Kathy Craig – Branched Learning Activities Using Canvas

Kathy Craig: Yes. I’m with Creighton University.
For those of you that don’t know about Creighton, it’s a Jesuit University in Omaha, Nebraska.
So, when we were having snow here, it was about 98 in Omaha, so it was kind of which
would you prefer. So, we’ll be going back to some heat too. We have about 7,700 students
and that includes our arts and sciences students plus we have a number of professional students.
So we’ve got medical, dental, law, occupational therapy, pharmacy, physical therapy, and nursing.
So we have a broad group of both faculty and students that we are serving. And so we’re
serving them for both online courses and face the Facebook. One of the challenges that I have is an instructional
binder is figuring out how can I help faculty engage students? I know you’ve all gone through
this. How can I get the students more involved rather than just having, okay, here is your
reading, now discuss it, now reflect on it and we certainly have some courses that are
like that, but we need to give students the opportunity to explore things themselves,
it will help them retain the information and to have an opportunity to make decisions in
a safe environment. So, I’ve always thought branch learning was
kind of unique, students go in and make decisions, they suffer the consequences of those decisions,
they get an opportunity to rethink it. So I used to use flash. I know some of you have
probably used flash, created things in flash. Flash is pretty cool. You can do some amazing
things in flash, can your faculty afford it. There is a work on an iPad, no. So, with all
these things are going okay. Flash isn’t going to work, because I want something that not
only I can do, but that our faculty can do as well. So, I was looking for something that
was cheap as we all do. I was looking for something that was easy, because faculty don’t
like it hard, they’ve got enough to worry about with their own topics and I wanted it
to be able to work with Canvas. So, this is our Canvas, we actually call it
BlueLine, because as some of the rest of you have done. You’ve had to go through a series
of analyses to finally get to the good one. And when we went through those series, we
just kept calling it BlueLine. So, when you see BlueLine think that’s just our term for
Canvas. So, as I looked at all these different options,
trying to figure out what the heck should I use to create branch learning in Canvas
that had all of these features. I was working on a course one day and I’m going to wait
a minute. What I want is already available in the Canvas and it’s very easy to do. So,
I decided to start exploring it more. I created this site that is for our faculty, but it
is also public, so it’s available to you at the address listed up there plus it’s in the
discussion for this presentation, so you can link on it from there. So, I’ve made several examples. One of them
I’m going to show you were using in a course, it starts actually in next spring, we have
a lot of work do on it yet. So, when we talk about these branch learning activities, what
are we talking about? I kind of like to divide them into three areas. One area is a study
guide. Students were getting ready for an exam. They have a lot of terms. They have
things to identify, whatever. If you can help them with the study guide, it should help
improve their course, right? Well, I’ll show you an example of that. The next one is dichotomous key. Any of you
are familiar with field biology? Yeah. So, you know what a dichotomous key is probably.
A dichotomous key basically and it doesn’t have to be just in field biology, a dichotomous
key basically gives two choices. You answer the choice that is correct but whatever it
is you’re trying to identify doesn’t have to be something in biology it can be something
else and you follow the trail until you actually identify the item. And the third type is more
of the scenario based, that choose your own adventure sort of thing. You’re presented
with the scenario. Based on that scenario, you make decisions. What you decide, what
decision you make, determines in what direction you go, good or bad or whatever. Okay. So,
let me show you some examples of this. By the way, I know that in some of the presentations
I saw you were still using Canvas before the update that’s coming in July, that the draft
state. I’ve switched this when overall ready, so it looks slightly different from what you’re
familiar with it, because it’s in that format, which by the way, all the faculty I’ve worked
with love. So, it’s going to be great to move over everything here. So, with these, basically
what you do is in the module, you add your first page of the activity, that’s the only
page within that activity that you add to a module, because you are going to put navigation
within it to go to other pages and return. Okay. So, here is an Animal Cell. You’ve probably
at some time taken a biology course where you had to identify the ordinals in a cell
and you may not remember them, but if you have a study guide, you could come back here,
take a look and go “hmm, I think this is rough endoplasmic reticulum.” You click on it. This
happened for an image map. Image map isn’t a normal thing that you find in Canvas, but
with the help of a video of somebody else, there are actually instructions in this course
on how to do it, but if you want to do it without having to buy anything. But if you
want to do an image map, you can. Okay. So yes, it was Rough Endoplasmic Reticulum.
