…but what you DO with the technology. Are you using/integrating technology into your curriculum or using it just because it’s there? Can you connect all three of these together: content, pedagogy and technology? Authentic technology integration occurs when all three work together:
Is your classroom technology
- planned and purposeful – or an afterthought?
- a day to day routine part of your classroom environment – or a rarity?
- supporting your course goals and outcomes – or just to present content?
- used mostly by students – or just by you, the instructor?
- used to create and develop new thinking processes – or is it just “using the computer”?
- used to help student learning – or do you spend most of your time trying to learn the technology itself?
- for collaboration both in and out of the classroom – or just for individuals working alone?
- helpful for activities that would be difficult or impossible – or for things that would be easier without technology?
- essential for the learning activity – or just something to do?
- for building knowledge – or just to deliver information?
Big thanks to Sue G. for sending me this article.
Because Sue Gallaway is on top of her eLearning communications, Centralia College was lucky enough to get a FREE trip to the 2013 Tegrity conference in Boston! We looked through our most prolific Tegrity users and Ann Alves stepped up for the trip.
She had a fantastic time (be sure to ask her!) and here are the Tegrity recordings from the sessions in that conference:
Tegrity User Conference 2013
Evolution in Action: The Technologies that will Change our Species
Presenter: Dr. Michael Windelspecht, Appalachian State University
Summer 2013 Service Update
Presenter: Jeff Collins, McGraw-Hill Education
New England Student Panel
Creating Digital Learning Experiences for a Brighter Tomorrow
Presenter: Stephen Laster, McGraw-Hill Education
1. Lights, Camera, Capture!
Presenters: Dr. Kathleen Missildine, RN, Assistant Dean for Graduate Studies, College of Nursing, Texas A&M Health Science Center, and Dr. Rebecca Fountain, RN, University of Texas at Tyler
2. Tegrity: From Small Pilot to Mission-Critical Tool in One Semester
Presenters: Kyle Collins & Megan Buckley, Saint Louis University
3. Tegrity as a Platform for Student Evaluation
Presenters: Dr. Mary Beth Doyle & Jim Millard, Saint Michael’s College
4. Preparing Faculty for Lecture Capture Success
Presenter: Don Merritt, University of Central Florida
5. Closed Captioning with Automatic Sync Technologies
Presenters: Dr. Andrew Wright & Kent Gardner, University of Louisville
6. First-Year TUC Experience: I Learned, Therefore I “Flipped” My Classrooms
Presenter: Barbara Caton, Missouri State University-West Plains
7. Roundtable: Overcoming Challenges and Developing Best Practices
Facilitator: Douglas J. Koch, Philadelphia College of Osteopathic Medicine
8. Using Tegrity to Proctor Distance Learning Exams
Presenters: Tammarra Holmes, Laramie County Community College, & Jackie Russell, Athens State University
Link: Recording Not Available
9. Comparison of Tegrity Use for Online and On-The-Ground Students in a Graduate School of Engineering
Presenters: Dr. Tristan Johnson, Jessie Guy-Ryan, & Anne-Carina Kelly, Northeastern University
10. Math Placement: The Foundation for Success
Presenters: Austina Fong, Portland State University, & Andy Set, McGraw-Hill Higher Education
11. Integrating Tegrity into Existing Campus Data Infrastructure
Presenters: Brian Becht & Felicia Kendall, University of Central Florida
12. Transforming Tutoring with Tegrity: Challenges and Successes
Presenters: Allen Dennis & Elizabeth Coghill, East Carolina University
13. Connecting Pedagogical Principles to Tegrity: Encouraging Active and Diverse Ways of Learning
Presenters: Michaella Thornton & Megan Buckley, Saint Louis University
14. Tegrity Capabilities Matrix
Presenter: Ori Wallenstein, McGraw-Hill Education
15. Old School Geology, Meet New School Technology: Using Mobile Devices and Tegrity for Field and Lab Work in the Geosciences
Presenters: Trina Kilty & Trent Morrell, Laramie County Community College
16. STEM…The Root of It All
