An abbreviated TED Tip this week: I want to take the opportunity on behalf of the Learning and Technology Center to give thanks! Happy Thanksgiving! I am thankful for the opportunity each week to write these blog posts and explore some of the ideas and themes about which I am passionate.
It has been an honor to explore the themes of Technology, Education, and Design (TED). I continue to examine our technological environment and learn more about the tools available to us. What can they do? How do we use them well to enhance our teaching and learning? What types of things help us to make a difference in our students’ lives? What contributes toward student success? How do we design experiences that support our students in this way? Please feel free to drop by Learning Technology Center on the Whitewater Campus, leave a comment here, or send me an email!
I plan on continuing to provide tips each week on these themes and am thankful to have a platform to do so! There are a number of planned tips over the next few weeks. Topics include: how to design successful layouts and content, how to build rubrics in Canvas, and an exploration of additional tools and services. There are more stories to tell and things to be thankful.
The next Workshop in the 2018-19 UW-Whitewater LEARN Center/Learning Technology Center Workshop Series “Back to Basics to Balance Workload” is this coming Tuesday, November 27 from 12:30 – 1:45 in the University Center room 259A. This workshop is specifically focused on “Using Groups to Engage Students and Maximize Instructor Time: A Conversation about How to Use Team Projects in the Classroom.” Eric Loepp from Political Science and Michele Peets in Management will discuss how and why they use group work, what benefits you can gain from using group activities, what strategies work, and practical tips to help you save yourself time.
Well-structured group work can produce a more meaningful learning experience for students. Instructors are the critical factor in facilitating a successful environment for that meaningful work to occur. This workshop will review the benefits of group work in the classroom, the conditions needed for successful implementation, and provide tools to assist in transforming a traditional classroom setting into a thriving group environment
Participants can expect to:
Learn why we use group work as a classroom strategy
Identify the benefits of group work in the classroom
Learn strategies for employing group work in assignments
Take away practical tools/ resources for instructors to use
– Ted Witt
Teaching, Learning, and Technology Consultant
The UW-Whitewater Learning Technology Center (LTC) is pleased to announce that registration remains open for the Winterim 2019 Online/Blended Teaching Institute. The Online and Blended Teaching Institute is a series of interactive workshops focusing on best practices for teaching online and blended courses. The structure of the Institute allows participants to explore new instructional and course design methods, and participate in learning activities similar to what a student would experience. To apply, click here. The URL for registration is also available at the bottom of this post. The deadline to apply is Monday, November 5. Participation in the Institute is competitive, as typically more applications are received than can be accepted. Expect that incomplete application forms will be rejected. Accepted participants will be notified following confirmation from their respective college.
Dates for the 2019 Winterim Online and Blended Institute:
January 4: Face-to-Face meeting, 9:00 am – 4:00 pm
January 11: Face-to Face meeting, 9:00 am – 4:00 pm
January 18: Online using WebEx, 9:00 am – 12:00 pm
Submission of final Institute content February 1st
This institute provides you with a foundation in the pedagogy of online and blended instruction focusing on key terminology, principles, and practices. You will explore practical guidelines for teaching online and blended courses, designing content for online and blended courses, and utilizing technology, tools and strategies to facilitate active, participatory, and engaging online learning experiences.
By the conclusion of the institute, you will have created an online or blended learning module which will include pedagogically-appropriate assessments, discussions, and additional learning materials. This module will be developed with feedback from the institute facilitators and your colleagues, and demonstrate what you have taken away from this institute.
This week, I wanted to explore some reflections on giving and receiving feedback in the context of an academic setting, share a specific tip as it applies to Speed Grader in Canvas, and finally highlight an upcoming LEARN / LTC workshop that will also explore feedback.
