The Embassy Suites in downtown Fort Worth will serve as the official accommodations for attendees. Events on Thursday will take place at the conference hotel. Events on Friday will be held at the Brown-Lupton University Union on the campus of Texas Christian University.
The CELT staff is offering four 90-minute Canvas workshops multiple times to highlight the pedagogy and mechanics behind Canvas functions. Read the workshop descriptions on CELT’s Event and Registration website, determine which day/time you would like to attend, and register via the Learn@ISU website:
The Pedagogy of Canvas Quizzes, Feb. 8 (10-11:30 a.m.) OR Feb. 13 (2-3:30 p.m.)
Assignments and Grading in Canvas, Feb. 6 OR 14 (10-11:30 a.m.)
Groups and Collaborative Work in Canvas, Feb. 1, 7 OR 15 (2-3:30 p.m.)
Course Design in Canvas, Feb. 2 (10-11:30 a.m.), Feb. 5 (2-3:30 p.m.) OR Feb. 16 (10-11:30 a.m.)
The terms assessment and evaluation are often used interchangeably. However, they are different in their purpose, focus of measurement, and use. Assessment is typically formative, ongoing, and used to identify areas for improvement. Evaluation is summative, product oriented, and used to arrive at an overall grade or score.
Classroom assessment techniques are relatively quick and easy methods that help you check student understanding in “real time.” They can provide information that can be used to modify and improve course content, adjust teaching methods, and, ultimately improve student learning. Formative assessments are most effective when the information is used to effect immediate adjustments in the day-to-day operations of the course.
From the fourth to the eighth week of the semester, the Plus Delta Classroom Assessment Technique can provide extremely useful information. The beauty of this tool is that it asks students to focus on what is working to advance their learning in the course and what could be improved by the teacher and by the student. It helps students to think about their responsibility to the course and what they should continue doing to learn (PLUS) and what they need to change for the course to improve for them (DELTA) (Helminski & Koberna, 1995). The plus delta can also be completed on paper or online using Canvas, Qualtrics, or another software system asking these four questions:
What is helping me to learn in this class?
What changes are needed in this course to improve learning?
What am I doing to improve my learning in the course?
What do I need to do to improve my learning in this course?
Once the students complete the plus delta, collect these forms and then summarize them to report the themes in each category back to the class in the next session. The feedback loop is incredibly important as it creates the opportunity to discuss the shared responsibility for teaching and learning in a course. Instructors can also describe what changes will (or will not) be implement as a result of their feedback. To learn more, visit CELT’s Using a PLUS/DELTA Assessment Technique website.
Sara Marcketti, Interim Director
Center for Excellence in Learning and Teaching
Learning is a dynamic process in which we make meaning out of new information as connected to what we already know. Learning is also often a social process, as students feel more engaged in classrooms in which they know they are welcomed and contributing member of the community. But how do we build community? Researchers have provided us with some building blocks to do so:
Pronounce names correctly: Names are often one of the first words we recognize as children. They are given by our caretakers in remembrance of revered family members and in hopes that the meanings or qualities of the name will be imbued in the children. As such, names are personal! One strategy for learning students’ correct pronunciations is asking them to phonetically spell their name. Once you do so, ask the student to say it, and then practice it in front of the student. If you make a mistake, apologize, and try again. If you use Canvas, you can ask students to provide a video introduction. Read more strategies for learning how to pronounce names via the Getting Names Right: It’s Personal web post.
Promote civility: How can one feel welcome and learn in an environment if there are disruptions that stem from a lack of consideration and respect? It is not too late to add a statement to your syllabus that clarifies expectations for behavior. The Mindful and Learner Centered Syllabus Checklist includes examples of inclusive, professional and mutual respect statements, including links to resources for instructors, staff, and students. All of this may be found on CELT’s Creating an Inclusive Classroom website . Remember, if you do update your syllabus, be sure to inform your students in a timely fashion.
Be consciously inclusive: We know from decades of research that the frequency of faculty-student contact inside and outside of the classroom promotes student motivation, perseverance, and success. When you enter the class, do you welcome the students? As possible, arrive to class a few minutes early and plan to remain in class until the last student leaves. Ask students if they are encountering any difficulties with the assignments or the technology. Let them know something about yourself and how you entered the field. Consciously decide to be inclusive and speak with as many students as you can, not just the ones that consistently raise their hands.
Many of us spend considerable time considering the design of our courses, determining the knowledge and outcomes we want students to leave our classes with so that they are prepared for their next steps in their academic and professional careers. We spend time designing effective activities and assignments that students can show evidence of their learning. But how many of us spend time in properly getting to know and learning who the students in our classes are?
You can gain more ways to ensure your learning environment is designed to support and include all students by participating in CELT’s Conversation on Teaching Inclusively or the Inclusive Classroom Faculty Development Workshop via CELT’s Inclusive Classroom Programs webpage.
