Mastering Modules: A Guide to Organizing Your Content in Canvas

LoraMiller
Instructure
Instructure
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3351

What Are Modules?

 

Authors: @DonLourcey (Dedicated Instructional Designer), @LoraMiller (Dedicated Instructional Designer), @SamOHanlon (Dedicated Instructional Designer)

If we had to choose one Canvas feature we could not do without, it would be Modules. Using modules to organize content creates consistent flow and layout, so you (and your learners!) can focus on the content itself. Teachers can add any of the following to Modules: Pages, Discussions, Quizzes, Assignments, Text Headers, Files, External URLs, and External Tools. Another cool feature of Modules is that teachers can monitor the progress of learners through each module–what’s in progress and what’s been completed.

Coming soon…

Instructors love the “Assign to” feature of Assignments, Quizzes, and Discussions. Soon, “Assign to” will be an option in Modules! This new release will allow instructors to further personalize learning experiences by tailoring module content for specific students, sections, or groups. How exciting!!

With the new "Assign To" feature, modules can be assigned based on a learner’s individual needs, progress, or learning path. It simplifies differentiation by ensuring that each student accesses the most relevant and appropriate materials. This targeted approach not only supports diverse learning needs, but also helps instructors track individual student progress more effectively.

Learn more in this Product blog post!

PRO TIP: Control access to content by using prerequisites and requirements to set conditional release of content. Prerequisites establish that learners have to meet certain criteria before advancing to the next module. For instance, before Module 2 is released, learners have to complete all requirements of Module 1. Requirements are established to ensure that learners are completing all content within a module–be it view, mark as done, submit, or earn a specific score on a quiz or assignment.

 

Edit module prerequisites and requirements through module settings.Edit module prerequisites and requirements through module settings.

Best Practices

Consider these best practices when organizing your content through Modules.

Bookend the course and each module:

Begin the course with a Welcome or Class Overview Module. This module might include:

  1. Tips for success, including strategies for parents supporting students
  2. Course expectations and grading policies
  3. Instructor bio and contact information

End the course with a conclusion module. Include a goodbye message, information about final grades, and/or suggestions for future learning.

Begin modules with an introduction/overview page. This page might include:

  1. A summary of the topic(s) covered in the module
  2. Goals, objectives, standards, and/or essential questions
  3. Additional learning resources

Conclude modules with a wrap-up or lessons learned page.

Module structure beginning with an overview page and ending with a conclusion page.Module structure beginning with an overview page and ending with a conclusion page.

Example of overview page.Example of overview page. Example of conclusion page.Example of conclusion page.

Be Consistent:

Organize structure clearly and consistently. Each module can correspond to a topic, week, chapter, objective, etc. But don’t mix and match! For example, if you are organizing your course by week, the modules should be Week 1, Week 2, and so on.

Provide a clear, consistent naming convention. Name Module items with any of the following combinations: First Word, Key Word, Numbers, Alphabet. Again, do not mix and match. Choose one naming convention and apply it throughout the course.

Consider using emojis or special characters for younger learners to give visual cues, thematic points of reference, or personalization.

Example of Secondary Science module structure.Example of Secondary Science module structure.Example of PE module structure.Example of PE module structure.

Choose a structure that fits your course:

You can use Modules to organize content by topic, chapter, unit, time (day, week, month, etc.), etc. The best way to structure your content depends on the age of your learners and how the content will be delivered to learners.

Use a hierarchical structure to chunk the content. For example, Text Headers can be used to break each module into sections by day of the week, the 4Ds (Discover, Discuss, Demonstrate, Deepen), the 5Es, or some other organizational method. Use indentation to associate pages, quizzes, discussions, and assignments with other items.

Example of 4th Grade Module Structure.Example of 4th Grade Module Structure.Example of HED Psychology 101 module structure.Example of HED Psychology 101 module structure.

PRO TIP:

Leverage Mastery Paths in building Canvas Modules. Mastery Paths (Video, Guide) is a feature that allows instructors to create differentiated learning experiences based on a student's performance, which means that the learning path a student follows is automatically determined by their scores on specific assignments. This ensures that each student receives content tailored to their level of understanding. In addition, an instructor can create a scenario for students to choose their learning path. This allows learners to select from different content options based on their preference, giving them more control over their learning experience. This personalized approach ensures that each student receives the appropriate level of challenge and support to meet their individual learning needs. Use Mastery Paths in a variety of ways:

  1. Remediation and enrichment
  2. Personalized learning
  3. Project-based learning
  4. Preparation of assessments

 

Example of performance module structure.Example of performance module structure. Example of student choice module structure.Example of student choice module structure.

For further resources, here is a great community blog post from 2019 InstructureCon presentation. This blog post presents practical ways to use Mastery Paths and beneficial community support for implementing and leveraging Mastery Paths.

Final Thoughts

Incorporating modules in Canvas isn't just about organizing content; it's about creating an intuitive, engaging, and effective learning experience for your students. By following these best practices and leveraging the benefits of a well-structured course, you can enhance student engagement, improve learning outcomes, and streamline your teaching process. Remember, clarity, consistency, and creativity are key to successful module design. Don't hesitate to experiment with different approaches and continuously gather feedback from your students to refine your course structure. With these pro tips in hand, you're well-equipped to maximize the potential of Modules and take your learning design to the next level. Happy teaching!

