Canvas Showcase RoundupWelcome to 2018 everybody, and hello Semester 2!
The GSA Canvas Showcase Event on December 18th was a big success, with an overflowing room and a bevy of great ideas and examples from our presenters.
Here is a brief recap of the key points and Canvas tools each presenter talked about, and screencasts of some of the presentations:
Digger Nutter shared his Interior Design Courses.
- Student projects are built around discussion boards
- Mindmaps are created during discussions using ipads and published immediately to Canvas to reinforce studio discussions
- Modules open automatically at specific dates (here's how to do that)
- Students edited the content of some areas, making it collaborative
- Students made videos on their phones and uploaded them to discussions
- Final year students - Formative assessments were grouped (with 0 points awarded) and clearly identified and written feedback comments given via Speedgrader
- Glasgow and Singapore students collaborated and shared Canvas discussion boards
Mark Charters showed off the Learning and Teaching Hub and the Student Experience Survey.Key points:
- Surveys in Canvas are "Ungraded Quizzes", are easy to make, and have been used in Mark's courses, including the Student Experience Survey (which had 516 respondents!). (Here's more on making surveys)
- The Learning and Teaching Hub course has a series of videos and resources for teaching
- Podcasts are available on teaching students who are not native English speakers
Daisy Abbott focused on her Academic Skills for Masters Research course.
- Her Quiz on Harvard Referencing is an example of self-assessment
- Assignment groups created including a clearly labelled Formative Feedback assignments group, to highlight to students that they actually DO receive feedback (sometimes students report that they do not get feedback)
- Anonymous Peer Assessment tool successful (here's how to do that)
- She used Canvas Commons to house the student self-assessment survey, a tool which can be imported by any GSA tutor into their course. This is a self-assessment tool intended to be used at both the start and end of the course to help students align what they have learned with the course objectives or ILOs. .It's available in Commons:
Scott McGowan showed the Student Support courses, especially the Workshops course.
- Learing Support is not a 'course' in the traditional sense so it is not really the best fit to have Canvas
- The landing page for Student Support is an umbrella with graphical buttons leading to the other subsections of support
- The Calendar feature works well but has some inconsistencies in the app., such as the location of an event doesn't show in IOS
- Student Support has a Wordpress site which will be embedded into Canvas to prevent duplication of materials/effort
- All resources from workshops are put up and available
Aileen Biagi shared her Product Design Engineering courses.
- Aileen introduced Canvas to the students in their first lesson and instructed them all to set up their notification to include receiving text messaging and uploading a photo. This helped her with the attendance tool which she uses, as the students all had photos
- Aileen even found that because their attendance is prominently available, student attendance has improved. (Several lecturers in different areas have also reported this)
- The announcements and inbox / conversations tools are useful ways to communicate
- Students are put into groups and turn in assignments as a group. This allows group Announcements and Group Events to be created
- TIP 1: Bulk downloads are only available to gradable assignments (nongraded assignments don't have the 'download' option)
- TIP 2: To remove students from your course who should not be there, click the wheel beside their name, click on 'user details', then 'Conclude'. This will take them off the course register
Paul Maguire demoed his Interaction Design (IxD) courses.Key points:
- Interaction Design students never used Blackboard (the previous VLE) and have used other online tools for communication and collaboration, so this is a big change
- The IxD students still maintain a course blog and Facebook page
- Making use of nongraded assignments allows the students to chart their progress in the course and gather feedback
- Course summary on the home page shows the dates of all activities, events and assessments (ungraded and graded) so is a visual map of the course
- Canvas has some strengths and some weaknesses - still getting to grips with the possibilities
Michael Mersinis also sent a video sharing his experience embedding audio files and video files for the Fine Art project. His challenge was to embed files which could be played but not downloaded, and he discovered and shared the way to do this using the Canvas tools. (Instead of linking to the files, you simply add them via the upload feature of the editor). Here's how to do that:
1. Edit a content page and click the 'Record/upload Media' button
A big thank you to all the presenters for sharing and working so hard to make Canvas a success!