Author: Karen Turpin

How to Copy Individual Items to another Canvas Course or Share them with another Instructor

Canvas’s Direct Share feature allows instructors to share individual course items to their other Canvas courses, and easily share individual course items with other instructors in Canvas. To use this tool you will need to have a course role of Teacher, TA, or Designer in your Canvas course.

Please keep in mind that Direct Share is only for sharing individual items. If you wish to copy an entire course’s content over to a new Canvas course site, it is best to use Canvas’s course import tool to complete the course copy process.

Copying items to other Canvas courses

Follow these step-by-step directions:

Sending items to other Canvas instructors

Follow these step-by-step directions:

You can manage items that have been shared with you from within your Canvas account.

Fall 2021 Online Education Workshops

Registration

MiraCosta faculty no longer need to sign up for Flex activities in advance. After attending a Flex workshop, record your participation on your Flex transcript under the “Record Activities” tab, selecting the “Scheduled Activities or Workshops” activity type. Visit the Flex website for more information.

Archives

After Flex week, go to the Workshop Archives to see recordings and resources from workshops below that were held online.

Fall 2021 Workshops

Friday August 13, 2021

Welcome & Reconnecting over Morning Coffee 

9:00 AM – 9:30 AM
Sean Davis
Audience: Everyone

Sean will kick off our Online Education-focused day of workshops with an overview of what’s to come, and an opportunity to reconnect with colleagues through open sharing and discussion.

Overview of the new MiraCosta Online Class Quality Guidelines, with Examples

9:30 AM – 10:30 AM
Sean Davis & Angela Beltran-Aguilar
Audience: Everyone
Recording: Overview of the new MiraCosta Online Class Quality Guidelines, with Examples (Zoom Recording, 56 minutes)

In spring 2021, the Academic Senate approved significant updates the MiraCosta Online Educators committee made to the MiraCosta Online Class Quality Guidelines to reflect updated external regulations as well as an increased emphasis on equity. Learn how this document can be a useful tool for faculty as you create, update, and teach online classes. And, learn about a Canvas-based resource full of local faculty-created course elements that exemplify these guidelines in action.

Online Support through STEM and MLC

9:30 AM – 10:30 AM
Scott Fallstrom & Raymond Clark
Audience: Everyone
Recording: Online Support through STEM and MLC (Zoom Recording, 57 minutes)

The STEM and MLC are continuing with online tutoring and support services. Come learn about what is available, see the website/calendar, and consider how to integrate information about our services in your Canvas courses!

Annotation Tools and Pedagogies within Canvas

10:30 AM – 12:30 PM
Karen Turpin, curry mitchell, Lisa M. Lane, & Robert Bond
Audience: Everyone
Resource: Canvas Student Annotation Submission Assignment
Recording: Annotation tools and pedagogies within Canvas (Zoom Recording, 2 hours)

Emergent tools for creating activities and assignments around annotation (commenting directly upon and discussing a shared text, image, video, etc.) are making it easier for faculty to engage students in rich, interactive learning opportunities. In this session you’ll hear from faculty using Google Docs and Perusall for these kinds of activities, and you’ll learn about Canvas’s new built-in annotation assignment option.

Creating Accessible and Usable Documents

10:30 am – 11:30 am
Aaron Holmes
Audience: Everyone
Recording: Creating Accessible and Usable Documents (Zoom Recording, 43 minutes)

The workshop is related to instructional improvement as it will be geared toward creating accessible course content but it also has information on how to make accessible Word and PDF documents for non-instructional staff. The workshop will demonstrate how to enact a few simple changes to the way you develop your documents that can have a huge impact on your students’ ability to access and understand them. This will include using Microsoft Word to create accessible Word and PDF documents. It will also provide guidance on layout/formatting as well.

Online Tools for Math Teachers

10:30 AM – 11:30 PM
Scott Fallstrom
Audience: Everyone
Recording: Online Tools for Teaching Math (Zoom Recording, 24 minutes)

For statistics, we’ll take a look through the free art-of-stat webapps which contain a robust set of applications allowing students to participate, simulate, and conjecture based on pre-programmed data sets, or upload your own!  For future teachers, we can use constructions with Desmos/Geogebra (geometry) as well as other OER resources that can help with possible online versions of these courses. And I’ll show how to embed these in canvas students to use… you’ll love it!

How are students accessing my courses? Strategies for Providing Increased Access for All Students.

11:30 AM – 12:30 PM
Henry Cohn-Geltner
Audience: Everyone
Recording: How are students accessing my courses? Strategies for Providing Increased Access for All Students (Zoom Recording, 48 minutes)

The goal of this workshop will be to discuss the multitude of ways in which students access your course. We will discuss the physical and mechanical modes, including the use of devices and platforms, and the contextual experience students have navigating course content. Experiences from learners with diverse learning profiles will illustrate key strategies that you can use to increase and expand on the access points you already provide for students.

Canvas Open Lab

11:30 AM – 12:30 PM & 2:30 PM – 3:30 PM
Karen Turpin
Audience: Everyone

This session is designed to give you open time to work with Canvas in a collaborative, supported environment. This is intended to be useful for anyone from beginners to advanced Canvas users, and is open entry/exit – show up anytime and stay as long as you like. Come with your Canvas questions and your fall classes-in-progress!

