Community

Thank you for your detailed explanation.  We need a hover option to see if the Mathjax equation has rendered properly.  One has to preview the whole quiz to see if it works.  One has to take even an extra step if the question is developed in a quiz bank.  See Rmarkdown of Rstudio as an example of how hovering on a latex equation works. ... View more

That worked. Thank you. Now I am going to tell my students and I hope they all do so. Update Chrome Update Chrome as the older versions may not render some equations correctly. This is critical for the online tests. Go to the three dots at the top right corner. Click on Help Click on About Google Chrome. OR See Method 1 for visual help on doing this  https://www.wikihow.com/Update-Google-Chrome It will start updating by itself. ... View more

I do not think that will help.  You will have to tell all students to do it. Using \textbf helped. ... View more

Try \displaystyle\4x \ \textbf - \ 1 }   ... View more

Solutions given by CANVAS to STEM issues are at best untenable.  A solution is given here about right-clicking the image and opening in a new window - how is the student supposed to know - they deserve better.  I tried using textbf and it is a temporary solution.   \displaystyle\sum_{i=1}^{i=n \ \textbf - \ 1 } i^2 ... View more

Thank you! ... View more

Let's not populate questions with correct answers when the next attempt is shown as we may have algorithmic questions. ... View more

Thank you but the semester has started - so I will pass this semester.  The biggest expectation I had was the choice made by the instructor in the setup of a quiz of only asking the questions that students got wrong in the previous attempt. This seems to be lacking in Quizzes LTI.  One may say that this is not important or that it will lead students to guess the answers. However, this would be a great feature for those of us in STEM who can build algorithmic questions, and it would still be an instructor's choice how the quiz is set up.  What I see is that the students get gamified and spend too much time trying to get every question right, and hence leaving less time for other HW assignments.  I used to have 9 questions on a quiz with three attempts for each of the 30 subtopics in my course.  I have since reduced it to 3 quizzes with 3 questions for each subtopic. Still, students get gamified and have to repeat questions they got right as well. ... View more

Who is voting this feature down?  If you are, you should comment why?  The issue with multiple blanks would be if the two answers can be interchanged correctly by the student.  For example, if I ask for two roots of x^2+5x+6=0, the answer could be -2, -3 or -3, -2.  Would Canvas take care of such issues if they develop a new question option? Or do we want to ask the question by asking them to put the answers in ascending order (such requests may create unnecessary myths in our students)?  I am still waiting for the new Quiz Engine that was promised many years ago. ... View more

I do not think 100 should be some magic number.  This number skews ideas from liberal arts educators as they are larger in numbers.  STEM professors' ideas do not get such numbers.   I do not expect much from CANVAS than what we have now because I would like them to make "taking care of bugs" more important than anything, especially when these bugs take place on what was already working when new releases are made.  Quizzing engine can revolutionize CANVAS if done properly; having permutation/combinations of all sorts of items proposed by many such as groups, etc will simply bog down the system and make it less user friendly. ... View more

I have been using anonymous graded survey to collect feedback for a midterm survey.  I use graded survey as ungraded survey does not somehow show up on the calendar.  I ask the questions of what should I start, stop and continue doing. The results are quite useful. ... View more