Skip navigation
All Places > Ideas > Blog
1 2 3 Previous Next


44 posts

Last July you may remember we announced our new partnership with Unsplash. Now that the new Rich Content Editor is available in the production environment, you’ll enjoy improved content creation tools, including awesome images with Unsplash.


Why Unsplash?

Unsplash provides curated, high-resolution professional photographs for free, which means safe searches at no cost! Images can be used for both commercial and noncommercial purposes. The Unsplash library has over 1 million images, so you will certainly find beautiful images to support your content. For questions about images, view the Unsplash License page.


How do I use Unsplash in Canvas?

Unsplash is used in any feature that includes the Rich Content Editor, such as announcements, assignments, discussions, and pages.


The New Rich Content Editor is currently a feature option, which means some admins may not choose to enable the New Rich Content Editor for an account at this time. However, those institutions that are using the Rich Content Editor can find Unsplash as its own tab when uploading an image.



Where else is Unsplash available in Canvas?

Along with the new Rich Content Editor, Unsplash options are available for instructors when adding a thumbnail image to a shared Commons resource and adding an Unsplash image to Dashboard course cards.


Let us know what you think about Unsplash!

“What's in a name? that which we call a rose

By any other name would smell as sweet.”

William Shakespeare, Romeo and Juliet


What’s in a name? What does it mean? Why is it important? 

A name is a set of words that a person, place or thing is known or addressed by. Names are important. They are one of the first things we get when we are born, and they are something that we generally carry with us till we die.


They contain our family history, our past, sometimes our future. They literally label and define who we are to the world. So they are important.


Canvas is releasing the Personal Pronouns feature to allow people to choose their own personal pronouns for their names. This is a feature that has been heavily requested in the community for years—something that’s on a list of features we’ve been wanting to get to for a long time but haven’t been able to address because of other priorities that always seemed to win in the constant balance of needs and resources.


That time has come to an end for this feature. 


As we talk to customers and gather feedback—from the community, through conferences and calls, and in person—we always hear what is important to our educators, the things they need, and what’s on top of their minds. Personal pronouns was a topic we heard about over and over.


Initially this surprised me—I love being surprised in my job and this was one of those times. I initially believed personal pronouns was important for the simple reason that some students or educators wanted to more clearly express who they were, what their name was, and how they wanted to be addressed.


It was so much more complex than that.


Canvas has always had the ability for users to edit their names in their profiles, so they could add a personal pronoun there, but that wasn’t what people were really asking for. This was not directly about changing how their name was displayed. 


As I talked to more and more schools and students, I found out that Personal Pronouns was less about being able to add a pronoun to a student’s name and more about creating a space where it was safe to do so. They wanted support from the school in deciding how they would represent themselves.

I was also surprised that traditionally gendered students—ones who did not have a direct need to display a gender as part of their name—were also interested. Some students have the fear of using pronouns incorrectly, or not knowing how to proceed, and they expressed a need to know how to use gender pronouns. Additionally, some expressed relief in knowing how they could use pronouns, especially in the fast-moving and often transient environments of schools and classes, without offending people.

So we decided that now was the time to give our schools the ability to create the type of learning environment their students were asking for.

We feel like we’ve achieved a good balance with the first release of the feature: 

  • It can be enabled or disabled at the account level
  • The administration retains control over the available list of pronouns


This first version is based on two pieces of feedback. First, administrators wanted the ability to set the list and make sure to avoid duplicates, misspellings, or other things that would make the list of available pronouns less usable. Second, cis-gendered students would have a list of pronouns they knew were vetted and OK to use at their school.


When lists are enabled by administrators, students can choose from the list the personal pronoun that best represents who they are to the world. If students would like another option, they can request it be added to the list so it can be displayed by their name in their profile correctly.


Pronouns has been an interesting feature, and we’re proud to continue to deliver features to customers that allow them to build the best educational experience possible for their students. There’s more to do with pronouns in the future: we’d like to tie it to the SIS, and we may add a custom field for students to add another pronoun if their preferred pronoun isn’t in the list, just to name a few. As customers use this first version, we’ll work closely with them and get feedback to evolve the feature.


As always, we are deeply appreciative of our customers. We work for you, and our entire lives revolve around delivering the best experience possible. If you have questions about this feature, let me know! 


If you have ideas about how to make pronouns better in the future, take a look at the list of existing pronoun-related feature ideas that have already been added in the Ideas space and feel free to add your thoughts, or add a new idea.


Best wishes from the Canvas Product Team,



Over the last several months, the Instructure product team has been working with Google to transition the existing Google Apps LTI to the new Google Assignments tool. This transition allows Google to maintain their own integration with Canvas, which will result in greater attention and updates than Instructure has historically been able to provide. Google Assignments is currently in beta—we’re excited to introduce this tool and make it available to any interested institutions.


