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We received this recent question from a professor:

"I find that exceptions for sick, injured, and other students are hard to keep track of, and that my grading gets slowed down by me digging through my email to remember if I gave a particular person an exception. With the flu I'm needing to excuse more people. Is there a way to encode exceptions and personal deadlines in Canvas so that it automatically takes these into account?

Answer: YES!


In any Canvas assignment, when you click Edit, you’ll see a box like this at the bottom:

Click the +Add button and you’ll be able to give any student in the drop down list a different due date. You’ll notice that the “Everyone” in the box above then changes to “Everyone else”.

 

 

We all would like to create a classroom environment where productive discussion leads to learning, but how can we set up students for this type of success? Some students are reluctant to speak, while others have no reservations about dominating the conversation. The Discussing Discussions workshop explores the theory and practice of classroom discussions, identifying specific techniques and strategies while discussing the advantages and disadvantages of each.

Slides:
Resources:

Harvard Leading Discussions Handbook: This discussion guide was produced by The Derek Bok Center For Teaching and Learning at Harvard University for the graduate Teaching Fellows program. This guide provides an overview of the purpose of discussion in the learning process and practical tools to build productive and diverse discussions among your students. This guide is also used with Dartmouth's Learner Fellows program.

CRTL_Discussion_Worksheets.docx: The Center for Research on Teaching and Learning at the University of Michigan provides these tools for increasing inclusivity in classroom discussions at their workshops. Full of ideas for approaching difficult situations, these worksheets are a great reflection activity.

Peer Review Questions for Discussions: One technique for dealing with the dreaded problem of "participation points" is to ask students to assess each other following a discussion. This rubric can be modified to meet your own needs.

Faculty Focus Discussion Self Assessment: Looking for some great ideas on how to measure what really matters in a discussion? This article encourages student-awareness about the goals of a discussion, which increases student investment in a successful outcome.

Universal Design for Learning Guidelines: The Universal Design for Learning framework asks you to consider multiple means of engagement in a discussion: perhaps you offer participation for either an in-person discussion OR one that happens asynchronously on Canvas.

Discussion Activity Idea: The Popsicle Stick Campfire (can also use Poker Chips)

Objective: Encourage all students to participate while also building empathy among dominant talkers, encouraging thoughtful deliberate contributions.

Steps: Each student receives 3 popsicle sticks at the beginning of a discussion - a green (labeled Go), a yellow (labeled Slow), and a red (labeled Stop). When the student speaks, they throw a popsicle stick into the "campfire" in the middle of the group - first green, then yellow, and finally red. Once a student has thrown their last popsicle stick, they cannot speak again until all students have thrown their sticks and the campfire discussion is blazing hot!

Note: Of course this method can be accomplished without the colors, though some students respond to the go--slow--stop.

You may notice a different course home page default in Winter 2018 Canvas course sites.

Check out the new course home page default starting in Winter 2018 Canvas course sites.

Previously, the "Recent Activity" view was the starting place for your course site design, though many instructors would change the Home Page to Modules, a Front Page, or the Syllabus view. Now, the course home page defaults to the Modules view with the module tool ready to use. A new "Add Existing Content" button is provided to take instructors directly to the Copy a Canvas Course feature.

You are not required to use Modules for the home page or for your course site design. You can set the course home page to your usual setting as part of your course copy from a prior term or by clicking Choose Home Page from your sidebar. You might be prompted to choose a home page when publishing your course if you have not already done so.

 

Every three weeks Canvas updates features and applies bug fixes. The next production release is scheduled for Saturday, June 24, 2017. View the full Canvas Production Release Notes, watch the release screencast, or continue below for a "what you need to know" summary of the latest updates for Dartmouth.

...continue reading "Canvas Updates for June 24, 2017"

This week is the EDUCAUSE Learning Initiative Online Focus Session: New Directions in Instructional Design: Keeping Pace in a Time of Rapid Change. The program is robust, lining up experts to talk about trends and innovations in teaching and learning while focusing on where instructional (learning or educational) designers have impact and directions we might grow in the future. My colleague Melody Buckner (University of Arizona) and I were asked to help design the focus session activity workbook. Our goal was to bring purposeful reflection and meaningful application to participants as they look toward the future of their careers, projects, and roles as potential agents of change at their institutions.

...continue reading "Being Leaderful From Where You Are"

Like a huddle on a sports team, teaching huddles are an opportunity for members of a teaching team to regroup and evaluate their teaching strategies. Teaching huddles are rapid-fire problem-solving sessions that take place each week while a course is in session. They are agile, meaning that they respond quickly and flexibly to the evolving needs of a course as it is being taught. Teaching huddles may be appropriate for any course that has more than one person working to help students learn course material. Some examples of teaching huddles include professors co-teaching a course, a professor working with graduate teaching assistants or Learning Fellows, or a professor working with instructional designers.  ...continue reading "Teaching Huddles"

coffeelearn_headerCoffee & Learn is a new series of mini-workshops held at the Arts & Humanities Café in Bartlett 201 every Monday afternoon from 3:00 to 4:00 pm. Members of Dartmouth's Digital Humanities community will discuss technologies for research and teaching, and participants will have plenty of time for guided practice over delicious afternoon cappuccino. Read more for a list of Coffee & Learns that we've organized for the remainder of winter term. ...continue reading "Coffee & Learn"

Adam and Erin presenting on accessibility at ELI 2017At ELI 2017, Instructional Designers Erin DeSilva and Adam Nemeroff represented Team Access at Dartmouth College. Team Access is an inter-departmental group of staff from Classroom Technology, Educational Technology (Instructional Design), and Student Accessibility Services. Together, we work to improve access to learning experiences for all learners. The following is our poser we presented and the resources we frequently consult with through our work.  ...continue reading "Our Poster and Resources: Access First! Igniting a Campus-wide Universal Design Mindset"

This post was crafted in collaboration with Rebecca Taub (Brown University), Petra Bonfert-Taylor,Erin DeSilvaPrudence Merton, and Kes Schroer (Dartmouth).

Students in a group meeting.Group work can take many forms, from short discussions to term-long projects. In our Active Learning Canvas site, we have resources on many activities that could be group based, such as Case Study ApproachCreating a Shared Knowledge BasePeer Instruction, and of course Team-Based Learning...continue reading "Using Student Groups in Your Teaching "

By Adam Nemeroff and Erin DeSilva

The following is a guide for creating materials that are accessible to a variety of students, regardless of accommodation need. In this guide, we detail how to do this depending on what materials you are creating. We include both general guidelines, as well as specific steps to follow for specific tools and materials. 

This guide from Auckland University gives a wonderful overview of these similar guidelines.

The University of Auckland describes how to create Inclusive Online Courses.
The University of Auckland describes how to create Inclusive Design for Online Accessibility. Here is a downloadable PDF.

...continue reading "Creating Accessible Materials"