Shared Practices: Advertising Canvas Training

Document created by jordan@instructure.com on Oct 17, 2015Last modified by jordan@instructure.com on Oct 22, 2015
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How have other K-12 and Higher Ed institutions advertised/marketed Canvas training opportunities to their faculty?

If you'd like to share some ways that you have approached faculty onboarding, please click "Reply" and share your story!

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    1. We advertised during our All College Day in October of 2012, on our internal college website, during welcome back meetings in January of 2013 and through our Academic Deans and Provosts.

    2. "Emails, Signups using AgreeADate (and others, but I like AgreeADate). Announcements at division meetings and email calls for suggested sessions as well as volunteers to help teach the sessions. It helped to have two people lead workshop sessions. One will present, the other walks around to help and answer questions. Participants are expected to follow along at a computer."

    3. We have used our OTL blog and published articles in the weekly DU Digest, which gets sent to all University members. It has been effective so far; but the major push for training will be before the Fall and Winter quarters.

    4. We did a ton of advertising. Weekly campus announcements with daily (twice daily) open sessions (every day of the week for months); focused 'Embedded Instructional Designer' sessions coordinated with the department chairpersons. We also created a student tutorial site and batch loaded all term students into the shell. We'll continue to offer that site each new term. We've had more faculty participation in this series of training than we've ever had for any product. Ever. But, faculty are pretty jazzed about Canvas. It's not a begrudging attendance. It's a genuine interest in the product. (What I call 'enthusiastic' training. We don't call it training in our promotion, however. Rather, we call it 'learning opportunities'.)

    5. Initially we created a Google site that allowed teachers to sign up for group and individual Canvas learning sessions. We also created sandbox courses for Canvas learners so they could play and become familiar with the functionality as well as start to visualize how they will organize their own courses. We also created resource pages and documentation for reference, however, we have now moved away from this and find the best way to support users with Canvas is to be available ad hoc to answer questions or problem-solve. We have also found that the Canvas Help Guides have been actively used to get answers to questions. This has created some independence among our users, which is a good thing :-). We also are very communicative with our users and will submit feature requests and suggestions to the Canvas community on their behalf, and we also provide follow-up when possible. Additionally, we use the Canvas global announcement feature to keep users informed of updates and feature enhancements. Finally, and to our surprise, the students have been encouraging ("pushing") their teachers to use Canvas and specific functions such as the calendar - as they see the value from other classes/teachers."

    6. Make them optional, fun and limited. We've also done a speed dating format where it's a monitor facing out 2-3 people at a table and one behind and its a f2f open house where our power users highlight one of two learning activities they use Canvas for and do a AMA session. We rotate after 10-15 minutes. Most teachers need to see the potential of what can be done not the hot tos. you can Google the how to stuff or request help."

    7. Meetings with Deans and department Chairs to assess their needs and goals and using them to get access to faculty via workshops associated with normally scheduled faculty meeting (if possible).

    8. Email, flyers, posters up around campus and in division offices, college home page, email through old LMS, articles in student paper, and stickers added to drink containers (sold from our student coffee house). Because training was all online, there were no excuses about not being able to attend a session. This was VERY effective! :-)

    9. There was not a lot of extra advertising other than out normal ways to communicate workshops to faculty. The key was to ensure that faculty had easy access in they way they wanted it. We also made chocolate available at the sessions.

    10. Advertised in our "Daily Messages" (daily email to all staff/faculty). Held a special luncheon and Canvas overview as a hook for enticing faculty to trainings; this was very well attended as there was considerable interest. Word of mouth is helping too. Instructional Specialists use any opportunity they interact with faculty to also mention the new Canvas and upcoming training opportunities.

    11. We distributed the Canvas Implementation plan to all teachers. Posted on our district website and on our Moodle site for teacher to access.

    12. Advertised it as a required training

    13. Monthly faculty user group, faculty listservs, grad student training and outreach, contacting department chairs and managers, other IT support on campus (help desk, etc.). Most effective was monthly user group and discussions with faculty chairs.

    14. District email blasts, Superintendent's Newsletter, Regional f2f meetings, Social Media, District Website

    15. We did training at the school sites and they were tailored to the needs at the school level. Some schools had sessions during the school day, others before and after school, other schools created a tiered approach where they trained their more tech savy folks and those each trained a team of 8-10 colleagues.

    16. Put up flyers around campus, had the Provost send an email advertising the sessions, sent individual messages to program directors and deans, hired "Canvas Coaches" to spread the word, listed the workshops in the eLearning Newsletter, Campus Newsletter, and Professional Development page. Yes, was effective to the point that we got the word out and people attended. Definitely not as many as any of us wanted, but we have high hopes!

 

 

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