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Bring Clarity to your Canvas Course:
Course Navigation + Modules + Home Page

Part 3:  Home Page

 

Photo by Nathan Fertig on Unsplash

Hello, I am the Learning Management System Specialist in our K12 district and I provide support and instruction to our teachers and staff in the use of Canvas, promoting consistency, efficiency, and effectiveness.  Please visit the other two parts of the blog series:  Part 1: Course Navigation, and Part 2: Modules

 

As a K12 district we mostly have year-long courses.  A year’s worth of content can make for large courses with several modules and several items in each module. Clicking on Modules can mean scrolling and scrolling and scrolling to find the correct Module and content.  Some teachers move the current module to the top - this can be helpful, but then modules tend to get out of order, which can be confusing. To solve this, I recommend creating a Front Page with a clickable table-of-contents for your course, and setting it as the Home Page. This will help bring clarity to your course.

 

Here are my tips for having a useful and effective Home Page.

 

  • Reduce redundancy by not including links on your Home Page to items that already exist in your Global Navigation or Course Navigation. Items to *not* include on your Home Page are:  links to the Calendar, the Announcements Page, or the Quizzes or Assignments index pages. Use the valuable real estate on the Home Page to direct students to specific Modules/units, and resources they need daily.  (Add content such as pages, quizzes, and assignments to the corresponding Module. When Due Dates are added to assessments, students also can access them the Calendar, the To Do list. Other ways students can access assessments is via Grades and Syllabus.)
  • Use meaningful unit names. Instead of a link to “Unit 1” (what is Unit 1 about, anyways?), call it something like:  “1: Elements of Art.” By the time a student gets to a later unit, they won’t remember what was covered in Unit 1, so it’s important that links to the modules/units have meaningful names.
  • Avoid making students scroll on the Home Page. Avoid placing a lot of text, or using a large image at the top of your home page that will require students to scroll down to find the links to the Modules and other important links.  You may want to use a table, with two cells across, to organize your content. In the left cell can be a small welcoming image and a little text, and in the right cell have your unit links using text.   Be aware that if your Home Page is too long and students have to scroll down a lot, they lose visibility of the course navigation menu on the left.
  • Avoid multi-celled tables.  I’m not a fan of using multi-celled tables on the Home Page.  Why? For a few reasons: a) Tables can be finicky and sometimes require knowing HTML to format the way you need. b) Tables are not mobile friendly, and can display differently on mobile devices or different browsers.  c) Tables are not accessible and should be used for tabular data. (Personally, I need to spend some time learning how to use DIV tags, so if you have time, please do it. See Erin Keefe's Tweet for more info: https://twitter.com/mskeefe/status/1220063738730024961?s=20)
  • I know a lot of people are fans of beautiful, colorful buttons on the Home Page, but here are some reasons I recommend to avoid them:
    • Images may be meaningful to you, but perhaps not clear to students. If you do include an image, please include text of the name of the unit below it.
    • Screen readers may have difficulty understanding the “buttons” or other images, and this can make navigating the course more difficult for students.
    • You’ll need some image editing skills to resize images (you can use the RCE tools, too, but I recommend starting out with an image that is not ginormous).
    • Unless your course is all planned out, you’ll have to continue adding images for any new modules. Depending on the number of units or links with images, this can become visually overwhelming.
    • Home Pages with many images can become busy and cluttered.

 

Here is an image of a sample Home Page.  By the way, notice how clean and minimal her course menu is!

 

Course Home Page showing picture of teacher in left cell, and links to modules in right cell

In our district we are working on having more consistency across courses.  Some level of consistency across courses makes it so much easier for students. One way is for teachers to have a Home Page similar to the one above. This Home Page also allows teachers to do some customizing for their particular course needs.  And having a homepage with links to Modules helps direct students where they need to go.

Below is a letter I very recently sent out to our 160 faculty members after COVID-19 closed down our schools. Very little info had been directed to us from the administration except that we were to be doing OPTIONAL remote learning starting Wednesday March 18th and that under no circumstances could we teach new material or assign points of any kind. The concept of it being "optional" (in bold nonetheless) took the wind out of some our HS teachers sails. 

 

What I realized is that without being near each other the culture can really become (in)/affected and fast! I felt compelled to try and change the narrative and hopefully inspire some hope in a time of uncertainty and ambiguity. Here was how I responded as a fellow colleague/part time Tech Coach.

 

Good evening,

 

It has been an honor to be able to serve full time as an instructional coach with you over the past week as we try to figure out how to navigate these uncharted waters together. And going off of Mr. Napaver and Dr. Lloyd's lead, I think we all know that education must continue in some fashion; our kids deserve it and they thrive off of structure/normalcy.

 

So perhaps we can try our best to give them some sense of normalcy (however that looks in your class); that could mean reteaching your last unit through enrichment videos, starting from the beginning of the term and work your way to the present unit playing review games, or perhaps through an open ended project. It will be a good starting place until we all find a rhythm with remote learning and just how short term it will be. Whatever you choose to do with your classes, be upfront and transparent with your students...start a daily blog or announcement to let them know what your class plan is (even if it changes each day or each week) or have them help you create that plan together. But mainly stay in touch with them; some will need you more than others.

 

Remember as much as we know Bart Simpson won’t do the work...don’t forget about Lisa and Milhouse...heck, even Bart may surprise you every once in a while if given the right opportunity! Equity while having grace and flexibility needs to be our mantra.

 

Those of you planning on engaging in video chats with students please have some ground rules. 

  • Cameras for students should be off unless they are in a public place and dressed appropriately as if they were at school. 
    • I say use a system that allows you to lock cameras for participants and leave yours on if you wish to humanize the experience as much as possible.

Also have a backup plan/platform...with the high traffic and free accounts sometimes platforms can struggle. 

  • Set up a backup in Google ‘Meet’ or Zoom meeting or Conference tool in Canvas that way you can redirect quickly and salvage the session.

 

As always, I’m here so please use me to: brainstorm ideas, make sure something is “okay” or even just to help you with your vision for what the next two weeks can be for your students/classes given the constraints and ambiguities. 

 

You are enough. You are a content expert and may (not) be a tech expert and that's ok (neither are all our students).

 

 

Yours,

 

Jon

 

As far as the impact, we shall see, but I have already received amazing feedback from staff.