Assignments brings together the capabilities of Google Docs, Drive, and Search into a new tool for collecting and grading student work, right within Canvas. It helps save time with streamlined assignment workflows, ensures the authenticity of student work with originality reports, and provides methods for  constructive feedback through comment banks. 


Canvas admins can sign up to try Assignments today. The following FAQs include information for admins to learn more about Assignments. 


How is Assignments different than Google Apps LTI? 

Assignments includes all the current functionality of Google Apps LTI (excluding Collaborations, coming in 2020), plus a ton of other great features.


What does Assignments do? 

Assignments streamlines the creation and management of coursework, and tackles some of your biggest frustrations:

  • Allow students to submit Drive files to Canvas assignments that you can then grade in SpeedGrader
  • Check for missed citations and possible plagiarism with the originality reports feature
  • Embed Drive files with the Canvas rich text editor
  • Add Drive files to Canvas Modules


If you choose to grade with Assignments, you can also:

  • Stop typing the same feedback over and over by using a comment bank
  • Use Google's new originality reports to detect possible plagiarism
  • Automatically lock work once it’s turned in with permissions management 

Google Assignments LTI in action

Instructors and students can use virtually any file type with Assignments: Docs or Word files for papers, spreadsheets for data analysis, slides for presentations, sites for digital portfolios or final projects, Colab notebooks for programming exercises, and much more. 


How do originality reports work? 

With originality reports in Assignments, you can check student work for missed citations and possible plagiarism without interrupting your grading workflow. When students turn in a document, Assignments will check students’ text against hundreds of billions of web pages and tens of millions of books. 


If you enable originality reports on an assignment, students can also check their work for authenticity (a limited number of times) to correct issues, turn in their best work, and save instructors time grading. Since both you and your students can see originality reports, they’re designed to help you teach your students about authenticity and academic integrity. 


Using Google to look for plagiarism in assignments


How do I get started with Assignments?

Starting today, admins can sign up to get access to Assignments. Assignments is already available for free as part of G Suite for Education. Admins can install Assignments LTI within Canvas.


NOTE: Assignments is an improved and expanded version of Course Kit, so if you’re already in the Course Kit beta, you automatically have access to Assignments. 


What if my school already has Google Apps LTI installed? Do I need to uninstall it?

Uninstalling Google Apps LTI is not necessary to get started with Assignments LTI and having both installed will not affect or break the other.  


However, when both are installed at the same time, there will be some feature redundancy. For example: Students will see two "Google Drive" options to upload files when submitting work—both will work. Learn more about using the Google Apps LTI with Assignments at the same time—and how Admins can hide visibility of Google Apps LTI features.


When will Assignments be out of beta?

We’re excited to share that Assignments will be generally available by Summer 2020. 


Will I be required to eventually transition to Assignments from the existing Google Apps LTI?

Google Apps LTI will eventually be deprecated a calendar year after the general launch of Assignments and Assignments will replace it. We are encouraging all Canvas users to install Assignments and try it out! Instructure will announce the deprecation date for the Google Apps LTI after we are able to anticipate a more definite timeline.


What if I have more questions about Assignments?

You can view the entire list of feature benefits and additional FAQs in the Google Assignments FAQ page.

Thanks for your feedback! We've made several improvements in the last few Canvas releases that are now in your production environment. For further questions, feel free to visit New Gradebook Users Group 


Hey everyone, 

We're grateful for all of the feedback we've received on Post Policies. The team has been working hard to address the most pressing issues and we've released several bug fixes over the last few weeks. And there's more work to come. To that end, we're looking for feedback on some proposed changes to Post Policy. Our goal with these changes is to make the feature more intuitive and reduce confusion. We also do not want these changes feel too disruptive to people who have already been using Post Policies. And we're anxious to get feedback on if we're heading in the right direction. 

Ok, let's get into it. 

1 - Updated Iconography 

The first proposed change is to the icons that we're using. Our goal here is to make the icons more streamlined between Gradebook and SpeedGrader, while still providing users the information that they need. 

For anyone who is unfamiliar with the new Post Policy feature, in New Gradebook you’re now able to set the policy for a course or an individual assignment that governs if grades are made available to students immediately as they are entered or if they are hidden until explicitly posted by the teacher. An assignment that has grades hidden by default has a “manual” policy, while the default behavior that makes grades available immediately to students is called an “automatic” policy. 

After grades are entered for students using an automatic post policy, they can be hidden if necessary; any new entered grades or changed grades are identified as being hidden (automatic hidden status). When using a manual policy, new entered grades or changed grades are also identified as being hidden (manual hidden status). Hidden grades must be posted before they can be made available to students.

This is what the new icon chart looks like:

Here’s a mockup of what the icons would look like in Gradebook headers:

Let me talk through the changes. First, you’ll notice that we’ve added a dot to the eye icon. We believe that most of the confusion around the eye icon has come from us trying to convey two different bits of information in a single icon. By using the eye icon to indicate the post policy for the assignment and a dot to indicate if there are grades actively being hidden, we hope to remove ambiguity and make the icon much more intuitive. The crossed out icon always indicates a “manual” post policy, while the dot will always indicate that a grade is hidden. We’ll also be updating the color of the badge in the individual cells to match the blue you see in the mockup. If an institution uses a custom color scheme, the badge will take the primary color.  