Equity & Humanizing Your Course: The Liquid Syllabus

1:00 pm – 3:00 pm
Robert Kelley & Lisa Lane
Audience: Everyone

“Humanized online teaching practices support the affective dimensions of student learning. Many students who enroll in online courses, particularly those from minoritized backgrounds, do not successfully log in and complete the first week successfully. Weeks 0-1 comprise a high opportunity zone for increasing the percentage of students who succeed online… An equity-minded strategy [for overcoming] these barriers is to transform your syllabus into a Liquid Syllabus… A Liquid Syllabus is a mobile-friendly, public website with a friendly welcome video that is written with inclusive, validating language” (Michelle Pacansky-Brock). Come for an overview of the Liquid Syllabus and then stick around to make one yourself. 

Curious: Watch a 3 minute video overview: https://youtu.be/90BmvCuXMoI. 
The subsequent “hands on” activity (for the first 20 participants; please register at https://forms.gle/fwwgGTJTmi245uoq5) requires having or creating a google account and access to an internet connected computer.

Increase Student Connection and Interaction with Pronto

2:30 pm – 3:30 pm
Tanessa Sanchez, Robert Bond, & Matt Baugh (Pronto)
Audience: Everyone
Recording: Increase student connection and interaction with Pronto (Zoom Recording, 49 minutes)

Learn how to get started with Pronto, an app that integrates with Canvas and enhances communication beyond what Canvas provides, enabling group messaging, file sharing, video chat, announcements, and more in a very mobile-friendly way. Hear from MiraCosta faculty who began using this last year and are excited to share their experiences!

Happy Hour, Open Discussion, and Sharing

3:30 pm – 4:00 pm
Jim Julius & Sean Davis
Audience: Everyone

Wrap up the day by connecting with colleagues to share your plans and discuss your lingering questions about all things online as you look ahead to the fall!

Canvas Student Annotation Submission Assignment

The student annotation assignment allows the teacher to upload a file to Canvas that the student can then, without leaving Canvas, mark up using the built-in annotation tools (highlight, make comments, draw marks, etc.) as their submission.

See the end of this page for some ideas for how you might use this feature.

Screencast Video

Canvas has published a one minute overview video of the new feature.

https://player.vimeo.com/video/541889461

Overview/How to Use

  1. Create an assignment as normal.
  2. For the assignment type, choose Online.
  3. Under online entry options, check student annotation.
  4. Choose an existing file (such as a PDF, Word document, or JPG), or upload a new one, that will be the template for the annotation assignment.
  5. Finish completing your assignment with the normal process.

Limitations

  • Annotation assignments use the same annotation tools available to teachers with SpeedGrader. While a variety of file types are supported, PDF or Word files will have the best compatibility. Here is a list of file types the DocViewer can preview.
  • These assignments are not currently available for use with with peer assessment, but this is planned for the future.
  • This type of assignment cannot be made a group assignment. (For these, consider using a full collaboration tool, like Office 365.)
  • This is not a multi-user live collaborative document (like Office 365, Google Documents, etc.).
  • Keep in mind that most students do not have a stylus for detail drawing, and drawing with a mouse is imprecise at best.
  • All annotations exist as a layer in Canvas displayed over top the original; it is not actually editing the original document. You can export the annotations to a PDF file, where the annotations will exist on the PDF comment layer.

Student Directions

Student Guide: How do I annotate a file as an assignment submission in Canvas?

Assignment Ideas

Here are some ideas to get you thinking about how you might use this new tool in your course. Do note that many of these are possible to do in other ways (like using Office 365 documents). The tool in Canvas can make some of these quicker or easier, but, in some cases, it may be appropriate to continue to use the other tools.

  • Have students analyze, critique, or respond to prompts (texts, images, or both).
  • Train academic paper reading skills. Reading academic papers can be challenging to read and learn from without training. Upload a paper (either relevant to this course, or perhaps in a similar field, but not exactly related to this course) and ask the students to read it. Have them use the annotation tools to highlight passages they consider important, make margin notes for questions that remain or their thoughts at that moment of reading, or to make commentary about the structure, flow, and formatting of the paper.
  • You can provide feedback on important information the student did not take notes on, extraneous highlighting, and other details.
  • Ask for self-reflection and/or start a class discussion of errors in papers. Use a sample assignment submission like students might hand in and ask them to mark it up. Optionally, you can include a rubric in the template document for the students to fill in. This will allow you to have a discussion with them about the feedback that they find most important. This can also help them to review their own submissions before submitting.
  • Post a “find errors and correct them” assignment. Especially useful for a language or coding course (but also can apply to others, like math or logic), create an assignment of statements or solutions that have errors in them, and ask students to mark up what the error is, and suggest corrections. Do keep in mind the limitations of annotations as small corrections; do not have problems that require a significant rework. “True or False, but, if false, make it true” assignments are a narrower sub-type of this activity.
  • Ask students to label a diagram or image as their submission. The student can use point comment tools to label individual parts, or box comments for larger structures that cover an area. This is comparable to a “hot spot” question in some ways. This is only recommended for identifying parts of a diagram, image or document; other assignment types are better for whole image identification. This can be used not only for low-level identification (“label the parts of this building’s façade and attribute it to a period”), but also higher-level analysis (“discuss your interpretation of this x-ray”).
  • Collect student feedback in a specific format, such as providing a form or template that you would like students to fill in for a “360 degree” peer evaluation after a group assignment, but you do not want students to need to download or upload files (and a survey is too much for what is needed).
  • Fill out “lab notebook” or “observation notebook” documents in a course that does not make heavy use of them to utilize another tool specialized to that purpose.
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