 

Here was my favorite response:

Thank you so much for all of your unfailing support and enthusiasm. You continue to remain positive, and focused on people over platform. Your passion for using technology to enhance and redesign instruction in a content-driven way has always been evident, but the way you've stepped up over the last few weeks has given everyone a sense of comfort and confidence. Please know how much it is appreciated.

 

The interesting part of that comment is that the person who wrote it is someone I really have not interacted with much before, which reminds me that our students feel the same way about us as teachers; we inspire them all at one point or another even if they don't show/say it.

 

Teaching and learning are a lot like baseball. We may not win 100% of the time, but when its our turn, we step in the box and do our best...over time we will have highs and lows, but it's the day to day hope that makes all of the above worth our time. I hope this offers you inspiration! Be present. Stay Well!

Bring Clarity to your Canvas Course:
Course Navigation + Modules + Home Page

Part 2:  Modules

 

Photo by Paweł Czerwiński on Unsplash

Hello, I am the Learning Management System Specialist in our K12 district and I provide support and instruction to our teachers and staff in the use of Canvas, promoting consistency, efficiency, and effectiveness.  Please visit Part 1 of this series, Course Navigation.

 

Erin Keefe explains modules in So, What’s a Module Anyway? and how modules are similar to  folders to organize or chunk information and activities; how students can navigate with the next/previous buttons; and how you can create personalized experiences using prerequisites and requirements or mastery paths. In the Canvas Community Discussion, Improving Course Navigation Experience for Students, Rachael Sweeten offers valuable suggestions, based on years of experience, of why and how to use Modules and improve the user experience. And Emily Craddock has a clear and concise blog, Mad About Modules, with an accompanying video.

 

Here are reasons why Modules are so great for setting up a clear organization and navigation of your Canvas course content:

 

  • Content Flow.  While one could design a course using Pages and linking to other Pages and other content, essentially the course becomes a website, and there is no “map” or “tree” to see the big picture of how the content flows. This may be fine for smaller courses -- like for a topic that’s completed in one day or one sitting, but that “big picture,” or roadmap, is critical for more extensive courses (multiple units or topics to be studied in a semester or full year).   With Modules, students access the first item, and then can continue to navigate through content with the Next button. Or they can go to the top of the Module, and select to enter any of the items in the Module. 

 

  • Content Organization.  You can direct students to one place to see all items for a particular Unit or Module -- content Pages, Quizzes, Assignments, Discussions, Files, External URLs, all can be added to a Module in a sequential order.  The Index pages for Pages and Quizzes can get loooooong, and can’t really be put in much of an order except alphabetical. The Index page for Assignments includes Quizzes and Discussions that are graded (and Pages in mastery paths).  The power of the Assignments page is in creating Assignments Groups, which can be weighted, that match your syllabus and set up your Gradebook As explained in Bring Clarity to your Canvas Course Part 1:  Course Navigation, you can hide the links to those Index Pages, and just leave Modules enabled.

 

  • Content Type and Status. When all the various content items are added in a Module, you can see very easily:
    • an Icon identifying the type of item in the module: a content Page is a paper with text icon; a Quiz is a rocket ship icon, an Assignment is a paper with a pencil icon, etc
    • The Status of certain items:  if the items are Published; if there is a Due Date, if there are Points, and, if there is a Requirement, what the requirement is (View, Submitted, Score at Least).  See the image below:

 

Canvas Module showing item icons and item status

 

  • You also can add items to your Module and leave them Unpublished either because 1) you’re still working on it and will Publish it when it’s ready; or 2) you want it there “for your eyes only” -- such as hidden notes for a TA or substitute, or notes for yourself on how to improve a lesson or activity for the next time.

 

Reminders / Tips:

  • Modules are used to organize and present content in an orderly way -- all the items you add to a Module actually live in their respective Index pages.  So, if you remove an item from a Module, this does NOT delete it from the course.  You’ll need to go to the particular Index page to actually Delete it from the course.
  • Only by using Modules will you be able to use the power of Requirements and Prerequisites, and Mastery Paths.

 

In a year long course, your list of Modules can get long, and your Modules themselves can get long with several content items.  Having a Home Page with links to the Modules will help students (and you, too!) to not have to endlessly scrooooooll through that long list. A Home Page with links to the Modules, allows students to click and and go directly to the Module they need. Some teachers like to move the current Module to the top, and while it’s easy to do that, it’s an extra step, and then the Modules can get out of order (should someone actually want to scroll through the modules). 

 

So how does one create a Home Page with links to the Modules?  That is coming soon...   

 

Coming soon:

Bring Clarity to your Canvas Course:

Course Navigation + Modules + Home Page

Part 3:  Home Page

Bring Clarity to your Canvas Course
Course Navigation + Modules + Home Page

Part 1:  Course Navigation

 

Photo by Luis Guerrero on Unsplash

Hello, I am the Learning Management System Specialist in our K12 district and I provide support and instruction to our teachers and staff in the use of Canvas, promoting consistency, efficiency, and effectiveness.

 

When I offer Canvas instruction, or when I evaluate a teacher’s Canvas course, the first things I look for are:

  1. Is the Course Navigation menu reduced to the least possible number of links?
  2. Is the course content organized using Modules? and
  3. Does the course have a Home Page with links to those Modules?

 The value of taking a few moments to do this goes a VERY long way.  These features are interrelated, as are most Canvas features, making  them more powerful when used in combination.

 

Often teachers are pressed for time, eager to dive into developing content and assignments/quizzes; managing the Course Navigation, organizing content in Modules, and creating a Home Page can seem unimportant, but these steps help to setup the course for easier and clearer navigation and other efficiencies -- both for the teacher and the students (and anyone else needing to look at the course). 

 

In the #canvascasters podcast episode, Magnifying MasteryPaths w/ Van & Ryne, at 22:55, Van Bardell and Ryne Jungling talk about the importance of consistency in course design across courses and starting by cleaning up the course navigation, and organizing content with Modules.

 

 So let’s get started with the why and how of cleaning up the Course Navigation...

 

Part 1:  Course Navigation

You’ve heard the saying, “Less is more.”  When talking about design, the cleaner, neater, less busy a course menu is, the easier and quicker it is to find what you need, which translates into less frustrations and more efficiency. 

