What’s a Well-Designed Canvas Course Look Like?

Just as students appreciate seeing good examples of work before doing their own, instructors designing courses often feel the same way. As the U of S transitions to Canvas we want to provide you with some such examples through the following two examples. In both cases, student information and data has been removed.

ETAD 402 – Multimedia Design and Production
This course from Professor Marguerite Koole in the College of Education is a blended course in that it’s a mix of asynchronous and synchronous delivery.

ENVS 818 – Introduction to Sustainability
This course from Professor Maureen Reed from the School of Environment and Sustainability. This is an example of an asynchronous course and is also a condensed course, delivered over only two weeks. It makes extensive use of Discussions.

While building your own course in Canvas, or reviewing it once it’s built, you may find this checklist useful. The checklist covers details related to the course navigation and information, content, student assessment, and course accessibility. The checklist will support you in achieving our Learning Technology Ecosystem Principles and other principles of effective instructional design.

Finally, the video below explores a course that is poorly organized. This is not an actual course, but may reflect issues that you’re trying to avoid. This post explains the purpose and how to use modules in your remote courses to avoid these issues. There are also a number of additional resources available on remote teaching and using Canvas at the U of S.