For feedback to be effective it needs a context in which learners have both the ability and opportunity to hear, understand, and act on that feedback. It should help learners reach a goal – provide clarity of what they did well or not do well, and how they can improve that work. Research shows that good feedback should be formative – it should help to improve performance or increase understanding. Feedback should be timely — happen at a moment when it is possible to learn and change. Finally, feedback should be descriptive – directed at fulfilling some clearly defined goal. Another way to put it is that feedback should tell a student what they accomplished (descriptive), what they were asked to accomplish (goal referenced), and what they must do next (goal directed).
feedback can be painful
With that in mind, I want to share an example of actual feedback. It is fortunately not my onus of shame for personally receiving it; however, I was witness when my classmate actually did. It was so laden with ink it actually dripped red. It was fresh. This is likely not the type of feedback I would recommend using, but it is another example of how Fr. William Ryan, SJ made an impression on terrified students. I introduced Fr. Ryan in my Ted Tips Issue 9: First Impressions. This type of feedback definitely made a powerful first impression… and I apologize if I have inadvertently increased your anxiety!
What tools are available to assist in providing good feedback in Canvas?
Providing feedback in Canvas, has never been easier! Canvas offers a tremendous tool: Speed Grader.
Speed grader allows you to view and grade student assignment submissions in one place. You do not need to download papers, then mark them up, and upload them. Instead, you can directly assign points or use rubrics. Canvas accepts a variety of document formats including URL submissions. Some document assignments can be marked up for feedback directly within the submission. You can also provide feedback to your students with text or media comments.
You can use SpeedGrader to:
View submission details for each student, including resubmitted assignments
Leave feedback for your students
Track your grading progress and hide assignments while grading
Use rubrics to assign grades
For each student, SpeedGrader has five areas:
View student submissions (text entries, website URLs, media recordings, and/or file uploads). Many file types are able to be previewed directly.
Assign a grade based on your preferred assessment method (points or percentage)
View Rubric to assist with grading (if one is added to the assignment)
View comments created by you or the student about the assignment
Create text, video, and/or audio commentary for the student
If you are interested in learning more about feedback and strategies, I want to up invite you to check out then next LEARN Center / LTC workshop in the 2018-2019 “Back to Basics to Balance Workload.” Next Workshop: Focused Strategies for Providing Formative Assessment by Dana Prodoehl, Alexis Piper, Trudi Witonsky.
At this workshop, panelists will draw on current pedagogy to discuss strategies for providing focused feedback to students at they are engaged in active learning activities. Some of the strategies will be time-saving. Others help instructors direct feedback in productive ways to foster student learning and development. An LTC representative will also be on hand to provide a brief overview of some of the feedback tools in Canvas, along with tips for utilizing them.
– Ted Witt
Teaching, Learning, and Technology Consultant
I am always excited to start a new semester. This week, I want to introduce you to the LTC peer mentors and recount a conversation with Jodi Galvan from the College of Arts and Communication. Based on that conversation, Jodi and I share some frequently asked questions (and answers) from the first week of class. Finally, I want to provide a Canvas specific Tip that can help faculty meet accommodations for students that need additional time on quizzes and exams.
The LTC has peer mentors available from each college to assist with the Canvas Transition. These peer mentors are an incredibly valuable resource. While the Canvas 24/7/365 support is the place to start for Canvas questions. Peer mentors can help with transition questions, training Information and resources, and leveraging canvas for enriching teaching and learning. They are:
College of Arts and Communication
College of Business and Economics
College of Education and Professional Studies
College of Letters and Sciences
I had the opportunity to work with one the canvas peer mentors, Jodi Galvan, during a recent Canvas Deep Dive focusing on Content. She was effortlessly reminding folks about where to start for searching for information about canvas – the Canvas Guides. I sat down with her later and wanted to get some more information about her, her passions, and tips she had for her peers about working online and working in Canvas.
Ted: How did you get involved in the Canvas peer mentor program?
Jodi: I am passionate about teaching. My first classes were on ground and eventually I transitioned to hybrid and then fully online courses. When the call went out for faculty to help with Canvas, I eventually answered it.
Ted: What’s the most important thing that keeps you passionate about teaching?
Jodi: It is always about the students. What can I do for them? How I can help them to succeed? The students are the most important thing.
Ted: What the biggest lesson you learned as a teacher working online?
Jodi: Teaching online is a different beast. It takes a lot of time teaching online to prepare and respond to students. You have to be “ON” 24/7 and prepared to answer texts and respond to email and messages. A lot of dedication goes into being a good teacher.
