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Challenge

Previously, I was attempting to help Terry Smith with an issue related to iframe content not rendering properly in Canvas and the Canvas mobile app. To see our initial discourse, checkout Iframe links on mobile app. From these communications, I gathered information related to the issue, and I think that I have devised a solution for it. Before I get too far into it however, I wanted to first details what we are attempting to do here and why we are attempting to do it.

 

Figure 1. We are attempting to upload a .html file and then embed it into an iframe on a page.

 

Rather than creating a simply link or anchor tag to the file, we are attempting to embed it in a page of the Canvas course. Why would we want to do this? Well there are a couple of advantages that come with embedding an HTML file including:

 

Pros to embedding an html document in an iframe

  1. You have control over they layout of all of the elements of the file, giving you a greater level of how they are laid out with regards to one another.
  2. You can add a <style> tag to the <head> of your html document, giving you a wider range of options with regards to how the elements look, feel, and even behave on the page. The styles options that are available via this method are wider than inline styles.
  3. If you are brave enough and knowledgable enough, you can actually write javascript or jQuery code that will enable features that would otherwise only be available on the desktop version of Canvas, but are missing in the mobile app versions.

While this may seem like a favorable option, before we begin, I must point out that there can be some unforeseen complications that arise when attempting to put any content into an iframe.

 

Cons & Complications to embedding an html document in an iframe

  1. Any content that originates from a url that begins with http instead of https will not be allowed to render in your Canvas course. This is a security protection measure.
  2. While the iframe will render the content, depending upon the width of the origin page, the content may render in a way that requires vertical scrolling, horizontal scrolling, or both.
  3. If you don't have access to the origin file (.html) for the iframe, then any links clicked in the iframe will lead to their designated pages, but those pages will render in the iframe itself. This can lead to some very weird/unexpected/non-ideal renderings of pages, from your Canvas course or otherwise, in the iframe itself. 
  4. If the file referenced in the iframe originates from your Canvas course, it will render in a weird sort of way (see item 3) unless you acquire the path to it correctly.

 

Solution

I have created a simple solution to demonstrate the possibilities when the four complications are addressed appropriately. If you are more comfortable with HTML and CSS, then feel to take the information here and run with it to your heart's content. If you aren't so familiar with HTML and CSS, never fear. I will provide you with all of the materials so that you can at least play around with this and maybe learn a thing or two.

 

Video Tutorial

If you would like to watch a video of me talking through this, it is directly below. If you instead prefer to follow along on the page, then simply skip the video for now.

 

 

Step-by-step Tutorial

 

What We Will Need

  1. A .html document. If you would like to borrow one from me, you can find it here.
  2. A text editor so that you can open the .html document and modify the code. I prefer Sublime, but choose the one that you are comfortable with.
  3. A new page in a Canvas to which we will add the iframe.
  4. A basic understanding of the HTML editor in Canvas. If you have embedded YouTube iframes using it, then you are good.
  5. A little bit of free time and patience.

 

Getting the .html File Ready for Upload

Before we upload it, there are a couple of things that we want to make sure of when it comes to our .html file. I have detailed them below:

  1. Open the .html file in your text editor.
  2. Make sure that you have added urls for the anchor tags <a> in either your .html file or the one that I provided you with. If you need to know where to put the url, locate the three anchor tags that I have added on lines 134-136 and paste you links over where it reads yourLinkGoesHere. Make sure your link is between the two quotes.
    <a class="button is-1" href="yourLinkGoesHere">Go to Page</a>
    <a class="button is-2" href="yourLinkGoesHere">Go to Syllabus</a>
    <a class="button is-3" href="yourLinkGoesHere">Go to Modules</a>
  3. Locate the closing head tag in your .html file. If you are using my example, it should be around line 131, and it will look like this:
    </head>
  4. Place your cursor right before the < of the </head> tag and hit return/enter to add a blank line. In that blank line, add the following code:
    <base target="_parent">
    Note: if the code is already there, you may skip step 4.
  5. Go to the Files section of your Canvas course and upload the .html file.

 

Before we proceed, I want to talk about the importance of step 4. When we go to embed our .html document into our Canvas page, what we will really be doing is placing our document inside of an <iframe> element which is, itself, inside of another .html document. Essentially we are performing the Inception of web design. Essentially, when the page is fully loaded the code is going to look something like this:

<!DOCTYPE html>
<html>
     <head>
          <!-- Canvas' HEAD content -->
     </head>
     <body>
          <!-- Canvas' BODY content, including our ... -->
          <iframe>
               #document
                    <!DOCTYPE html> <!-- this is actually the start of our .html file -->
                    <html>
                         <head>
                              <!-- The HEAD content from our .html file -->
                         </head>
                         <body>
                              <!-- The BODY content, including the buttons, from our .html -->
                         </body>
                    </html>
          </iframe>
     </body>
</html>

 

Why does this matter?

Well, the problem that can arise is that if the iframe is rendering a separate html document from the Canvas one that the browser you are using is rendering, then any links that exist, and are clicked, within the iframe html document will only open new tabs and windows within the iframe's document. To correct this behavior, we introduce the <base> parameter in the head. This sets a base behavior for all clicked links originating from our .html file. The target="_parent" piece of the base code essentially says, "when a link is clicked, the base behavior is to open that link  in the parent window." Had we not done this, we would expect to have aberrant behavior on link clicks, where windows would load inside of windows, and you would most likely get something that looks like this:

 

Figure 2. When a page in your Canvas course becomes Inception. 

 

Notice how both the global nav and the course nav are still rendered in my iframe. That is not the behavior that I want, and this is the behavior that the <base> parameter corrects.

 

Creating the <iframe>

  1. First, we need to get the link to our .html file, so click on Files in the Canvas course menu.
  2. Locate the .html file and click on it. This should open up a preview window.
  3. Make sure the developer console is enabled in your browser, right click on any are of the preview window where your file is currently rendered and choose Inspect Element from the list of options. Use my Verifying Mobile Friendly Web Content tutorial if you have forgotten how to access the developer console.
  4. In the source code that appears, you should be able to locate an <iframe> that has the following parameters:
    <iframe allowfullscreen="" title="File Preview" src="/courses/######/files/########/file_preview?annotate=0" class="ef-file-preview-frame ef-file-preview-frame-html" data-reactid=".3.0.0.1.1"></iframe>
    Where the #'s  in the src="" parameter will represent your unique course id number and the unique number associated with the file. Copy the src="" parameter.
  5. Modify the src="" parameter that you just copied so that it looks like this:
    src="https://INSTITUTION.instructure.com/courses/######/files/########/file_preview?annotate=0"
    Where INSTITUTION is replaced with your specific institution's name for your Canvas instance, and again, the #'s are replaced with the distinct course and file ID's.
  6. Copy the src parameter that you have created. We will be using it soon.
  7. Create a new page in your Canvas course, and, switch from the Rich Content Editor to the HTML Editor by tapping the link in the upper right.
  8. Create an iframe, and include the src parameter you saved, so that it looks like this:
    <iframe src="https://INSTITUTION.instructure.com/courses/######/files/########/file_preview?annotate=0">
    </iframe>
    We will now add a few things to the iframe so that it will behave a little nicer when we save it.
  9. Just before the src= parameter add style="width: 100%; height: 300px; overflow hidden" so that you iframe now looks like this:
    <iframe style="width: 100%; height: 300px; overflow: hidden" src="https://INSTITUTION.instructure.com/courses/######/files/########/file_preview?annotate=0">
    </iframe>
    By setting the width to 100%, the iframe will behave in a responsive manner, always growing or shrinking to fill whatever space is actually allotted to it. You may need to experiment with the height, depending upon how tall your container will be. If you have a lot of buttons and text, you will need to increase the height parameter until everything is visible (you will see the cutoff if you didn't make your iframe tall enough). The overflow parameter is a personal preference on my part. I choose to make my iframes tall enough so that all of their content is visible with needing to scroll within them. If you don't set your overflow, you may find that you, or your students, have to scroll either horizontally or vertically within the iframe to see all of its content. This will involve scrolling ON TOP of the scrolling that is already happening in the main window as a result of Canvas' html.
  10. Finally, modify the iframe by adding scrolling="no" just before the > of the opening <iframe> tag. Your finalized code should look something like this:
    <iframe style="width: 100%; height: 300px; overflow: hidden" src="https://INSTITUTION.instructure.com/courses/######/files/########/file_preview?annotate=0" scrolling="no">
    </iframe>
    This scrolling parameter is a fallback for the overflow style that we added in step 9, and ensures that there is no scrolling allowed in the iframe. Again, this is a personal preference, but you are welcome to not utilize this if you feel it is unnecessary.
  11. Save the page.
  12. You should be good to go! Check your page on both the desktop and mobile versions of Canvas, and click all of your links to ensure that they are opened in the main browser window.

 

Conclusion

As you can see, this opens the door for instructional designers and instructors to build out content that is not based solely on inline css styles or the stylesheets provided by Instructure. I am excited to see what you all choose to do with this information, and as always, please feel free to contact me if you have questions or concerns about getting this up and running.

Email is an important part of my communications, and I am very happy with the ability to receive Canvas notifications via email. Whether questions from students, comments attached to assignment submissions, or replies to discussions, it makes my use of Canvas more efficient. The inclusion of the course in the subject line means I can easily tell which emails are Canvas notifications and therefore more worthy of attention (sorry, co-workers). 

 

For Conversations in Canvas, I now have two places to view new messages: My email inbox and the Inbox page in Canvas. Fortunately, replying to Conversations messages via email also takes care of marking those messages as read within Canvas.

 

In the embedded video I demonstrate the following:

  1. Confirming that Conversations is set up for an immediate email notification.
  2. Replying via email to the Conversations notification.
  3. Seeing that the Conversations message is marked as read inside Canvas.

In the few months that I have been teaching with Canvas I find this to be an effective way of responding to Conversations messages. However, I have also found myself changing the rhythm of how I email, since I appreciate it when that Inbox icon does not indicate any unread messages. I am much more interested in having the last word of a conversation that I have been in the past. 

I find instructors struggling with how to balance the length of content pages and the length of the Modules page. If a page is too long, students might feel overwhelmed with contemplating how long it will take to read all that material (a point for books, magazines, and newspapers!). One response is to break up long pages into several smaller pages, but then the Modules page can become very long and generate a different kind of overwhelming feeling (so many choices!).

 

One way to balance this is through the use of tabs, which Canvas already has in places like the Settings page of a course. Many sample pages with tabs are available in the Canvas Commons.

In the embedded video I demonstrate the following:

  1. Searching the Canvas Commons for a sample page with tabs that I created and importing that page into a Canvas course.
  2. Finding the imported page in the Pages tool and editing it.
  3. Making careful changes to the sample page in both the HTML Editor and in the Rich Content Editor.

Using tabs presents a new challenge, which is how to make sure that students click on each of the tab headings so they do not miss any content. The sample page that I created includes header and footer text telling students to click through each tab before they click the Next button to advance in the Module. And as noted in the excellent discussion Using Tabs in Your Canvas Course, there are issues with how tabs appear on mobile devices.

When you add images to questions in a quiz the rich content editor browser is available so the process is fairly simple; however, the process of adding images to questions in question banks requires several more steps. Also, it is important to keep in mind that the course files are open to students unless you restrict access to the folder with the quiz images. This tutorial will show you how to add images to questions securely no matter which way you choose. 

 

Disclaimer: At the time of this writing the current quiz tool does have some awkward processes and this blog post shows how get around some these awkward processes. Instructure is currently working on building a new quiz tool based the community's feedback. Please visit the Quizzes Next studio page to learn more about this upcoming tool. 

 

Step 1: Upload Images to Files and Set Permissions

Create the images in whatever program you normally would (Photoshop, Paint, etc.) and save them to a local drive. In a Canvas course go to Files on the left navigation. Create a folder with the name quiz-images or something similar. Set the permissions for this folder to Restricted Access, Hidden, files inside will be available with links. It is extremely important that you choose this option. If you unpublish the folder, students WILL NOT have access to the images when they are taking the quiz. Upload all the quiz images to this folder. View the following guides for details on how to complete this step. 

 

Step 2: Adding the Images to Questions

In all question types you can add images to question box and feedback boxes; however, images can only be added in the answer boxes in the multiple choice and multiple answer question types. I also highly recommend viewing Kona Jones' blog post about quiz security and Stefanie Sanders' post about using multiple drop downs question with images. 

 

 

Option 1: Adding Images to Questions in a Quiz

The guides listed below shows you how to create a quiz and add content to the questions. When creating questions in a quiz the rich content editor browser will be available allowing you to choose the images you previously uploaded. Note: All the questions you create in a quiz will have a copy stored in a question bank called "Unfiled Questions".  You can go to the question banks and organized the questions as desired. This is not ideal for organization so it may be best to create questions in question banks so they are organized as desired. See option 2 below. 

 

 

Option 2: Adding Images to Questions in Question Bank

You can create questions in question banks. This allows you to organize questions by bank which makes it much easier to add questions to a quiz using the Find Answers option. View the following guides for details on question banks.

 

How to Use the Rich Content Editor Toolbar to Add Images (updated)

As of the November 17, 2018 release you can now upload images directly from the rich content editor. See the following guide for details. 

How do I embed images from Canvas into the Rich Content Editor as an instructor? 

 

Image Map link:

Image Map Tool - On-line Image Map Creator - HTML & CSS | Image-Maps.com 

 

Attached below are some files to toy with before building your own image mapping file

A New Perspective

You no doubt have probably been on Google maps or Facebook, or another website, and found an interactive image, that allows you to look around in 360°. While exploring the content you may have even had the thought,

Well this is all well and good for the tech giants, but what about me? I could use this type of content for so much! I could go to a local art gallery and share the experience with my students! Perhaps I could travel to a foreign country and snap 360° photos for my students and have them explore along with me when their Canvas course starts. Maybe I could go into a science laboratory or out in the field and snap photos of the space so that they could get a better notion of what is involved in my profession.

Well, fear not ambitious innovator, I am here to show you how you could easily embed content such as this in your Canvas course so that your students can get an experience like this! While the process may seem somewhat daunting initially, if you have the free right tools you should be able to get this up and running in no time at all... I should mention that in this rare instance, the right tools and the free tools are one and the same!

 

Check out the demo below first, and if you like what you see, read on to learn how to make one of your own!

 

Demo

Check out the demo of what we are going to make in this tutorial!

 

What You Will Need

Some of these items are items that you will need to download, while others you will just need to be aware of for now.

  1. Google Street View App (Free Download for iOS or Android).
  2. An image editing tool that will allow us to resize the photo (covered below for each OS).
  3. An Imgur account. Sign up for free or Login if you have an existing account.
  4. Check out the Javascript library that we will be using, Pannellum. Specifically click on Documentation > Examples. Don't worry too much about this right now, as I will explain how we are going to use it in just a moment.

 

Once you have/are aware of these three things, you are ready to begin.

 

Creating a 360° Image with Street View

There is some initial set up that we will need to do with the Street View App before we are ready to get out there and start taking photos.

 

Setup

  1. Make sure you have logged in to a Google account, or create a new one.
  2. Tap on the menu icon  in the upper left corner of the app and navigate to Settings. Once there verify that you have enabled/setup the option to Save the photo to an album on your phone (this option may be a little different between iOS and Android).