We’ve streamlined the icon between Gradebook and Speedgrader to make its meaning more consistent. In both places you’ll be able to see not only the post policy for the assignment, but also if there are grades that are ready to be posted to students. 

We’ve also changed the icon in the total column to more closely match what we’re trying to convey there, which is the total score includes at least one score that is hidden from the students. 

2 - Simplify posting to automatic assignments 

We’re proposing getting rid of the "Graded" option when posting to automatic assignments. If the assignment is set to post grades automatically, any posting that happens will have the same result if you post to everyone or graded. Since those two actions yield the same results, we can get rid of one of them to reduce any confusion.

3 - Posting to “everyone” sets policy to Automatic

When posting grades to everyone on a manual assignment, we're proposing also changing the policy for that assignment to automatic. This will get rid of the manual icon in the header and feels more in line with what users expect that action to do. We’ve added some wording to the post description to inform users that the policy will be changed:

We will also updated the confirmation alert with similar language. Post to a specific section or only to students that have been graded will not change the policy to automatic. 

We’re hopeful that these changes reduce confusion and make this feature even easier to use. Let us know what you think in the comments!


UPDATE September 4th

Wow! Thanks for all the feedback. We’re so lucky to have such a passionate community of users and we genuinely appreciate everyone taking the time to chime in. 


While most of the comments so far have focused on the icons, it does sound like we’re on the right track with #2 and #3 mentioned above. Watch the release notes to see #2 and #3 be implemented in a future release. We’re excited about these changes!

I wanted to take a minute to give a bit more context for the icon proposal that we made and talk through some of our thinking. We’re proposing 2 icons for Post Policy. 

Eye Icon

First, an “eye” icon. This will most often appear with a slash through it and will indicate when an assignment has a manual policy, which means grades and comments are hidden from students until they are explicitly made available. As has been pointed out, an eye with a slash through it conveys something not being visible. We agree. The eye is meant to convey to faculty that the grades for an assignment will not be visible to students as they are entered.

It has been suggested that a different icon be used to indicate the policy on an assignment. This is certainly a possibility. However, no matter what icon we use, there will need to be some learning for faculty initially. We feel like the slashed eye icon does convey that grades entered for that assignment will be hidden from students. 

Dot Badge

The second icon is a colored badge. As has been mentioned in the comments, this is used elsewhere in Canvas to denote when something needs the user’s attention or when something new has happened. In a similar way, the dot here is meant to let the instructor know that something is requiring their action. There are grades that are ready to be posted as soon as the faculty is ready to make them available to students. If they post all of the grades that have been entered the dot disappears, and reappears when there are more grades that need to be made available to students. The blue dot in the header will also have consistency with the individual cells in the gradebook, as well as the hidden count in the tray.

UI Help

One common suggestion has been that we provide an easy way for users who are unsure of what the icons denote to learn more beyond the user guides. We’re exploring repurposing the current keyboard shortcuts model to be a more general “help” section. We could then include a key to these icons (as well as the keyboard shortcuts) directly in the UI.


Here’s a different view of the icon table above: 

Thanks for your thoughts!




UPDATE September 9th

Hey everyone! 


Back with another update. First off, let me say one more time how grateful we are for everyone who takes the time to share their thoughts and feedback with us. We’ve been reading and discussing every single comment. 


It’s clear that using the eyeball icon to convey the policy state is confusing. It’s also clear that it will be the most intuitive to have two totally distinct and independent representations of the policy and the current visibility state of submissions. With this feedback in mind, we’ve got a new proposal that we hope will address many of your concerns. 


First, we’re proposing that we use the eyeball with a slash through it to indicate that there are graded submissions that are hidden from students. It will only appear in the gradebook header if there are grades/comments currently hidden from students for a given assignment. 


Second, we’re proposing displaying manual post policy status where muted status used to be conveyed - right below the assignment title. This will put it front and center for instructors and remove any ambiguity associated with a new icon. Additionally, this placement will feel familiar to users who used mute functionality in the past. 


Here’s an example of what 2 assignments would look like, both with manual policies. The first doesn't have any graded submissions that are currently being hidden from students, while the second one does.

We will only show the policy state if it has been set to manual. Similarly, we only show the eyeball if there are graded submissions that are hidden from students.  


Let us know what you think in the comments! 



UPDATE September 18th

Hello Everyone! 


I’m back with another update. As is always the case with this awesome community, we’ve been yet again privileged to receive so much great feedback on my previous update. We spend a lot of time reading and discussing each comment. Thank you for the time you take to engage with us and share your thoughts. 


