How to Release Content Conditionally in Canvas

Would you like to require students to participate in a discussion, view a file, or some other prerequisite before moving forward in your Canvas course? Faculty who enjoyed Blackboard’s adaptive release tool will be pleased with what Canvas offers, as it’s easier to use, and more flexible. 

 You have multiple ways to release content conditionally: 

  • By date and time 
  • By requiring completion of another module, in its entirety 
  • By requiring students view a file, or mark it as done 
  • By requiring students participatin a discussion 
  • By requiring students to submit an assignment 
  • By requiring a performance threshold on a submitted assignment  

It’s recommended that you build a module or two before configuring the conditional release settings. However, we encourage you texperiment with the tool at any time, as it opens up ideas for how you can design and facilitate your course.   

 

To Get Started:  

Go into a Canvas course, navigate to your Modules page, and click the three dots, as shown below, to edit the module. The settings will appear on the page. 

Kebob menu

 Module Conditional Release Settings: 

edit module settings popup window

An Instructure-developed video provides a walk-through on setting up the settings. You’ll need to navigate to the two-minute mark for the demonstration on module settings.

When you set up prerequisite modules, students must complete a module before moving to the next module.

For each module, you can only set prerequisite modules that come before a specific module. You may need to reorder modules to create correct prerequisite availability.

Please note that you cannot prevent a student from accessing an upcoming module unless requirements have also been set for the prior modules. Requirements indicate the order that students are required to complete module items.

Note: You can only add prerequisites if you have added at least one module.

How does this align to Canvas training materials?

Canvas logoPriming the Canvas: Module 6 “Structuring the Course”

 


Additional Resources: 

Our next article will highlight Gradebook & Speedgradervisit Canvas Blog to see all our Canvas articles. 

The Syllabus Tool in Canvas

The syllabus tool in Canvas is powerfully integrated with a course’s Assignments, Grades, and Calendar tools. When you select the Syllabus in the left menu of your Canvas course, the Syllabus tool will display.

Syllabus tool link in Canvas Course Menu

The text in the top section [1] can be edited by clicking Edit, then working with the text in the Rich Content Editor (RCE). Below the text area [1] is an auto-generated list [2] of assignment due dates based on due dates set for your assignments, quizzes, discussions, etc. Events will be displayed in a calendar view on the right [3].

Canvas Course Syllabus, Summary and Events

Instructors can disable the Summary of assignments and due dates displayed if they choose “Edit” and uncheck the box for “Show Course Summary.”

Show course summary button

 Note:
If you are using a course template rather than building your course from scratch, you will see pre-populated information in the content area of the Syllabus. Some of the information on the page is linked to a Course Information Module that already contains academic resources and institutional policies referenced in the WCU Syllabus template document and in what was formally known as the “Academic Toolbox” in Blackboard. There is also supportive guidance in the content area of the syllabus tool  that explains best practice for using the Syllabus tool and chunking out the information to the student from the Syllabus to a module, creating an improved user experience that is easy for students to navigate.

How does this align to Canvas training materials?

Canvas logoPriming the Canvas: Module 6 “Structuring the Course”

 


Additional Resources: 

Our next article will highlight the Groups in Canvasvisit Canvas Blog to see all our Canvas articles. 

CFC Open Training Sessions

In order to practice social distancing and safety precautions, the CFC will be operating by appointment only. No walk-in hours will be available until further notice.

We are here to partner with you, help answer your questions and find solutions that will work in this rapidly changing environment.

Join an open session

Every Tuesday, Thursday & Friday at 11:00am

Bring all your LMS, educational technology, pedagogy and course design questions.

 

Authenticated WCU Zoom account will be required to join the session.

Visit zoom.wcu.edu to log in with WCU credentials, click “Join” and enter Meeting ID: 910 6773 8483


Interested in how to apply online teaching concepts or how to use the LMS or Panopto?

Each session provides a space for attendees to ask specific questions about their courses and interact with members of the CFC. Find out about Assessment, Discussion boards, using Zoom or other synchronus tools to interact with your students, as well as how to approach teaching online and flexible face-to-face changes. Review the video Playlist before attending a session.

Please contact the HelpDesk at 828.227.7487 or submit an IT Help Ticket for immediate course related requests.