Presenters: Dr. Jason Overby, College of Charleston, & Jeff Huettman, McGraw-Hill Education
17. Utilizing Peripheral Devices to Enhance Tegrity Recordings
Presenters: Dr. Julie Zhu, United States Naval Academy, & Marc Strid, University of Missouri
18. Desktop Tegrity Chemistry Lessons a la ChemSketch and SnagIt
Presenter: Dr. Nadene Houser-Archield, Prince George’s Community College
19. The Tools We Need: Using Lecture Capture and Adaptive Technologies into Flipped and Hybrid Science Classes
Presenter: Dr. Michael Windelspecht, Appalachian State University
Link: Recording Not Available
20. Joining Forces: “Tegrity and Tablet Technology” for Future Classrooms
Presenter: Chulapol Thanomsing, Missouri State University-West Plains
21. Using Tegrity to Engage Students in Team-Based, Project-Oriented Online Classes
Presenter: Dr. Hanna E. Norton, Arkansas Tech University
22. Strategies for Deploying Accessible Video with 3Play Media
Moderator: Tole Khesin, 3Play Media
Panelists: Mike Phillips, Indiana University – Purdue University, Fort Wayne & Neil Kahn, McGraw-Hill Education
23. Flipping the Gap: Overcoming the Generational Gap via a Flipped Classroom
Presenter: Dr. Bobbi Jo Carter, Calhoun Community College
24. Using Tegrity Reports to Measure Impact and Manage Stored Content
Presenter: Shauna Uher, McGraw-Hill Education
25. Three Different Classroom Environments for Capturing Lectures and Presentations
Presenter: Nicholas Aballi, Indiana State University
26. Performance-Based Practical Examination Evaluation and Scoring via Tegrity Student Recording
Presenter: J. Randall Vance, Ferris State University
Link: No Audio https://tegr.it/y/14p1n
27. What’s on Your Tegrity Wish List?
Facilitator: Jeff Collins, McGraw-Hill Education
Link: Choppy Audio https://tegr.it/y/14p1z
- Where am I now? (will I start at Sea-Tac? Portland airport? Amtrak station? My garage?)
- Where am I going? (Oh… British Museum! Paris! Bryce Canyon!)
- Who’s going with me? (mom will need her walker… will my new grandson be going with us?)
- How will I get the trip organized? (who will help me? what books should I read? websites?)
- What will I need to do, to help those going with me? ( will there be elevators for my mom? new grandson may limit night-time activities)
- What’s the best way to get there? (airplane, of course… but a train trip might be lovely!)
- What are some alternate routes? (we might want to take a side trip to Ireland on the way to London? What about stopping at Zion on the way to Bryce?)
- What do we do once we get there? (are there mini-tours we can take? let others lead us? head out on our own? can we figure out the London tube system? should I have maps ready?)
- What do the travel experts say? (Lonely Planet? Rick Steves? Friends?)
- What feels right? (I’ve traveled before, I’ll use that experience)
- Can we afford to do what I want us to do? (not only in terms of money, but what about effort, time?)
- Adjust plans… and TRAVEL!
- Of course, we’ll have to adjust things along the way (our flight is delayed? Starbucks at the airport is *not* open at 5 a.m.!? luggage lost?)
Back home. Now what?
- How did it go? (I know where I’d planned to go, what to see, what to experience; did it really work? what really happened?)
- What do others on the trip think? (just because *I* thought it was great, really, was it?)
- Tell others about your experiences on your trip! (presentations? photo books? blog?)
- What will I do the next time I take the same trip? (because of course, going to London just once is never enough!)
- And the next time I go, how will I keep the trip fresh and exciting for me?
SO WHY IS ALL THIS ON AN ELEARNING BLOG?
Have you ever thought about Instructional Design? It’s a nice fancy phrase, but just what does it mean? Think about a course you’d like to teach… and think about that course as if it were a trip you’d like to take.
- Where is that course now? (never taught this course before? old and stale? taught once, but needs work?)
- Where am I going? (outcomes!)
- Who’s going with me? (what are your students like? where are they in their learning? Anyone need accommodation?)