 

Some people may argue, “Why not give students more ways to find the content?” The answer:  because it actually creates confusion, and takes longer for students to find.  Rachael Sweeten shared her real life experience as a student in a course with too many access points, including too many course menu items: 

I was a student in a course where, at the end of week 3, over 1/3 of the class hadn't found the actual course content in Modules but they thought they had. 1/3 of the class had clicked on Assignments and Quizzes…. ...and attempted them without even knowing there was anything else to see!  …..[students felt] angry and betrayed by the experience.”

 

You can help students know exactly where they need to go to find all the content.  Design your course so students navigate to one place instead of five or six places. Avoid sending students to:

  • the Assignments index page to search for their Unit 1 Assignments, 
  • the Quizzes index page to find their Unit 1 tests and quizzes,
  • Discussions to find the Unit 1 Discussion, 
  • and the index pages for Pages and Files to find content and files related to Unit 1.
  • Note that there is also no easy, clear, or consistent way to organize content on some of these index pages.

 

To help direct students to the content and so they don’t get confused and miss important information, clean up the course navigation menu and remove the links to the index pages for Assignments, Quizzes, Discussions, Pages, and Files -- these features, which are native to Canvas, can still be used when hidden from students in the Course Navigation, and they remain visible in the menu for the instructor to continue accessing.  Add all the Unit 1 items to the Unit 1 Module, so they are all together, in context. Make sure you do not hide Modules from the menu.  Once you Publish a Module, your Modules menu link becomes active for students.

 

What about all the other items in the menu?  Probably most can be hidden. The list below may help you decide what to hide from your course menu:

  • Chat, Conferences, Collaborations:  These are awesome tools, but unless you are actively and intentionally using them and providing students with guidance or direction for specific tasks, I recommend disabling/hiding these to help students stay focused on the course content (and not chatting, etc).  Enable these if and when you are actively using these tools.
  • People:   I recommend hiding People, especially if you’ve created Sections for differentiation, otherwise students can see who is in the differentiated sections.   However, if you plan to have students Self Sign-up into Groups, you do need to have People active in the course menu -- otherwise they can’t access the Groups tab to then access the Self Sign-up. (Student Guide: How do I join a Group as a Student?)  If you add students to groups yourself, you can hide People, and students can access their Groups from the Global Navigation.
  • Syllabus:  Syllabus can be overwhelming since it lists in chronological order Every. Single. Assessment. (Published or Unpublished). In. The. Entire. Course.  This makes sense for Higher Ed, but maybe not so much for K12 (especially year long courses) - I suppose it depends on your class and your students.  A K12 teacher might want to include a link to their syllabus from the Home Page, or create an “About this Course” module, and add a File or a Page with their syllabus.  But yay! COMING VERY SOON - on 3/21/2020: Option to Exclude Assignments from Syllabus - which will make using Syllabus much more attractive and usable. 
  • Attendance:  Do you take attendance in another system? If so, remove Attendance from your menu.  If you give a Grade for Attendance (our district does not), then this could be helpful. You might like Attendance for other things (clubs or other extra-curricular activities, maybe?).
  • Outcomes: Unless your district has loaded Outcomes, or you are adding your own, this too can be removed.  If you are using Outcomes, it may be sufficient for students to see the Outcomes and their progress in Grades under the Learning Mastery Gradebook.
  • Hide/disable any Integrations or External Tools your district has added that you don’t use for your particular course (such as Textbooks, programs, etc).  And if you don’t know what it is, it’s likely you don’t need it for your course.

 

Time to clean up your course menu!

So, how do you hide/disable those items from your course menu?   Enter your Course => click on Settings => click the Navigation tab.  You’ll see a list of features/tools.  There is a top half and a bottom half.  Of the items in the top half, notice that the Top of the top half are tools native to Canvas, and the bottom of the Top half are Integrations.  Keep at the top the tools you want to be visible/enabled; drag and drop items below the line to the lower half to hide/disable. Last step: SAVE!!   Then go to Student View to see how much clearer it is for students to navigate your course!

Instructor Guide: How do I manage Course Navigation links?

 

 

Next let's look at how you can...

...Bring Clarity to your Canvas Course: Course Navigation + Modules + Home Page

Part 2:  Modules

Part 3:  Home Page

EEEK! I’m not an online teacher but I’ve been told the possibility of virtual teaching could be a reality due to the possible spreading of COVID-19.

You may be more prepared than you think you are! It’s safe to say that some of your lessons will need to be adapted for at home learning but you probably have access to tools that can help with this already! Tools to help you think through this possibility:

Learning Management System. Our school has access to Google Classroom for our lower school teachers and Canvas LMS for our upper school teachers. The ability to add content and share it with others is something that many of our teachers are doing on a regular basis anyway. The ability to have students share their learning back through various assignment options opens the door to many possibilities. For teachers of younger children, use SeeSaw Learning Journal to have students turn in work to you as a teacher- whether it be a video, a photo of something, or a worksheet that they can upload.

Google Suites for Education. Cloud-based computer application software allows for realtime collaboration without needing to physically be together. Students can open a Google Doc, Google slide, Sheet, and Email, to communicate and collaborate with you teachers and fellow students in synchronous and asynchronous options.

Video Uploads to Share Learning. Have students record their learning and upload it to you in video format (or try something like Flipgrid). For instance, a math teacher can assign a Khan Academy video to their students to watch to learn a new concept and then have them do a problem that shows they understand what they learned! Options like Screencastify, Quicktime, or just using the camera option on a device allows students to video learning and share it with the teacher.

Video Conferencing. Teachers can lead courses via options like Google Hangouts, Zoom, or FaceTime. These videos can also be synchronous or asynchronous in nature. Have students log in during 3rd block and teach as you normally would or ramp up the possibilities by having students video conference with subject matter experts, authors, or teachers from around the world for a day of learning outside the box.

Digital Discussion Boards. Discussion boards can happen inside your LMS- both Canvas and Google Classroom have options to keep the classroom discussions going. What a great way to talk about digital presence and expectations for appropriate use when it is happening inside a closed digital discussion board.

Consider assigning options that can’t be done easily at school! Have students cook things in the kitchen as a design thinking process. Have students interview family members for their views on a subject being studied and critically consider their view against that of their family members. Create a project based learning opportunity that students can do at home to share learning. Learning can happen anywhere, not just in the classroom. Send students to code.org and have them learn how to code- attach it to the learning in your classroom. Work with the teachers in other departments and create a learning activity that you both can add feedback on. Send students to Brainpop, have them practice math facts with their home Alexa device, or visit an art museum around the world virtually. What are the websites or apps that you have students visit? Give them more opportunities to work with those.