Let me also take a moment to say thank you for your patience as we take in and process feedback and put a plan in place to more forward. We think the worst thing to do here would be to introduce changes that end up needing to be changed again down the road. We want to make sure we’re moving forward in a positive direction, and that admins can confidently train their faculty knowing that we won’t be ripping changes out in a few weeks.


OK - let’s get into it. 




Based on the feedback we’ve received it sounds like the most recent proposal is a step in the right direction. Whenever grades are hidden from students the eye with a slash will be present in the header. A manual policy will be indicated by the word Manual in the header. The slashed eye in the Total Column will remain and will be visible whenever the total score for that student includes one or more grades that are hidden from them. The “Hidden” pill will still be used in SpeedGrader to indicate a grade that is hidden from students. Watch the release notes for this to be released in the near future.




There have been questions about why this change was made in the first place. Some have indicated that mute/unmute worked well for them. We appreciate this perspective. I wanted to take a moment to share some of our thinking that went into this project and what our goals were. 


There were three main goals with this project:


1 - We wanted to make it easier for teachers to manage grade visibility preferences across an entire course. In the world of Mute/Unmute this had to be done for every assignment, one by one. With Post Policies we hoped to make it simple and quick to set something course-wide that would hide grades from students as they were entered. This can be done with a course level post policy. 


2 - We wanted to give teachers more flexibility around how they release grades. Mute/Unmute was all-or-nothing for an assignment. In order to give additional flexibility, we needed to separate the default behavior for grades that are entered from the current visibility to students. For example, I might want to post grades to section A before I’ve graded (or even received) submissions from section B. Even though grades are now visible for section A, I still need grades to be hidden by default as they’re entered for section B. This can be done by setting a post policy for an assignment (or course as mentioned above) and then posting grades to a subset of my class. 


3 - We wanted to create more intuitive language and iconography. As has been expressed in the comments here, the term “mute” can be offensive to some. Additionally, it does not translate well across all of the languages we support. On the icon front - the bell icon seemed ill-suited for what it was conveying. Now, as the bulk of this discussion attests, we missed the mark here with our initial release. We’re excited to be making improvements to the icons and taking a step forward in hitting this goal. 




Now, if I may, I’d like to say something about perspective. Each institution has different practices and feature needs. It can be tempting to look at a feature through the lens of one’s own needs only. Let me give 2 examples from this project. 


First - There have been some comments suggesting that the policy state on assignments does not need to be indicated. This is actually how our initial designs were set up. The only thing that was readily visible to teachers in the gradebook was the current visibility of grades. In those early designs a teacher needed to open the Post Policy tray in order to see the policy status. However, in our user testing we received universal feedback that the policy state was critical for teachers to see. As they enter the first grade for an assignment, it needs to be very clear whether that grade would be visible to students or not. Based on the prevalence of this feedback we adjusted our designs to make the policy state visible in the gradebook. 


Second - Some have suggested that an all-or-nothing approach to posting grades is sufficient and that adding more granularity only creates unnecessary complexity to a formerly simple feature. It is true that posting grades now requires a few more clicks. It is also true that there are now 2 pieces to this feature instead of one. However, the desire to have more control over whose grades are released is a request we’ve heard repeatedly. Since releasing Post Policy we’ve received positive feedback from institutions who welcome this added flexibility. And there are some who would like even more. The Post Policy work sets us up to offer more granularity in the future, like posting/hiding for an individual student.  


Our overarching goal is always to deliver features that are flexible enough to cover the vast array of needs, while still being easy to use and understand. It’s a hard line to walk and we obviously don’t always hit the bullseye. Sometimes features aren’t flexible enough, other times they are overly complex. We’re always looking to adjust as we get feedback.


Thank you again for all your input. Have a great day!

Hello all! My name’s Daniel Nehring and I’m on the data science research team here at Instructure.  We’ve been busy behind the scenes working on improving our Nudge project that was implemented last year as a part of Canvas X.  


We are not currently seeking any more volunteers for Canvas X for the Fall Aug-Dec 2019 semester, however, I just wanted to create a quick update for the community/interested parties. 


Nudge is a prototype service that helps students effectively manage their time and coursework. Nudge currently messages students via canvas conversation messages. In this pilot students have the ability to opt-out of receiving nudges and provide feedback whether the nudge was or wasn't helpful. 


When enabled, Nudge sends the following messages to students through Canvas:

  • Upcoming Assignments: An assignment is due soon and the student hasn’t turned it in yet. Prompt them to turn it in / finish.
  • Late Assignments: An assignment due date has passed and the student has not turned it in. If the assignment has an applicable “until date”, we prompt them to submit late.
  • Positive/Generalized Nudges*: This category is more  broad, at the moment we will be sending general study habits, encouragement, and praise.   

