Canvas LMS Templates


Woman: [00:05] Thank you for joining us this
afternoon. What a great crowd today. We’re going to look at what we’ve developed in
Clark County for templates for our teachers. At the bottom of this first slide I have a
bitly link, if you want to copy that down, there’s a few links inside this slide show,
and that way you’ll have access to them so you wouldn’t have to write them down. First off, I’m going to talk a little bit
about why we wanted to develop templates. Clark County school district is in Las Vegas,
Nevada, we have approximately 318,000 students, 357 schools and about 40,000 employees. Trying
to distribute Canvas over an instance that is that large is a little daunting. We wanted
to come up with a system where we could create some sort of consistency, as students moved
around. That’s the other thing that we face, Clark County has a transient rate of approximately
30 percent. We have kids moving from school, to school, to school. We have some schools,
when I looked it up on our report card that are up over 100 percent, which means their
turning over their entire student population in one year. Kids moving everywhere, so we
needed to have some sort of system, where when kids are in Canvas, they see the same
kind of general idea. Every time they’re moving from one teacher to another or from
one school to another, they’re not having to relearn how to use the system. That’s
kind of where we started. We also wanted to assure we had some sort
of quality course design with a minimal amount of training. We have, as I said, about 40,000
employees, but we have fewer than ten people who are doing regular training. We just can’t
reach all 40,000 to do training. Most of that training, honestly, is not in course design,
although we do have a great professional development educational course on course design, but we
have two instructors for that. We don’t have a lot of opportunities for teachers to
learn how to write online content. It’s out there but they have to kind of seek it
out, we just don’t have the trainers to cover everybody. Having these templates developed then already
have the framework, the basics in line, so they really just need to go in and put in
the content. That’s their area of expertise. They don’t have to worry about, how do I
structure this, how do I set this up, in an online course. The other thing that we wanted
to deal with when developing these templates, was to look at reducing cognitive load for
students. I don’t know if any of you have looked at cognitive load theory, but they’re
basically three different types of cognitive load, intrinsic, which is just the overall
difficulty of the material, there’s nothing you can do about that. Extraneous, so it’s
all the little extra things that might be in there, the little fancy gifts, and all
that kind of stuff that, they’re fun to look at but they are distracting and they
don’t add anything and in fact can detract from students progressing in their learning.
The third part is germane, which is taking little bits and pieces and adding them in
to actually help the students to progress from working memory into long-term memory.
We’ve tried to add some of those components into our templates so that students have those
little cues to help them process the information. That’s where we’re coming from. At the
bottom, the links that I’ve got here, just from where I got our data, the Nevada report
card for Clark County school district. The bottom is a really good article on ways to
reduce cognitive load in e-leaning, so if you’re interested in that, you can check
it out. When we set up the design we also tried to
make sure that we are paying attention to International Association for K-12 Online
Learning (iNACOL) standards, so I’ve got a link at the bottom of this slide for the
iNACOL standards if you’re not familiar with those. Clark County school district has
what we call our components of effective lessons. Every teacher, when they’re teaching in
a brick and mortar class or whether they’re teaching online their lessons are supposed
to meet these guidelines, for the components of an effective lesson. I also have the link
at the bottom to our document. It doesn’t matter if you’re not in Clark
County, the templates apply the same, the components of effective lesson, there’s
the introduction, there’s the daily review, there’s the development of content. It’s
all the same standard stuff that you are dealing with in your class and your teachers are dealing
with in their classrooms on a daily basis. We wanted to make sure we had those components
covered in the template. Finally, to deal with that germane cognitive
load, one of the things that we wanted to do is to have some sort of comments of icons
that clues students in that this is what they need to do. So when they see one particular
icon that always means this is vocabulary I need to know, or when I see this other icon,
this means I need to watch a video, so that those are present. We also want to make sure
we weren’t violating copyright regulations and all that kind of stuff. At Nevada Learning
Academy, we’re very fortunate to have a gifted student intern, a high school student
intern, 16 or 17 years old, we told him what we wanted and he drew it up for us. We have
two really nice sets of icons one for elementary and one for secondary, and I will show you
those, that you can see them, they are included in the templates. They’re ours, we give
them out, and you can use them if you decide to use our templates that are shared with
you. Have at it. That’s what they’re there for. Here’s how the secondary template is setup.
