Some of the most common questions that arise at the beginning of each semester center on the learners’ ability, or rather inability, to access their courses in Canvas . Below are three quick steps you, the teacher, can take to ensure that your courses are accessible to learners.Continue reading “SoS: Start of Semester FYI for Faculty (Ensuring Learners Can Access Your Class)”
Canvas includes many features designed to enhance the ease and efficiency with which faculty manage their courses. As their answer to the perennial question of tracking student attendance and participation in a course, Canvas built the “Attendance” tool into course navigation options. Learning how to use Canvas Attendance is not a daunting task. Interpreting the data it provides, however, can be challenging.Continue reading “#TechTipThursday: Interpreting attendance data in Canvas”
As we approach the end of a semester in higher education, the teaching and learning environment frequently experiences renewed focus on academic achievement. Conversations revolve around the availability of extra credit, final exams or seminar presentations, and the seemingly never-ending hours spent studying or grading in far greater frequency in the latter half of a semester than the former. While these topics may play a role in the lives of many within the teaching and learning environment, there are countless influences on a learner’s ability to complete course requirements. “A temporary grade of ‘I’ (incomplete) may be awarded when a student has been unable to complete a course due to circumstances beyond his, her, or their control” (2018-2019 Undergraduate Bulletin, SUNY Geneseo). Prior to awarding an incomplete, learners and faculty should be aware of institutional policies surrounding the grade and are encouraged to consult SUNY Geneseo’s 2018-2019 Undergraduate Bulletin for more information; this post highlights Canvas-based considerations for faculty when awarding an “I” (incomplete) grade.Continue reading “#TechTipThursday: Managing A Learner’s “I” Grade”
Meaningful participation in the student feedback process can be difficult for some educators, making SoFis a bitter pill for any number of reasons. Perhaps students aren’t informed about what meaningful feedback looks like. Often students aren’t vested in the process or in providing serious feedback, sometimes because we don’t take the system seriously enough ourselves. Additionally, given the time of year, even when meaningful issues are raised we do not have the opportunity to course-correct and make impactful changes for those particular students. Given these observations one might think I was building a case for less solicitation of feedback instead of more. However, it is exactly for these reasons that I would suggest offering students an opportunity to provide more informal feedback throughout the semester. Doing so is not only a good, best practice but one of the best, best practices. Consider the added potential to increase the effectiveness of your teaching as well as provide a more positive SoFi experience for you and your students.Continue reading “Going Beyond SoFis, Soliciting Meaningful Feedback”
Turnitin is one of many digital tools available to enhance the teaching and learning environment at SUNY Geneseo. Commonly thought of as a plagiarism-detection utility, Turnitin compares a learner’s submission against documents in its database. Settings for comparison are determined by the professor and can be adjusted for each assignment. Faculty are not required to use this tool but those that opt-in have guidelines governing its implementation in a course.Continue reading “#TechTipThursday: Locating and Interpreting the Similarity Score for a Turnitin assignment”
The Canvas Commons is a learning object repository that enables educators to find, import, and share resources. We think of the Commons as a digital library where faculty can store content privately, find materials shared by other Canvas users, and share content with others.
The recent Commons updates are crazy good! If you have not yet used the Commons, this is a good time to try some of the new features:Continue reading “Commons Craze”
As the old adage suggests, March rolled into 2019 like a lion. Wintry weather can complicate plans at any number of levels, certainly, but it does not factor into our ability to celebrate academic success. Within the higher education environment, March celebrates the mid-point of a semester: midterm assessments of learning (e.g., exams, papers, projects) often followed immediately by spring break. What better time than March to offer learners comprehensive feedback about their progress?Continue reading “#TechTipThursday: March and midterm grades”
Offering a follow-up to our post discussing academic integrity in the online learning environment, this #TechTipThursday hones in on Respondus LockDown Browser (LDB). Focusing on the technical set-up, this post guides faculty through enabling LDB for an assessment.
As faculty prepare their assessments (called quizzes in Canvas) to be delivered online, we are frequently asked for help with preventing cheating by students. There is no way (in class or online) to guarantee that students aren’t cheating, but there are various ways you can make your quizzes more secure.
Our advice covers three aspects:
- Ensuring students are aware of the College’s Academic Dishonesty Policy
- Creating Canvas quizzes with settings that maximize security
- Utilizing a custom browser (Respondus LockDown) that locks a testing environment within Canvas
Often Your Canvas Support Team fields questions as to why and how one should use Grades within Canvas. Below are some of of the tips and tricks that we regularly suggest.