Being a online learner takes effort too – you have to be prepared to look around, take more direction of your own learning, and be willing to ask questions. It is more self-directed – even with the best guidance and help it can seem easy to get lost. When it applies to Canvas, take time to look around and be patient. There is a learning curve for everyone including your instructors. Nevertheless, we are here to figure it out together.
Ted: What advice would you offer a student to be able to find their path and be successful when working in Canvas?
Jodi: Start at the Home page. Look for announcements and messages from your faculty members because your success is important to them.
They will likely try to communicate you to help you Look for other tools: The syllabus tab has a list of assignments and due dates. The “View Calendar” tab, on the “Home” page, also shows all of your assignments and due dates. When on the “Home” page, be sure you are looking for weekly content, links, presentations, etc.
Be active as student…try to take control of your own education. Finally: READ!
Frequently Asked Questions
Jodi was kind enough to help share some of the most common questions she has heard this first week, and they are incredibly applicable to both on ground and online courses! We wanted to share some of the questions and answers and compile them for you! I know her number one question was the same on Tuesday as students were wandering around looking for their classrooms!
Q: Where do I go? Where is my class? A: Start at the UWW login page http://www.uww.edu/. Click on the “Canvas” or “D2L” button depending on what your class. Then click on the big “Login Here!” button. Enter your Net-ID. Choose your class. Ask your instructor if you cannot find your course in either Canvas or D2L.
Q: Is there an App for Canvas? A: Yes! Start with the Mobile Guide for students. Find the guide that fits your device (Android or iOS). Go to the Play store or App Store and download the appropriate app.
Q: Help! I cannot do something in Canvas I need to. How do I get help? A: The Canvas Guides (found in the left hand navigation bar under the “Help?” tab) are a great resource if you have a question about Canvas. If you cannot find your answer in the “Canvas Guides” then you have 24/7/365 Canvas support. You can access tech support from the Canvas homepage or by going to the “Help?” tab in the left hand navigation bar. You can call, chat, or email for help. Pro tip: Chat actually works really well – it is immediate, interactive, and helps troubleshoot what you are looking for. You will also get a transcript of the conversation.
BONUS TIP: CSD Tip for student accommodations
Jodi shared another common question. I have been getting messages from CSD for student accommodations (specifically for extra time on quizzes). Here are the steps to add extra time to specific students’ quizzes or tests.
Click on “quizzes” on the left hand navigation bar
Click on the first quiz you need to make adjustments
In the top right hand corner under “Related Items” click on “Moderate this Quiz”
Find the student who needs extra time and click on the little pencil in the right hand column
Add the extra time
Complete the above steps for each of your quizzes/tests.
I really want to thank Jodi Galvan for her conversation, passion, and dedication for student success. I really enjoyed interviewing her for this article and appreciated her help in the canvas deep dive workshop a couple of week ago. All of the Canvas peer mentors are tremendous resources and I appreciate their continued willingness to work with and support faculty! Next week: What are some efficient and effective communication strategies that can help improve student learning without overloading your workload!
Ted Witt –Teaching, Learning, and Technology Consultant
Last week, I introduced the idea of “learning technologies” as the broad range of communication, information, and related technologies that support learning, teaching, and assessment. This week, I want to explore a few upcoming Learning Technology Center (LTC) activities where you can learn more about various “learning technologies”.
Welcome Back Week
One of the most important events at the start of the academic year is Welcome Back Week. Each year, ICIT hosts a Technology Open House where faculty, staff, and students explore new campus technology and technology related initiatives. This year’s Tech Open House is Wednesday, August 29 from 1:30 – 4:30 pm in UC 275. You will find hands-on interactive demonstrations, information from vendors, and can participate in a “GooseChase” scavenger hunt. There will be free food and door prizes. Complete scavenger hunt missions to win additional door prize entries. See the resources section at the end of this TED Tip for more information on how to get started on the GooseChase.