Will the learning look like it does normally? No. You will have to push outside your bubble of comfortability to come up with ideas to turn your class into an online option but with a bit of creativity and planning it can happen!

Here are some other posts I’ve made in the past that might aid teachers in thinking about digitizing their courses:

Differentiating in Canvas:https://medium.com/voiceedu/differentiation-of-instruction-in-todays-connected-classrooms-33068c575bb8

Discussion boards: https://medium.com/voiceedu/online-discussion-boards-for-learning-d785e7cc7888

Benefits of Digital Testing: https://medium.com/voiceedu/data-benefits-of-digital-testing-7b578da9bb8c

Free Apps that Integrate with Canvas: https://medium.com/voiceedu/free-apps-that-integrate-with-canvas-lms-ab068fc4d9ad

Rethinking Teaching with Available Canvas Tools: https://medium.com/voiceedu/rethinking-teaching-with-available-canvas-tools-6afc84e0d5d6

The Value of Relevant Teaching: https://medium.com/voiceedu/the-value-of-relevant-learning-41194c93b82

Teacher Tips for Canvas: https://medium.com/voiceedu/teacher-tips-for-canvas-361a9ad693aa

Digital Testing Safeguards: https://medium.com/voiceedu/digital-testing-safeguards-ee39e0d10a39

Digital Course Design in a Nutshell: https://medium.com/voiceedu/digital-course-design-in-a-nutshell-eye-on-the-prize-8fb38d071fd6

One of the first things I do when I want to learn anything about a specific platform, problem, or concept is to Google the idea and then look for discussion boards to read on the topic. I do this because I have learned that those resources often bring the specific understanding I’m looking for. Most adults see discussion boards as a tool for aid even if they don’t add anything to the posts or not. Whenever I become aware of technology that adds value to the lives of others, whether it be efficiencies or resources, I feel it is something our school should be equipping our students with for their futures.

I literally imagine our students with a giant tool belt on at graduation day and I yearly look at the tech tools I feel we have equipped them with for their future. I start going through the things in my head:

  • Keyboarding skills- check
  • Resources for self-directed learning- check
  • Understanding of a learning management system — check
  • Knowing how to choose the right tool for the task at hand — check
  • Communicating responsibly with technology — check
  • Curating information and discerning what is good from the internet — check
  • Knowing how to leverage technology for a global perspective — check

Some years I wonder if I am pie in the sky in regards of the hopes I have for our students understanding of technology. Am I expecting too much understanding? I remember when both my daughters graduated from high school I would ask them if they felt prepared for technology use at their colleges. Their honest answers helped me to form an informal assessment of how we were doing to prepare our students forward.

Cue discussion boards! The value of using discussion boards in the classroom is three-fold:

A. Discussion boards allow students to start looking at this mode of communication from a perspective that learning can happen there. A value they may not even recognize at this point in their lives.

B. Discussion boards allow for asynchronous communication and asynchronous communication leads to extending conversations outside the ability to meet face to face.

C. Discussion boards give the quiet student a voice. Introverts often struggle with speaking up in classroom discussions and often have perspectives that are never shared. Creating a “safe place” for discussions to happen often empowers these students to speak out in class discussions.

The LMS Canvas allows teachers to use discussion boards between 2 or more people. These boards can be used between groups of students or as whole class instruction. Teachers can create discussions for a grade or just as a forum for ideas and information to be shared.

The settings within Canvas discussions can be used to allow teachers to check for understanding of a concept. Discussion boards are a tool that can support critical thinking of an idea. They enforce the 21st Century Skill of communication. They become a way to speak into digital citizenship because of the expectations of responsible use in terms of online dialogue.

To make sure students are really sharing their own ideas, teachers can turn on the option of “Users must post before seeing replies.” Some students have been known to try to work the system there and submit a blank response that they delete and this allows them to read the responses of others before answering. What they may not realize is that teachers have the ability to check for this by clicking on the eye under the question to check for deleted responses.

Giving students the opportunity to respond to each other’s comments in a respectful manner by allowing threaded discussions can lead to a rabbit trail of dialogue that extends way beyond the traditional class period. The use of digital discussion boards also supports the concept of teaching students to become digital stewards of their online footprint in a walled safe environment.

Not every lesson plan lends itself to an online discussion but looking for opportunities to use this tool allows teachers to show relevance to an impactful tool in and out of the classroom space.

As I begin my new roll as a Canvas Admin for my district I am constantly meeting with teachers to help them begin or continue their journey with Canvas.  There are many times I work with the teachers on items such as the steps of Creating a Google Cloud Assignment or Cross-listing their classes together or creating an online assignment and even though they do fine with the steps when I am there to with them, they sometimes ask me if I have a document with the steps for them.  Most of the time I point them in the direction of the Canvas Help guides but over the past few months I have started creating One-Page Documents for the teachers so they have the directions in an easy format with step by step directions.  I hope you find these directions helpful.  All of these documents have been created in google drawings so feel free to make a copy and customize as you like.

 

Adding a Rubric to a Google Cloud Assignment

Adding Questions to a Canvas Quiz

Adding and Responding to Video Announcements

Creating a Google Cloud Assignment

Creating an Online Submission Assignment

Introduction to the Canvas Dashboard

Introduction to Canvas Quizzes

Canvas Quiz Setup

Getting Started with Canvas

Parents Observing Multiple Students

Options for Posting Canvas Assignments for Students

Importing Course Content from Another Course/Commons

Cross-Listing Courses

 

Click Here to access the entire folder of documents

I have seen so many amazing Days of Canvas offerings in the community and social media! You know what they say about great minds! ( AARON LUNSFORD - 12 Days of Canvas Adam Kuntz with all the goodness on twitter of #HollyJollyCanvas)

 

Here is my version of the 12 Days of Canvas to add to the collection. It is a public course now and once I get all those days complete I'll add it to commons for remixing! 

 

Please share your creative Canvas training ideas, I'm always trying to find creative ways to engage our instructors with new things to spice up their Canvas usage. I need one for March Madness...we are in Indiana after all! 

Aaron Lunsford

Twelve Days of CANVAS

Posted by Aaron Lunsford Champion Dec 12, 2019

As a new Canvas admin I am looking for ways to engage my teachers to help them learn the features of Canvas.  Because of this I created the Twelve Days of Canvas.  This Module has a different activity for the 12 days leading up to Winter break.  I have uploaded this to the commons and you are welcome to download and use, modify as you see fit.  I would love to be able to get feedback on any new activities I might be able to include for the teachers as I roll this out next year.  Below is a link to the module in Canvas.  