Nudge leverages machine learning to determine if/when to send a Nudge.  This is a departure from a threshold/rules based approach. So instead of setting a rule “send message x hours before an assignment is due," our new model takes in a series of inputs and outputs either an optimal date/time or a “no nudge”.  This is significant because we do not to send too many Nudges to students, which could lead to students ignoring Nudge altogether. Conversely, we do not want the students to become reliant on the Nudging system and use it as another assignment reminder system. 


We're pretty excited about Nudge and If we have any further updates we'll posting them here in the Community page.


Privacy Notice: Canvas is committed to keeping you and your student’s personal information private. All participants will be able to opt out at any time. Any and all use of the data from this experiment will be used to make Canvas a better product and not shared publicly without express prior consent.

Recently, IMS Global announced the deprecation schedule of the LTI 1.0, 1.1, 1.2, and 2.0 specifications. Going forward, LTI Core version 1.3 (LTI 1.3) will be the recommended specification for new integrations and any integrations wishing to upgrade their LTI security framework. The LTI 1.3 specification has an enhanced Security Framework and also allows tools to layer on new services (LTI Advantage) for a deeper integration experience.

With the IMS announcement also comes a security update, LTI versions 1.0.2 and 1.1.2, for tools that do not wish to update to LTI 1.3. After reviewing the CSRF threat described in the IMS announcement with our security team, we agree with the IMS recommendation to upgrade to LTI Core version 1.3. Instructure has no current plans for supporting versions 1.0.2 and 1.1.2 in Canvas LMS. This decision was made in part because the work to support them for LTI integrations is nearly as resource intensive (for tool providers and platforms) as supporting LTI 1.3, which Canvas is already certified for.  If this is a concern, please reach out to your Instructure CSM or Partner Manager so we can discuss your concerns.


Some useful resources for adopting LTI 1.3 and LTI Advantage services are listed here:

From IMS:

  • LTI 1.3 and LTI Advantage Overview: Within this link you will find public documents outlining the core LTI 1.3 specification, Advantage service specifications, an implementation guide, and more.

From Instructure:

Lauren Williams

Instructure + Unsplash

Posted by Lauren Williams Employee Jul 25, 2019

If you attended InstructureCon 2019, you heard us announce a new partnership with Unsplash, a leading community of photographers that supplies a large library of beautiful images. You may have even met some of the team or attended a presentation about the Unsplash platform. We’re excited to bring great content into Canvas through our integration with Unsplash.  


Why Unsplash?

Unsplash provides curated, high-resolution professional photographs for free. Curated images means safe searches! No more unsavory content showing up for you or your students. And with a library of over 1 million photographs, you’ll surely find something you can use to enhance your courses. 


Additionally, if you find an image that you love and want to see more from that photographer, you can easily click their name on the image thumbnail to visit their Unsplash profile. 


Where do I find Unsplash?

Right now, you’ll find Unsplash options in Canvas Commons and Canvas Course Card Images. Plus, if you’ve enabled the new RCE in beta, you’ll find it there in image options.


Watch for more information about the RCE being available in the production environment coming soon!

We all know education is about more than just learning long division and how to compose a sentence. Education is also about fostering thoughtful and respectful human beings. As a platform for learning, it’s not often that we get an opportunity to help with the latter. While at SXSWedu this year, I saw a film called “The R Word” (which I highly encourage you to see) and I saw a different kind of opportunity for us. One of the things I learned from the documentary is that people can grow when they have the opportunity to learn more about how their behavior (even unintentional behavior) can be harmful. It’s certainly not a new idea, but something clicked for me during the Q&A for the film. It occurred to me that one of the challenges organizations like Special Olympics face is getting their materials distributed into the hands of folks who can make a difference. I just kept thinking, “How can I help? How can I help?” While content is freely available on their website, it still requires instructors to know it’s there, take the time to seek it out, and then customize it for Canvas. We have this awesome tool called Commons. If we could find some Instructional Designers to help us tailor the content for Commons, we could make it so much easier for folks to get this awesome content into their courses. Thus, the idea for “Featured Content in Commons” was born and we couldn’t be more excited for the possibilities this new feature will open up. We teamed up with Designers for Learning to make sure the content looks awesome in Canvas. By the way, if you’re an instructional designer who would like to help with this in the future, you should reach out to them!


We’ve only just begun this new kind of partnership. And while we’re piloting this new feature with Special Olympics (and another organization that we’ll tell you about at Instructurecon), we want to hear your ideas for organizations that you’d like to see us partner with for more awesome featured content. Look for the Special Olympics featured content to appear in Commons during Instructurecon in just a few short weeks!


Speaking of Instructurecon... join us for a chat IRL if you're going to be there!

tl;dr: Newly-submitted ideas will start out in a new non-voting stage: Initial Stage: We are reviewing your idea.


Next week, starting on Monday, June 17, we will change how newly-submitted ideas behave and display. When someone creates a new idea, it will be in a not-yet-open-for-voting status called: Initial Stage: We are reviewing your idea. This should improve the experience for the vast majority of users.