- How will I get the course organized? (what are the latest theories about learning? any new research relevant to my topic? what will work for me AND my students?)
- What will I need to do, to help those with me? (do videos need captioning? do images need “alt” tags? larger font for handouts?)
- What’s the best way to get there? (online? F2F?)
- What are some alternate routes? (hybrid? flex?)
- What do I do once we get there? (does the publisher provide resources? should I pre-make videos? should I have handouts in PDF format?)
- What do the teaching & learning experts say? (do a little research, librarians can help!)
- What feels right? (if you’ve taught before, use that experience)
- Can you afford to do what you want to do? (when does the course begin? will you have enough time, resources, and help?)
- Adjust plans… and TEACH!
- Of course, we’ll have to adjust things along the way (campus floods? flu? office computer dies!)
End of the quarter. Now what?
- How did it go? (did you and your students accomplish what you’d planned? were students successful? assess outcomes)
- What do others in the course think? (ask your students those hard questions, and listen to their answers)
- Tell others about the experiences in your new course! (presentations! blog posts! faculty learning communities)
- What will you do the next time you teach this course? (because of course, teaching Excel just once is never enough!)
- And the next time you teach the course, how will you keep the course fresh and exciting for you, the teacher?
To quote George Takei from Star Trek fame: Oh My!!
Just today Canvas announced its new App Center. To quote from their press release:
The Canvas App Center… allows individual teachers, administrators, and students to install third party apps with one click on the Canvas platform. The App Center will offer more than 100 apps, including WordPress, Khan Academy, Dropbox, Evernote, and an arsenal of other useful apps. Instructure will make the Canvas App Center available to its customers at InstructureCon 2013, its annual user conference.
Full press release here.
As we move toward summer and our more complete migration to Canvas, we want to make sure everyone understands how a course shell is created in Canvas (or Angel for that matter).
Teachers and Deans decide on an appropriate mode for a course. Current modes include
- Fully Online (1)
- eCorrespondence (2)
- Hybrid (3)
- Web-Enhanced (4)
Notice those 1-2-3-4 after the courses that would use online content? Courses coded with a 1-2-3-4 are considered eLearning courses. The coding is done by the admin assistants and entered in our registration system. This coding takes place behind-the-scenes but is crucial.
eLearning runs reports from our registration system and pulls out the item numbers for just those courses that are coded 1-2-3-4. Those are the classes that get online course shells. For example in fall 2013, courses coded 1-2-3-4 will all get a Canvas course shell.
How do you know if your course is coded correctly?
How do you know if your course is a 1-2-3-4 and will automatically get a Canvas course shell?
The easiest way is to look in the class schedule for a quarter. Here’s an example from our spring 2013 class schedule:
Look at each line for each course. Find the section letter (A, B, etc.) and then look for a number after that letter. In the example above, you can see that most spring 2013 ENGL&101 courses are either web-enhanced (4) or hybrid (3).
Each quarter you need to double-check your coding; you cannot assume it carries forward each term.
(FYI, did you know there’s a new eLearning code coming? A few courses will be offered as Flex courses in fall 2013 – with a course code of 5 !)
At InstructureCon 2012 Josh Coates, the keynote speaker and CEO of Instructure told us the story about monkeys. His keynote speech is here. You can fast forward to the monkey story at the 30:00 mark. It’s worth listening to.
The gist of the story is: Why do we do things the way we do? Is it because we’ve always done it that way? What if we stop and assess things? What if we at least ask ourselves why?
An example: I keep a box of Kleenex in the bathroom. Always have. Always will. But why? Of course, it’s because that’s exactly what my parents did! And it makes sense. But I took some time to think about it. Yes, Kleenex in the bathroom is good… and I’m not going to change that, but where else might I put some Kleenex? Well, in my car, of course. But where ELSE? I always seem to need a Kleenex in the kitchen; I’m always grabbing a paper towel. So into the kitchen cupboard goes a box of Kleenex. And the best location I’ve found? In my coat closet. I take my dog for walks in early, cold mornings and my nose is always running as we walk. So now I grab my coat, leash, and a few Kleenex tissues and we’re out the door.
