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Hi Pam, Sorry that nobody has replied to your questions... I can't answer the second one, I've only had success at manually adding questions, the import/export integration has always seemed cludgy. As for the first question, Question Groups are indeed attached to individual quizzes but when you "roll forward" a course from the current term to the next term you have the option of including the Groups; this has the advantage of allowing you to continue to edit and perfect the questions and answers. As for keeping a "master" document in Word... I did this for a while but found it too tedious -- it essentially doubles your work whenever you make a modification to a question. Instead, I've found that using Ctrl+F in the Group helps to find questions quickly, I typically pick a unique word from the question to search and then quickly go to through the results until I find the right one. Even when the list is long, this is relatively quick and beats a visual search by a long shot. I hope this helps! John ... View more

In support of this idea, I want to encourage fellow instructors to use rubrics for grading. I use Comments instead of Ratings in new rubrics as I'm working through the design of the assignment and rubric. Ratings for a rubric being much more difficult to identify than Criteria. Adding view capability along with edit/delete capabilities will increase the utility and useability of rubrics as instructors are developing effective rubrics. usability‌ #utility #rubric ... View more

 @jperkins , you are a wizard! ... View more

How timely! I was not aware of the new process coming on line. I'll be curious whether this will give student/teacher priorities greater weight. I have clicked to follow the space. There is certainly a lot going on in the Canvas and Canvas Community! ... View more

I considered clicking the "No" link on your comment but I didn't want to send the wrong message. The message I want to send is... There must be a better way! ... View more

If it helps, below is the effect I'm after. I took what I learned from stefaniesanders‌ around creating an attractive Home page and set up the first screenshot. This course is entirely case-based and does not use a textbook, all resources are supported through Canvas or Google Drive (Docs, Slides). The second screenshot shows what an individual "module" looks like -- I put that in quotes because when I had a single Modules page, it was not user friendly. Even though Modules can be collapsed and expanded as we progress in the course, students were frequently overlooking resources. We have a much better response from students with the new design. Setting this up to operate entirely within Canvas (which I want) would take a lot of effort -- When I include all resources (not just the 27 Content Pages) the number of pages would more than double. ... View more

So, stefaniesanders, what do you think it would take to convince Instructure to add a feature to make embedding a link FROM a Content Page TO a new Content Page as easy it is in Modules? This seems like the type of "too geeky" behind-the-scenes feature request that would never garner enough votes to make it onto the development roadmap through the official process, but it sure would make life easier for instructors concerned about end users and navigation... ... View more

Sorry to post and stay away... it has been a busy couple of terms. Playing with the code  @jperkins ‌ provided helped me understand what I was really after... Based on this information now (I think) I know what is happening in Canvas. When I click the "+" button from the list of Modules, I am creating a new Content Page and telling Canvas to embed the target URL in that page. So, clicking that page from the Modules is opening a Canvas Content Page. I missed the fact that I was creating a new Content Page when I clicked the "+" icon. By creating a bunch of Content Pages, embedding each published Google file in its own Content Page, and linking to those content pages FROM my Content Page... I'm creating the same effect. This becomes a trade-off between how much effort it will take me to setup and the elegance of design for usability. Use Canvas Modules and create new Content Pages almost effortlessly that keep the user in the Canvas environment. Trade-off is that the list of modules with their links becomes unwieldy to navigate. Create a Content Page for each of the 27 Google Slides presentations I want students to use, then link to these Content Pages from a Master Content Page. This could be done by publishing the Google Slides to the web and using the embed code Google provides. This takes a lot of tedious effort, but creates the effect I'm after. Use a "half-way" solution that creates a separate Content Page for each Module (there are six), then spread the 27 Google Slides across those pages and embed the slides in iframes on each. I can do this either using the Google Slides embed code or the URL and Jeremy's iframe code. This is not quite as elegant as #2 since students will have to scroll quite a bit but it is a whole lot less effort for me to setup. Now, I understand the options. I'm not happy with any of these but I'm also not teaching this course again for a year. So, I have time to decide whether it is worth the effort to redesign the setup. ... View more

