Canvas LMS Minimum Requirements 2018/19
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Canvas LMS Minimum Requirements 2018/19 The LMS Minimum Requirements propose a progression from baseline (2017/18) to Enrichment (2018/19) and Transformation (2019/20) whereby the Transformation stage is student centred and student owned (including students as partners, co- designers, co-producers and co-researchers). This approach aligns with the (draft) Education Strategy. This was approved by the LMS Programme Steering Group on 18 June 2018. Glossary Modules / module refers to the Canvas content tool called Modules with a module being a unit within Modules. “Module” refers to an ARU module within a course/degree programme. “Modules” are referred to as courses in Canvas. “Course” refers to an ARU course.
Homepage Transformation Purpose Information on Tool Baseline/Threshold 2017/18 Enrichment 2018/19 (student-centred) Entry point to the “module” on Page [this may be the Syllabus ESSENTIAL ESSENTIAL ESSENTIAL Canvas comprises introductory or other tools] set as landing 1. Provide essential “module” 1. Provide essential “module” 1. Video introduction / tour information and supports students page and pre-populated text information ( a) and b) automatically information (Module Leader of Canvas course – where to engage with their module, (template). The scaffold text provisioned in module title): / Tutor Information (contact everything is (using Personal its assessment and associated must be edited, or replaced, by a. “Module” title & code details)) Capture or similar screen pedagogies. the module leader. This is the b. Semester/Trimester and year of 2. Update template text capture tools tool) first page students see when delivery 3. Announcements pinned to Note: Recording is subject to they access a “module” Module Leader / Tutor Information Homepage (please see section hardware and software provision via Canvas. (contact details) on Announcements) including thin client and virtual 2. Edit template text 4. If there is a change to (the items desktop. 3. Either update or change the “module” on) the Homepage, the course homepage after two weeks from the team / course leader needs to start of the “module” (e.g. videos and be consulted. “module” homepage information) to reflect progress through “module” DESIRABLE and maintain interest. 1. Video introduction (Tutor 4. Announcements pinned to introduction using the Canvas Homepage (please refer to section on tool) Announcements) 2. Video introduction / tour of Canvas course – where DESIRABLE everything is (using Personal 1. Create a video introduction to Capture or similar screen the module capture tools) (Essential for distance learning)
Modules (Content) Transformation Purpose Information on Tool Baseline/Threshold 2017/18 Enrichment 2018/19 (student-centred) The Modules functionality Modules tool which uses ESSENTIAL ESSENTIAL ESSENTIAL provides a space to create modular units (called 1. Edit the “module” guide and 1. Edit / Update the “module” information and 1. Edit / Update the “module” “module” content in a module) consisting of complete with the information complete with the information relevant to information and complete with modular sequential format different elements (Pages, relevant to this delivery. this delivery. the information relevant to this allowing selective release Assignments, Discussions, 2. Provide examples of previous 2. Provide examples of previous assessment delivery if required. Quizzes, Internal and External assessment *. (Exemptions need to be approved by the 2. Provide examples of previous Links etc.). Selective release course leader or the DLT). assessment (Exemptions need to “Module”-specific sections can be set to one tool / DESIRABLE be approved by the DLT). of the Module Information element within a “module” 1. Provide additional/supportive DESIRABLE 3. Provide assessment information will be set up as the first and learners can be required assessment information as a short 1. Provide assessment information as a short as a short video (see Assignment Module within the Modules to work through a sequence video (see Assignment) video (see Assignment) 4. Include an assignment-specific tool with different templated of activities. 2. Include an assignment- specific discussion discussion board for ongoing pages that need to be board for ongoing support and clarification. support and clarification. completed with the specific Note: It is advisable to 3. Add information / guidance specific to 5. Add information / guidance information for this delivery. seek support to use tool the “module” / “course” /community site specific to the module / appropriately. e.g. employability, sustainability, student “course” /community site e.g. *Note: When using student community, co- and extracurricular employability, sustainability, assessment as samples, opportunities. student community, co- and written permission must be extracurricular opportunities collected, and identifiers removed from the work.