Why the change?

We are aligning the behavior of a brand-new idea with what has long been the practice. A member of the Community Team reviews every idea that comes in. Many of these new ideas turn out to be duplicates of existing ideas, or contain multiple separate requests; when that’s the case, we move the ideas into a non-voting status. While our documentation asks our members to wait for the review process to unfold before promoting the idea, we recognize that not every person has seen that directive before submitting a new idea. And while we strive to review each idea as quickly as possible, the reality is it might be a day or two before one of us gets to it.


What problem does this change solve?

When new ideas arrive in the Ideas forum open for voting by default, we’ve seen scenarios unfold that do not make for a good user experience. For example:

  • If the author and/or proponents of an idea promote it widely and many people vote upon it before the Community Team has performed its review, and a member of our team then closes it for voting, it results in a poor user experience for those who have voted upon the idea, only to find that they are now being directed elsewhere. (In case you’re wondering why we don’t just merge the votes for the new idea with the ones for the existing ideas: yes, we’d love to be able to do that, but our platform does not afford us that functionality.)
  • If the idea has been promoted widely and a member of the Community Team moves it to Moderating status to request clarification, ask the author to edit the idea, or archives it as a duplicate, that too creates a poor user experience for those who have received the idea link and come to the Ideas forum with the intention of voting for it, only to find that they are unable to do so.


What can I expect?

Starting next week, when you write a new idea, it will automatically go into a non-voting status called Initial Stage: We are reviewing your idea. We hope the stage name and its status will make apparent in the UI what has already been the documented practice for ideas.


This small change is part of our continuous review of our ideas process. If you’re interested in the evolution of the ideas process over time, please have a look at Adaptation: Feature Idea Process Changes.


Thanks for being a part of the Community and sharing your feedback and ideas with us!

Enhancing our stylus support in SpeedGrader to include Windows touch-enabled devices has been an exciting and challenging journey. We’ve learned a lot along the way, and I wanted to share a few thoughts. We hope this will provide insight into why we’ve implemented stylus support the way we have.


When a user touches the screen in SpeedGrader, we get touch or pointer events from the browser that tell us if a user is using a stylus or a finger. These events differ from one browser to the next, as well as what we can do with them.


To normalize the behavior across different browsers and different annotation types, we decided to use the physical button on the stylus as the trigger for annotating. When the user was holding down the button, we knew to lock the page (so that it wouldn’t scroll) and to start annotating when they touched the screen. When the user released the button, we would use the touch events to scroll the page.


We genuinely appreciate all the feedback we’ve received on this approach and have made some changes intended to make using a stylus more comfortable and natural. Given the nature of browser interactions (including the difference I mentioned above), this new experience will not be quite as uniform as when the button was required to annotate.


Let me take you through our new approach.


For highlight and strikeout annotations, pressing the button is still required in all browsers. We rely on the browser sending us a section of selected text to know where to place these annotations. This should feel familiar to stylus users, as highlighting text OS-wide requires a button press.


All other annotation types can be used without the button. Simply select the annotation type and touch anywhere on the document to begin annotating. In Chrome users can scroll with their finger while in any annotation mode. This should make it seamless to alternate between annotating and scrolling.


There are two limitations with the current version of Edge. First, pointer events are registered relatively slowly, making it difficult for us to lock the page before a user starts writing with the pen. This can cause the page to scroll as the user is annotating. To prevent this, we’ve disabled the ability for users to scroll with their finger while in an annotation mode. Secondly, there is currently a bug within Edge that prevents users from using the scrollbars with a stylus under certain circumstances. We’ve had conversations with Microsoft around both of these limitations and they’re exploring possible solutions.  


Support for the upcoming Chromium-based version of the Microsoft Edge Browser is already in place. It does not have the limitations that the current version of Edge does, meaning that users can scroll with their fingers in every annotation mode. You can check out the developer preview here.


Firefox continues to have limited stylus support in SpeedGrader. Firefox pointer events are disabled as soon as a user touches the screen, meaning we can only get touch events. This makes it very challenging for us to distinguish between a stylus and a finger. Additionally there are several known bugs that limit our ability to build out stylus support.


We hope that these changes will make it more natural to annotate with a stylus. This has been a collaborative effort with Microsoft and we appreciate their support and feedback.


As always, let us know what you think in the comments.

The Instructure Partnerships Team is in the process of gathering data that could help guide future partner integration strategy for our proctoring service partners and we'd love to hear from you!


If you’re involved with assessment and proctoring at your institution, your feedback is critical in helping us to provide an excellent user experience in partnership with proctoring service providers.  


Please take a few minutes to complete this survey and help guide the proctoring partnership integration strategy at Instructure. We greatly appreciate your participation and may reach out to learn more about your experience with Canvas and our proctoring service providers. 


