The transition to remote learning has been in progress for almost a year now, with many instructors grabbing the Canvas bull by the horns and learning how to use the different Canvas tools to provide their students with the best…
It’s been a while since I wrote a conversational blog post – in a pre-pandemic world, more of our content on this site was first-person and took the tone of a friendly colleague. In the pandemic context, our blog quickly…
This post is part of a series about using Canvas to integrate the eight Learning Technology Ecosystem Principles. You can find more about these principles here; in this post, we look at the seventh principle. Designed to enable connection: Learners exist…
The technical creation of a discussion in Canvas is relatively straightforward and intuitive. What requires deeper initial consideration is how using the discussion tool will support student learning. Here, we look at the necessary planning for setting up purposeful discussions,…
This is the sixth post in a series about how you can use Canvas to integrate the eight Learning Technology Ecosystem Principles. You can find more about these principles here, but in this post, we’ll be looking at the fifth…
This is the fifth post in a series about how you can use Canvas to integrate the eight Learning Technology Ecosystem Principles. You can find more about these principles here, but in this post, we’ll be looking at the fourth…
This is the third post in a series about how you can use Canvas to integrate the eight Learning Technology Ecosystem Principles. You can find more about these principles here, but in this post, we’ll be looking at the second…
While we do recommend designing your course for mostly asynchronous learning, and we definitely recommend being explicit and overt about netiquette from the start of the semester, we understand that some of your course will be conducted over live, synchronous…
The move to remote learning has created challenges for actively engaging students in our classes. A simple think-pair-share activity now requires an extensive descriptions of who is partnered with who, how will you communicate, and how much time do you…
In the previous post about open educational practices (OEP) at USask, I explained what they are. In this post, we will explore why so many people are already engaging in OEP, and why you should consider integrating these practices into…
We have seen significant growth in the use of open educational resources at the U of S in the past six years. As of this fall, more than a dozen open textbooks have been created or adapted at by instructors…
The causes of academic misconduct have been well-studied and the following points explain most of this concerning behavior. Research shows that very few students plan on doing things like buying papers or crowd-sourcing exam questions when they enroll in courses. …
When we move to remote teaching, we need to consider how we will continue to provide students with student-instructor interaction. One way of offering this is through office hours. While we used to offer office hours outside of lecture or…
Studio-based courses are about the process of observing, creating, critiquing, and refining over time. Students learn techniques and process, attempt them, compare what they have created to criteria, intent, or other works, and then refine or iterate. The 4 key…
Technology is excellent at allowing us to work remotely, but it can be more challenging for building community or keeping a community strong. Technology’s strength is for communication and is not as robust for building connection, especially with larger groups.…