Modules (Content) continued Transformation Purpose Information on Tool Baseline/Threshold 2017/18 Enrichment 2018/19 (student-centred) The modules can be Within the Modules tool you ESSENTIAL ESSENTIAL ESSENTIAL organised as required e.g. can organise your content 1. Create the relevant weekly or 1. Create the relevant weekly or topic-based as in Enrichment 18/19 plus Week 1, 2, 3, etc. or Topic A, in weeks, topic units called topic-based modules for your modules / units for your delivery. 1. Design activities for students Topic B, etc. modules in Canvas. delivery with a student engaging 2. Create a clear content structure e.g. pre- to collaborate and become activity and resources per week or , during and post class activities, and co- producers, designers and Note: Content structure topic. Within academic discretion resources which engage students. Within researchers. can be designed in different content may include presentations academic discretion content may include 2. Produce and comment on ways for students to access slides, notes, handouts, images, presentations slides, notes, handouts, resources including video and navigate (e.g. separate videos and recordings (lecture or images, videos and recordings (lecture or 3. Extending student learning modules per content unit or personal capture or other media), personal capture or other media), and clear through additional activities one module for all content and clear activity instructions activity instructions and resources (including co- units in the Modules tools 2. Uploaded content needs to 3. Use a consistent format for activities (activity curricular) or using linked up (web) comply with copyright templates) DESIRABLE Pages which are located 3. Make lecture / seminar materials 4. Uploaded content needs to comply with 1. Organise content in nested in Modules (website available to students before the copyright regulations. pathways. approach). It is up to the teaching takes place. 5. Make core learning materials and resources academic judgement of available to students before the teaching module leaders which takes place (see Accessibility). Update approach is taken but the materials following teaching as necessary. approach needs to be agreed across a course DESIRABLE team to ensure consistency. 1. Use selective release (prerequisites) to scaffold learning where appropriate Extend student learning through additional activities and resources.
Accessibility and Inclusion Transformation Purpose Information on Tool Baseline/Threshold 2017/18 Enrichment 2018/19 (student-centred) Provide all uploaded materials and Use the Rich Text Editor in ESSENTIAL ESSENTIAL ESSENTIAL resources created within Canvas in Canvas to produce and tag 1. Agree a consistent style across 1. Agree a consistent style across As Enrichment 2018/9 plus an accessible format using agreed accessible content. “modules” in a “course” (style sheet) “modules” in a “course” (style 1. Involve students in re- designing ARU accessibility guidelines and • Use Headings in the Rich Text sheet) / customising materials to cater templates Editor to structure your content. • Use Headings in the for the purposes of their learning • Labeltables (summary, header • Rich Text Editor to structure community *1) Note: Consult the list of ‘mobile row, etc.) your content. 2. Enable students to work in an approved’ tools and functionalities • Include an ALT tag with images • Labeltables (summary, environment inclusive of diverse such as quizzes, pages, Canvas video 2. As far as possible content needs to header row, etc.) individuals e.g. discussions, etc. Technical issues relating to be available off and online (e.g. by • Include an ALT tag with group activities (e.g. a “module” Apps use need to be identified and providing downloadable versions or images. group might be divided into addressed. a print-to-PDF option) 2. Upload/create content to ensure learning sets using the group 3. Content needs to be designed with students get material in advance tool and different activities set for *2) Note: Providing notes and access through the mobile apps in according to inclusive materials different groups) transcripts with video / audio mind. *1 policy. recording will depend on the availability of appropriate software DESIRABLE DESIRABLE to support this delivery. 1. Provide notes or transcripts with 1. Content needs to be designed videos / audio recordings you with access through the mobile produce *2 apps in mind. 2. Provide notes or transcripts with videos / audio recordings you produce