Proctoring Survey

Karl Lloyd

LTI Advantage

Posted by Karl Lloyd Administrator Feb 20, 2019

Recently IMS Global Learning Consortium announced an unprecedented number of education platforms who have been identified as early adopters of LTI Advantage and have run through early certification testing. The next day Instructure issued a statement in support of this IMS announcement. I have to admit there was quite some time where I wasn’t certain we would get to this point. Looking back over the last 5 years I have been actively involved in the evolution of the LTI standards.  It has been a bumpy, but exciting road. In 2013, after a year of specialized Canvas integration work, I was offered the opportunity by Brian Whitmer to work with a super small team which was focused on supporting LTI 1.1. These were exciting times! Within my first year, we implemented an app listing repository, simplified tool installation in Canvas, polished up resource selection (which ultimately transitioned into the Deep Linking standard) and started to see exponential adoption right out of the gate.


Then came LTI 2.0. We were excited by the possibilities this next generation standard could bring to the market, but highly uncertain of the overall strategy and complexity of this new core standard. With my small team we worked on implementing as best we could for 9 months and I finally had to make a decision. Do we keep plowing forward or do we pause and take a step back? I chose the latter and decided to see what came from the market. Over the next 2-3 years, I fielded many questions about this new standard, but only a few vendors rolled the dice and implemented it. When it came to standards evolution, I felt like we were listening to a broken record, continually finding ourselves witnessing the same conversations over and over. It was exhausting!


Fortunately in late 2017, to IMS’ credit, they were listening to the industry regarding concerns about the continued use of OAuth 1.0a signing and LTI 2.x complexities which opened the door to have new conversations. For me, this is where standards work became exciting again. I started to witness unprecedented collaboration within the working group between various organizations. Many of these organizations are direct competitors in the market space.  It was awe inspiring to see the contributors from these organizations roll up their sleeves and work together with the goal to bring something great to the market.


Fast forward to today. IMS is on the verge of releasing the following standards to the market:

  1. A new core version of LTI (v1.3) built on top of an updated security framework using OAuth 2.0 and Open ID Connect. If these sound familiar it’s because they are widely used today by the software industry. Going forward in our industry we will now be able to focus on improving capabilities instead of figuring out how to authenticate with each other. This is a good thing!
  2. Deep Linking, which the 1.1 specification had before, has been updated to work with new core standard and has a ton of potential to be expanded to provide even better integration experiences.
  3. Names and Roles Provisioning Service will allow a tool to interact with Canvas to capture course enrollment data without implementing our API. This will be important to teachers as they won’t have to manage two separate course lists between Canvas and another tool. It’s also important to Administrators as this is a well known use case that necessitates a tool to use our API to enhance the integration. If tools only need roster data from Canvas API’s, institutions will be able to accomplish this without having to manage an additional API Developer Key for the vendor.
  4. Assignment and Grades Service has a ton of potential and sets a foundation in Canvas to allow a tool to have more options for returning results data. As mentioned in the previous service this is also supported without needing a Canvas API Developer Key. I am also excited to see where this standard goes in the future and how we can expand its capabilities for our Teachers and Students within the Canvas ecosystem.


In other exciting news, I’m witnessing an unprecedented amount of actual integration work being done by both our customers and vendors expanding Canvas capabilities with innovative applications. At IMS bootcamps I’ve seen engineers create a simple application within a day incorporating all the LTI Advantage standards using widely available code libraries and a great reference implementation tool IMS created. This definitely wasn’t the case previously. However, there is still a ton of work to do. If our journey was compared to a climb to summit Mount Everest we’re right between the last two camps and getting anxious about that last leg over the steps and the remaining ascent to the top. IMS still needs to wrap up remaining work and release the final standards to the public which are well underway. From the platform side, although we’ve been through early certification tests, we continue to collaborate with early adopter tools to harden and prove these new standards with our implementation work. In Canvas specifically, soon our customers will be able to beta test implementations with early adopting vendors. We are still working on extending deep linking support to provide parity with our LTI v1.1 extensions and are re-evaluating our current configuration experience.


The future is bright when it comes to education technology interoperability. As we look forward together, our goal should be to remove barriers and provide actual value to those who are most important. For Instructure, these are the students who are the future of our societies around the world. We have a stewardship to implement technology responsibly in the teaching and learning process. Standards development isn’t as glamorous as other really popular education initiatives but has the capability to support and allow us to implement these other ideas with more efficiency and as I look to the future this is where things get really exciting.

Last October we outlined a new security project for Canvas that gives institutions more control over the javascript that is allowed to run in their instance of Canvas through an updated Content Security Policy (CSP). We've been working hard to make this plan a reality and I'd like to post an update on our progress.


This project is comprised of three phases. The first phase changed the way we were serving up files in Canvas. The goal of this phase was twofold:

  • Make it clear that the files are not owned by Instructure, but rather by other Canvas users.
  • Limit how broadly user-granted permission was being applied. For example, if a user grants a file permission to access their webcam, permission will only be given for files in that course, and not for all files in that institution's instance of Canvas.