 

Twelve Days of CANVAS 

 

Hope you find it useful.

Isobel Williams

"I" questions

Posted by Isobel Williams Nov 12, 2019

I was working with a teacher recently in a 7-10 school. He said he had changed the way he wrote in Canvas for the students and he felt this had had a big impact on the way the students interacted with the content.  He had framed the content around "I" questions.

  • What am I leaning?
  • What am I doing?
  • How will I show my understanding?
  • What will I do next?
  • What can I link my learning to?
  • What do I need to know?

I think this way of presenting content to students has the potential to increase engagement through enabling them to understand what they are meant to be doing on a particular page (Learning intentions)  and letting them know what is needed for success. 

I have put together a unit of work and I found writing the content in "I" statements changed the focus of my writing from a general whole class style to a much more personal style - where I was using the voice of the individual student.  It made me think much more about what I was writing! 

"What am I doing?

I am watching this video and I am writing 5 main points about biodiversity"

 

instead of

 

Students will watch this video

Students will write 5 main points and answer the questions here

(This is what I see teachers new to Canvas writing)

 

What do others think about this approach?  Is it a good idea?  Will students be more engaged? Does it talk down to students?  

Thanks

  
   

Data Driven Decision Making

   

Some days I’m for it, some days I’m not. What I do know is that I am not for banking the decision of labeling a teacher good vs bad based on one assessment platform. High stakes testing leads to high level stress for everyone.

  
  
   

But we live in a world where data collection is becoming more and more sophisticated. As an educator intrigued by artificial intelligence, I geeked out this week when asked if I would be willing to take part in a project my doctor was doing to have AI look for cancer when doing a colonoscopy. Yes, I want to be a part. No, I never want a machine being the only one deciding if my polyps are actually cancer but I love the ideas of a second set of “eyes.”

   

Today, due to technologies, we have the opportunity to assess and get immediate feedback in a faster way than ever before. We also have a better understanding of how individuals learn. This allows us to create new assessments to meet the needs of more students. This supports community vision by creating measurable goals. It allows the right players to be on the field to support student success. Today’s ability to access more quickly and formatively helps teachers become better teachers and students to understand what they don’t know- relevant information for everyone.

   

How are you using today’s technologies to:

   
        
  • Give more feedback
  •     
  • Allow students to have clear goals
  •     
  • Pay attention to individual needs
  •     
  • Review data to make decisions
  •    
   

While studying for the CoSN CETL exam, I’ve really found myself digging deeper into what we do with the data we collect, as well as asking myself if we are truly collecting the right data. I find myself questioning everything I’ve always thought. This statement that I found in my CoSN study course keeps haunting me and begging me to be dealt with: “[the] path to learning doesn’t have to be static or linear. One of the critical success factors identified for effectively using data at the classroom level was the importance of having teachers collaborate to review data and make decisions.”

  
  
   

What do I do with that thought? What platforms are we using that allow good data to be mined and are we using them to our students’ advantage? Teachers have spent hours and hours grading but what if we flipped that to be spent on short assessments that allowed teachers to focus on the data to adjust instruction that leads to mastery? What if teachers looked deeper at their assessments inside Canvas LMS (quiz analytics) and really poured wisdom and discernment over the “Student Analysis” and “Item Analysis” sections. What might that mean for our sense of purpose and for our students sense of success?

  
  
   
    

The Benefits of Automated Grading-

    

Using digital testing gives teachers the opportunity to quickly perform pre-assessments that can guide teachers forward in curriculum.

    
         
  • Using digital testing gives teachers time. Teachers often spend hours in a week grading papers, projects, homework, and tests. Digital testing frees up some of that time for them to be able to spend in planning.
  •      
  • Using digital testing allows for an increase in feedback for both the teacher and the student. Exit tickets give teachers immediate feedback on how the lesson was received and understood for the next day (or even the next period). Automated grading gives the teacher the opportunity for students to have a better sense of their knowledge along the way. I would even go as far to say that there are definite times assessments should not be in the grade book. Use this option as a tool to help students learn what they need to learn. In many digital platforms like below in the LMS Canvas when setting up quizzes you can actually give students multiple attempts so that it is not only an assessment tool for the teacher but it allows the student the opportunity to master the concept by going back and practicing/studying and taking the assessment again.
  •     
    
         
  • Are you assessing in order to have grades in a grade book or are you assessing to know what your students know to get them to the ultimate goal of mastery of your curriculum concepts?
  •      
  • If you aligned the questions you entered into a quiz with an outcome (i.e.- standard, essential understanding) and you then knew what individual concept your students were not understanding, would you use that information for each student?
  •      
  • What if data helped you drive your day to day instructional strategies? Would that immediate feedback be useful to you? Could you adapt your standard mode of operation to include rethinking the next day’s curriculum instead of grading papers for 1–2 hours every day?
  •     
    

The HOW of Data Mining inside of Canvas

    

Much of the feedback I hear from teachers that don’t want to use digital assessments is because of fear that students would have access to assessments because the answers are “out there.” Breaches are possible, we hear about them daily but I firmly believe the benefits you can have as a teacher due to digital assessments far outweighs the potential detriments of having to make a new test. I also believe wholeheartedly that Canvas offers many ways to make a test more secure.

    

Create Question Banks- When creating assessment questions inside of Canvas, you have the ability to create question banks to group concepts.

    
         
  • Open Quizzes
  •      
  • Click 3 vertical dots at top right and choose “Manage Question Banks”
  •      
  • Click on “Add Question Bank”
  •      
  • Once you add the question bank you hit enter and can now go in and edit it to add questions.
  •     
    

When adding question banks, think about what categories you want to create for the test at hand. Think about the outcomes you want your students to master within the test. Now create some banks that will allow you to test your students using different questions regarding those same outcomes. For instance, if I am teaching students the concept of the differences between vertebrates and invertebrates I could have a question bank with the label “vertebrate/invertebrate” and add multiple choice questions inside that would ask which animal is vertebrate.

    

Why do this? I can then add a question in the quiz that would chose one question from that bank but different students would have a high probability of receiving a different question than their neighbor. The more questions you add to the question banks, the more likely the tests will be different for each student. Did I mention you can upload question banks to Canvas as well?