In addition to the Technology Open House, there are several Canvas workshops throughout “Welcome Back Week”. These workshops cover a variety of topics from getting started in Canvas, a look at building content, and a more hands-on approach to features like “SpeedGrader” and other ways to expedite grading and provide feedback. These workshops will are all held in Hyland 3101.
Introduction to Canvas — Friday, August 24 from 8:30 – noon
Using Canvas for Grading and Feedback – Friday, August 24 from 2:00 – 3:00 pm
How to Build Content in Canvas – Tuesday, August 28 from 3:30 – 4:30 pm
LEARN Center/LTC Collaborative Workshop Series
The LTC/LEARN Center collaborative series for the 2018-2019 is on the theme of “Back to Basics to Balance Workload” and will focus on strategies to improve your teaching practice and student learning without adding to your workload. The first session “Efficient and Effective Communication Strategies,” will be Thursday, September 20 from 12:30 until 1:45 pm in UC259A. Heather Pelzel, Biological Sciences and LEARN Center and Ted Witt from the LTC will present communications strategies to help you:
Establish expectations and boundaries for communications between instructor and students.
Evaluate strategies for determining academic “at-risk” students and tips for how and when to facilitate academic interventions.
Explore methods to use CANVAS for additional ways to communicate with students.
The other workshops in the fall series will be on October 18th “Best practices on providing effective feedback using low-tech and high-tech options” and November 27th “Using groups to engage students and maximize your class time”.
Teaching with Technology
Searching for ways to build community with students in your online class? Looking for a way to facilitate communication and collaboration between your students in your face-to-face class? You may benefit from the Learning Technology Center’s (LTC) “Teaching with WebEx Teams Bootcamp!” Webex Teams is an app for continuous teamwork with video meetings, group messaging, file sharing and white boarding. This three part series is on Wednesdays at 3:00 pm in October.
Why Should I Use WebEx Teams? October 10
How Do I Use WebEx Teams? October 17
Now What Do I Do With WebEx Teams? October 24
Additionally, there are two upcoming “Poll Everywhere” information sessions. Poll Everywhere is a polling application that can enhance live interactive audience participation in class in real time. You can learn more about “Using Poll Everywhere to Engage Students” through two upcoming workshops:
September 26 at 3:00pm
October 4 at 11:00 am
Institute for Online / Blended Teaching
If you are new to teaching online or blended courses, or are interested in revitalizing a current course, the Institute for Online/Blended Teaching provides instructors the opportunity to collaborate on course design strategies and teaching best practices. This intensive and interactive series of workshops simulates taking a blended course and integrates a variety of different methods and technologies. The structure of the Institute allows participants to explore new instructional and course design methods, and participate in learning activities similar to what a student would experience. Look for registration for the Winter 2018 program early this fall.
The Canvas Migration process is well underway. We looked last week at some of the details and training opportunities to help understand the migration process. This week’s TED Tip examines some options to get a course from D2L into Canvas.
While UW-Whitewater strongly encourages freshman-facing courses to be offered in Canvas (specific departments and colleges may have other requirements), from Fall 2018 through Spring 2019, you can choose either D2L or Canvas for your courses.
If you want to offer your course in D2L for students, you will need to complete the normal D2L “Course Request Process”. You may have used this process before. In D2L, by default, courses are not created until requested.
Canvas, however, automatically creates courses for you; there will no longer be a separate course request process. Be advised, while these courses are automatically created (and WINS enrollments and course integrations will take place), these are blank placeholder courses. You still need to import or create content and set up the course normally. Additionally, while these blank courses help get you started – they will remain inaccessible until you actually “Publish” them. You can find the publish command in the “Course Status” area in upper right corner from the Home screen inside each course. Even though the course creation process and enrollments will happen automatically, you still will have to choose to “Publish” that course to make it available.
How do I get my content into Canvas?
You can create content directly inside of Canvas. A transition like this a great opportunity to review learning objectives, update learning activities, and evaluate assessment effectiveness. The move from one platform to another is a great opportunity to start fresh to create the best possible student experience we can. Striving for continuous improvement increases quality.
It is also possible to import existing content from D2L to canvas. As with all moves, a good tip is to clean up existing files and content before the move. It is recommended to go into the “Edit Course” section inside of D2L and then purge unneeded materials through the “Manage Files” command.