How do you use modules? Share with examples. After reading this post, is there anything you are going to do differently?

 

Please comment below. We’d love to hear from you!

Our Design and Curriculum teams offer a variety of services, including course templates, consultation hours, badging and certificate services, course reviews and evaluations, instructional workshops, course authoring, content reconstruction, and much more! If you would like to learn more about our services, please contact your CSM or a Learning Services Manager (Miranda McIntosh at mmcintosh@instructure.com or Lizzy Rodriguez at elizabeth.rodriguez@instructure.com). Please comment below. We’d love to hear from you!
6 Comments
TanishaThomas10
Community Member

@members

I'm Tanisha Thomas, a 46-year-old female who has two grown young men. I am an Asst. Admin, and I am looking forward to finishing my accounting degree. I graduated from TVCC IN 2007 and tried this while my kids were in high school, active in majority of sports, which was not a good idea at the time. I am so lost with all this new technology stuff, lol. I hope to catch on to this very soon, which once I get it going, it's going! All these modules are new to me, but I'll keep clicking and reading until I can understand it. Sometimes I can make things harder than what they seem to be. So, if I cry for help too much, please help me! lol

paul_fynn
Community Contributor

Some good tips here - focusing on emojis :-

As a Learning Technologist I'm cautious about the recommending use of emojis as part of content labelling and presentation for the following reasons (and happy to be told if I'm wrong)

  • How does use of emojis impact accessibility and assistive software use, and how do neurodiverse students react to mixing words and imagery etc in a sentence ?
  • Is the intended meaning always conveyed as expected and can not be misinterpreted?
    • Can emoji presentation vary by Operating System, Browser or Device, or country; will the emoji presented always be exactly the same emoji/styling that was chosen?
    • Culturally emoji semiotics are fraught with potential difficulty
      • Other countries = other meanings and interpretations
        • The friendly wizard of northern hemisphere cultures may be the terrifying evil wizard of the southern hemisphere cultures
      • Like any language and symbol system, local emoji dialects and usage emerges which may not be appropriate in an educational context
        • In the UK a number of emojis are used in a lewd, suggestive or offensive manner - deploy in an educational context at your peril !
        • Note the German reaction to the use of the Wolf hand gesture in the EURO football tournament due to association with proscribed organisations...

Not wishing to be a party pooper, however ....

dbrace
Community Coach
Community Coach

@paul_fynn raises some valid concerns, especially with regards to cultural sensitivities and differences and they are should be considered when designing a course.

Something that Paul mentioned that I can speak briefly to (not as an authority but in general) is:

  • Can emoji presentation vary by Operating System, Browser or Device, or country; will the emoji presented always be exactly the same emoji/styling that was chosen?

I do not know if emoji vary based on country but they can (and do) vary based on operating systems, browsers, devices, and web-based platforms.

For example, the authors of the original post used the emoji for a basketball.  According to https://emojipedia.org (a valid resource for emojis and they are a member of the Unicode Consortium), currently, there are at least (and I think I counted correctly) 29 different versions of a basketball emoji.  The majority of these have either been discontinued/replaced or will not be valid because of when/how they are used.  From my review and in my opinion, somewhere between 6 and 10 of them might possibility appear when Canvas is accessed but the versions for Apple, Google, Samsung, and Microsoft (there are currently 2 different versions) are what most users will see.

What it ultimately comes down to with emoji are:

  1. what the Unicode Consortium allows
  2. what the various operating systems, browsers, devices, and platforms decide to support and how quickly they support specific versions (https://emojipedia.org/emoji-versions)
  3. the artwork done by designers

 

dbrace
Community Coach
Community Coach
AmbroseEwane
Community Member

My comments are on the topic: Mastering Module: A guide to organizing your content in Canvas.

After reading about modules as one canvas feature, that we would not do without, I can say here that there are very important facts about it. For example-teachers have the possibility to monitor the progress of learners through each module-what's in progress and what has been completed. In effect it will help instructors to track individual student progress more effectively. There are equally best practices that have been mentioned when organizing content through modules. But  some of these practices were initially put into practice while using D2L.  For example; Putting a welcome message for the students, course expectations and grading policies, bio, contact information etc. My question here is;  What are the main differences with the usage of D2L in modules and its eventual usage in canvas?  I will highly appreciate some clarification.

Thanks, 

Ambrose Ewane.

 

SamOHanlon
Instructure Alumni
Instructure Alumni

@paul_fynn You make a good point about the ambiguity of emojis. As with all ID, you should use your best judgment. If you're designing for an unknown international audience, that's very different than designing for a group of 5th graders you see every day.

If you do choose to use emojis, do so consistently and with clear intent. In the example used in the blog post, a basketball emoji was used to call out the content about basketball. If the Module page is really long, this visual cue would make the section easier to find. Additionally, place the emoji at the beginning or end of the item's title so it does not disrupt reading.

Regarding screen readers, they typically read the built-in description of the emoji (e.g., "basketball"). Some screen readers also have a setting that will automatically skip emojis.