g text, media, URLs) in quizzes / surveys to provide context. Used formative or summative activities; Set number of attempts, timing, highest score, etc. AIM: Co-creation of content AIM: Communication & interaction Teacher-student, peer-peer (individual, group(s) / wholeclass) Teacher(s) and/or students collaborate to create course content. Can support this when linked to other tools and activities (e. g. discussion, conference) for context. Not designed for this purpose. Message whole class / groups). Can allow replies. Use ‘In Box’ blue global menu as alternative contact method. Students can set up their own discussions on Group Homepage unless this setting is disabled. OUTCOMES (Bloom) 1. 2. 3. 4. 5. 6. Remember Understand Apply Analyse Evaluate Create Can support 1 and 2 above. Link to outcomes. Groups can edit content pages (add text, images, links, record or upload files). Works best in Group area. Can facilitate progress towards 1, 2, 4, 5 above and enable 3 and 6 formatively. Not designed for this purpose Supports 1, 2, above (e. g. course updates, issues, expectations) Participants can attach files, embed content or links to studentauthored material. Opportunity for students to demonstrate 1 -6 above Not designed for this purpose Students can submit student-authored files or share with peers. Supports 1 and 2, but can support 3, 4, 5 and 6 when aligned with activities and outcomes. Can facilitate quality formative feedback (from peers, teacher), ideally leading to change. Groups collaborate: e. g. discuss, write, coauthor media, submit. Guidelines, rubric important linking to outcomes. Variety of assignments important (e. g. final year Capstone Project) to support 16 above. Not designed for this purpose Can relate to any of the above depending on questions (e. g. MC, T/F, long answer etc. ) Use a Google Doc to give formative feedback to groups / individuals Group collaboration document can be submitted as an assignment (URL) or used as a wiki (if link shared). Set up a Google Doc (Collaboration) and choose who can view, edit and comment. Students collaborate as a group on any project, comment on and edit each other’s work and receive feedback. Conferences Can be used to disseminate / discuss information in live synchronous online classes (whole class / groups). Good formative and/or summative activities (e. g. synchronous or recorded meetings / oral presentations). Opportunity for interaction through live video, audio, polling, Q&A and text chat – including in groups. Not suitable for this purpose. Supports all of the above Echo 360: Video Capture & Active Learning Platform (ALP) Scheduled / Ad Hoc lectures are recorded and available in Echo 360 (Canvas left menu). Or upload, edit, share videos. Echo 360 (ALP) enables formative activities (MC, polls, Q&A, image maps (with analytics) in class. Echo 360 ALP features enable instant feedback and real time interaction between lecturer and students. Not suitable for this purpose. Echo 360 ALP provides opportunities formative activities to support 1 -5 above. Collaborations Great fit! How to use this guide • Can work with some learning design Not the best tool for the job • • What graduate attributes are you trying to develop? What course outcomes do you want to achieve? How will you achieve this pedagogically? What activities, content will you include? What Canvas and Echo 360 tools and features can you use to support your aims? Adapted by J. Murphy from design by Gavin Henrick (@ghenrick ) http: //www. somerandomthoughts. com/ Canvas Guide v 1. 0 (Feb 2016) Canvas Tweeters to Follow @gideonwilliams @mrcring @4 goggas @Canvas. LMS @David. DNorton @Samantha_Blyth Supports all of the above Need more Canvas help? • • • Canvas Community at https: //community. canvaslms. com Canvas Guides https: //community. canvaslms. com/community/ans wers/guides Canvas Videos https: //community. canvaslms. com/docs/DOC-3891! Originally designed for Moodle by Joyce Seitzinger (@catspyjamasnz) www. cats-pyjamas. net / www. eit. ac. nz
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