So are you a bad monkey? Do you keep doing something the same way you’ve always done it, just because?
I was thinking about a syllabus in an online environment. Of course, teachers make the syllabus available to our students; often in Week 1. Often it’s a link to a Word or PDF document. That’s great! But, where else might a teacher put their syllabus? Just because my Kleenex were in one place, didn’t mean I couldn’t put them other places to make them handy. What if a teacher put a link to your same syllabus document in Week 3? We know our students are blitzed with information in Week 1 of their course. I’m guessing many of them say “yeah, yeah, another syllabus”. But we know it’s an important document. Why not give students easy access to it, again and again?
And why is the syllabus one huge document? (I’ve seen a 20-page syllabus this quarter, and it was for a good reason!). Yes, our students need that document, but what about also “chunking” it into smaller pieces ? Maybe a weekly announcement with a paragraph or so from the syllabus that pertains to that week’s content? Starting a term paper? Remind students about your plagiarism policy. Starting your first discussion? Remind them of your online etiquette guidelines! End of the quarter? Do you allow for incompletes?
Don’t be a bad monkey! Take some time to re-assess!
(now… where else might I put some Kleenex?)
Yes - course outcomes can be added to Canvas rubrics.
Yes - Canvas provides fabulous outcomes reporting – outcomes for your entire course can be tracked by student, by assignment.
and yes… while Canvas does provides the ability for teachers to add course outcomes to a course, they should not…
If you want outcomes reporting for your course, there are two tricks you must do
- Approved course outcomes used for reporting MUST be entered by someone with more Canvas permissions that a typical teacher.
Teachers should not enter their own course-level outcomes as “Outcomes” in Canvas.
Basically a Canvas administrator MUST to add the outcomes at a level above your course; this would be eLearning here at Centralia College.
No, we’re not doing this because we’re nice and wonderful (!), it’s just the way it is…
- In order to track course-level outcomes and have them show in a report, teachers MUST include them in a rubric, and teachers MUST use the rubric to grade the assignment.
This means even if a student does not submit an assignment and you *could* just enter a zero in the gradebook, you must still use the rubric to grade the assignment.
If you’d like outcomes added so you can use them in your Canvas course, or if you have questions, call! Centralia eLearning ext. 672
We all have our own wish list for Canvas… and each of us can make those wishes known to the folks at Instructure and the Canvas Community. If there’s something you feel would be a good change to Canvas, one that would benefit many, and that you can explain well, here’s what you need to do:
- Search the Canvas Community and look around. Specifically, see if anyone has already asked a question that may address what you’re looking for – chances are, you’re not alone!
- Look through the Feature Request Categories and see if someone has already made a request like the one you’re about to propose. You can add your own comments to a previous request, or vote to add your support for a request.
- Make your request a good one. There are guidelines to help you explain and demonstrate the need for what you want. The better your write-up, the more others will be able to understand and support your request.
Instructure offers a variety of free, publicly-available training courses. Anyone can take any of them.
They’re all here. Courses include:
- Canvas Instructor Orientation
- Canvas Student Orientation
- Getting Started with Canvas
- Canvas Admin Overview
- Canvas Support Overview
Now before y’all go crazy, just a heads-up for Centralia College - currently, as I type this, we’re requiring that any faculty/employee who uses Canvas successfully complete our own Canvas training. Please contact our eLearning department for more information.
First, to go help.instructure.com
In the upper right corner, click on login and log in with your Canvas credentials (probably your school ID number and your Canvas password)
Click on the large Canvas Guides button
On the menu bar in the Canvas Guides, near the top, click on Release Notes
Now near the top right is a link for Subscribe. Click it.
Below, you can see I no longer have the Subscribe option, because I’m already a subscriber.
Product information will now be delivered to your email. You can look through the Product Release Notes right now and see previous updates.
It’s a fantastic service and will definitely keep you in the update loop.
You’ll also get to know about “beta updates” – which are updates applied to our Beta Canvas site before they’re active in our Production site. If you’d like to read more about our various Canvas sites: Our Three Flavors of Canvas.