Introduction To Canvas LMS-Instructional and Motivational Strategies

7/29/2019 Introduction To Canvas LMS-Instructional and Motivational Strategies

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Instructionaland

MotivationalStrategies

JeffToorongianEDTECH512,Fall2011

Prof.K.DianeHall


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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.

Motivational Strategies

With guidance from Wlodkowski and Ginsbergs Motivational Framework, the WBI will

include elements of the four types of motivational strategies as discussed below:


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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 they

interact with Canvas, and ultimately how they structure theirresulting 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 with

opportunities to practice their skills and improve their LMSknowledge in each module. Active participation will keep

learners engaged with the instruction and motivated to continue

progressing through the WBI.

Establish Inclusion- Learners will have opportunities to

participate in group discussions on course-related issues. Thisprocess will allow for positive feedback about shared

experiences during their learning.


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Measurement of

Learning

Summary and Close

Engendering Competence- Learners will be able to track their

learning progress as the WBI continues. Their sample Canvascourse will develop before their eyes, providing important

visual feedback of their new skills. Quiz assessments

administered in the WBI, will provide instantaneous feedbackon 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

Navigation

and Learner

Control

Feedback

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 and

skills from earlier efforts. Navigation controls and graphical elementswill be largely established by the design elements available within theCanvas LMS. While some level of individual customization may be

available, it is expected the other course design elements will remainclose 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


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Interactivity

course modules as needed, providing learners with optionalsupplemental resources directly from Canvas web support pages

and/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 learnercommunication 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

Introduction To Canvas LMS-Instructional and Motivational Strategies

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