Here is some basic information about it, here is a link to more information and here even
is a video. So if your students don’t understand what the Rough Endoplasmic Reticulum is, they
can find out right here. So, what do we do after that? We’ve got to help them navigate
back. Remember this is in a module, it’s linked from a page that’s in the module. So back
to the Animal Cell. Canvas makes it very easy to make these kinds
of links and I’m going to show you for exam, how that works. So students can go to each
of these ordinals, click on it, find out what it is, and see if they were right. We have
a professor in dental school that is doing this with tissues in the mouth. So, she’s
got photographs and she’s got them numbered and so forth and students go through and try
to figure them out, use them for studying or anything. I’m going back to the modules to go to the
first page of the next activity, which is the dichotomous key. This dichotomous key
is for insects. This is a good activity even for K12. In fact I sort of aimed at the K12,
because we were doing a presentation for some K12 people. But it could be used again for
lots of other areas. So, basic information, student is given an insect, you are to identify
it to order. Let’s get started, navigation. You like these buttons? PowerPoint, directions
are in the quotes. How to make buttons in PowerPoint? Again, you want to make everything
so that faculty don’t have to buy something extra. So here we go. Two choices. Does it have more
than three pairs of legs or does it have three pairs of legs. Not sure it is more than three
pair of legs. What’s your guess on that? Not an insect if it has more than three pair of
legs. Navigation, send them back. Navigation is so important in these. Let’s say that it
has three pairs of legs. Next choice, does it have wings or does it not have wings? Let’s
say it has wings. Ah ha, if it only has a single pair of wings, we’ve identified the
order. The order is Diptera. If it doesn’t have, it has two pairs of wings and we’re
going to move on, but once you’ve identified it, you can provide the information. There
is a link to more information. Here is a video. Let’s say that it has two pairs of wings.
Okay. If it has two pairs of wings, the wing lengths are almost the same and it has a long
slender body, damselfly or dragonfly, odonata, or not as described, so you can continue on
identifying it. Here, not only can you connect pages, you
can connect other activities that you have within Canvas. So, in this pace, I’ve connected
this to an assignment. They get five bonus points if they can describe this. Here is
some more information for them. What’s the difference between and dragonfly and a damselfly?
They submit the assignment, you know tell us about it. So now, how do you get back to
the activity? You make sure that you have a link back to the activity and here it is.
Tell someone click on this link once you’re done, take them right back to where they were
at. So again, you can make the navigation from assignments, from discussions, from pages. Okay. Let’s take a look at the next one. This
is a practice activity of Spanish scenario. So you could give your Spanish students the
list of terms or phrases that you want them to know on a sheet of paper, right? Or you
could put them in an activity where if they don’t know, they end up in elsewhere and that’s
what we try to do with this activity. Now, one thing to keep in mind for those of you
that do speak Spanish, I haven’t had it since eighth grade, so it’s a little iffy there.
This is more for demo purposes. The internet is wonderful to help you though when you know
situations. So in this case, you have a cousin in Mexico, getting married in a small village,
everyone like speaks English. Okay. So, you end up at the airport, cab driver
doesn’t speak English, what do you do? These again made in PowerPoint, these buttons are
the links. So, you can link-in and BlueLine in Canvas from word or from images. So, let’s
just say this one. You are waiting on because you are afraid you’re going to end up in the
wrong place. However, next one doesn’t speak English either, what you’re going to do? Go
back to your previous choice, give them a chance to recover or, you know, stay there,
try to find a place to eat and place to stay and forget about the wedding. Really? You
really want to forget about the wedding? Yeah, I don’t care about the wedding. Yeah, maybe
a different language, again a chance to return and try again. So, what you can also do then is that audio,
imagine that for languages. Now, what I did is I use the translator online, so it’s machine
language. You’d much prefer to have the actual Spanish or other language professor doing
this, but this gives you an example, let’s see if it’s even loud enough here. Apparently
not, but you can add audio here, so that they can see, hear what is sounds like. Okay, so
we take this choice. With this particular activity, what I try to do is, I try to keep
making it a little bit more difficult and the consequence is more severe if they didn’t
get it right like not knowing how much to pay the cab driver and so forth. So again, you can do it however you want.
