As you prepare for next term's courses, you might want to begin working on your Canvas sites by copying content from an old course. If so, follow these steps to transfer content from one Canvas site to another:
Navigate to your new site, and click Settings at the bottom of the navigation menu on the left.
Click Import Content into this Course in the column on the right.
Accessible materials create access to documents and materials so that they are usable by all students in your class. Most of these changes have the dual benefit of simultaneously helping students with specific accommodations, while also improving the experience for the other users in your class. The following is a guide for creating materials with these types of considerations in mind. In this guide, 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.
Updated March 12, 2018 - An earlier version of this guide was published in 2016. We updated the guide recently to include updates to the Canvas and documents sections. For Canvas, we added specific directions for accessibility features in Canvas (using the accessibility checker and UDOIT). We also posted a screencast video explaining how to use these tools. For documents, we included more extensive directions on creating accessible document and converting them with SensusAccess, a new document conversion tool at the College.
By Alicia Brandon (Student Accessibility Services) and Adam Nemeroff (Instructional Design)
This post is the first in a series of collaborations between Student Accessibility Services and EdTech where we will explore the role of Universal Design for Instruction (UDI) and its role in creating an inclusive classroom environment. In this first post, we will introduce UDI and its principles, frame definitions for each principle, and provide examples of the principles in use.
UDI is a set of principles meant to address the needs of all learners. A classroom that adopts these principles seeks to not only support the needs of students requiring accommodations, but the needs of all learners to allow them to learn at their best. These principles, introduced by Scott, McGuire, and Shaw (2001), are increasingly being embraced by educators across the nation. ...continue reading "Creating Inclusive Courses with Universal Design"
On Friday, August 12, 2016, 55 participants representing 21 different institutions in the northeast gathered at Dartmouth to share experiences, identify best practices, and build community around Canvas as a learning management system and strategy for pedagogical innovation. This was the fourth iteration of the Canvas User Roundtable hosted by the Dartmouth College EdTech team, with the goal of learning from colleagues and creating a local community of practice for institutions at varying stages of Canvas implementation. The agenda was a combination of of pre-planned demonstrations/discussions and unconference-style breakout sessions:
Data and Analytics
User Experience and Course Design
LTI approval and “Hacking”
Governance and Leadership
Piloting and Evaluation of Canvas
Templates and Standardized Course Design
During the event, we also used the Twitter hashtag #CanvasRound16 as a backchannel to capture ideas and generate discussion – which resulted in a lively digital community and conversation.
Steve Swayne, the Jacob H. Strauss 1922 Professor of Music and Chair of the Music Department, offered a MOOC with the OperaX team last fall titled: OperaX: An Introduction to Italian Opera. Spring 2016 is the first term in which Steve has offered his residential course, Music 11: Introduction to Opera since creating the MOOC.
The link validation feature lets you check whether links you've put in your courses still work. This is particularly handy if you've copied a course you previously taught using Canvas to another term. It's possible that some of the links in an earlier version may be outdated or broken. Now you can find and fix them easily.
DartmouthX has used social media in all of our courses to date. With the third MOOC on DartmouthX, OperaX: An Introduction to Italian Opera, we decided to document some of the things we've experimented with to share with others. This post is intended to be a "Social Media Toolkit" for MOOC teams gettings started. We've formatted this as a recipe to help make adoption easier!
With Dartmouth's third MOOC, OperaX: An Introduction to Italian Opera, we decided to write some "recipes" for some of the innovations we have developed over the DartmouthX courses. This post is intended to be a "MOOC Badge Toolkit" for MOOC teams looking to build social learning within a course.