Assignments Transformation Purpose Information on Tool Baseline/Threshold 2017/18 Enrichment 2018/19 (student-centred) The Assignments tool is pre- Assignments is a tool in Canvas ESSENTIAL ESSENTIAL ESSENTIAL populated with scaffolding text which provides a way of setting 1. Edit the pre-populated scaffolding 1. Provide multi-modal assessment 1. Student assessment activity will for formative and summative up and managing formative text for formative and summative information to students - e.g. a be fed by live ASTRA data (to assessment and an Assessment and summative assessments. assessment and add your own combination of text, graphic or ensure timeliness and currency), for Learning Group (for formative You can provide information assessment description and video format. and the student e-Assessment assessments you may use) about a specific assessment, marking information. 2. Use ARU’s Assessment Protocol process will be managed through define release and access dates, to inform assessment design. Canvas to provide a unified, *Note: The Outcomes, Rubrics and grading criteria, summative DESIRABLE 3. Continue to use Canvas streamlined student experience Learning Mastery functionalities (contributory) or formative (non- 1. Provide assessment information as assignments with ‘no 2. Use ARU’s Assessment Protocol need to be piloted and evaluated contributory) assessment, etc. video submission’ (as Turnitin to inform assessment design before wider implementation to It is connected to the Calendar 2. Use the assessment submission Grademark stand alone will 3. Involve students in developing avoid risks in relation to assessments tool (where the assignments features of Canvas for formative continue for 18/19), however, assessment criteria (assessment and certification. * are signposted), the Gradebook assessment. (Ensure that available assessment data at literacy), designing formative (which keeps a record of assignment is muted when writing Element level will be populated assessments, design and be students’ performance on feedback) from ASTRA. Academics will involved in self – and peer different assignments) and the (Note: Do not use the Outcomes tool for need to manually ‘edit’ the assessment. Outcomes tool (which links to 2017/18). element and components where outcomes, marking criteria they exist to add assignment DESIRABLE and rubrics) DESIRABLE description and instructions. 1. Micro-credentialing of skills, 1. Use ARU’s Assessment Protocol 4. Early formative assessments co- and extracurricular activities (https://www.anglia.ac.uk/anglia- activities (early warning (badges / capstone badges). learning-and-teaching/good- indicator) via use of available 2. Explore and develop usage of teaching-practice-and-innovation/ assessment tools (e.g. Canvas Outcomes and Learning Mastery assessment -and- feedback/ Quiz, Poll Everywhere). tools – dependent upon upscaled assessment-protocol) to inform implementation of Rubrics.* assessment design. DESIRABLE 1. Low stakes summative assessment pilots using Canvas Quizzes (or its successor Quizzes.Next), as agreed with LMS Steering Group.
Support and Scaffolding: Announcements and Calendar, Discussion and Inbox Note: A strategic approach to effective communication across the different Canvas communication tools (Announcements, Inbox, Discussion, Email and related Notifications) should be adopted at module, course and community level. Announcements and Calendar Transformation Purpose Information on Tool Baseline/Threshold 2017/18 Enrichment 2018/19 (student-centred) Tool to communicate Announcement tool pinned to ESSENTIAL ESSENTIAL ESSENTIAL updates, assessment news, Homepage (set at the latest two 1. Set up a welcome announcement 1. Set up a welcome announcement 1. Enrich announcements with and other essential “module” announcements). These are 2. Continue to use the announcement 2. Continue to use the announcement media and link announcements information. This should be pushed to mobile devices as tool throughout the “module” tool throughout the module to other elements within Canvas used instead of cohort emails notifications and therefore need 3. Use announcements instead of non- 3. Use announcements instead of non- 2. Scaffold progress through concerning essential “module” to be managed when these are confidential email confidential email “module” (message what comes information. sent. All announcements are 4. Scaffold progress through “module” up, what to do, deadlines) stored in the module for future DESIRABLE (message what comes up, what to do, 3. Add external links to student and staff reference. It 1. Enrich announcements with deadlines). Announcements can be announcements should be noted that students images, and multimedia. written at the start of the module and 4. Group announcements by group can control how they receive time-released relating to core dates. leader / student (managed) announcements and they can 5. Enrich announcements with images, announcements turn features off multimedia and intra- Canvas links. 5. Use Calendars to scaffold progress within “module” and DESIRABLE schedule office hours. 1. Enrich announcements with media 2. Add external links to announcements DESIRABLE 3. Announce events, other resources > 1. Link to social media (e.g. blogs, extending learning Twitter, Facebook) specific to this 4. Use Calendars to scaffold/pace module progress within module, send 2. Announce events, other reminders and schedule office hours. resources > extending learning Inbox Transformation Purpose Information on Tool Baseline/Threshold 2017/18 Enrichment 2018/19 (student-centred) Targeted one-to-one and group The Inbox tool is a means for It was recommended not to use the DESIRABLE Messages tailored to specific groups communication which can support one-to-one and targeted group Inbox tool. Messages tailored to specific groups of students and specific groups and communities. communication. of students. Community level communication (Community site level communication)