When a student logs in, the home page is like a front door to their course, so on the front
page is a little bit of information about the course itself and then it has links to
the different modules throughout the course. Starting with an orientation or an overview
module. That overview module goes through what are the technical requirements that you
need on your computer in order to be able to participate in this course. If you don’t
have a Google account setup how do you set that up? It just goes through all the different
techs specs, how do you setup your Canvas notifications, all those types of things.
In that overview, we’re linking out to the different Canvas guides, I’ll show you how
that works. Once we’re in the actual content modules,
the way the modules are setup is similar to a chapter in a textbook. You have an introduction
to the whole module, and then however many lessons that you need to cover that material,
and then a summary for the module. In each lesson, you have an intro to the lesson that
covers your standards, what’s your essential question, all those kind of things that are
the components of the effective lesson. We have our content pages, so here’s the information
you need to know, and that might be several different pages, depending on the content.
Then the lesson activities, so discussions, assignments, quizzes that sort of thing, and
then a summary for that lesson, and then it moves into lesson two. When it’s all done
with that first module it will take them right into the second module. In the template, we’ve only built one module,
but teachers can copy and paste that information as many times as they want. What I would recommend
that they do is to take that information and copy and paste it into new pages rather than
overwriting it, because once they overwrite it the first time, that module’s not there
anymore for them to follow. Some lessons have things that other lessons don’t have, so
as you’re taking things out — oh, my goodness, I’ve forgotten what was there. Just unpublished
that module template and use it to copy and paste to create others. Let me go into our secondary template, so
I can show you what it looks like. Here’s our home page. At the top of the home page
in this red outlined area, we have instructions for teachers. This red text all has to be
deleted, but it’s all there for them. Hey, this is where you need to start. These are
the things you need to do on this page. We also have a set of teacher instructions. Let
me go ahead and open them for you, and I’ll show you what it looks like. The teacher instructions
from a course design, probably not the best, because it’s just a list of text. Here’s
what you need to do on the home page. Here’s what you need to do on the syllabus. It just
goes through every different part of the template, and what do you need to do to customize that. Those instructions are all there, once they’ve
deleted that text from the home page, it’s actually included in that module template,
but it’s unpublished, so students wouldn’t see it, but it’s there for the teachers.
That set of instructions is there. We have the icons that we have developed for the teacher.
We have just a little bit of information about why it’s important to use those consistent
icons. As students are moving from one class to another they’re not, oh what is that
one supposed to tell me, they’re familiar with it. Even though we have a different set
for elementary and secondary, the actual content inside — just different colors is basically
what it is and different shapes. When a student moves from elementary to secondary it’s
still the same visual cues. What we have here, these are just built in,
tells them what it’s for, gives them a little bit of sample text so they can just copy and
paste that right out of this page and put it where they need to within their course.
We have quit a few. As you can see, [phonetic] Zach, our student intern, he did a very nice
job on creating these. They’re all there, and then there’s a link to go back to home.
Actually, I’ve got that open twice now. On our home page, got a little bit about the
course, as I said, and then we have buttons that are going to link to each different modules,
so the students can get around. This community forum is just a discussion on graded discussion
that students can use to ask general questions and maybe a student can answer. The teacher
still needs to monitor it, but it’s not part of the grade book. Alright, so with kids
it’s like, hey I forgot when is that assignment due and of course they don’t look in the
course they just ask [laughs]. Somebody else can say, oh yeah, it’s Thursday don’t
worry about…that kids can talk to each other about the course. Link to the orientation and then a link to
module one, those are the only two that are actually live right now. The rest of these,
of course those modules don’t exist, but the teachers can add those in, make those
links live, take out any buttons they don’t want for the course. A little bit about your
teacher, and then even though the icons aren’t copyrighted, I’ve included a set of attributions
at the bottom. Just to kind of get in good practice, so that the teachers see, oh yeah
when I’m using something that belongs to somebody else. First of all, have that permission
and secondly, I need to make sure I note that it came from someone else. I’m going to go ahead and go into our orientation
module. Just kind of give you a brief look at what this looks like. Instructions in red
for the teacher, and then here’s what the orientation module is about, by the end of
the module you’re going to be able to explore how to move through your course. You’re
going to be able to adjust your notification settings, so what are you doing to be successful,
what do you have to have done before you’re done with the module, and about how long do
you expect it to take to complete. There is a more detailed, about your course, page which
would actually just be kind of a duplicate of what’s in the syllabus, and in fact it
says that at the bottom. This information can always be found in your syllabus. More information about your teacher. If someone
is teaching strictly online, and that’s where I was coming from, was Nevada Learning
Academy, which is strictly online. A lot of times the kids don’t have any idea who their
teacher is, they’ve never met them, they’ve never seen them, they would trip over them
if they ran into them in the street. They wouldn’t know who they were, so how do get
in touch with that teacher, what are those teacher’s office hours, if they have any,
a little bit of a professional bios, so that they know something about their teachers professional
history. The kinds of things that you tell a class when you meet with them face to face.
A little bit of a personal bio, so they get to know who it is that they’re working with
on a regular basis. We created, an introduce yourself discussion in here, so not only do
you need to get to know your teacher, but get to know your classmates too. We have a tech check. The way that this is
setup, we didn’t want to have a module that had 50 pages in it, so these pages actually
link out, they’re not included in the module. There is a link for them to come back. A student
who’s taken six or seven courses in Canvas doesn’t need to reread all of this information.
If it’s been a semester since they’ve looked at a Canvas course they might need
that refresher. They can go in and take a look at these pages, so if I just link out
to the browser’s page it gives me information about that, and then I can return to the tech
check. It just takes me back to that page. Pages out, if they don’t need to read it,
they already know it, then they can skip over it. The settings preference in Canvas. Same kind
of deal here, linking out, coming back. How to use the different parts of Canvas? How
do I submit an assignment? How do I participate in a discussion? How do I take a quiz? Where
do I find my grades? How do I use the calendar? All those different kind of things that students
are going to need to know, and basically what we’ve done in here is just linked up the
Canvas guides with a video. This is an information that’s been rewritten, it’s just directing
to the students to where they can find that information. That way it’s always current
to because as Canvas updates they’re getting current information directly from Canvas. Learning online, we’ve included a little
bit about what you need to do to be a good online student. A little bit about code of
honor, what does it mean to plagiarize? What’s going to happen if you do? That sort of thing,
so those components are in there. We have a little quiz on the different parts of the
orientation. Then finally we have summary. That’s what’s included in the orientation.
Then we go directly into our module template. You’ll notice, this isn’t published, but
as the teacher I can see it, so here’s my instruction for teachers again, that really
long document. Here’s the icons for teachers again, so you can see it’s included in that
module, it’s there for the teachers but not published for students, so they wouldn’t
see it. Then we have an overview. Here’s our module goal, not a lesson goal, but our
module goal. The module lessons, what are the different topics of each different lesson.
How many different journal — kind of an overall summary of how many assignments and
what they’re going to be completing in this one module, and then we’re looking at out
lesson. We’ve titled these M1, so module one, L1,
lesson one, that way all of the pages are titled the same and when you, as an instructor
go into that pages list, all the module one lesson one pages are together. Module two,
and so on, so that you can find all of that information without having to remember exactly
what you titled it. What’s a learning goal? What are the task
you’re going to have to complete? The academic standards, there we go, there’s our icon,
how long should it take to complete this particular lesson? I back spaced somehow there. We have
an introduction to the topic itself, so what is the essential question? The overall introduction.
Why is it important? You can answer that question, why do I have to know this? Here’s why you
need to know this, how it applies. A little bit about what the content page, we just put
one content page in there, but obviously teachers are going to have multiple content pages,
they can create as many as they need. I just put more text in here, but here’s some information
that you need to know, maybe then you’re going to do a journal activity. Here’s more
information that you need to know, now you’re going to study some vocabulary. What are the
different things that you’re going to do, alright, got that, icon attributions at the
bottom and they’re just good practice. There’s a discussion shell. There is a journal
shell. What do you need to do for a journal, and in this, some of this, if you were going
to use, might need to be adjusted. As we scroll through here you can see, how do you upload
it using a file upload if you’re using Google Docs, what do we expect. There’s also a
link to the journal instructions that are particular to what we’re doing in Clark
County. We have just a basic assignment shell. It
gives the teachers some instructions about what they need to include. There’s a shell
for a quiz. There’s nothing in the quiz, there’s no questions. Its insert the quiz
direction here, make sure you publish it, all of that sort of thing. Reminders for the
teachers. Then finally, we have our summary. That’s what our secondary template looks
like. I am going to take you to the elementary template.
The elementary template is a little different from the secondary template. The secondary
template is a single subject template. Elementary is a multiple subject template. In this case,
the front page is still the doorway to the course. This time, instead of having a button
for module one… Yes? Audience
member: [19:30] I’m so sorry. Is there access to this or are you just telling us how to
[inaudible][19:35]? Woman: [19:36] There is access. Yes. Thank
you for asking that. [Crosstalk] No. I haven’t covered it but yes, we are [crosstalk], there
is access to these, yes Audience
member: [19:40][Inaudible.] Woman: In our elementary template,
the way it’s setup it’s the doorway to the courses that are home paged, but there
are multiple buttons, math, reading, science on that front page. Each of those buttons
then links to a single page for the lesson. We know for first and second graders, they’re
not going to navigate through ten pages of content, because they’re six. We’ve got
one long page, and it doesn’t necessarily have to be long, but it’s got all that information
in one place for them to link to. The reading links to another page for reading, now it’s
a little bit more labor intensive for the elementary teachers. They’re going to have
to go in and adjust those links on a daily basis, so that it’s going to the correct
lesson. They can publish and unpublished lessons,
but they don’t want the students to have access to, but they can still leave them in
their course. Let’s take a look at the elementary template. Here’s our elementary template,
we have that setup instructions at the top. The instructions for teachers, same idea,
little bit different instructions in that we have to talk about linking those front
page buttons to the actual lesson. Other than that it’s pretty much the same. The icons
for teachers, I will show you, they are a little bit different for the elementary, they’re
just a little bit more colorful and a little different shape. If you notice, in the secondary
the little icon with the man with the hand raised, it was the same icon. It’s just
a different outline, a different shell. Then we have a place to put a banner, Ms.
Myers third grade class or whatever it happens to be, and then a link to math, to reading,
to writing. The student’s link, actually, let me come back to that one. Let me open
the math link so I can show you what that looks like. All the lesson pages in elementary
look the same. Here’s your big idea, your essential question, here’s your introduction,
your lesson and then I’ve just put some of those icons in here. Here’s your practice
work that you need to do, you need to write a journal, whatever it is that you’re going
to have your students do in the elementary. Then at the bottom, there’s a big stop sign
that says, you’re done with this, so you don’t need to go any further, go home. Click
on that home button to go back and now you can go back and get to your reading lesson. When they click on reading, it takes them
to the same type of page, it’s the same look, so it’s consistent throughout. They
get to the bottom, stop, go home. This student’s page, is just a place where you could put
common resources. If you have a website you’re having students look at all of the time, then
here’s where they can get to that. Maybe you can use it to showcase student work. That’s
what that student resource is about. We have a link for parents and a contact page.
Parents aren’t necessarily logging in unless they’re logging in an observer role or using
their student login, but when you’re looking at a first or a second grader, they’re probably
doing just that. The parent page, opens up, gives any information that you want for the
parents, and then it also includes that same orientation that we included in the secondary
template. We didn’t include that orientation for the
little kids, because we really figured that the littler kids, especially in a blended
environment, is going to step those kids through that, so that they know how to use it to begin
with. It is there for parents in case they’re wondering how that works. Back to the home.
The contact page about your teacher. More information probably for parents than for
students. It is there in the course. Let me take you back, and we can talk — distribution.
To answer your question, about where to get these. I had said that they were in commons
but now I’m not actually certain if they are in commons, but they are in jive. If you
would like a copy, my email is here, I also have business cards. My co-worker, Neil, he’s
the one who actually developed the icons that are on the front page of the elementary template.
He’s got business cards, feel free to email me and I can just send you a zip folder with
both of those items in there. That’s what we have for templates. Questions?
Yes. Audience
member: Can you read your email address out loud? Woman: Yes I can. [Spelling] [email protected]
Yes, go ahead. Audience
member: [24:45] [Inaudible.] Woman: [24:55] The question was, how do we
get these templates out to our core shells? We have a variety of different ways that we’re
distributing them right now. We are not going to have Canvas Commons turned on for our instances
until we have some more administrative controls. Our instance is so large, so we provide them
in a variety of different places. Any of the teachers who take our trainings are given
the templates. We also have a Canvas Controller, somebody who runs Canvas in each school. That
person can copy the template from a core shell in their instance in their sub-account to
any courses that they create for the teachers in their building. In our email system we also have a conferencing
ability, so we can store documents and things like that in our email system. The templates
are available, they exported files are available there as well. Yes? Audience
member: I’m sorry. Canvas Commons, how do you get the templates out of Canvas,
and what are you searching for to get to [inaudible][25:49]. Woman: I haven’t looked for them
in Canvas Commons, so I don’t know for sure. Your best bet is to go ahead and email me
and I will send them to you. The question was how do you find them in Canvas Commons
and the answer is, I’m not certain. Yes? Audience
member: [26:05] Do you have templates at all for a syllabus? Woman Thank you for bringing that
up. I did not mention that. The question was, do I have templates for syllabus, and if I
go back into the, I closed it, let me pull up the secondary template. Yes, we do have
a template in the syllabus. It’s what are the school policies, what’s your pacing
guide, but we don’t have for necessarily for the pacing guide itself. Audience
member: [26:40][Inaudible.] Woman: [26:43] They can edit that and they
can change all of that. Audience
member: [26:45] You don’t require a must have course name, teacher name and policies
here, so I could go in and change it completely? Woman: [26:53] The question was, can the teachers
go in and edit and change this completely, the answer to that is yes. We do not have
it locked down so that you have to have this, you have to have that. Canvas is fairly new
and we’re using it primarily as a blended environment. Each school is going by whatever
their administrative team is saying you need to include in your syllabus. Yes? Audience
member: [27:16] Do you have any courses that you can actually show us that a teacher used
the templates in either the primary or secondary? Woman: [27:23] Let me see, the question was,
do we have a course that I can demonstrate. We have a lot of courses that are built in
our online school. I can go ahead and pull those up, I can show you, it’s going to
take me awhile to pull one up, I have access to all of that and it takes a little bit.
I will show you a sample course that we built. In this sample course it’s talking about
copyright and the curriculum, so here’s our copyright in the curriculum. It just has
the module zero and the module one. You can see this looks a little different from our
actual template because we’ve adjusted things a little since I wrote this sample course.
If I go into the module one, it shows copyright and fair use, here’s our module goal, here’s
our module lessons, the assessment and so on. This is a sample course and we have different
icons in here because we didn’t have [phonetic] Zach when I made this. [Laughs.] I need to
go in and update this sample course, and then we have our learning goal, what task do you
need to complete. This is what a sample course would look like. Any other questions? I think
we’re out of time. Thank you, I know it’s warm in here so I appreciate your hanging
with me.

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