 @jperkins ​, Thanks for putting this document (and grouping) together. I use Google Drive a lot with Canvas to help me carry content forward between sections from one quarter to the next. I found your page because I'm unhappy with how Canvas is using my Google Slides content. If I set them up links in Modules, when the student clicks on them they remain in Canvas with the Google Slide content embedded in an iFrame. (This is what I'm after, see first image.) On the other hand, if I setup the same link on a wiki page, when the student clicks on it they are taken to a new tab or window with the Google Slide content. (This is not what I'm after, see second image.) Do you, or anyone reading this know how can I set up a link on a wiki page that will keep the student inside of Canvas? ... View more

Unfortunately, the  @scottdennis ​ link in the original post is broken. :smileycry: ... View more

Hi  @travis_thurston ​, I'm unsure how they noticed other than it is a small group of three and I had numerous email and phone exchanges with the lead of the group. She made comment to me that it looked like I was trying to do some things with the LMS that they wanted to encourage for instructors. She asked if I would allow a staffer to work on a dedicated basis with me. So, there was awareness on their part, but I did not get the impression there was a system in place. ... View more

stefaniesanders​ for intuitively posting code in advance of when I need it and for responding with actual HTML code solutions when requested!  @kona ​ for helping me find my way around when I first joined the Canvas Community. And to all the others who have provided quick answers, probing questions, and helpful resources... thank you! ... View more

Pardon my old expression, but right on  @jbrady2 ​! Utility rules. At a second institution where I work (they use a different LMS, not Canvas), the LMS support staff assigned me a specialist when they saw my help requests increase. This person first performed several tasks on my behalf (I had not been able to figure out), then created a simple Jing-based video to show me what she did to resolve each. This had the simultaneous benefit of improving my use of the LMS immediately and in the future, and providing an unexpected payoff for a few frustrating hours of failed effort to do so on my own. The bottom-line is, in just a few weeks of focused effort (all-in-all less than 2 hours of staff time), this support group converted me into a relatively sophisticated practitioner of their LMS that in turn improved 1) the student learning experience in my courses and 2) my experience as an instructor. ... View more

As an instructor... I can say there are three things that keep me from attending a faculty development workshop. I will share these and perhaps they have some similarity with your own faculty... many of these (pay) are probably "above your pay grade" to effect, however, you might be able to come up with creative workarounds. Fore warned is fore armed. I am not paid to attend. I am "fixed term", meaning I am employed for no more than 9-months at a time and I am paid for each section of a course I teach. Anything I do outside of the classroom is "volunteer" time, i.e., I am not paid to perform it. I must have a very compelling reason to attend a development workshop -- e.g., it will save me time in the future, it will make me better at my craft, I like the food and value the opportunity to network with co-practitioners. The workshop will create extra work that may not be supported. My institution has a knack for "testing out" new technologies for a year or so and then dropping them when they prove to be unpopular. The catch is, to use the pilot service will require a considerable amount of work to modify my existing assignments -- these may not be as pedagogically as sound as the new technology, but the assignments already exist and are "good enough". If I put out the effort (see item #1 relative to volunteer work), I may be one of the few to adopt only to have the service removed in a year. This will require yet another project to return Canvas to its "native", pre-pilot state. In other words, not one unpaid project, but potentially two unpaid projects. I need to know the technology will be supported even if the pilot fails to be interested. The workshop happens at an inconvenient time. As mentioned elsewhere in the comments, the location and time may be inconvenient. The nature of my employment relationship means I am only on campus 2 days a week and then I am in the classroom or holding office hours. Additionally, due to an unreliable workload from one institution, I now teach at two different universities; this introduces yet more obstacles to being physically present at a development workshop. Where I work, courses are typically taught Monday through Thursday, leaving Friday as a planning/grading day. I might have interest in attending a workshop, but if it means coming to campus at an inconvenient time, I am likely to pass. Having the option to either attend remotely or asynchronously increases the likelihood of my accessing the information. ... View more