Once we are ready to migrate, the Course Complexity Application is a great resource. WINS courses from Winter 2016 through Winter 2018 that are associated with your D2L account will show up with a complexity rating. This complexity rating provides an estimate of time needed to fix your course inside Canvas. Not everything transfers easily. For example, grade categories or weighted grade items do not transfer into Canvas; you will have to spend time setting up new categories or configuring your gradebook in Canvas. Quizzes and pools of randomized quiz questions are other common items that will require your attention in Canvas. Every course is different, but the estimates provide a good gauge of time.
How Do I Export and Import Content?
The Course Complexity Application provides an “Export course from desire to learn” command that will start the process. Alternatively, you could work from inside of D2L directly and from the edit course option, select the “import/export/copy components” command. This is the same place command you may have used to copy from one section of a course to another.
After you have started to create an export from either place, select the course materials. This ultimately creates a zip package export of your course. Save or rename this zip file appropriately.
Next, go to Canvas. Select your specific course and then choose the “Import Course Content” command from the “Settings” button. Select the content type select “D2L export .zip format”. Then choose the zipped file package you created in the last step. Select all content. When ready, you can then click import to move content into your course. The processes of importing from one format to the next may take some time. A video walkthrough is linked from the resources section if you are looking for a more visual step by step guide to this process.
After import, Canvas will provide an Issue List. Canvas flags content that did not import easily as an issue. You may need to rebuild some content. You may need to reconfigure some tests. You may need to double check the gradebook. Another tool to review is the “Validate Links” command from setting option in canvas. Like Issues, this will generate a list of broken links inside your Canvas course that you can use to update and review.
Whether you have created the content in Canvas for the first time or imported it from D2L – it is a good practice to review and proofread your new course before your publish it.
What other help is available?
The Learning Technology Center (LTC) continues to provide workshops. Look for “Canvas Hands-On Introduction” for beginners, “Canvas Construction Zones” for hands on step by step migration, and “Canvas Deep Dives” for more in depth looks at specific tools and concepts. Canvas also has a 24 / 7 toll free technical support service line including phone, chat, and email options Canvas 24/7/365 Support.
Next week I want to welcome you a bit more to the LTC and introduce you to some of the services and people that can help you explore ways to enhance student learning.
– Ted Witt
Teaching, Learning, and Technology Consultant
Last week we started to explore the difference between an LMS (Learning Management System) and a DLE (Digital Learning Environment). One of the key strategic observations is that the UW-System is in the process of migrating from Desire2Learn (D2L) to Canvas Instructure as the main tool “hub”. The emphasis is on creating a seamless, consistent, and accessible student experience. Having said that…what does that mean for the University of Wisconsin Whitewater? What should you expect this fall and what do you need to know? How do you get help and support to meet your instructional needs throughout this migration? This week’s “TED Tip” hopes to answer some of those questions.
Yes. All UW-System schools (except for Madison) are in the process of moving to the Canvas platform. Madison has already been using Canvas. This migration project is managed by the UW-System, with input from individuals on each of the campuses. This does not diminish your academic freedoms; it provides a common platform for delivering content throughout the UW-System.
When does the migration affect us?
The migration process is already well underway. Fall 2018 is the first semester that Canvas is available to use for your courses. Spring 2019 is the last semester that Desire2Learn will be available. Starting in Summer 2019, all courses will be required to use Canvas. Existing content stored in D2L will be accessible to instructors through Spring 2020 for migration.
For Fall 2018 and Spring 2019, you can choose what platform you want to deliver your courses. Having said that, the choice of platform makes a lasting impact on students. As we examined last week, one of the goals of the UW-System supports a consistent Digital Learning Environment. Because we are moving towards building this long lasting and supported environment for students, The University of Wisconsin Whitewater strongly encourages you to develop freshman-facing courses in Canvas. This should make things easier for new students, by limiting their need to learn both Canvas and Desire2Learn. It is possible that you will have courses in D2L and Canvas; it is possible that students will be taking courses in both D2L and Canvas.