 

Taking Your 360° Photo 

Your setup complete, you are now ready to take your 360° photo. This is a fairly easy endeavor. Simply:

  1. Find a venue (try a venue with a lot of space. The larger the space, the easier it will be to get cleaner stitching on the photo).
  2. Tap on the Camera icon in the lower right.
  3. Select Camera from the options that are you are given.
  4. A view finder menu will appear with instructions. Follow the instructions to take the first, and then subsequent photos for your 360° image.
    Figure 1. Aligning the camera with the dot will start the 360° image capture process in the app.
  5. Once you have completed taking all of the photos, the app will "stitch" them together into a 360° photo, and the photo will be saved into an album on your phone. Locate the photo on your phone and get it to your computer so that we can resize it.

 

Modifying the Photo for Mobile Device Compatability

Resizing Your Photo

Now that we have the photo, we need to resize it so that it will render properly on mobile devices. Specifically, if the largest dimension of the image is > 4096 pixels, we need to shrink it to 4096 pixels while maintaining the aspect ratio.

 

Find the operating system you are using below, and follow the steps in the linked tutorial to resize the image appropriately.

 

Windows

 

  1. Right click on your image and choose Open with > Paint to open it in Microsoft Paint.
  2. Once opened, click on the Resize button in the "Image" panel of the ribbon.


    Figure 2. The Resize option in Paint will allow you alter the image's dimensions (Windows).
  3. When the resize window appears, make sure that the box next to Maintain Aspect Ratio is checked.
  4. Click the radio button next to Pixels to select it.
  5. Resize the image so that the widest dimension (usually width) is no greater than 4096 pixels. I typically just set the width to 4096 pixels.
  6. Save the image.

 

Mac

  1. If Preview is not set as your default image viewing application, right click on the image and choose Open with > Preview.
  2. Once in Preview, go to the menu bar at the top of your Mac and click on Tools > Adjust Size.
  3. Make sure that the box next to Scale proportionally is checked.


    Figure 3. The Adjust size option in Preview will allow you alter the image's dimensions (Mac).
  4. Resize the image so that the widest dimension (usually width) is no greater than 4096 pixels. I typically just set the width to 4096 pixels.
  5. Save the image.

 

Uploading the Photo to imgur

  1. Log in to Imgur.
  2. Click on New Post in the upper left corner and choose Upload Images from the dropdown menu that appears.
  3. Click the Browse button and locate your image, or drag and drop the image into the window that appears to begin the upload.
  4. In the page that opens (when the upload begins) click on Post privacy in the lower right, and ensure that you are happy with the privacy setting that is selected. I typically leave images like this set to Private.
  5. Wait until your photo has BOTH uploaded and been processed. Once it has hover on your username in the upper right corner of imgur and click on the images option in the dropdown menu that appears.
  6. Locate your image in the collection that appears, and click on it.
  7. In the window that pops up you should see the image and a plethora of links next to it. Click on Copy next to the Direct Link option.


    Figure 4. The Direct Link option in imgur is what we will use to render our image in Pannellum.
  8. This link is the one that we will use with the final piece of this puzzle. For now, if you need to, paste the link somewhere (word doc, Canavs Page, text file, etc), or just leave this window of imgur open, and we can come back to it later.
  9. Note: We will need to slightly modify this link when we go to use it or Pannellum will not work properly. All that you need to do is convert the direct url from http://i.imgur.com/UNIQUEIMG.jpg to https://i.imgur.com/UNIQUEIMG.jpg. 

 

Using Pannellum & Embedding in Canvas Content

We will be using a javascript plugin called Pannellum to help us achieve our embeddable 360° photo, and this photo will, at its most basic level, allow the student to look around and zoom in or out. However, we will be using this tool in its most basic instance. If you are more of an adventurous, or a skilled user of javascript, you can use this tool to build out even more robust widgets that allow the user to interact with pieces of the environment, see an area from multiple points of view, or, you can even create 360° videos! If you would like to see an example of how versatile this tool can be, check out the Pannellum page or you can look at an example that I have built, using their documentation, here.

 

  1. Copy the following code:

    <p style="border: 1px solid #d7d7d7; position: relative; padding-bottom: 56.25%; padding-top: 30px; height: 0; overflow: hidden;">
        <iframe src="https://cdn.pannellum.org/2.3/pannellum.htm?panorama=YOURIMGURURL" style="position: absolute; top: 0; left: 0; width: 100%; height: 100%; border: none;" width="420" height="315" allowfullscreen="allowfullscreen">
        </iframe>
    </p>
  2. Create a new page/assignment/quiz/content in Canvas so that you have your Rich Content Editor open.
  3. Click on HTML Editor in the upper left of the RCE so that you can embed the code that you copied in step 1.
  4. Paste the copied code from step 1 into the HTML Editor, and then locate the Direct link for the imgur image that you copied in step 7 of the imgur instructions. Copy the direct link url.
  5. In the <iframe> src parameter (line 2 of code above), you will notice that there is a string ?panorama=YOURIMGURURL. Highlight YOURIMGURURL and paste over it with the Direct Link url. Remember that your Direct Link url must begin with https NOT http, or it won't work. If it currently is http, just add the 's' onto it.
  6. The <iframe> src parameter should now look something like this: src="https://cdn.pannellum.org/2.3/pannellum.html?panorama=https://i.imgur.com/IbvhuaY.jpg" with the only difference between your src parameter and mine being the unique ID (in bold) that signifies your image versus that of mine.
  7. Click Save in the content editor and you now see the iframe rendered as it would be for your students.
  8. Click on the prompt that tells you to Click to Load Panorama and Pannellum should load your image.
  9. Feel free to click and drag in the window to see what it does, and how it works!

 

Final Thoughts

One addition cool thing about all of this? The iframe maintains functionality in the Canvas mobile app as well!

 

Figure 5. The <iframe> element retains its functionality even in the Canvas mobile app!

If you or your institution is really looking to build on this, there are a few options that will make the 360° images even better. For one, taking photos with your phone and having them "stitched" together often results in artifacts (ceiling tiles don't line up, breaks in furniture, etc). I would recommend looking into cameras that are built to take 360° pictures and videos, which can range from a ~$200 - $5000. Additionally, you may want to look into the Google Street View website to see what their cameras look like, and to see if you would want to borrow one of them (proposal required).

 

Additional tip: If you are wanting to use the more robust version of Pannellum in your Canvas courses, it is going to require you to have a secure web server/site where you actually host all of the Pannellum content yourself. Otherwise, Canvas will not render the iframe as it will identify the content as suspicious.

I came up with this idea of a website that will help my canvas users to Create Simple Buttons. I also wanted to integrate it somehow with canvas. I was able to build the site and then I used the IFrame function to pin it to my canvas page. Here is what I came up with

Click here

 

if you are interested in using this into your canvas page simply follow these instructions:

1. create a new page

2. Make sure you're on the HTML Editor section

3. Place this code in your empty canvas page:         

<p><iframe src="https://buttonmaker.000webhostapp.com/" width="100%" height="600"></iframe></p>

 

Hope some of you find this helpful!

 

John Nassif

jnassif@llu.edu

email me for more info and website source code.

Before I start with my blog, I want to give credit to Huston Hall from Eastern Washington University. His online post inspired me to do this. 

 

I wanted to create this blog because I did a lot of online research and could not find everything I needed in one place. I was looking to improve the over all quality of my canvas page design as well as adding new feature to my pages. There are a lot of different tutorials online on how to include different HTML elements into your canvas page, but I will be sharing with you here everything I have gathered as well as some tricks on how to make the process easier. I created a canvas resource that is available publicly on Canvas. To access this resource: (Click Here).

 

If you have any questions, please email me:

John Nassif

jnassif@llu.edu

Recently I've been working with a few different faculty to move their first classes from traditional to strictly online. Its been a great learning experience for them and me both — they get to start digging into topics like accessibility, I get to step into someone else's design process, and we all get to see exactly what Canvas is capable of. Its also helped expand my thinking in terms of how to articulate and examine my own design assumptions. One pattern I've noticed is how the actual delivery of content gets translated from face-to-face to online. Although I'm burying the lede a little here, my main goal in writing this post is to try and wrap my head around how people conceptualize content delivery. It seems like most people rely on one of two metaphors to think through how they deliver content:

 

  1. The Lecture — In this metaphor, everything in the online course anchors on what the instructor is communicating to a hypothetical student. How to use worksheets or readings are provided through direct, timely communication from the instructor in the form of announcements and emails. When Powerpoints are included, they are designed as supplements to the voice of the instructor, which talks directly to the listener. Although literal lectures fit in this, the "lecture metaphor" applies to content organization that relies on the direct intervention of the individual instructor to maintain coherency.
  2. The Textbook — Another metaphor is to think of the course like a fully contained textbook. The static content itself explains how to move forward through the course. If Powerpoints are used, the instructor's audio supplements the visuals, instead of the other way around. When the instructor is speaking, it is short and focused. The presence of the instructor is just another building block of the overall course instead of the principle organizing force.

 

Another way of looking at it: if the instructor was kidnapped today, how long would the course continue to function? It has been my experience that for many instructors, especially with their first fully online class, their course would fall to pieces in exactly one week, right when the students would be expecting another long email from the professor telling them what they had to do next week. I guess I can't help but see one of the goals of course design is self-sufficiency; the course I build will continue to function without my direct intervention. To me, this frees up the instructor to do all the things they got excited about when they were studying pedagogy, instead of the things they actually end up doing when they perform pedagogy.

 

The whole topic also makes me think of how people use different theories of mind. Perhaps I should've called this "theories of content." I wonder what other metaphors can be used to think through course content, or what assumptions I've made?

Rob Gibson

Nebula

Posted by Rob Gibson May 4, 2017

A Ph.D. student at Northwestern developed "Nebula" discussions for Canvas. Rather than a traditional discussion format, Nebula utilizes interactive graphs that resemble a concept map...

 

New App Shows Online Discussions as Interactive Graphs | News | Northwestern Engineering 

The Challenge

Canvas does a pretty good job of handling responsive design via the Rich Content Editor, but, if there is one thing that I have found I am not the biggest fan of, it is the video thumbnails. Dropping a video into a course and having it simply represented by a small thumbnail just bothers me. I know that I can just link to a YouTube video as an External Tool in a module as well, but I want to include buttons, links, and text in the pages to accompany my videos.

 

Additionally, simply copying the embed code of a YouTube video gives you set dimensions for the iframe that you drop into your page. The end result is a video container that is either too narrow or too wide depending on the device that you choose to use. Furthermore, while I could have easily set the width of the video container to 100%, making it fluidly adjust to the width of the page, the iframe's height would remain he same, which would give me black, spacing bars on either side of the video.

 

What I really wanted was to be able to embed my YouTube videos on a page so that I could also enable custom thumbnails for the videos and maintain their aspect ratio no matter the device that was used to view them.

 

Solution

While javascript is an obvious choice for resizing elements, the solution for this issue was actually much easier than I realized. I found the following gist by GitHub user jaicab which detailed a pure CSS method for handling this. Recognizing that I didn't have access to the global CSS for my organization's instance of Canvas, I instead chose to utilize his CSS inline with the paragraph element in Canvas, and the iframe element that is generated for the purposes of embedding YouTube videos. The resulting code for the video looks like this:

<p style="border: 1px solid #d7d7d7; position: relative; padding-bottom: 56.25%; padding-top: 30px; height: 0; overflow: hidden;">
<iframe style="position: absolute; top: 0; left: 0; width: 100%; height: 100%; border: none" src="https://www.youtube.com/embed/xcdzCwuFmCs?showinfo=0" width="420" height="315" allowfullscreen="allowfullscreen"></iframe>
</p>

 

You can view and resize the container itself on my jsfiddle account here. Another reason that I like to use the embeddable iframe element is that it also allows me to utilize additional video parameters that YouTube has available including video start/end times, modest branding, and autoplay.

 

If you would like to test it out using any other YouTube video, simply replace my iframe src parameter with the src parameter from the embed code of your video of choice!

I'd love to get people's ideas and feedback on this Canvas professional development program that we're working on. We're finding that our faculty are moving to Canvas with some ease, but most are not taking the opportunity to really improve their teaching. We're hoping to spark that in a big way. Thoughts?

 

Teaching Effectively

With my colleagues, I'm designing a set of four guided face-to-face sessions in May of 2017 to help faculty learn how to teach effectively in Canvas. For us, teaching effectively is aimed at both students and instructors. For students, it is not just basic information transfer — what Chi, (2009) calls passive learning, but more active, constructive, and interactive learning. We're basing it on principles of good learning, and applying them in Canvas. For faculty, it also includes administrative efficiencies. We're integrating Backwards Design with Design Thinking and Universal Design for Learning to give them a unified framework.

UDL, DT & BD

Development

STEP 1. Immediate term: Mini-Canvas Camp. Four 120-min workshops in May and June on fundamental TEIC topics: Course Design, Assessment, Social Learning, and Individual Learning. These will be the first four of several (a dozen or more) modules that can be led face-to-face, online, or in a blended format. The aggregation of workshops is designed to be flexible: they can be collected in a “Canvas Camp” institute-type model, an online DIY format, or tailored to the needs of a particular SCID.

 

STEP 2. Over the next 3-4 months, 1-2 dozen more modules will be built around foundational TEIC topics. The materials will live online and be available to hold as face-to-face or blended workshops, or as DIY online resources. The modular format allows flexibility to be assembled and grouped in ways that directly address campus needs.

 

Core4: Face-to-Face Sessions (Immediate term)

Course Design
(120 min)

Assessment
(120 min)

Social Learning

(120 min)

Individual Learning

(120 min)

Canvas Tools Addressed

Teaching & Learning Principles (benefit for student)

  • Design Thinking
  • Backwards Design
  • Universal Design (flexibility, multiple means, etc.)
  • Formative & Summative feedback
  • Better understanding of content-specific systems
  • Collaborative learning
  • Project-based Assignments
  • Scaffolding
  • Empowering learners
  • Co-Design
  • UDL
  • E-Learning
  • Teaching for learning

Administrative Principles (benefit for instructor)

  • Reduce student emails
  • Streamline course management
  • Faster grading
  • Useful feedback for assignment design
  • Cohesive grading systems
  • Student-provided points of feedback to each other.
  • Peer feedback is often more accepted/valued.
  • More interesting projects
  • Peer feedback is often more accepted/valued.

POST-SESSION

(recruit consultants)

1-hour huddle

(individual help)

1-hour huddle

(individual help)

1-hour huddle

(individual help)

1-hour huddle

(individual help)

 

May Session Dates and Times (9-11am and 1-3pm — includes extra 30 min for settling in, break, etc. Followed by an optional 60-minute Post-session application lab where instructors can get consultant advice directly while working on their courses).

Monday 15

Tuesday 16

Wednesday 17

Thursday 18

Friday 19

1-3

pm

Course Design

Assessment

Teaching & Learning Symposium

Social Learning

Individual Learning

 

Monday 22

Tuesday 23

Wednesday 24

Thursday 25

Friday 26

9-11 am

Social Learning

Course Design

Assessment

Individual Learning

(Review and revise

for next week’s sessions)

 

Monday 29

Tuesday 30

Wednesday 31

Thursday Jun 01

Friday Jun 02

1-3 pm

Memorial Day

Social Learning

Individual Learning

Course Design

Assessment

 

Outcomes

Participants will

  1. Apply what they have learned in their own Canvas sandbox or course space, including:
    • student-centered navigation practices such as clear and concise Syllabus pages, Calendar-scheduled Assignment pages, and clearly articulated learning objectives
    • peer-to-peer learning and communication venues, such as peer review, group spaces and discussions, and collaborative Google document work
    • distributed learning frameworks, such as outcome-connected rubrics, learning objective-reinforcing quizzes and surveys, and student metacognitive prompts and reflections
    • UDL-inspired assignments that allow for personalized learning options via multiple means of content representation, student engagement, and expression of learning.
  2. Work on their own course design, leaving each session with some preliminary course design work finished, and experience accessing and applying paper and online resources that can guide them beyond the session.
  3. Engage with a variety of demonstrations and models and evaluate which would be useful in their own course

You may already provide students with your static PowerPoint presentations in the File section of your course. To make this content more engaging, you could take that same PowerPoint file and narrate the slides. It may be best to break up long slide decks into smaller files so you have shorter videos that are no longer than 10 minutes.

To add recordings to each slide (1) click the Slideshow tab. Select Record Slide Show. Select the desired option and start recording. If you record each slide separately and you mess up on a slide,  just start over recording the audio for that slide. Continue this process until all your slides have an audio file. Be sure to save often. (2) You can test your timings by clicking Rehearse Timings

Slide Show Tab in PowerPoint

Once finished, then you could convert the PowerPoint to a video file and upload it Canvas. In PowerPoint click File to view the Backstage. (1) Click Export. (2) On the Export screen select Create Video. (3) Choose Internet Quality and Use Recorded Timings and Narration. (4) Click Create Video. The process of creating the video will take some time so be patient as PowerPoint creates your file. Once your file is created, use the media comment tool in the rich content editor to upload the video to your Canvas course. Don't forget to caption your video once you have upload it to Canvas. 

PowerPoint Backstage 

Multimedia is great way to provide students with additional modalities. Below are some of the ways you can get audio/visual content in your course. It is important to note that content should be optimized for the web before adding it your course and be sure to add captions to the videos you add to your course. 

Use Canvas Rich Content Editor

If your computer (at home) has webcam, you can quickly record audio or video directly in Canvas using the media comment tool in Canvas pages. 

How do I record a video using the Rich Content Editor as an instructor?  

How do I record audio using the Rich Content Editor?  

What should I do if I can't record video comments with my webcam?  

Don't Forget to Caption Your Video!

How do I add captions to an external video as an instructor? 

How do I add captions to new or uploaded videos in Canvas as an instructor? 

How do I create a caption file using the subtitle creation tool as an instructor? 

How do I view captions in a video as an instructor? 

Other Options

Your phone/tablet

If you have a smartphone, you have a camera that records static images and video. Most phones have additional features such as portrait mode, slow-motion, and photo editing features. Use a cloud based option like Dropbox and OneDrive to upload your videos to your desktop. 

This CNET video gives some good tips about shooting video with your phone. 

YouTube

Keith Hughes using his YouTube channel  as a place to upload and organize his videos. In the video below he explains his process of recording lecture videos. Be sure to check out some of his awesome history lectures! YouTube videos are easy to embed in Canvas. Check out this guide for details. 

Other Software Options

PowerPoint/Mix - PowerPoint ships with narration tools and the ability to save the presentation in video format. You can also install Mix to gain even more recording features.

SnagIt - This software allows to you capture screen shots of the computer desktop. You can annotate the images with arrows and other interesting stamps.

Camtasia- This software allows to you capture video of the computer desktop. You can annotate the video with call-outs and captions.

SmartBoard Software - SmartBoard is hardware/software solution. The Smartboard software has screen capture and video recording options.

Educreations- This is third party application that can be integrated with Canvas. The free version can be used to record yourself writing out problems with stylus on an iPad.

What can Canvas design strategies learn from game design? How can we use what Canvas allows (Mechanics) to structure what students can do (Dynamics) in ways that encourage them to learn effectively and contribute to a course culture (Aesthetics) that values inquiry and exploration. This post lays out the framework.

 

MDA for Course Design

Hunicke, LeBlanc & Zubek's (2004) MDA framework for game design can be adapted here. They propose that game designers can approach their craft through the lens of MDA (Mechanics, Dynamics, and Aesthetics), where the Mechanics (what is possible — rules and resources) leads to Dynamics (what occurs — activity), which lead to players' Aesthetic experience (components of engagement). I apply the MDA lens to course design, where the instructor plays the role of game master — both a designer and a player, adjusting the Mechanics both before and during the actual game in order to affect the Dynamics in each class such that the desired Aesthetics are reached.

 

MDAGraphicEQ

 

Mechanics

Mechanics include the rules and resources that allow Dynamics to happen. In game design, the mechanics include everything that can affect the play of the game: rules, pieces, cards, the game board or playing field, etc. In course design, mechanics include things like: policies and rules, classroom or class space (online or face-to-face or both), assignments, lectures, videos, etc.