Assess Your Students’ Changing Needs – A Survey Template

Student needs are changing during this move to offering alternative modes of instruction. Faculty who want to find out what challenges students are facing can utilize a new web form created in Office365. 

The form can be modified by faculty prior to sending out. The survey should take students 5 minutes to complete, and asks for the following types of information:

  • whether students expect to have reliable Internet access
  • times of day students expect to do online work
  • preferences for asynchronous or synchronous activity
  • accessibility requests (content in different formats, for example)
  • basic psychological and physiological needs

The survey form is available below. Note the options for modifying the survey questions, collecting data, and sending out the link (the Settings icon can be found top-right of your screen, to the right of the Share button).

Open the Form


A heartfelt thank you to our colleague Dr. Mae Claxton, Professor of English, for reaching out to the CFC with this idea.

Motivating Honors Students

Dr. April TalentGuest Blogger ~ Dr. April Talent

 

 

 

Whether you’re teaching an Honors Section of a course, working with an Honors Student one-on-one through an Honors Contract, or just thinking about how to keep your Honors Students motivated in a regular class, studio, or lab, there are a variety of resources available with ideas for faculty on boosting learning outcomes for Honors Students.

This short article from the University Honors Program at Kansas University describes moving learning outcomes up to the highest level of Bloom’s Taxonomy in which learning goals are aimed at synthesis, evaluation, integration, and creation.  These higher levels of critical thinking are key to inspiring Honors Students in their studies.  They create modes of learning that challenge motivated students in creative ways that go beyond just doing more.

This paper (access provided through Hunter Library), written by faculty in The Netherlands, looks at instructional factors and how those strategies challenged their high-ability students.  In their conclusions, they affirm that the combination of student autonomy, complexity, and teacher expectations come together to be effective in keeping these students motivated and challenged and ultimately improving outcomes.  These factors further underscore the value of establishing learning outcomes for Honors Students that are at the highest levels of critical thinking in terms of course learning goals.

The Center for Teaching at Vanderbilt has a useful summary of Bloom’s Taxonomy on their website.  This is a quick resource that summarizes the action verbs that are aligned with the different processes of learning, e.g. planning, producing, generating, checking, critiquing, attributing, organizing, and differentiating, corresponding to critical thinking at the highest levels of Analysis, Evaluation, and Creation.

References and Resources

Armstrong, P. (n.d.) Bloom’s taxonomy. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Scager, K., Akkerman, S. F., Pilot, A., & Wubbels, T. (2013). How to persuade honors students to go the extra mile: creating a challenging learning environment. High Ability Studies, 24(2), 115–134. https://doi-org.proxy195.nclive.org/10.1080/13598139.2013.841092

Teaching honors students. (n.d.). The University of Kansas Honors Program. Retrieved January 23, 2020, from https://honors.ku.edu/teaching-honors-courses

 

 

 

 

What Does Student Engagement Mean in your Discipline?

Journal - New Directions for Teaching and Learning JournalA summer 2018 volume of New Directions for Teaching and Learning focuses on student engagement. Ten chapters worth!

One interesting chapter, Students Engaged in Learning, is worth a close read. (the link to the full article can be found at the bottom of this post). The authors, Emad Ismail and James Groccia, provide a compelling structure for the chapter.

The article is presented in this fashion—research findings related to engagement in the cognitive domain, followed by research on engagement in the psychomotor domain, and finally, of research literature pertaining to engagement in the affective domain. Several meta-analyses are cited. Rather than delve deeply into any single research article, I thought it might be more interesting to talk about the research he cites as part of each section (after all, you can read the full article yourself). The remainder of this post presents a short summary of the research he cites related to cognitive engagement:

Leaf

Discipline: Biology
Title:Teaching More by Lecturing Less
Findings Snippet: “The results we present here indicate that even a moderate shift toward more interactive and cooperative learning in class can result in significantly higher student learning gains than achieved using a standard lecture format.”

Authors: Knight and Wood
Year: 2005

Discipline: Biology
Title:Cooperative and Active Learning in Undergraduate Biological Laboratories at FIU– Implications to TA Teaching and Training

Findings Snippet: Teaching assistants underwent a 2-day training workshop to implement cooperative learning and active learning techniques for Biology courses, and the results were very positive. Responses from instructors indicate “an increase in the cognitive level of the material communicated, learned, and assessed”, in addition to “an increase in their [students’] ability to devise and practice scientific experimentation.”|
Authors: Penwell, Elsawa, and Pitzer
Year: 2004

Cell FusionDiscipline: Physics
TitleInteractive-Engagement vs. Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses
Findings Snippet: “The conceptual and problem-solving test results strongly suggest that the classroom use of interactive-engagement methods can increase mechanics-course effectiveness well beyond that obtained in traditional practice.”
Authors: Hake
Year: 1992

Discipline: Physics
TitleCan Students Learn from Lecture Demonstrations?
Findings Snippet: “Students who had a chance to predict an outcome of a demonstration prior to seeing the demonstration achieved a significantly higher success rate of 25% to 35%.”
Authors: Milner-Bolton, Kotlicki, Rieger
Year: 2007

Human BrainDiscipline: Psychology
Title:Keeping it Short and Sweet: Brief, Ungraded Writing Assignments Facilitate Learning
Findings Snippet: “These results suggest that in-class writing and discussion improved performance on factual and conceptual multiple-choice exam questions, beyond any gain from time for in-class thinking and discussion.”

Authors: Drabick, Weisberg, Paul, and Bubier
Year: 2007

Physical ChemistryDiscipline: Physical Chemistry
Title:“I Believe I Will Go Out of This Class Actually Knowing Something”: Cooperative Learning Activities in Physical Chemistry
Findings Snippet: “We found that cooperative learning activities move students away from rote learning strategies and toward more meaningful strategies which allowed them to integrate concepts over the entire semester.”

Authors: Towns, Grant
Year: 1997

Two PeopleDiscipline: Human Resource Management
Title:The Immediate Feedback Assessment Technique (IF-AT): An Innovative Teaching Technique for Human Resource Management Students
Findings Snippet: “…through the use of Team Based Learning and the incorporation of the IF-AT students’ skills in the areas of communication, overall learning, cognitive and interpersonal skills through the use of teams or groups of students was enhanced. Authors: Blackman, Michaelsen, Knight, and Fink

Year: 2004

StatisticsDiscipline: Statistics
Title:Evaluating an Active Learning Approach to Teaching Introductory Statistics: A classroom workbook approach
Findings Snippet: “The activity based curriculum evaluated here produced significant positive changes in students’ attitudes toward statistics. Specifically, after experiencing the workbook curriculum students liked statistics more and were more confident in their ability to perform and understand statistics.”

Authors: Carlson and Winquist
Year: 2011

Robot ArmDiscipline: STEM
Title:Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis
Findings Snippet: “The meta-analysis demonstrates that various forms of small-group learning are effective in promoting greater academic achievement, more favorable attitudes towards learning, and increased persistence….”
Authors: Springer, Stanne, and Donovan
Year: 1999

Discipline: STEM
Title:Active Learning Increases Student Performance In Science, Engineering, And Mathematics
Findings Snippet: A meta-analysis of 225 studies discovers that (on average, based on effect size) student performance on exams and concept inventories increased by .47 SDs when faculty utilized active learning strategies and methods (n=158 studies).

Authors: Freeman et al.
Year:2014

Human PhysiologyDiscipline: Human Physiology
Title: The Effect of Active Learning on Student Characteristics in a Human Physiology Course for Nonmajors

Findings Snippet: “Students in a treatment group [taught using a continuum-based, actdive-learning model] acquired significantly more content knowledge and were significantly more efficacious than students in the control groups [taught using traditional didactic lecture methods].”
Author: Wilke
Year: 2003

William Buskist, a co-editor in this volume, presents in a most familiar way the issue of student engagement that many of us are struggling with:

Are there universal principles of instilling student engagement that apply across students, disciplines, and institutional settings, and if so, what are they? Do these principles similarly or differentially affect the domains of doing, feeling, and thinking? Once students become engaged, what are the most effective methods of keeping them engaged throughout the remainder of their college careers in terms of doing, feeling, and thinking?

Thankfully, the research provided in this chapter illustrates that yes, universal principles do exist.

The full article is available here.

Icons courtesy of icons8.