This first phase was deployed at the end of the year (view release notes here).


The second phase brings an updated CSP option to Canvas. The updated CSP will be opt in from a new Security Tab found on the account settings page. Institutions that don't opt in will have no changes made to their account. If an institution does choose to enable the updated CSP they will be able to restrict custom JavaScript (JS) that runs in their instance of Canvas based on domain.

  • This will be managed by a whitelist of acceptable domains. All JS that attempts to execute in violation of the whitelist will be blocked.
  • The whitelist has a limit of 50 domains. We recommend using wildcard domains (*.domain).
  • We will automatically add all necessary Instructure and Canvas domains, as well as any LTI tools that are configured on the account. These do not count toward the 50 domain limit.
  • Root account admins determine if sub accounts can manage their own whitelists. If so, sub accounts will have the option of either inheriting the whitelist from the parent account or managing their own whitelist.
  • Individual courses can be opted out of the CSP (for example, a computer science class that requires the ability to render student-submitted JS). Only account admins can opt a course out of the CSP.

This phase is currently in development. Our plan is to have this phase completed in the next couple of months.


The third phase adds a log to the UI which shows any requested domains that are in violation of the whitelist. This will allow admins to monitor activity and easily add new domains to the whitelist.

This phase is currently in the design stage and will begin development after phase 2 is released.


We're excited about the increased control this gives to institutions in managing the security for their instance of Canvas. As always, we'd love to hear from you. Let us know what you think in the comments!

We’ve had a few questions about the removal of the rating system in Commons, and we wanted to provide you all with some insight into our thought process.

  1. The rating system didn’t see wide adoption. Only 6.8% of resources in Commons had a star rating. Of those resources with a rating, 88% of them received 5 stars. We weren’t the only ones who noticed that the ratings weren't being used in a way that truly provided value. Here is an actual review of a resource in Commons:
    (rating: 5) "I'm going to give a five star rating to anything I find that is offtopic because nobody else is going to use the rating system in commons and that lets me game the system to ruin everything."
  2. Rating content in Commons is a lot of work and quite outside a normal workflow for most educators. It seems, for the most part, folks weren’t taking the time to import content into Canvas, evaluate its quality, and then return to Commons to rate the quality of the content. And this behavior is pretty understandable! That’s a lot of steps to take as a busy educator, when there is not direct benefit to your own process.
  3. We wanted a shorter route to surface valuable Commons content for you in Canvas. Commons contains some awesome resources to include in your Canvas course. Currently, that process requires that you launch Commons, locate the content, and then send the content to the Canvas course you were building.


So if ratings aren’t proving to be super useful for identifying valuable content, we asked ourselves: What could we do to help identify valuable content in Commons without requiring our users to do extra work? Taking that problem a step further… how can we help identify that valuable content and surface it in Canvas?


From Canvas, very soon you will see an option to pull up your list of Commons Favorites and directly import content that you’ve identified as valuable. First, we’ll give you that option in the Rich Content Editor (RCE). From the RCE, you’ll be able to choose any video, audio, images, or files that are in your list of Commons favorites and directly import them. Next, we’ll give you the option to add content from your list of Commons favorites on the Index and Modules pages. We’ll also be adding feedback about how often things are favorited and imported to each resource. “Most Favorited” and “Most Downloaded/Imported” will be added to the “Most Relevant” sort options in search results.

Because adding resources to your Commons favorites will allow you to keep track of your favorite Commons content and makes it easier to import content into your Canvas course easily and efficiently, we expect favoriting to see greater adoption than the rating system did. We also feel that number of downloads/imports and favoriting numbers provide a better indication of effective content than a subjective and poorly adopted rating system did.

You guys! We invented a thing!

Well, more specifically, our brilliant engineers invented a thing! Why? Because you asked us for it!


You asked for a way to see the contents of the resources that are shared in Commons before importing it into Canvas. We wanted to give that to you, but those Commons resources are stored as “Common Cartridge” files and a web-based “Common Cartridge Viewer” isn’t a thing that existed in the world. Our industrious engineers worked very hard to find a solution that would allow us to crack open those cartridges and show you their contents. And they did it! Seriously. They invented a way to extract and then preview common cartridge files in the browser. That means we will be able to show you a preview of assignments, pages, discussions, quizzes, modules and courses in Commons.


You can try out the Preview technology here, using our stand alone Common Cartridge Viewer. There are a few cartridge examples there for you to test, or you can export a course from Canvas and drag it onto the browser. The Common Cartridge viewer is open source and you can check it out on github.  


Our next release to production (January 5, 2019) will include a feature option for Commons Previews on the Commons Admin page.  Because we invented this thing (did I mention that yet?), we wanted to take a little time to collect feedback on the Previews before turning the feature on for everyone in March 2019. We’ve set up a User Group where we’d love to hear your thoughts, questions and any issues that you find with the Previews.