 

Dynamics

Dynamics are what actually happens when players interact with the Mechanics. In games, the dynamics are what the players do. In baseball, they run and throw and hit and catch and steal and bunt and foul etc.; in Poker they shuffle and deal and fan cards and sort and draw and bluff, etc. In courses, Dynamics are what the instructor and students do. For example, students listen and watch and read and raise hands and talk and move seats and flirt and take tests and cheat and text and increase the typeface to stretch their papers, etc.; whereas instructors take attendance and lecture and assign homework and quiz and test and grade and hold office hours, etc. In addition to the mundane Dynamics in a course listed above, perhaps the most sought after cognitive Dynamics are captured in Bloom's Cognitive domain (1956), or Anderson et al's revision of them (2001)

  1. Remember
  2. Understand
  3. Apply
  4. Analyze
  5. Evaluate
  6. Create

 

They are others in Krathwohl & Bloom's (1964) Affective domain (these are often ignored in course design — and instructional technology, in general)

  1. Receive: be open to accepting new information/ideas, etc. (e.g. I am aware of a rule)
  2. Respond: comply; change behavior accordingly (e.g. I will follow this rule — perhaps because I don't want to suffer negative consequences)
  3. Value: assign intrinsic worth to new information (e.g. This rule makes sense to me)
  4. Organize: relate new information within existing systems (e.g. This rule helps other beneficial things happen)
  5. Characterize: relate new information with one's identity (e.g. This rule is part of what makes me who I am)

 

Dynamics spring from models — based in theory and based on trial and error experience. Models help designers predict Dynamics, but as with most models they're not as perfect or accurate (or chaotically messy) as real life. Dynamics provide Feedback to designers, who can use it to iterate and adjust mechanics, which in turn can affect Dynamics. Game designers typically do this a lot in playtests before they publish their games. As a sort of Game Master, instructors can adjust mechanics (to some degree) on the fly by modifying assignments, spending more or less time on a topic as needed, reviewing material, grading more or less rigorously, etc. Changing the Mechanics changes the Dynamics, which affects the Aesthetics. Exercising caution must be advised here — changing the course to be responsive to student needs is often a good thing, but changing the Mechanics of a course too much often results in students feeling ungrounded, and may result in backlash against an "unorganized" instructor.

 

Aesthetics

Aesthetics are the tone or the experience. Hunicke et al shy away from describing Aesthetics as "what makes a game 'fun'?" (2004, p2) and instead suggest a taxonomy of Aesthetic components that includes: 1. Sensation (Game as sense-pleasure), 2. Fantasy (Game as make-believe), 3. Narrative (Game as drama), 4. Challenge (Game as obstacle course), 5. Fellowship (Game as social framework), 6. Discovery (Game as uncharted territory), 7. Expression (Game as self-discovery), and 8. Submission (Game as pastime).  The balance of each of these (and there are probably others) determines the aesthetics of the experience. I think of it as a sort of graphic equalizer. One adjusts the frequencies to try to get the sound one desires. MDAGraphicEQ In course design, we can even match up the eight aesthetic components that Hunicke et al list with educational ones:

  1. Sensation (Game as sense-pleasure) = Embodiment
  2. Fantasy (Game as make-believe) = Epistemic Frames
  3. Narrative (Game as drama) = Course Schedule, pacing (help me out on this one)
  4. Challenge (Game as obstacle course) = Problems
  5. Fellowship (Game as social framework) = Sociocultural Learning
  6. Discovery (Game as uncharted territory) = Research
  7. Expression (Game as self-discovery) = Personal Strengths Finding
  8. Submission (Game as pastime) = Time on Task

Unfortunately, it's not as easy to adjust the Aesthetics of the experience, whether in game design or course design, as simply moving a slider. For example, if one wants a game high in Sensation and Fellowship one must adjust the Mechanics to be more like Twister than Chess. In course design, a collaborative field research assignment might be high in the Embodiment and Sociocultural learning components, whereas reflective journaling might emphasize Personal Strengths Finding. Assigning plenty of worksheets might increase time-on-task; but not in a good way.

 

What This All Means...

So, can we use this framework for designing courses? Yes. With the following caveat. Courses are not publish-and-leave games, or books, or movies, that can be designed and left for consumption by students. Instructors and students continually interact with and affect course form long after the initial design. Recognizing that instructors are sort of Game Masters and students are active participants (and shapers) of the gameplay of courses, it's important that we design them as evolvable and emergent systems that take into account human psyche and social interactions — much more complex mechanics than dice and cards. This is where a deeper understanding of experiential and sociocultural learning (discussed throughout the rest of my writing) begin to contribute. At this point, however, it starts to get messy. The educational Aesthetic components can be achieved through a mix and match of educational Dynamics, which in turn are affected by course Mechanics. For example, a Fellowship/Sociocultural learning is hampered when there's no forum for student-to-student interaction. Likewise, Discovery/Research may be more difficult when computer browsers are locked down. Without a compelling story, learners may not enter into the Epistemic Fantasy of deeply solving an authentic problem from the perspective of a person in the field or discipline being studied.

 

Next Steps

A good next step might be to begin to map out a number of these relationships, either through stories and examples or through educational research. Both have value in this conversation.  

 

References

Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., ... & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives, abridged edition. White Plains, NY: Longman.

 

Bloom, B. S., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Bloom, B. S. (1969).

 

Bloom, B. S. (1969). Taxonomy of Educational Objectives: The Classification of Educational Goals; Handbook. Affective Domain. McKay. Bloom, B. S. (1974).

 

Bloom, B. S. (1974). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1-2. Longmans: McKay. Hunicke, R., LeBlanc, M., & Zubek, R. (2004, July). MDA: A formal approach to game design and game research. In

 

Hunicke, R., LeBlanc, M., & Zubek, R. (2004, July). MDA: A formal approach to game design and game research. In Proceedings of the AAAI Workshop on Challenges in Game AI.

 

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives, handbook ii: affective domain. New York: David McKay Company.Inc. ISBN 0-679-30210-7, 0-582-32385-1.

 

Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.  

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