   
  
  
  
   
    

Alignment of Quiz Questions to Outcomes/Standards- Create Outcomes that align to your course mapping.

    

Now that you have created question groups, you have the chance to take the feedback to the next level. Attach the questions to outcomes associated to your course https://community.canvaslms.com/docs/DOC-15059-4152794717. You could also associate the outcomes as you add the questions in one fluid step of creation. Outcomes can be found in the navigation toolbar within a course (you will need to create these as well). Any teacher worth their salt can grade a stack of tests and see patterns of lack of comprehension, it’s part of being a teacher. But with digital testing you have the ability to look at that data in a whole new way. To drive instruction forward for your entire class, select groups, or individuals. Not only that, what if you could see the mastery from year to year? What if last year’s math teacher could tell you the fundamental struggles the students you are about to teach have?

    

Why do this? Data is a four letter word but it doesn’t have to be a bad word. We as educators tend to think of data as something being done to us, but by creating outcomes that match our course mapping, we can see how well students are understanding individual concepts as detailed or big-picture as we want to know. The benefit of attaching outcomes to quiz questions is two-fold:

    
         
  1. It allows you to see the details of what concepts your students are grasping. It allows you to see more detailed information for each student beyond the quiz analytics currently available. It allows you to adjust and fill in gaps for students.
  2.      
  3. It helps you, as an educator, to intentionally think about your assessments in terms of the learning outcomes associated with your course. This can aid a teacher in creating assessment questions that are meaningful for feedback.
  4.     
   
  
  
  
   
    

If these concepts seem interesting to you. Check out how your can use Mastery Paths inside of the LMS Canvas to differentiate the learning pathway based on student need.

   
  
  
   
    
     
      
       

       
       
            
      
      
       
        
         
          
           
            
           
          
         
        
       
      
      
       
        
              
       
      
     
    
   
  
  
   
    
     
     
     
            
    
   
  

I wanted to type out a quick little blurb on our K-12 experience with the new Google Assignments integration and how we are using simultaneously with the older Google LTI integration. The older integration is the one that adds the "Google Docs Cloud Assignment" option for an External Tool submission. We have had numerous issues with that one. Our biggest issue was students who are unable to authenticate their Google accounts with Canvas. We were having to delete authentication tokens and clear cache and other troubleshooting steps. This occurred frequently with the teachers that were trying to use it daily.

We are trying out the Google Assignments integration and (so far) it is working a lot better. I won't go into the details of how it works because someone already did that. Also there is a great webinar that shows off the features. I just wanted to type this up for anyone who wants a way to have both of the integrations without confusing your users too much.

 

 

Modifying the Google Assignments XML

I had a problem with installing the new LTI because I did not want to delete the older integration in case someone was using it with no issues. So instead, I slightly modified the XML that google provided here and added the word "Beta" next to to all of the links to the newer integration so people wouldn't get them confused. Here is a screenshot of what they look like together with my modifications:

 

 

External Tool AssignmentAdd to ModuleRCE Links
add External Tool to moduleRCE External Tool picker

 

If you would like to do the same thing, you can use my edited version of the XML below. I only changed the English translation. When you add the app to your account, use the "Paste XML" configuration type and paste this information into the XML Configuration box:

<cartridge_basiclti_link xmlns="http://www.imsglobal.org/xsd/imslticc_v1p0" xmlns:blti="http://www.imsglobal.org/xsd/imsbasiclti_v1p0" xmlns:lticm="http://www.imsglobal.org/xsd/imslticm_v1p0" xmlns:lticp="http://www.imsglobal.org/xsd/imslticp_v1p0" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.imsglobal.org/xsd/imslticc_v1p0 http://www.imsglobal.org/xsd/lti/ltiv1p0/imslticc_v1p0.xsd http://www.imsglobal.org/xsd/imsbasiclti_v1p0 http://www.imsglobal.org/xsd/lti/ltiv1p0/imsbasiclti_v1p0.xsd http://www.imsglobal.org/xsd/imslticm_v1p0 http://www.imsglobal.org/xsd/lti/ltiv1p0/imslticm_v1p0.xsd http://www.imsglobal.org/xsd/imslticp_v1p0 http://www.imsglobal.org/xsd/lti/ltiv1p0/imslticp_v1p0.xsd">
<blti:title>Google Assignments (Beta)</blti:title>
<blti:description>
This is the New Google Assignments integration for testing purposes only.
</blti:description>
<blti:extensions platform="canvas.instructure.com">
<lticm:options name="editor_button">
<lticm:property name="message_type"> ContentItemSelectionRequest</lticm:property>
<lticm:property name="url">https://assignments.google.com/lti/e</lticm:property>
<lticm:property name="icon_url">
https://www.gstatic.com/images/branding/product/1x/drive_16dp.png
</lticm:property>
<lticm:property name="text">Google Drive (Beta)</lticm:property>
<lticm:options name="labels">
<lticm:property name="bg">Google Диск</lticm:property>
<lticm:property name="ca">Google Drive</lticm:property>
<lticm:property name="cs">Disk Google</lticm:property>
<lticm:property name="da">Google Drev</lticm:property>
<lticm:property name="es">Google Drive</lticm:property>
<lticm:property name="fr">Google Drive</lticm:property>
<lticm:property name="hi">Google डिस्क</lticm:property>
<lticm:property name="hr">Google disk</lticm:property>
<lticm:property name="ja">Google ドライブ</lticm:property>
<lticm:property name="ko">Google 드라이브</lticm:property>
<lticm:property name="lt">„Google“ diskas</lticm:property>
<lticm:property name="lv">Google disks</lticm:property>
<lticm:property name="no">Google Disk</lticm:property>
<lticm:property name="pl">Dysk Google</lticm:property>
<lticm:property name="ru">Google Диск</lticm:property>
<lticm:property name="sk">Disk Google</lticm:property>
<lticm:property name="sr">Google диск</lticm:property>
<lticm:property name="th">Google ไดรฟ์</lticm:property>
<lticm:property name="uk">Google Диск</lticm:property>
<lticm:property name="zh-CN">Google 云端硬盘</lticm:property>
<lticm:property name="zh-TW">Google 雲端硬碟</lticm:property>
</lticm:options>
<lticm:property name="selection_width">690</lticm:property>
<lticm:property name="selection_height">530</lticm:property>
<lticm:property name="enabled">true</lticm:property>
</lticm:options>
<lticm:options name="link_selection">
<lticm:property name="message_type"> ContentItemSelectionRequest</lticm:property>
<lticm:property name="url">https://assignments.google.com/lti/e</lticm:property>
<lticm:property name="icon_url">
https://www.gstatic.com/images/branding/product/1x/drive_16dp.png
</lticm:property>
<lticm:property name="text">Google Drive (Beta)</lticm:property>
<lticm:options name="labels">
<lticm:property name="bg">Google Диск</lticm:property>
<lticm:property name="ca">Google Drive</lticm:property>
<lticm:property name="cs">Disk Google</lticm:property>
<lticm:property name="da">Google Drev</lticm:property>
<lticm:property name="es">Google Drive</lticm:property>
<lticm:property name="fr">Google Drive</lticm:property>
<lticm:property name="hi">Google डिस्क</lticm:property>
<lticm:property name="hr">Google disk</lticm:property>
<lticm:property name="ja">Google ドライブ</lticm:property>
<lticm:property name="ko">Google 드라이브</lticm:property>
<lticm:property name="lt">„Google“ diskas</lticm:property>
<lticm:property name="lv">Google disks</lticm:property>
<lticm:property name="no">Google Disk</lticm:property>
<lticm:property name="pl">Dysk Google</lticm:property>
<lticm:property name="ru">Google Диск</lticm:property>
<lticm:property name="sk">Disk Google</lticm:property>
<lticm:property name="sr">Google диск</lticm:property>
<lticm:property name="th">Google ไดรฟ์</lticm:property>
<lticm:property name="uk">Google Диск</lticm:property>
<lticm:property name="zh-CN">Google 云端硬盘</lticm:property>
<lticm:property name="zh-TW">Google 雲端硬碟</lticm:property>
</lticm:options>
<lticm:property name="selection_width">690</lticm:property>
<lticm:property name="selection_height">530</lticm:property>
<lticm:property name="enabled">true</lticm:property>
</lticm:options>
<lticm:options name="homework_submission">
<lticm:property name="message_type"> ContentItemSelectionRequest</lticm:property>
<lticm:property name="url">https://assignments.google.com/lti/e</lticm:property>
<lticm:property name="icon_url">
https://www.gstatic.com/images/branding/product/1x/drive_16dp.png
</lticm:property>
<lticm:property name="text">Google Drive (Beta)</lticm:property>
<lticm:options name="labels">
<lticm:property name="bg">Google Диск</lticm:property>
<lticm:property name="ca">Google Drive</lticm:property>
<lticm:property name="cs">Disk Google</lticm:property>
<lticm:property name="da">Google Drev</lticm:property>
<lticm:property name="es">Google Drive</lticm:property>
<lticm:property name="fr">Google Drive</lticm:property>
<lticm:property name="hi">Google डिस्क</lticm:property>
<lticm:property name="hr">Google disk</lticm:property>
<lticm:property name="ja">Google ドライブ</lticm:property>
<lticm:property name="ko">Google 드라이브</lticm:property>
<lticm:property name="lt">„Google“ diskas</lticm:property>
<lticm:property name="lv">Google disks</lticm:property>
<lticm:property name="no">Google Disk</lticm:property>
<lticm:property name="pl">Dysk Google</lticm:property>
<lticm:property name="ru">Google Диск</lticm:property>
<lticm:property name="sk">Disk Google</lticm:property>
<lticm:property name="sr">Google диск</lticm:property>
<lticm:property name="th">Google ไดรฟ์</lticm:property>
<lticm:property name="uk">Google Диск</lticm:property>
<lticm:property name="zh-CN">Google 云端硬盘</lticm:property>
<lticm:property name="zh-TW">Google 雲端硬碟</lticm:property>
</lticm:options>
<lticm:property name="selection_width">820</lticm:property>
<lticm:property name="selection_height">450</lticm:property>
<lticm:property name="enabled">true</lticm:property>
</lticm:options>
<lticm:options name="assignment_selection">
<lticm:property name="message_type"> ContentItemSelectionRequest</lticm:property>
<lticm:property name="url">https://assignments.google.com/lti/a</lticm:property>
<lticm:property name="icon_url">
https://www.gstatic.com/prof/logo_assignments_16dp.png
</lticm:property>
<lticm:property name="text">Google Assignments (Beta)</lticm:property>
<lticm:options name="labels">
<lticm:property name="bg">Google Задачи</lticm:property>
<lticm:property name="ca">Tasques de Google</lticm:property>
<lticm:property name="cs">Úkoly Google</lticm:property>
<lticm:property name="da">Google Opgaver</lticm:property>
<lticm:property name="el">Εργασίες Google</lticm:property>
<lticm:property name="es">Tareas de Google</lticm:property>
<lticm:property name="eu">Google Lanak</lticm:property>
<lticm:property name="fr">Devoirs Google</lticm:property>
<lticm:property name="hr">Google zadaci</lticm:property>
<lticm:property name="it">Google Compiti</lticm:property>
<lticm:property name="ja">Google アサインメント</lticm:property>
<lticm:property name="ko">Google 과제</lticm:property>
<lticm:property name="lt">„Google“ užduotys</lticm:property>
<lticm:property name="lv">Google uzdevumi</lticm:property>
<lticm:property name="ms">Tugasan Google</lticm:property>
<lticm:property name="nl">Google Opdrachten</lticm:property>
<lticm:property name="no">Google Oppgaver</lticm:property>
<lticm:property name="pl">Projekty Google</lticm:property>
<lticm:property name="pt-BR">Google Atividades</lticm:property>
<lticm:property name="pt-PT">Tarefas do Google</lticm:property>
<lticm:property name="ru">Google Задания</lticm:property>
<lticm:property name="sk">Zadania Google</lticm:property>
<lticm:property name="sl">Google Naloge</lticm:property>
<lticm:property name="sr">Google задаци</lticm:property>
<lticm:property name="sv">Google Uppgifter</lticm:property>
<lticm:property name="vi">Google Bài tập</lticm:property>
<lticm:property name="zh-CN">Google 作业</lticm:property>
</lticm:options>
<lticm:property name="selection_width">690</lticm:property>
<lticm:property name="selection_height">530</lticm:property>
<lticm:property name="enabled">true</lticm:property>
</lticm:options>
<lticm:property name="domain">google.com</lticm:property>
<lticm:property name="privacy_level">public</lticm:property>
</blti:extensions>
<blti:secure_launch_url>https://assignments.google.com/lti/e</blti:secure_launch_url>
<blti:secure_icon>
https://www.gstatic.com/images/branding/product/1x/drive_16dp.png
</blti:secure_icon>
</cartridge_basiclti_link>

The changes from the XML provided by Google are on lines 2,4,13, 47, 81, and 115. I hope that helps someone!

Thinking about ways we can use Canvas in teaching Science I came up with a few ideas including:

  • Using Simulations - finding online simulations to duplicate or try out dangerous or expensive experiments that are difficult to do in class.  these an be embedded directly into a Canvas page.  
  • Organising Inquiry projects - use the group spaces in Canvas to have students collaborate and store their files, documents, images etc  in a place they can all access anytime anyplace.
  • Science Journal -  set up individual discussion spaces (either use groups or assign to one student) for students to keep a reflective journal on their learning. Let students add files, record themselves or their experiments and use it for ongoing feedback.
  • Use videos - include video from the wealth of resources available online.  Have students record their own video to share. Record your own video and flip the classroom.
  • Investigate real time data - Look for real time data feeds for weather, energy use, population, traffic, disasters earthquakes etc. Embed the data in a Canvas page and students can look at the data as it happens and follow trends, look for patterns and make predictions.
  • Become citizen scientists - Students can participate in real science data analysis in many subject areas. Embed the website in Canvas and  be part of a real study.  Most areas of science have current projects.  Search for "citizen science" to find something that will fir with your current topic.
  • Communicate with real scientists - use communication tools to ask real scientists questions.  Many organisations including museums have a "ask a scientist" where real questions can be posed and answered.
  • Station rotation - If you lack devices for everyone in the class organise some different activities and have students rotate through.  Set up stations with different activities or experiments, paired or small group work, technology based activity, and dedicated teacher instruction.
  • Use playlists - let students choose from a list of activities, set up a Canvas page with lists of readings, interactive games, videos, projects, inquiries.Let students decide what to do by setting parameters for example -  watch 3 out of 5 videos, read 1 out of 4 articles,  do 2 out of 3 simulations and choose the final assessment from 3 alternatives. 

 

Can anyone add to these ideas?

One of the biggest challenges I faced as a teacher in an AP social studies course was managing writing.  We need our students to write because it is a majority of the end-of-the-year summative exam offered by College Board, but the time required for the teacher (instruction, grading, providing useful feedback, etc) can be exhausting.

 

I taught four sections of 30+ students in each course (I know, right).  I had PILES of paper.  I was also a huge Canvas user (ask me on a later post about how much time Canvas saved me by helping me manage submissions, activities, post objectives, what-have-you), but because AP has students hand write on the exam, I had my students hand write.  Thus, PILES of paper. 

 

As an instructor, I had to find ways around using rubrics (printed and stapled... more time), providing feedback (quick writing on the margins... that students rarely read), and helping students track their progress (many students would lose returned essays within minutes of their return).  Lets not even talk about my ability to get papers passed back quickly or track student progress!

 

So I got creative with Canvas.  Here is how I solved the problem of the piles of paper and providing meaningful feedback for my students.  I include them both in this blog post because they are interconnected!

 

Problem 1: Student submissions and grading... Paper v Canvas

Solution 1:  BOTH.

  1. Assign AP writing assignments 
  2. Students use the Canvas Student App... which means they can scan their handwritten assignments into a PDF creation app (I prefer Adobe Scan, but there are MANY for all different platforms).  I prefer the PDF version because it can create one solid document instead of multiple .jpg uploads through which I have to navigate on SpeedGrader.
  3. Once they have the PDF, they can submit it straight from their cellular devices and you now have their work (and a paper trail), and they KEEP the originals.  Or they lose them, as the case may be... but you HAVE SUBMISSIONS.
  4. Picture this... especially if you have a laptop or tablet (and a stylus is even better):  The only thing you need to grade is a device!  All of your students' work is neatly organized in a Canvas assignment that you grade using all of the cool feedback features on SpeedGrader!  Your students get faster feedback and you do not need to take up class time to hand back papers.

 

Problem 2:  Effective Tracking of Student Progress.

  1. Rubrics will be your life saver, especially if you want to give your students feedback based on the AP writing rubric that we use at the annual grading event (Nerd Fest!).  Consider building a Rubric based on the AP Writing Rubric:
  2. Let me suggest one step up on that!  Hopefully, you are familiar with Canvas' use of Outcomes (usually State Standards), but you might be less familiar with the fact that YOU can create your own Outcomes and use the Mastery Gradebook to track your OWN outcomes!  (Before you build your own, use my work and go from there (yes, that is a link to my Outcomes... just Upload them to your Course!)
    1. Create Outcomes for each section of the AP Rubric:       
    2. For student reference, use the explanations provided by College Board.
    3. I prefer setting Mastery at "Meets Expectations," or what I feel would be enough to earn the student the point at the official AP reading.  You can customize Mastery and point value depending on how you want to use the Outcomes for feedback and/or grading.
    4. I also prefer setting the Calculation at a Decaying Average to get a longer picture of the student's progress, not just the most recent or an average.  Students may struggle for months but we want to recognize the ultimate goal!
    5. Build a Rubric with Outcomes and other elements you may use to assess your students. Note:  If you create outcomes for elements of AP writing, you can add them to your rubric and NOT have them count in your student grade.  You can Find an Outcome as you build the rubric and deselect "Use this Criterion for Scoring."  Then add your own expectations to have a rubric that tracks the AP standards AND grades according to your standards.  YOU KNOW YOUR STUDENTS best.
    6. Assign writing assignments, attach the Rubric, and grade a few. 
    7. Once you have a few graded, go check out your Mastery Gradebook (accessible in New Gradebook) and see how your students are doing (none of the students in the image provided below are real).
    8. See where your class is struggling collectively, or how your students are doing individually.  If your class is doing well on Thesis statements, then you know that you can spend less time providing direct instruction on Thesis statements and move on to helping students in the areas that they truly need! 

 

Using Outcomes and the associated data can also help you target study sessions, help sessions, instructional priorities, and group work (groups created by instructor) to the needs of your students.  Obviously, the AP writing Outcomes will not be added automatically, but taking the time to enter this information changed the way I approached my own instruction and made me better!

 

Before you build your own, use my work and go from there (yes, that is a link to my Outcomes... just Upload them to your Course!

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