Open Labs are available on Tuesdays, Wednesdays, and Fridays from 8:00 a.m. to 10:00 a.m. and 1:00 p.m. to 4:00 p.m. in the Rotunda of Parks Library (near 281 Parks Library). Bring your Canvas questions, and your laptop (this is a must) – no need to make an appointment during the regular days/hours.
In this 60-minute webinar, CELT staff will walk participants through the process of building a simple course in Canvas; as well as, direct participants to the extensive Canvas online resources, webinars, self-paced tutorials and 24/7 Canvas Support available. In addition, participants will become familiar with the CELT resources available to plan, develop, and implement Canvas courses in ways that reduce barriers to learning and facilitate meaningful participation by all students.
In our first Teaching Tip of 2018, we wanted to highlight a few of the professional development opportunities CELT has planned for you. We are hosting the following outstanding faculty to present in our Award-Winning Faculty Series:
CELT is featuring three innovative multi-session programs:
The research-based flipped classroom – Team-Based Learning, meets for five consecutive Wednesdays: Jan. 24, 31, Feb. 7, 14 and 21 (3:30 – 5:00 p.m., 2030 Morrill Hall) will be presented by Holly Bender, Associate Director, CELT; Director, Preparing Future Faculty Program; and Professor, Veterinary Pathology
Sketchnoting – Planning a research poster, meets for two consecutive Thursdays: Apr. 12 and 19 (12:10-1:30 pm, 89-90 Armory) will be presented by Verena Paepcke-Hjeltness, Assistant Professor of Industrial Design
To learn more about these programs and our comprehensive array of events visit CELT’s Event and Registration website, determine which event you would like to attend and register via the Learn@ISU website.
The great Chinese thinker Laozi’s words could apply perfectly to the transition from teaching in Blackboard to Canvas. As I shared last week, in Confessions of a Procrastinator, I have not yet built my course in Canvas, but this week I started and here are some tips to help you take that first step.
Start with the end in mind
It is my great honor and pleasure to teach Everyday Creativity developed by my colleague and friend, Dr. Elena Karpova. As I started to build my Canvas course, I realized that first I needed to keep the learning outcome goal in mind. For us, that is students learning and then applying creative thinking strategies to generate multiple unique ideas. To accomplish this the students complete pre-class readings and quizzes, in class individual and group activities, and out of class work that demonstrates their use of the strategies.
As you are bidding farewell to Blackboard, filter and sort through your collection of instructional materials and make decisions whether they need to be updated and/or replaced in your new course. Then as you (re)build your course in Canvas, there are three actions you can take to begin the journey of teaching in spring semester.
Build your modules: Modules organize your content by weeks, units, chapters, concepts or a different organizational structure. Modules give your course a consistent look and feel and make it easy for your students to navigate it. Modules also accommodate your delivery style: use them to re-create the folder set up from your course in the previous learning management system or, better yet, use them to chunk up your instruction into smaller, independent “digestible” units to empower student cognitive processes.** A module can contain files, discussions, assignments, quizzes, and other learning materials. Learn more using the Create a Module web guide.
Choose your homepage: Your homepage sets the mood for learning in your course. Canvas has different options for choosing your course’s homepage. The syllabus is a great way to introduce your course, make your expectations transparent, and keep students abreast of all course happenings. Learn more via the Setting the Course Home Page web guide.
Clean up your course’s menu: Your students should only see the course-specific menu options that allow to quickly and easily navigate all course information and keep distraction to a minimum. Learn how using the Customize the Course Navigation web guide.
Check your quizzes: While most of your previous quizzes will import from previous Blackboard content, some, such as such as hot spot and quiz bowl do not transfer, and matching questions that have images in the answers must be fixed. Additionally, you will want to double-check multiple choice, fill-in-the-blanks, essay, matching, numerical, and formula question types before publishing your migrated quiz or survey. If a question format is not supported by Canvas, the question will become a simple text (students will not have the option to answer). The Quizzes tool in Canvas can be used for graded or practice quizzes, as well as graded and ungraded surveys and automatically creates a column in the grade book.
If you have made it this far in the teaching tip, Congrats!
You probably realize this is going to be a multi-step journey. Don’t fear! CELT’s open labs will be closed Dec. 8-Jan. 2, 2018, but consultations with our instructional designers may be scheduled during that time via the appointment scheduling website. There are multiple ways to learn the Canvas learning management system, including workshops (below), recorded resources, self-paced tutorials and webinars on the ISU Canvas training and resources website.
Additionally, Canvas offers 24/7 support, listed in the “? Help” icon on the global navigation (far left of your Canvas website) or via the Canvas support line, 515-294-4000 (press 2, then 1).
Best wishes for your winter break and spring semester canvas course building,
Sara Marcketti, Interim Director
Center for Excellence in Learning and Teaching (CELT)