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Hi ysmalls, Are you importing quizzes from Problem-Attic? An ExamView rep told me "ExamView allows you to export ExamView content for use in Canvas".  I haven't had time to explore that possibility yet.  Let's keep each other posted! ... View more

Hey,  @kpthomps . In response to your query elsewhere, here are some practical tips for how I instruct students to initially create the journal and share it with me. I haven't provided a template, because my students are so adept with Google Documents. I also have other reasons (below), specific to this ongoing series of assignments. BTW, I hope other community members who stumble onto this feel free to jump in with their thoughts! I'm sure this community can add to, offer contrary opinions, and alternative methods of using Canvas for journals. So feel free to jump in with your thoughts! Here are my Canvas journal assignment instructions in a Google doc. Feel free to make a copy and use it (I don't remember who I originally stole it from). It also includes a screen shot of the Canvas rubric I use with this assignment. As I mentioned above, my weekly journal assignment instructions may vary. What you see in the Google Doc are the first journal entry instructions. For example, if students viewed a video or other presentation by peers, I might ask them to respond to that with a series of more specific "What did you learn?" prompts.  With the recent addition of the Google LTI for Canvas integration, my instructions are technologically outdated. It’s now possible to create a Journal doc template for students to open, write, and submit -- all in the same window! That makes my linked instructions unnecessary. No document creation, sharing, or filing necessary! However, I think that would also mean that each entry would of necessity be a new and separate Google document. My older method allows students to continually update the same Google document. I kind of like the fact that this allows the student (and me) to scroll back through all of a student’s entries -- in effect, their journey through my course -- in any given week's entry. So I choose to have students submit a Google document the “old-fashioned” way. This yields a Crocodoc facsimile in Canvas that is un-editable by students, but still allows me to provide feedback with Crocodoc annotation tools. (Choose Submission Type Online > File Upload as an assignment setting to cause this result. See below.) It also prevents students from submitting a blank Google document, then writing the entry later, perhaps before I’ve had a chance to score it. (It happens!). In fact, once a student submitted someone else's Google document! Oops. Before she realized her mistake, I had seen it and matched it with a classmate's. She had perused her classmate's work to get ideas about the materials she hadn't read, then wrote her own, similar response. She got confused and submitted her classmate's Google document by mistake. It was a valuable teachable moment regarding plagiarism!  But for me, the greatest advantage of using Canvas for journal assignments, is the ease of scoring in SpeedGrader. I don't think I would otherwise attempt this. Clicking through, reading, commenting, and scoring takes less than a minute per student. That’s still a chunk of valuable time, but more than any other assignment I give, journals help me to connect deeply with more than one hundred students on a regular basis. That’s something I haven’t been able to do en masse in the face-to-face classroom.   ... View more

Hi laurakgibbs, I finally found my way back here with time to check out these links. I will definitely read Hacking Assessment by Starr Sackstein. And your Orientation and Google Form survey have several elements that I'll adapt. Thanks so much for sharing! I'd be nervous about going gradeless after 25 years of nibbling around the edges of this question. Again, I was thinking SBG might be my answer, buuuut gradeless is a more radical approach (in the good sense that it gets at the root of the problem).  Some reasons for hesitation include (or am I misunderstanding?) no assessment of whether a student knows or can do something. Completion alone seems to be the criterion. Probably not an issue for you, but I teach the same course as colleagues who want appreciate complaints that they are/aren't doing it the same way as Mr. Montuori. In any case, I think this is an important discussion and sincerely thank you for raising these issues, Laura! ... View more

Hi laurakgibbs. Your comments arrived literally as I was pondering moving to a SBG gradebook (outside of Canvas) next year, and what that would entail (ugh). Now I'm wondering if I should go gradeless. Thanks for messing with my mind! Seriously, this does pull me back from making a decision about next steps, and the points you raise are so relevant that I can't ignore them. My students and parents (and many colleagues) are so obsessed with grades, they don't even consider learning. And that's the problem in a nutshell. Have to run just now, but wanted to say "Thanks!" right away.  Maybe you'd consider sharing a no-names copy of your Google Sheet to illustrate your technique. Maybe that will be my solution too. ... View more

Ah. Problem resolved for me. Hope this helps you too,  @johnmartin !  I was logged into Google Drive with my district Google account (the one I was also authorizing Canvas to access). However, I was logged into my Chrome browser using my personal Google account. Apparently, this was causing a conflict. Frankly, I don't even remember logging into Chrome, but it's a setting that remains even when you restart your device.  So once I logged into Chrome with the same Google account in Chrome, Drive, and the Google App LTI authorization, the Google Apps LTI worked fine.  ... View more