Some courses, departments, and/or colleges may have other specific transition requirements. If you are unsure, it is always helpful to double check.
What other help is available?
The Learning Technology Center (LTC) has been offering a variety of services to help prepare you to teach in the fall in Canvas. Look for a series of in person, hands-on workshops. Some are offered remotely via webinars.
If you are just getting started in Canvas, a “Canvas Hands-On Introduction” workshop is the place to start. These introduction workshops cover the basic functions and core tools in Canvas. These are great if you have never used Canvas. They are interactive and provide the opportunity to ask questions along the way.
“Canvas Construction Zones” are hands-on, workshops in computer labs specifically focused on transitioning content from D2L to Canvas. The construction zones use a course complexity application tool to help estimate the time of work you will need to put into setting up your course in Canvas.
“Canvas Deep Dives” are more in depth explorations of how to leverage specific tools or topics, often exploring various options to best meet the needs of your teaching. These are more advanced workshops but cover fundamentals like grading in Canvas, leveraging the syllabus and calendar tool, providing feedback, and creating new content in canvas.
Colleges may also offer additional Canvas training opportunities. For example, the College of Business and Economics, has its own Canvas Training program. Check the University of Whitewater Event Sign up tool for additional training opportunities. Finally, there are also a series of asynchronous recorded workshops that can help acclimate you to the environment and get address specific needs you may have.
You are not alone!
In addition to the workshops and trainings, the LTC has college-specific faculty peer mentors available to help provide assistance with the Canvas Transition.
The peer mentors are available to:
Help answer transition questions.
Provide training information and resources about the Canvas platform.
Work to understand different ways that Canvas can be leveraged for enriching teaching and learning.
Additional Services and Support
Canvas itself has a more robust technical support service line that includes 24 / 7 toll free hotline and live online chat interactions. These can be reached from the Canvas 24/7/365 Support website for basic how-to questions.
This weeks TED tip covers a lot of territory regarding the status of the Canvas Migration project, the training and support opportunities available, and where to find assistance and support. Next week we’ll focus more closely at one of these important tasks: how exactly DO I convert my D2L course to Canvas.
– Ted Witt
Teaching, Learning, and Technology Consultant
The Learning Technology Center (LTC) is offering an all day Saturday drop-in on April 28th, featuring two Canvas Hands-On Instructional Workshops! This event is a great opportunity for instructors and staff who are not able to attend workshops or reach out to the LTC during our standard operating hours, to stop by and have their questions answered.
Join us in our newly updated Active Learning Classroom, in McGraw 19A, for in person help and Canvas Hands-On training. Please be sure to bring your laptop or personal device. To sign-up for one of the Canvas Hands-On training times listed below, please click here.
Contact us to set up a one-on-one appointment either in person, or virtually from 8:00am to 10:00am or 3:00pm to 4:00pm. If you are not able to make it to campus, no problem! You can schedule a one-on-one WebEx or Spark meeting during the one-on-one appointment times listed below by contacting the LTC.
Please stop by to get your questions answered, stay until your problems are solved, and stop by to get to know Canvas!
Saturday Drop-In Schedule
8:00 – 10:00am Staff available for one-on-one appointments with instructors
10:00 – Noon Canvas Hands-On Instruction
1:00 – 3:00pm Canvas Hands-On Instruction
3:00 – 4:00pm Staff available for one-on-one appointments with instructors
For further questions about the Saturday LTC Drop-In please contact the LTC at email@example.com.
As part of the Canvas migration project, there has been a UW-System team working on developing different course template options. This team will be visiting UW-Whitewater on Tuesday, November 28th between 1pm and 5pm. During this time, the team will be giving you a chance to have some hands on interaction with the course templates and will be seeking your feedback. This feedback will be used to guide the development of the final versions that will be implemented for courses inside of the Canvas platform. Laptops will be provided in these sessions. Please bring along any mobile devices (phones, tablets, etc) that you would also like to use for testing.
We are seeking feedback from ALL audiences that plan to interface with Canvas on campus. Please register for one of the appropriate sessions below!
Teacher (Instructor) Audience – sessions held in McGraw 19a: