introduction to canvas lms-final project planning report

7/29/2019 Introduction To Canvas LMS-Final Project Planning Report

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FinalProjectPlanningReport

JeffToorongian

EDTECH512,Fall2011Prof.K.DianeHall


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Problem Analysis

What problems are you trying to address?

My university is currently in a piloting phase to evaluate the contending products

for the next campus-based learning management system (LMS). One of the candidates isa relatively new LMS called Canvas from Instructure Inc. Preliminary findings from

faculty during the piloting phase have identified Canvas as a prime contender for finalconsideration as the next generation product. In preparation for this outcome, training

materials will be needed for instructors to help them become acquainted with Canvas, andto assist in their course migration and new course development activities as they move

from the current production LMS. Changing learning management systems is a majorundertaking, affecting many different facets of a university community, including the

students, faculty and instructors, the support staff, and the centraladministration. Enabling a seamless (or nearly seamless) transition is very

important. Providing effective, and efficient training on the major features and functionsof Canvas will be an important part of a successful transition, and will help users hit the

ground running with their new learning management tool. This training will be animportant asset for my group as we provide consultation, support, and training to

instructors in their teaching and learning activities with Canvas.What are the symptoms of the problem?

Trouble tickets, expressed faculty and student frustrations, and low LMS usagerates are all symptomatic of insufficient training and skills on the part of users. Although

the new LMS has yet to be chosen, these same symptoms are currently observed with theexisting LMS. Training resources, including workshops and online tutorials are

available, but a more extensive training course has never been offered. In an effort toreduce these observed symptoms with a new LMS, a more comprehensive training

resource is appropriate.What is the root cause of the problem?

An understaffed eLearning support unit and the lack of extensive training

resources available to instructors are the basis of the problem. Increasing staff withoutincreasing the necessary training resources would not alleviate the problem. A strategic

enhancement of staff and important training materials, made available to instructors as anew LMS rolls out, could form the basis of a successful solution to the core problem.Is instruction an appropriate solution for the problem?

A new LMS will require new skills from users. While many functions arecommon across many LMS products, the procedures and skills required to employ these


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functions can be very different. Instruction will be the mechanism to provide these newlyrequired skills that will, in turn, enable users to fully leverage new LMS features, and

position both instructors and students for an improved learning outcome.Is WBI an appropriate instructional solution?

A web-based instructional strategy is a uniquely appropriate approach to Canvas

instruction. Faculties are busy people and eLearning support staff is limited. Thiscombination makes a self-paced, on-demand, web-based training course a good fit to help

meet the training needs of all faculty as they prepare for the transition to newLMS. Housing a training course about the Canvas LMS, within the Canvas LMS will

provide instructors with a hands-on approach to learning from the very beginning of theirtraining activities.

Instructional Goal

Upon completion of the web-based Canvas training course the learner willdemonstrate a working knowledge of the Canvas learning management system user

interface, its primary components, tools, and features, and successfully discriminate thecapabilities of these features as they progress through the instruction. The learner will

apply procedural skills to design sample course components that could be the basis of afunctional course at the conclusion of the instruction.

Learning outcomes associated with this training course reside primarily isGagns Intellectual skills levels, including identifyingvarious tools and functions,

applyingprocedural knowledge to construct course objects and functions, andgeneratingcourse design structures to facilitate learning.

Instructional ContextMain Elements AspectsOrganizationalInfrastructure

- Computer hardware and design and development software will beprovided in the eLearning unit. Software will include Adobe

eLearning suite software applications, Camtasia screen recording

software and associated peripherals, Microsoft Office Suite, andothers. Access to the Canvas learning management software forcourse development. Web access, email clients, and associated

software will be provided.- WBI design responsibilities will originate in eLearning group, a

unit of the Library. Unit reports through Library director to the


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Provost and Vice President for Academic Affairs. eLearning unitincludes instructional designers, content and media producers, and

educational technologists, who will be responsible for all coursedesign, development, and implementation.- All WBI content will be considered owned by the university, whowill retain sole copyright to all materials for all uses.

Allocation andcompetencies of

personnel- eLearning staff will be solely responsible for design, developmentand delivery of the WBI. This small team comprised of three

professional instructional designers and educational technologistswill work together to develop the WBI materials.- eLearning staff will serve as instructors of the WBI to the targetlearner group (university instructors).- Administrative support will be available from Library personnel

and technical support related to hardware or software during thedesign and delivery phases will come from central IT services.- During WBI delivery, learner technical support will be providedthrough central IT services via phone and online service ticketing

systems. Service level agreements for response times varydepending on the nature of the request, but typically are resolved

within two days, and often within 24 hours. Learner locationand technology

-All WBI will be delivery exclusively online in the Canvas learningmanagement system. The learners (university instructors) will

access content from office, lab, or other public computer systemswhen on campus, or from their home computers. Because the

learner group is university instructors, it is expected that most willbe campus-based, but it is possible that some could access the

content from a geographically separate location (perhaps duringtravel or while on a sabbatical appointment).- Minimum computer hardware requirements for target WBI

computers is a modern Windows or Mac based systems less thanthree years old with a Intel dual-core or i3, i5, or i7 processor, with

at least 4Gb of RAM. The computer must have a high-speed (DSL

or cable modem) connection to the public Internet. Requiredsoftware will include a modern, standards-compliant browser(Firefox, Chrome, Safari, or Internet Explorer recommended) with

the current Adobe Flash plug-in, a PDF reader application, andMicrosoft Office, Open Office, or cloud-based document creation

software (Google Docs).


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Learner CharacteristicsGeneral Characteristics

The learner group for the WBI will be university instructors of all ranks, and otherstaff or students who are responsible for teaching and wish to receive instruction on the

new Canvas LMS. Men and women from diverse cultural backgrounds, including localor regional natives, and an international population from Chinese, Indian, and Middle

Eastern countries, among others will comprise the learner composite. Learner ages willrange from approximately 22-70, and educational backgrounds will vary from high

school level to a majority with college degrees ranging from bachelors to PhDs.

MotivationsThe learners will be self-motivated professionals who will value the WBI to help

facilitate their teaching responsibilities. Faculty and instructors are very busy people who

will use the WBI to increase their productivity with the LMS, allowing them to optimizetheir workflows and allow more time for their teaching and research responsibilities.

Prior KnowledgeMost learners will have prior experience using other LMS products. This

experience will benefit them as they acquaint themselves with the unique attributes of

Canvas and compare its workflows and interface details to that of its predecessor,Blackboard. Those with prior experience will be familiar with common LMS features

like chat rooms, discussion boards, module structures, resource links, messaging clients,and conferencing tools. Although there will be differences in how these tools function

between LMS products, there will be an overarching similarity that will speed theirlearning of the new LMS equivalents.

Communication SkillsAs instructors, most learners will have attained strong communication

skills. However, due to the diversity of cultural backgrounds, English language speakingand writing skills will not always be strong. Instruction will be delivered in both written

and visual/verbal forms. The self-paced nature of the WBI will allow learners to controlthe flow of the instruction and to review any information that they have trouble

comprehending. Additional support will be available through the university Center forTeaching, Learning, and Faculty Development.Technical Skills

Basic computer skills, including keyboarding, using a mouse, and managing theoperating system and associated file management structure will be required. An

understanding of basic file types encountered in a web environment, including, PDF,JPEG, PNG, GIF, HTML and various audio and video media files is

necessary. Competency with email clients, web browsers, and common LMS featureslike chat, discussion forums, web conferencing, and streaming audio and video will also

be necessary. One unique aspect of this WBI is its introduction of a new LMS while


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being delivered within that LMS. Although this may present problems for some learnerswho have minimal background in using a learning management system, it will also

provide an opportunity for learners to quickly engage the course content firsthand as theyexplore the LMS features while progressing through the instructional content.Abilities and Disabilities

This WBI will adhere to the requirements of the Web AccessibilityInitiative (W3C, 2001). Where needed, learners will be offered alternate instructional

methods to help them complete the training regimen.Standards

There are no specific standards that the WBI must align to. However, theInternational Society for Technology in Education (ISTE) NETS for Administrator

standards will be referenced for guidance during design and developmentefforts. Specific standards are indicated below.

ISTE NETSA- NETS for Administrators standards (2009):2. Digital Age Learning Culture

Educational Administrators create, promote, and sustain a dynamic, digital-age

learning culture that provides a rigorous, relevant, and engaging education forall students.

Educational Administrators:2.a- ensure instructional innovation focused on continuous improvement

of digital-age learning.2.b- model and promote the frequent and effective use of technology for

learning.

2.c- provide learner-centered environments equipped with technology and

learning resources to meet the individual, diverse needs of all learners. 4. Systemic Improvement

Educational Administrators provide digital-age leadership and management tocontinuously improve the organization through the effective use of information

and technology resources.Educational Administrators:4.a- lead purposeful change to maximize the achievement of learninggoals through the appropriate use of technology and media-rich resources.

5. Digital CitizenshipEducational Administrators model and facilitate understanding of social, ethicaland legal issues and responsibilities related to an evolving digital culture.

Educational Administrators:5.a- ensure equitable access to appropriate digital tools and resources tomeet the needs of all learners.

2011JeffToorongian


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Learning

Task Map

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Task Objective Assessment Item Blueprint (TOAB) (final-revised)An Introduction to the Canvas Learning Management System

Learning Task Item Objective OutcomeLevel AssessmentItem

MODULE 11.0-InterfaceOverview & Profile

Given access to the CanvasLMS training course, thelearner will be able to(LWBAT) identify the variousLMS tools, features, andnavigation controls, andcomplete their user profile.

Intellectual-Identify,

ApplyRubric to assess

learners completed

profile, interfacequiz.

1.1Complete UserProfile

Given access to the CanvasLMS training course, thelearner will be able to(LWBAT) enter customizedinformation in the user profile

within the training course.

Intellectual-Procedural,

ApplicationRubric to assesscompleted profile

information.

1.1.1Input User and WebServices Information

Given access to the CanvasLMS training course, thelearner will be able to(LWBAT) enter customizedinformation in the user profileand configure any webservices settings theyrequire.

Intellectual-Procedural,Application

Rubric to assesscompleted profileinformation, and

web services

configuration.

1.2Review Course

Navigation Toolbarfeatures andfunctions (leftnavigation bar)

When asked to describe theprimary functions of the left

navigation bar tools, theLWBAT select the correctgeneral descriptions.

Intellectual-Defined

ConceptMultiple choice

quiz assessment

delivered withinthe Canvas LMS.

1.2.1Communication:

Announcements,Discussions, People,etc.

When asked to demonstrateunderstanding ofcommunication tools, theLWBAT select the correctgeneral descriptions.


ConceptMultiple choicequiz assessment


1.3Review GlobalNavigation Bar

When asked to describe theprimary functions of the topmenu bar tools, the LWBATselect the correct generaldescriptions.

Intellectual-DefinedConcept

Multiple choicequiz assessmentdelivered withinthe Canvas LMS.

1.3.1Courses,

Assignments,

When asked to describe theprimary functions of thecourses tab, assignments


ConceptMultiple choice

quiz assessment

delivered within


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Grades, etc. (GlobalNavigation)

tab and grades tab, theLWBAT select the correctgeneral descriptions.

the Canvas LMS.