 @johnmartin , my co-Canvas Admin and I have experimented with the Google Apps LTI in our Canvas instance, a K-12 district, with our own Google domain.  My district Google account authorization in Canvas worked at first. Now it doesn't. My co-Admin's is still working, as is that of another colleague, a teacher without Admin access. One other factor that may be relevant. My co-Admin and I both added the Google LTI, independently, and at different moments. We wondered if that somehow created my problem.   ... View more

Love the martial arts belt color idea! No judgment. No shame. We are all learners. ... View more

I do the same,  @ellisonj29 ‌. One reason for my preference is that I sometimes use pages with prerequisite instructions, content, etc. I don't want students missing those learning opportunities if I can help it. ... View more

Amen, cholling​! Many of my colleagues don't even look at this great tool. The lack of consistent naming adds confusion and deters wider usage.  ... View more

Thanks so much, cholling​! It was a first for me, so I'm glad you got something out of it. ... View more

That IS a very good one,  @garciah ​! I'm going to mention it (and you!) in tomorrow's Canvas Live event. Hope you join us! ... View more

Aw, shucks... (Thanks, Kelley!) ... View more

Great "Don'ts"  @tdurbin ​!  Regarding the inbox, I set a weekly reminder to prompt myself to check for student submissions, scoring I need to do, and now... to double check for messages that may still need a response. ... View more

I'm oohing and ahhing just reading about it! ... View more

Thanks, Susan! I love these "don'ts" too. And I think some of these are especially relevant to newbies, such as numbering quiz questions, as you mentioned. Obsessing over assignment available from/to dates and times, or "just in time" publishing/unpublishing are two others. Both can lead to "too clever" settings that create student frustration and less time spent learning. ... View more

Point taken,  @garth ​.  Not being a techy tech person (just a tech person), I now have a better understanding of what this fix would entail. The original feature idea speaks to the difficulty in using the rubric creation tool. But maybe the solution proposed, an Excel upload, is not the best answer. Maybe an improved rubric editing tool is more to the point?  I also find rubric creation slow and tedious, and many colleagues steer clear of it. So what are its shortcomings, you ask? (OK, I asked.. ) To start, most rubrics I've used or seen have a uniform number of quality ratings for every criterion (Exceeds expectations, meets expectations, etc.) Choosing a standard number of quality rating columns as you start the rubric would save quite a few clicks. (And if only two, as opposed to four ratings for all other criterion, make sense for a particular criteria, perhaps the extra cells could be deleted for just that row.) Also, it would be MUCH easier to create, edit, and read Canvas rubrics if the column width was uniform — like an ordinary spreadsheet or table. As is, Canvas rubrics are very tough to grok. (Interestingly, the cell heights are currently uniform.) I've heard many teachers grouse when they see a Canvas rubric for the first (and often the last) time. That's a shame because once established, Canvas rubrics are invaluable for rapid assessment and feedback, as well as common standards across departments and faculty. If only they were a little easier on the eye and carpal tunnels. Third, the checkbox choices at the bottom of the rubric are not intuitively clear. They need tweaking. For instance, "I'll write free-form comments when assessing students" might be clearer as something like "Hide rating descriptions; write free-form comments instead" "Use this rubric for assignment grading" might better be described as "Automatically record rubric total to assignment score." I'm not sure what "Hide score total for assessment results" means. I'm sure I'm missing something, but I can see the score total on the rubric as a teacher and in Student View.  @cchambers ​, thank you for posting this feature idea. I don't mean to highjack the direction, but if there would be more tech problems with an Excel upload solution as Garth and Kelley suggest above, I'd love to hear your thoughts. Would these improvements also achieve your goal? ... View more

These are great,  @abunag ! I especially like "Don't get hung up on how you think Canvas should work." And also,"Don't forget the orientation."  What a great list. ... View more

Oooh, I like the problem solving discussion. (And my Canvas instruction class does lean heavily toward individual work.) I think my admin colleague will put that idea to good use. Thanks, Kelley! ... View more

Thanks, Kelley. I've seen you reference KISS before, and this is a good reminder. Indulge me in a minor rant here. Some faculty have argued that students will have to deal with different management "styles" when they work in the "real world."  So we shouldn't feel compelled to design courses that "look pretty" or abide by a set of uniform principles ("Let 'em figure it out," they say. "It's good practice.") Me, I prefer to restrict student "problem solving" to the curriculum at hand. ... View more