Discussions (see also: Collaboration and Communication) Transformation Purpose Information on Tool Baseline/Threshold 2017/18 Enrichment 2018/19 (student-centred) Discussion forums provide The Discussions tool is a DESIRABLE DESIRABLE Move towards Collaboration an opportunity for students container for all the discussion 1. Set up an ‘Ask the Tutor’ Forum 1. Ask the tutor? Change to Ask a question to engage asynchronously forums you may use in your as a pinned discussion including (both tutors and students can respond) in threaded posts. Forums “course”. You can pin discussions an invitation (post) for students to - needs a “course” level communication can be set up for students to the top of the list to prioritise post questions relevant to other agreement (context dependent/ to ‘Like’ each other’s posts, them. students (this needs to work and rationale / learning outcomes) prioritise posts by Likes and be facilitated alongside email for 2. Use discussions to encourage student peer assessment as well as questions specific to individual engagement e.g. for pre-learning and to enable students to create students as well as the social post lesson clarification. (* resource their own discussions. media platforms used as part of a permitting). “module”). 3. Support assessment using a discussion. Collaboration and Communication Transformation Purpose Information on Tool Baseline/Threshold 2017/18 Enrichment 2018/19 (student-centred) Provide students with Canvas has a number of DESIRABLE ESSENTIAL ESSENTIAL opportunity and a space to collaboration tools available at One method of group collaboration is Tutor led and scaffolded collaborations Enrichment 2018-19 and work together course and course group level. used for each module. (The choice of e.g. group work for assignment Student led collaborations e.g. project The Group space (under collaboration method is at the discretion purposes; discussions; building a sense work; sharing ideas People) provides a Canvas of the module leader) of community 1. Students as co-producers learning space with different Every module in a course uses the same This can be an in-class activity or pre or 2. Student organised group / peer work tools for students to collaboration method. post session activity. and collaborating in group activities communicate and collaborate: Examples of activities: 3. Group roles are self- assigned (a) Asynchronously e.g. • Collaborate on document / wiki Examples of activities: Shared Files, Announcements, tasks; • Collaborate on document / wiki (Wiki), Pages (Canvas Groups) • Collaborate on media tasks; tasks; Discussions • Group roles assigned by tutor • Collaborate on media tasks; (b) Synchronously, e.g. Office (and rotating); • Students design discussion 365, Skype for Business, • Audio / video / text conferencing; questions / tasks and facilitating Canvas chat • Student collaborative activities discussions; (c) Through Webinars e.g. Big in Canvas groups; e-portfolio > • Group roles assigned by students Blue Button, Adobe Connect. student commenting on each (and rotating); (d) And the e-portfolio tool on other’s evidence and reflections; • Audio / video / text conferencing; its own. • Class group-work and outputs • e-portfolio > student commenting uploaded into Canvas. on each other’s evidence and reflections; • Student collaborative activities in Canvas groups; • Class group-work and outputs uploaded into Canvas.
Reading List (Talis) Transformation Purpose Information on Tool Baseline/Threshold 2017/18 Enrichment 2018/19 (student-centred) Provide students with links to This tool is linked into Canvas on ESSENTIAL ESSENTIAL ESSENTIAL “module” reading and resources the left-hand navigation. You can Set up the digital “module” reading list as 2017/8 as 2018/9 also integrate links to specific on ReadingLists@Anglia Align reading list to “module” DESIRABLE sections of the reading list (e.g. structure i.e. pre, during and post Respond to discussions/questions Week 1 Reading) in pages in DESIRABLE teaching session, and link content to based on reading. your modules. Revise the digital “module” reading resources in the reading list. list to correspond to the LMS Course structure on Modules (Content), e.g. readings by week; topic etc. Profile Page Transformation Purpose Information on Tool Baseline/Threshold 2017/18 Enrichment 2018/19 (student-centred) Provide students with a picture, Profile page under People ESSENTIAL REMOVE FROM REQUIREMENTS REMOVE FROM REQUIREMENTS AND contact details and a short biography REMOVE FROM REQUIREMENTS Add module leader and tutor contact AND REPLACE WITH INFO REPLACE WITH INFO ON HOMEPAGE of the module leader / tutor AND REPLACE WITH INFO details ON HOMEPAGE ON HOMEPAGE DESIRABLE 1. Add a picture (where appropriate and if not automatically provisioned) 2. Add a short staff biography 3. Add links to professional profiles e.g. ARU profile, LinkedIn
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