You can leave them in whatever directions you want with these activities. Let me show
you the final one and this is the one that’s I mentioned was going to be in an EMS, Emergency
Medical Services course with a Dr. Bill Raynovich from our university. So, he’s been working
with this with me. We still have a lot of work to do. But I want to give you some ideas
of some other things that can be done. In this particular case, the final thing that
the students will be expected to do is an environmental scan or SWOT analysis. They
are going to play three different roles. They’re going to start out as a paramedic to make
decisions. They’re going to become the proprietor or owner of Slumber Valley Ambulance, and
then they are going to be a management consultant. So, it gives them kind of a view of all these
different things. I think I have my work in psychology, philosophy, counseling, so many
different areas where you actually get the student to play these different roles. So, we get started on this. So, as paramedics
got the problem that there is a new business, not far away, they are paying a dollar more
now and they give you a week more vacation, so what you’re going to do? Because you’re
pretty faithful to Slumber Valley Ambulance. So again, choices as to what you’re going
to do. Although you’ve been working there, you decide, you’re going to apply for the
job. Okay, I went too far. Okay, are you going to accept the position, because it’s been
offered to you? Are you going to talk with the owner or are you just going to stay? Again,
what decision you make, determines where you go. In this case then, we said, okay, we’re going
to put a video. [Video] Employee: Hey, Boss, just forgot to say Mega
Ambulance, they are hiring three new paramedics and they’re offering an extra week vacation
and a dollar more per hour and I love working here, but it’s… Boss: [Audio inaudible]. Employee: Yes. So, I don’t know I just want
to see what you think about that and let me know. Kathy Craig: When we continue, we’re going
to continue to an assignment. And in this assignment, the students are going to record
video back. So, we have a video of the Boss’ response. Boss: Yeah. I understand your offers, Adolf. Kathy Craig: And I’m not going to play all
that. But we have the response from the owner, the proprietor, and then the students gives
their response to them. Okay. Now we’re going to continue to proprietor. So, here is the
assignment. We have a link to get them back to the activity. Now, here is all the information about the
proprietor. The proprietor is one that’s really worried, because there is a new big ambulance
company, Mega Ambulance company that’s coming in Mains, what it is. And you’ve got some
financial issues. You’ve been there for a long time, what you’re going to do? So here
is this information, here is the PDF if the student wants to download it. So, they have
the information as they go through the activities, they can do that and start making choices.
Are you fine with it or is your service in trouble? I’m fine with it. But I wanted to
show you here is something else that you can do that’s kind of cool. Have anyone of you
worked with Google forms? Yeah. They are actually pretty easy to use and easy to imbed in a
Canvas page and that is exactly what has happened here. Why would you want to do this instead
of just doing an assignment or maybe you don’t want an assignment, that’s going to be in
grade book, but maybe you want it imbedded on the page here. So, the student can come in here. They can
fill out the information. They submit it. It goes to a spreadsheet in your Google docs
and you can see what they did. You have to have a Google account to do this and there
are instructions in the course on how to do this, okay? And then you’ve got these choices.
Consider contacting a management consultant. Okay. Here is the information about the management
consultant, meet with the consultant, now you are the consultant. So, from here they
go to a discussion where they have to come to a group agreement. They go to an assignment
where they have to do a spreadsheet that has the information for those SWOT analysis, and
then, they go to another discussion that where they provide the recommendations and comment
on each other’s recommendations. It’s quite a big activity. But what do they get out of
it? They get out of it, looking at it from different points of view, they get out of
it doing an actual SWOT analysis and collaborating with others to determine what is the best
solution. Okay, all right. Real quickly, I want to show
you how you do this. I’ve presented this before to nursing faculty and they were very excited
about it, but they were totally confused about how to do this. So I’m very quickly going
to show you the basic for you to do this. So, I’ll go back over here and get into a
teacher view. Actually, I want to go to pages. So, what you have to do, is you have to create,
the most difficult part of doing these and the most time intensive part of doing this
is doing your story board. What is your challenge, what are your choices, and where do you go
with each of those choices? I mean, if you don’t get that down, you’re going to be totally
lost. It’s going to be very difficult to create such an assignment or such an activity. So, I played around with PowerPoint. I played
around with other things. And the thing that I found that actually seemed to work the best
was PowerPoint where I put in there the page name very important in the newest version
of Canvas. The name of the page, the content of the page, what the choices were and where
they would go for each of these choices and where they go is that page name. Get this
all down, makes it much, much easier for you. You may find that index cardboard. So, this
information is in the course where you can go and take a look at it. And so, is the — I
created a template for it. Okay. So, basically the way that you do this
is you’re going to create the pages and I created a new page. First page I’m going to
create is going to be the activity. I’m going to be put the content, which would be challenge
here. This is the page that’s going to be linked in the module. And I’m going to put
my choices and I’m going to save it. And I’m going to create another page, in fact I would
create three, because I have three choices. In this case, I’m going to create one so that
we have time. And since I’m not going to — what I might do here is to create more choices,
again the branching have to have my story board there to be able to do this very well,
but instead I’m going to put in a back button, taking it back to that first page. Save it.
One of the tricks if you are not familiar with this scrap thing as the things are published
and unpublished. So you have to make sure your pages are published before you can link
to them. So, what I’m going to do is I’m going to down here to activity, it’s gray, not published,
published. Choice A, gray, not published, published. So then, what I would is go to
the module. I’m going to add that page that I just created, it was the activity one. Look
on the activity page that I did. Choice A, which could also be a button created in PowerPoint.
So I want to come over here and choose Choice A. So, I just go through my pages would be
there, link to them, save it. Click on Choice A, goes to that page. I’m going to go back
at this page, back, what I want to link to, I want to link to the activity, it was my
first page, save it. So, you can see that it is really quite easy
to do. The hard part again is getting it straight in your story board, so I can go back. So,
in this course you will find a number of items to assist you with your interest in, here
is steps to it, here is a PDF on kind of how to do it, again BlueLine Canvas, and here
is information on story boards, creating buttons in PowerPoint, Google forms, image map and
some more tools as well as contact information. Please feel free to contact me, email, phone,
whatever. If you have any questions or if you have ideas, I really appreciate it. Questions? Question: [Question inaudible]. Kathy Craig: Oh, that’s really good to hear. Question: [Question inaudible]. Kathy Craig: It should be completely compliant
that’s one of the advantages over flash also, because the only think you’re using is either
text or images that are linked and as long as you have the alternate text for those images,
sorry — as long as you had that alternate text for images then it should be fine. She
was asking about ADA compliance for this. The image map is supposed to be. I haven’t
worked with it that much and I need to explore it a little bit more, but I think it is supposed
to be ADA compliant. So again that was another problem with flash. So, time to wrap it up
I guess. Question: [Question inaudible]. Kathy Craig: Oh, repeat the question, oh,
sorry. Yes, you didn’t yell at me well enough, remember, I told you, you need to yell at
me about that. Yes. Question: [Question inaudible]. Kathy Craig: Okay. The question was when you
copy this course over, do you have to redo the length? No, you do not have to redo the
lengths. I will give you one warning about it, because when we went from the non-draft
state to the draft state and I changed all the page names, because then they were showing
up as things like P1, P2, because I hadn’t been careful about naming the pages. When
you rename the pages, you have to redo the lengths, but when you copy the course, all
that stays just fun. Yes. Question: [Question inaudible]. Kathy Craig: The question was, was there a
reason why you chose Google forms over the survey tool that’s already in? No, the only
reason for choosing it was lot of people use Google, it’s easy to use, it’s free and it
was just one of the options. And with this, lot of this is kind of just exploring thing.
What can you do with it? And so, if you can bring-in Google forms and people like Google
forms, you can do it. Yes. Question: [Question inaudible]. Kathy Craig: That was a very good point. Did
you hear it? She said that, you can see the students results, that’s one of the options
when you do a Google form is to allow the students to see the results of everybody else.
Yes. Question: [Question inaudible]. Kathy Craig: Yes. And that was an issue that
I was working with, because I had discussions in there and I had — they were doing a SWOT
analysis. That isn’t something you sit down in five minutes and do, and so I’m going to,
Oh, this isn’t realistic as to how students will do this. So what I did do was the assignments.
I made the assignments to have available. I don’t usually do that in courses, but in
this one I did, so that students could return to the course to the assignment. Other questions? Question: [Question inaudible]. Kathy Craig: He’s asking about the Evernote
Elephant. I do have Evernote on here, and so it could have shown up sometimes, but I
don’t have it in Canvas, no. But I do have Evernote on here. I have to look at it again
to see what it was. Yes. Question: [Question inaudible]. Kathy Craig: Okay. Do students ever get tired
clicking on everywhere? I have no idea. That’s why when I made a list of things to do when
you’re creating this, one of them is to get feedback from the students and revise based
on some of that feedback. Maybe they are. It depends how much you’re trying to get out
of it. Now, if they know stuff, I’m going to just click, click, click and they are kind
of through it. And your other question was? Question: [Question inaudible]. Kathy Craig: About how many pages do you create?
It varies a lot. I think I had about 20 for the EMS one and maybe more than that for the
dichotomous key, because there were so many different ones there. But I have also, I did
one for faculty in a faculty-oriented course that we do a foundation course and I had like
three pages. I was trying to get them to understand something about objectives, make it very,
very simple, very, very sure or you can make it this extreme activity. Question: [Question inaudible]. Kathy Craig: How well this is translated on
mobile? That was another reason why this works better than flash. It translates very well
on mobile as long as you check things which you’ve added like videos, because when I went
to my iPad and tried some of the videos they weren’t working and I’m like, I need to check
that out. So, do you have to consider your mobile? Question: [Question inaudible]. Kathy Craig: The question was, have we explored
analytics with this and has it been helpful? No. We have not yet. This is kind of something
new. I’m just introducing it to the faculty. I’m trying to get some involved. Like I said
nursing is interested, philosophy is interested, medicine has been interested. So, I’m trying
to get faculty on board, EMS, and then I want to see what the results are. Does it make
a difference? But that would be a very important part of it. I think our time, time up. Thank you very much. Please let me know if
you’ve got any other ideas. I always love to explore. Thank you.

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