1.4Review SidebarNavigation

When asked to describe theprimary functions of the

sidebar navigation, theLWBAT select the correctgeneral descriptions.


ConceptMultiple choicequiz assessment


Learning Task Item Objective OutcomeLevel Assessment Item

MODULE 22.0-ConfigureCourse

Given access to the CanvasLMS training course, theLWBAT identify the differentoptions available for course

configuration.


ApplicationAssessments

described below in

sub-skills.

2.1Home Page Layout

When asked to describe thekey features of the availablehome page layouts, theLWBAT select the correctgeneral descriptions.


ApplicationMultiple choice quizassessment

delivered within theCanvas LMS.

2.1.1CommunicationStream?

When asked to describe thekey features of thecommunication stream layout,the LWBAT select the correctgeneral description.


Multiple choice quiz

assessmentdelivered within theCanvas LMS.

2.1.2Custom HTMLPage?

When asked to describe thekey features of the customhtml layout, the LWBAT selectthe correct generaldescription.


ApplicationMultiple choice quiz

assessment

delivered within theCanvas LMS.

2.1.3Modules/Sections?

When asked to describe thekey features of themodules/sections layout, theLWBAT select the correctgeneral description.




2.1.4Assignment List?

When asked to describe the

key features of theassignment list layout, theLWBAT select the correct

general description.





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Learning TaskItem Objective OutcomeLevel Assessment Item

MODULE 33.0-

CommunicationTools

Given access to the CanvasLMS training course, the(LWBAT) identify utilize

features in the different coursecommunication tools.


Assessmentsdescribed below insub-skills.

3.1Conversations

When asked to describe thekey functions of theconversations tools, theLWBAT select the correct

general description.




3.1.1Inbox, Threads,Replies,

Recordings

After receiving instruction oninbox functions and features,the LWBAT select the correct

general descriptions.




3.2Discussions

After receiving instruction ondiscussion tool functions andfeatures, the LWBAT selectthe correct general

descriptions.



delivered within the

Canvas LMS.3.2.1Creatediscussion, reply,reorder

After receiving instruction ondiscussion tool functions andfeatures, the LWBAT create asample discussion post, andunderstand how to reply to a

post.


ApplicationRubric/checklist toassess completed

discussion post.

3.3Conferences

When asked to describe thekey functions of theconferences tool, the LWBATselect the correct general

description.



delivered within the

Canvas LMS.3.3.1Set upconference, invitemembers

After receiving instructionabout conference toolconfiguration, the LWBAT setup a conference and invite ademo student.


ApplicationRubric/checklist toassess completed

conference post.

3.3.1.1Configureaudio/video,desktop sharing

After receiving instructionabout desktop sharingconfiguration, the LWBATconfigure a mock desktopsharing session.


Multiple choice quizassessmentdelivered within the

Canvas LMS.


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MODULE 44.0-Managing

CourseContent

Given access to the Canvastraining course, the LWBATmanage course content and

resources by importing, linking,and adding new items using theavailable design tools.


Assessmentsdescribed below insub-skills.

4.1Add anassignment

After receiving instruction onthe assignment tool functionsand features, the LWBAT add asample assignment in thecourse.


ApplicationRubric/checklist toassess added

assignment.

4.1.1Configureassignmenttype, date,point value

After receiving instruction onthe assignment tool functionsand features, the LWBAT

configure assignment type,date, and point value in thecourse.


ApplicationRubric/checklist toassess assignment

variables (type, date,

point value).

4.2Add a file

After receiving instruction onthe file tool functions andfeatures, the LWBAT add a fileto their course.


Rubric/checklist to

assess added file.

4.2.1Select file type,location

After receiving instruction onthe file tool functions andfeatures, the LWBAT select thefile type and location withintheir course shell.


ApplicationRubric/checklist toassess added file type

and location variables.

4.3Add a contentpage

After receiving instruction oncontent page functions andfeatures, the LWBAT add acontent page to their course.


Rubric/checklist to

assess added contentpage.

4.3.1Select page orcreate a page

After receiving instruction oncontent page functions andfeatures, the LWBAT import orcreate a content page in theircourse.


ApplicationRubric/checklist toassess imported or

added content page.

4.4Add anexternal link

After receiving instruction on

external link functions andfeatures, the LWBAT add anexternal link to their course.


Rubric/checklist to

assess added externallink.

4.4.1Configure URL,name link

After receiving instruction onexternal link functions andfeatures, the LWBAT configurethe URL and name the link intheir course.


ApplicationRubric/checklist toassess added external

link configuration.


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MODULE 55.0-

AssessmentsGiven access to the Canvas

LMS training course the(LWBAT) create and addcourse assessments using theavailable LMS design tools.


ApplicationAssessments

described below in

sub-skills.

5.1Practice

AssessmentAfter receiving instruction onthe assessment tool functionsand features, the LWBAT add apractice assessment in thecourse.


ApplicationRubric/checklist toassess added practice

assessment.

5.1.1Configure

AssessmentAfter receiving instruction onthe assessment tool functions

and features, the LWBATconfigure the assessment.


ApplicationRubric/checklist to

assess configured

practice assessment.5.1.1.1Enter

AssessmentQuestions

After receiving instruction onthe assessment tool functionsand features, the LWBAT addquestions to the assessment.



assess added

questions within thepractice assessment.

5.2Graded

AssessmentAfter receiving instruction onthe assessment tool functionsand features, the LWBAT add agraded assessment.



assess added graded

assessment.5.2.1Configure

AssessmentAfter receiving instruction onthe assessment tool functionsand features, the LWBATconfigure the gradedassessment.


ApplicationRubric/checklist toassess configured

graded assessment.

5.2.1.1Enter

AssessmentQuestions

After receiving instruction onthe assessment tool functionsand features, the LWBAT addquestions to the gradedassessment.


Rubric/checklist to

assess addedquestions within the

graded assessment.

2011JeffToorongian


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Overview of Web-Based Instructional Design for:

An Introduction to the Canvas Learning Management System

Orientation to

LearningInstructional Strategies (Overview)

1. Provide an

overview

2. State the objectives

3. Explain relevance

of WBI

4. Assist learnerrecall of prior

knowledge, skills,and experiences

5. Provide

instructions on how toprogress through the

unit of instruction

Learners are introduced to WBI by:

- An introductory welcome statement on the home page of the

course describing functions of a learning management system(LMS). A brief history of the previous LMS is discussed and

the Canvas LMS is introduced.

- Learners are directed to view an introductory video, whichprovides a short summary of learning modules and associated

activities. Each module will be introduced.

- A concluding description of the role an LMS plays in aninstructors teaching duties is provided and learners are

encouraged invest the time needed in this course to help theirtransition to the new campus LMS.

- Main learner objectives are introduced in each module.

- Overview of key LMS functions is reviewed, stressing how an

LMS can help busy instructors be more efficient and productive.

- Compare key Canvas features and functions with those ofcurrent LMS to establish similarities with current teaching

practices.

- Learners are directed to a video, which highlights the course

structure and navigation design. Unique attributes of the courseare highlighted, as learners are encouraged to learn navigation

and features during the process of completing the coursecontent.

Instruction on the

ContentInstructional Strategies (Overview)

1. Present

instructional content

Each learning module will offer a similar instructional flow as

detailed below:

- Clearly labeled learning module


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2. Provide learningcues

3. Present

opportunities forpractice

4. Provide feedback

on practiceperformance

5. Provide review ofand close the unit of

instruction

- Introductory text description of the LMS element(s) to bediscussed, and the main goals and objectives for the module.

- Core instruction for the module provided by a video tutorial.

- Demonstration of learning activity to be completed as part ofthe video tutorial.

- Video and narration carries the instruction of module content.

- Key points and attributes of LMS content are highlighted orotherwise enhanced graphically to command learner attention.

- Encourage learners to pause/review/replay video instruction as

often as needed to help with comprehension of course material.

- Provide learning activities related to module contents.

Learners will complete module activities after viewing relatedvideo tutorials. They will configure various course components

and structure their course as directed in video tutorials.

- Discussion boards will be available in each module to allowlearners to ask questions, and get feedback from other course

participants as well as from the course facilitator.

- Direct feedback will be provided to learners as they progress

through course modules. As they manipulate the LMS they willsee the results of their actions as an evolving LMS course shell.

- Concluding summary of key points from module will bereviewed. Relevance of these features for instructors will be

clearly explained.

Measurement of

LearningInstructional Strategies (Overview)

1. Assessperformance

2. Advise learner of

performance errors

- Quiz assessments, administered within the LMS coursemodule will review the important functions and attributes

covered.

- Self-assessment will be provided as learner compares theircourse progress to that in the video tutorials.

- Quiz assessments will be automatically graded and scores

provided to learners within the course LMS.


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- Formative feedback from other learners and course facilitator

will be available in the discussion board of each module.

Summary and Close Instructional Strategies (Overview)

1. Provideopportunities for

retention

2. Provide

remediation forunmet objectives

3. Enhance and enrich

learning

- Content and main learning objectives in each course modulewill be summarized.

- Closing remarks will connect new knowledge to previous

knowledge and highlight key points.

- The self-paced nature of the WBI will allow learners to revisitany course content as often as they desire. All video tutorials

are available on-demand and allow the learner to control theflow of information to help improve knowledge retention.

- Additional Canvas training resources will be made available to

learners. Module discussion boards will allow learners tocollaborate, solve problems, and compare ideas related to course

structure.

Detailed Instructional Strategies

An Introduction to the Canvas Learning Management System

Orientation to

Learning (Strategies

essentially repeated

for each lesson)

Instructional Strategies- Modules 1-5

1. Provide anoverview

2. State the objectives

Learners are introduced to WBI by:

- An introductory welcome statement (either audio with slides,or video) detailing the module learning objectives.

- Details on how to proceed through module activities areprovided.

- Primary learning objective of each module introduced:

Module 1: Review of Canvas interface and completion of user

profile.Module 2: Complete course configuration


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3. Explain relevanceof WBI

4. Assist learnerrecall of prior

knowledge, skills,and experiences

5. Provide

instructions on how toprogress through the

unit of instruction

Module 3: Review of Canvas communication toolsModule 4: Introduction to course content management options

Module 5: Introduction to assessment toolsText-based objectives supported by video tutorials.

- Connect module topic to practical need and/or value tolearner:

Module 1: It all begins with learning the layout of the LMS andestablishing your user profile. Important first steps to begin

using the LMS and building your course.Module 2: The Canvas LMS is flexible. It offers the instructor

many options for delivering course materials and to students. Inthis module the learner is introduced to these options and

practical applications of them.Module 3: Connecting with online students is the key to

helping them achieve learning objectives. Canvas has a suite ofcommunication tools to support learner/teacher connection.

Module 4: Course content is the heart of online instruction.Managing this content effectively is an important skill for the

instructor to master.Module 5: Assessing student learning is vital to confirm the

mastery of the learning objectives. This module reviews thevarious assessment tools available for instructors in the Canvas

LMS.

Throughout WBI learner will be encouraged reflect back onearlier lessons and learning activities. This will help the learner

connect with the current instruction and re-establish user-LMSinteractions.

Learners are directed to a video, which highlights the course

structure and navigation design. Unique attributes of the courseare highlighted, as learners are encouraged to learn navigation

and features during the process of completing the coursecontent.

Instruction on the

Content

(Strategies


for each lesson)

Instructional Strategies

1. Present Each learning module will offer a similar instructional flow as


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instructional content

2. Provide learning

cues

3. Presentopportunities for

practice

detailed below:

- Introductory text description of the LMS element(s) to bediscussed, and the main goals and objectives for the module

(Overview, profile, configuration, communication tools, content

management, and assessment tools).Module 1: video tutorial providing a narrated tour of the Canvasinterface. Highlights of keys functions, tools, etc.

Module 2: video tutorial providing narrated description ofconfiguring a Canvas course. Demonstration of the various

options, which include modules, custom html pages, acommunication stream outline, etc.

Module 3: video tutorial providing a narrated description of thevarious communication tools that are offered. These will

include conversations, the inbox mail function, threads, andpossible replies by text, or audio/video recordings. Discussions

will be introduced and the process of creating and replying todiscussion posts will be introduced.

Module 4: video tutorial providing a narrated introduction totype of course content and techniques for uploading, linking and

assigning point values will be reviewed. File uploading will bestressed, as this is an important and common activity of

instructors.Module 5: video tutorial providing a narrated description of

practice and graded assessments, the numerous type ofassessments instruments will be discussed, and how they are

created and configured.

- Core presentation offered as a video tutorial demonstratingfeatures, navigation techniques, and completion of the learning

activities.

- Learning cues supported by video, screen grabs, textdescriptions, and audio narration. Content will be learner

controlled to allow for review, and chunking of content.

- Demonstration of learning activity to be completed as part ofthe video tutorial.

- After core video tutorial segments are viewed, learners will be

asked to complete associated learning activities in their practiceCanvas course.

Module 1: complete user profileModule 2: configure course


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4. Provide feedback

on practiceperformance

5. Provide review of

and close the unit of

instruction

Module 3: Incorporate a discussion board and set up aconference in their course.

Module 4: add/configure assignment, file, content page, andexternal link.

Module 5: add/configure practice and graded assessments and

associated questions, etc.

- Self-directed feedback will be gained as learner completes

course activities and reviews progress of the evolving courseshell, using rubric for guidance.

Module 1: Confirm profile is complete and accurate, withsettings functional.

Module 2: Confirm desired course layoutModule 3: Are communications tools functional?

Module 4: Are content items (file, assignment, external link)present and functioning properly?

Module 5: Are practice and graded assessment items in placeand fully functional?

- Each module will offer a learner discussion board as a

soundboard to ask questions, compare techniques, andotherwise support each other in their learning efforts.

-Learners will also be able to post questions to course facilitatorfor guidance and feedback as needed.

- A short concluding tutorial will close each module. This will

provide a visual overview of activities and provide a reinforcing

instructional event to solidify learning.

- Learner will be guided to next module by way of brief

introduction of coming activities.

Measurement of

Learning(Strategies


for each lesson)


1. Assess

performance

- Quiz assessments, administered within the LMS course

module will review the important functions and attributescovered.

Module 1: Assess basic familiarity of interfaceModule 2: Assess understanding of course layout options and

their applicationModule 3: Assess comprehension of communication tools, and

their application.


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2. Advise learner ofperformance errors

Module 4: Assess comprehension of various content types(links, assignments, files, etc.)

Module 5: Assess understanding of assessment tools, theirdevelopment, and use.

- Self-assessment (via rubrics) will be provided as learnercompares their course progress to that in the video tutorials.

- Quiz assessments will be automatically graded and scoresprovided to learners within the course LMS.

- Formative feedback from other learners and course facilitator

will be available in the discussion board of each module.

Summary and Close

(Strategies

essentially repeatedfor each lesson)


1. Provide

opportunities forretention

2. Provide

remediation for

unmet objectives

3. Enhance and enrich

learning

- Closing summaries (both text-based and video) in each

module will review concepts.- Learner self-review of their course progress will solidify

concepts and provide further review of Canvas interface.

- Learners have full access to their canvas practice course to

review module activities and further experiments with course

tools.- Optional review of a learning resources will allow learners tofurther visit specific course content

- Learners will be encouraged to use their existing course shell

(in the Blackboard LMS) as a guide as their build their Canvascourse. This process will allow learners to compare course

tools, learn the differences in functionality, and dive deeper intothe Canvas LMS environment.

- Module discussion boards will allow learners to collaborate,solve problems, and compare ideas related to course structure.

- Links to specific Canvas resources will be provided at the end

of each module to for learners to optionally get further training.


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Motivational Strategies

With guidance from Wlodkowski and Ginsbergs Motivational Framework, the WBI willinclude elements of the four types of motivational strategies as discussed below:

Motivational Strategies

Orientation to

Learning

Instruction on the

Content

Establishing Inclusion- To set the WBI stage, the opening

module will include instruction that aims to establish acommunity of learners. In this case the community is the

assembly of instructors, who together are tasked with learning anew LMS. Learners will be made aware of open discussion

forums where they can share ideas and struggles, and help eachother in the process.

Emphasizing relevance and choice- Throughout the WBI,

learners will be provided options and choices in how theyinteract with Canvas, and ultimately how they structure their

resulting course. Learning activities are aimed at informinglearners of LMS options and flexibility, allowing the, to

customize their course shell to suit their learning objectives andinstructional strategies.

Establish Inclusion- Through the use of discussion boards and

chat areas, learners will have options to support each otherslearning, exchange ideas, and troubleshoot problems. The

course facilitator will also be available to response to posts, orfor direct email communication.

Enhancing Meaning- The video tutorials throughout the WBI

will provide authentic examples of the learning objectives ineach module. With full control on this content, learners will

have a support structure to complete the activities and furtherexplore the LMS environment.

Engendering Competence- Learners will be presented withopportunities to practice their skills and improve their LMSknowledge in each module. Active participation will keep

learners engaged with the instruction and motivated to continueprogressing through the WBI.


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Measurement ofLearning

Summary and Close

Establish Inclusion- Learners will have opportunities toparticipate in group discussions on course-related issues. This

process will allow for positive feedback about sharedexperiences during their learning.

Engendering Competence- Learners will be able to track theirlearning progress as the WBI continues. Their sample Canvascourse will develop before their eyes, providing important

visual feedback of their new skills. Quiz assessmentsadministered in the WBI, will provide instantaneous feedback

on their progress with learning objectives.

Engendering Competence- Stressing the idea that learning

never ends, participants will continue to have access to the WBIafter they have completed the five learning modules. They will

have access to ongoing discussion threads, be able to provideinput and assistance to new learners in the course, and compare

experiences as a learning community. Learners may optionallyprovide access to their course shell for others to review and

gain new ideas that they can carry back to their own course.

Plans for handling other factors related to WBI project

Class Size

Navigationand Learner

Control

The WBI course will be self-paced. New learners will be starting the

instruction at random times. Course facilitators, staffed by eLearningpersonnel, will support the learners through an even distribution of

resource time. This support staff will monitor the discussion boardsand email traffic generated by learners. Adjustments to this flexible

approach to the course may require modifications upon review offormative and summative evaluation results and the support capacity

of the eLearning team.

Continuity in design and layout of module materials will be desired.Modules will be opened in succession, upon successful completion ofthe previous modules learning objectives. This linear approach is

needed because the content builds upon previous information andskills from earlier efforts. Navigation controls and graphical elements

will be largely established by the design elements available within theCanvas LMS. While some level of individual customization may beavailable, it is expected the other course design elements will remain


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Feedback

Interactivity

close to the default features of the LMS.

The eLearning team will reply to discussion board and email inquiriesfor all course participants. Additional resources will be linked from

course modules as needed, providing learners with optional

supplemental resources directly from Canvas web support pagesand/or other relevant sites. Fellow course participants will providefeedback to each other through discussion board and email replies.

Email and discussion boards will be primary methods of learner

communication amongst themselves and course facilitators. Primaryinstruction will be provided via streamed video tutorials. Learners will

have full playback control of these instructional materials. Allgradable assessments will provide results to learners within the Canvas

WBI grade book.

Questions to Address Media Types

Instructional

Questions

Technical

Questions

-What media types will best provide the information needed totrain learners on LMS objectives?

- Do the media support the goals of the WBI environment?- Is interaction with the media intuitive and easy?

- Do the media support the learners needs as they engage thecourse content?

-Do the media support the learning objectives?

- Do learners have network bandwidth needed to access themedia?

- Do learners computers have the needed system plug-ins orsoftware players to access the media?

- Are solutions for streaming the media to learners in place?- Are learners web browsers compatible with LMS requirements?

- Are production tools in place to produce the media content inhouse?

2011JeffToorongian


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Message and Visual Design Principles in WBI

Feature/Principle Applications Ideas for Lessons

Text Elements

Graphical

Elements

Media

Simplicity

Balance

Emphasis

Harmony

-Font choice will reflect good readability principles (clean serif-faced).- Concise text blocks lay out with ample white space.

- Clearly written instructions to learner on how to proceed through WBI.- Use tables to present key facts or figures.

- Use consistent design elements across all pages and modules of the WBI.

- Icons associated with course content will be used consistently throughoutthe WBI (many of these links are assigned by LMS).

- Use a primary image element as a visual analogy where applicable.- Course navigation interface will be intuitive and consistent throughout the

WBI (these elements are generally fixed and present in LMS course shell).- Use color consistently and purposefully (no glaring color elements, or

unnecessary color schemes that deter from WBI delivery.

- Still graphics should be sized to fit easily within page and compressed toweb-optimized file size.

- Uploaded video content should be compressed for quick download andviewing. Confirm playback of all media before publishing course.

- Confirm links to all external media files play properly.- Provide clear instructions to learners about how to access any media files.

- Keep text display clean and easy to read.

- Keep color use muted and meaningful.- Employ contrast is text and design elements to improve readability (where

appropriate).- Text descriptions should be concise and laid out for easy page viewing.

- Use white space to avoid crowding of various page elements.

- Strive for visual balance of page elements where applicable (both text andimage balance).

- Balance left bar navigation and tools with other option page elements.

- Use message design elements to stress important information or to signifythe essence of a discussion.

- Text-based emphasis can be heightened with use of color, bold, and

underline effects.- Use message cues like highlights, bold, arrows or similar elements toindicate importance or relevance.

- Establish connections to items, elements, or terms with similar color.

- Use proximity to establish connections and relationships.


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Detailed Storyboard: Home Course Page View

Streamlined Storyboard: Home Course Page(Sample streamlined storyboard for course home page)

Objective/Concept Text Summary Navigation/Sites Other

Course home page -Welcome to the Intro

to Canvas LMScourse.

- Instructions to

review all information

contained on the home

page before

proceeding.

- Information about

the self-paced nature

of the course. Options

for support and

feedback from other

learners or coursefacilitator.

- Instructions to

complete all course

content in current

module before new

module will open to

them.

- Links to course

information pages, andlinks to module

content.

- Links to

supplemental

information

(documents, videos,

etc.)

- Clearly labeled

course title.

- Contact information

for help with

technical problems

and to course

facilitator.

- Course navigation,

breadcrumbs, icons,

screen text, color

scheme, etc., are

fixed within the LMSsettings. Can add

custom images on

individual course

pages.


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Technical and Other Website Concerns

The Canvas WBI will be delivered primarily to university instructors. Most ofthese learners will access the content from their campus office where network connection

speeds will be sufficient to meet the demands of all content delivered either from within

the LMS or via external links to streaming video servers, etc. Images and other contenthoused in the LMS will be designed for web delivery and will reflect optimizedcompression to facilitate quick transfer to the learners computer. The Canvas is

currently provided as a hosted solution to the university. This means that the actualserver and storage systems are located at Instructure Canvas data centers. As a cloud-

based solution purchased by clients, the infrastructure is robust and offers redundantbackup systems for both the server and associated storage needs. This redundancy should

significantly reduce chances of service interruptions to campus users.

Cross-browser compatibility testing is regularly conducted amongst the eLearningstaff with the current production LMS, and those efforts will continue during the

transition to the new Canvas LMS. Reliance on third-party plug-ins and external mediaplayers is slowly decreasing as HTML5 web standards become more entrenched in

modern browsers. The Canvas LMS uses modern HTML5 markup to display somemedia types directly in the LMS. As noted earlier in the discussion on design metaphor,

Canvas conforms to the current W3C's Web Accessibility Initiative Web ContentAccessibility Guidelines.

There are no plans to use copyrighted content extensively in this WBI. Any

images or media included will be Creative Commons cleared (or similar) withappropriate attributions provided. Access to all content is also limited to university

personnel with log in credentials to the LMS.

Formative Evaluation Review

Subject matter and design experts on the eLearning staff monitor the WBI during

the concurrent design phase to assure that the identified learning objectives in eachmodule and the instructional materials and activities are aligned. A small group of end-

user reviewers will also review WBI materials and provide input on issues such as LMSaccess, navigation, and technical issues with engaging the content. Communication tools

within the LMS will allow these reviewers to provide feedback directly within the WBI.

2011JeffToorongian


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Implementation Team

The eLearning team at the university forms the core unit for implementationefforts. As a self-paced training course for instructors, there is no formal instructor role

for this WBI. It is expected that all members of the existing eLearning team will be

assigned course facilitation responsibilities. These duties will include supporting andmonitoring the activities of course participants, monitoring and responding to discussionand help forum posts, troubleshooting technical problems related to the WBI, and

reviewing and posting comments to course participant module assignments. The teamwill also support summative evaluation efforts that will guide future modifications to the

WBI. The director of the Center for Teaching and Learning will oversee theimplementation of the WBI at a high level, providing resources, planning and training

support, and campus-wide communication to academic deans and chairs to establishawareness for the training resources. Technical support for the WBI instruction will

reside primarily within the eLearning team. This support includes development of allcourse materials, and serving as the primary point of contact for all course participants.

External technical support for the Canvas LMS is provided from Instructure personnel,the makers of the cloud-hosted Canvas LMS solution deployed at Michigan Tech. Time

estimates are indicated in hours per week and are intended for planning purposes only,with actual time commitments varying depending on when they occur (early in course

implementation, or once course is fully established).Time and Budget Allocations

Personnel and Duties Estimated TimeRequirement

Costs

Instructor (CourseFacilitators): eLearningteam members

Monitor course

participants

Respond to email

Respond to

discussion and

help forum posts

Review and

provide feedbackto participant

assignments

3-6 hours2-3 hours

2-3 hours

2-3 hours

Total: 9-15hours/week

Included in salary*

*(Duties are considered

part of eLearning teammember jobresponsibilities. Noadditional compensation isexpected at this time.

Assignment of theseadditional courseresponsibilities may

necessitate additional staffbeing hired to support theincreased workload on theeLearning team.)


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Personnel and Duties Estimated TimeRequirement

Costs

Director- Center forTeaching and Learning

Resources

(personnel and

facilities)

Campus-wide

communication

Part of regular duties

Part of regular duties

Included in salary

Included in salary

Technical Support:eLearning teammembers

Development of all

course materials,

modifications,

additions

Primary contact for

course participants

Variable- up to 15hours

Up to 10 hours

Included in salary*

Included in salary*

Technical Support:external (Instructure

Canvas tech support)

Technical support

for high level LMS

issues

As needed Included in supportcontract with InstructureCanvas


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Final Tasks for Implementation

Initial LearnerContact

Responses

How is WBIadvertised?

During the LMS transition (from Blackboard CE8 toCanvas) the WBI will be promoted on the eLearningweb site and blog, in the university online news blog,through meetings with academic departments, and byword of mouth.

When does thecourse begin/end?

The WBI is primarily intended to provide online trainingsupport to instructors during the LMS transition. It isexpected, however, that the WBI will also function in auseful training role beyond the transition phase as a

just-in-time support for new instructors, or others

wishing to improve their skill with the Canvas LMS.

How are learnersinitially contacted?

Course participants will be enrolled in the WBI uponcompletion of an online registration form, or via anemail or phone contact requesting enrollment to theeLearning team. Once enrolled, an auto-generatedemail will represent the formal welcome to the course.

How do learnersknow their roles

The course description outlines the intent of the WBI.As a self-paced training course with no requirementscourse submissions or assigned grades, the coursefunctions as a learning assistant for instructors will be

clear.

How do learnersobtain technicalsupport?

WBI participants will be provided clear options to getassistance from eLearning staff, or other onlineresources throughout their time in the WBI. Eachmodule contains a help forum to post questions orproblems. Contact information to the eLearning team isalso clearly identified in the WBI.

Final TechnicalRequirements

Responses

How will learneraccess the WBI?

Upon enrollment in the WBI, the learner will access thecourse the same way any student accesses a course inthe LMS- they will enter their university-assigned user-id and password.

What browser andplug-ins are

Canvas uses modern HTML5 markup language. Amodern browser (Safari, Firefox, Chrome, Internet


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required? Explorer) that supports this language is required.

The Flash plug-in is required to fully experience thecontent and features of the WBI in Canvas.

How will feedbackon assignments beprovided?

Completion of assignments is voluntary. Completedassignments will be reviewed by eLearning teammembers with the goal of providing timely feedback tolearners as they progress through the WBI.

How are WBIdocuments sharedwith learners?

Course materials are delivered as custom web pages,or pdf documents available for download.

Communicationamong WBIparticipants

Responses

How will courseparticipants andfacilitatorscommunicate?

Email and phone contacts with the eLearning staff willbe clearly communicated. Each WBI module alsofeatures a help discussion forum where learners will beable to post questions and problems, and support otherlearners who may be having problems.

How will WBIrequirements bedelivered?

The course description will be available in the welcomemodule of the WBI. WBI will be further described insome of the related promotional materials.

Online skillstraining Responses

How will coursefacilitators betrained?

All members of the eLearning team who provide coursefacilitation services will possess thorough training in theCanvas LMS and have extensive knowledge andexperience with WBI course content and learneroutcomes. Many team members will have played adirect role in the development of the WBI.

How will thecourse participants

be trained?

Most instructors who participate in the WBI will have anLMS background. These skills will be useful during

their participation in the WBI. Further training resourceswill be available in support documents from theInstructure Canvas web site. The WBI itself will providethe most direct training for participants. As theyprogress through the WBI modules their skills will buildupon previous knowledge as they learn more advancedfeatures and functions of the Canvas LMS.


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Management of WBIActivity Strategies

Course facilitator (eLearning team)

Canvas course support -Open WBI access to learners inCanvas-Confirm course access for learners-Communicate course deadlines-Monitor learner progress-Review course assignments-Monitor course function in LMS-Monitor and respond to learner forumposts

Learners (Campus instructors)

Course participation -Review course learning objectives-Participate in course activities-Complete course assignments

Technical support (eLearning and ITstaff)

Technology support -Monitor LMS function-Support all course materials-Assist learners and facilitators withtechnical problems related to coursecontent access, etc.

2011JeffToorongian


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Evaluation Methods, Tools, and Data Collection Instruments

As a new web-based training course, no preexisting data from an original courseis available. Evaluation tools will include a participant survey administered within the

Canvas LMS at the end of the course. eLearning staff members will conduct a thorough

review of participant course activities, including individual module assignments.Comments and responses posted within the course discussion areas will also be used tohelp evaluate the success of the instruction in preparing participants to use the Canvas

LMS. The review findings will be compiled in an evaluation checklist. Canvas studenttracking data will be reviewed to better understand individual learner patterns in the WBI.

Staff members of the eLearning team who have served as course facilitators will alsoprovide valuable feedback on learner interactions and participation patterns through

interviews during the evaluation process.

Evaluation

Criteria

Main Questions Data Sources

Effectiveness - Did course help learners to achievelearning objectives?

- Were the activities and assessmentsachievable in the time allocated foreach course module?

- Do learner assignment activities and

discussion posts indicate they areprepared to use the Canvas LMS uponcompletion of the training course?

- Course assessmentactivities, participantreview checklist.- Participant surveyresults, Canvasstudent tracking data,eLearning staffinterviews.- Participant survey

results, eLearningstaff interviews.

Efficiency -Did each learning module provideunique learning objectives as part ofthe training course?-Did learners complete courseactivities promptly?

- eLearning staffinterviews, participantsurvey results- Canvas studenttracking data

Appeal - Were course instructional materialseffective and engaging to the users?

- Did the web course design andnavigation support participant learningobjectives?- Do course objectives encouragelearner participation in WBI?

- Participant surveyresults

- eLearning staffinterviews, participantsurvey results- eLearning staffinterviews, participantsurvey results


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Reporting and Data Collection and Analysis Timeline

Results of the summative evaluation findings will be presented in a written reportthat will be submitted to the Director of the Center for Teaching and Learning (CTL), the

CIO of Information Technology, and eLearning course facilitators. Detailed information

on the structure of the evaluation process, data sources, results and any recommendationswill be included in the report along with an executive summary. End-user survey resultsand interview responses from eLearning staff will be included as appendices in the report.

The primary evaluation questions used for the summative evaluation are outlined in thetable below. Timeline information indicated below is a proposed option. Because the

course is self-paced and available for new learners continuously, a more formalizedtimeline structure is not applicable.

Tasks TimeFrame

Beginningof WBI

DuringWBI

ConclusionOf WBI

Enroll new participantsand enable Canvas coursetracking

ProposedX

Assign participants toeLearning staff andmonitor course activitiesas needed

Proposed X X

Conduct participant surveyat conclusion of WBI

Proposed X

Conduct interviews witheLearning staff

Proposed X X

Compile participant coursetracking data in Canvas

Proposed X X

Analyze all data Proposed X

Develop and write finalevaluation report andrecommendations

Proposed X

Communicate reportfindings to administrativestakeholders (CIO,Director of CTL, eLearningstaff)

Proposed X

2011JeffToorongian

introduction to canvas lms-final project planning report

Documents