A7 - Use of Canvas Tools

Like any tool, when used well, Canvas is a powerful resource for designing an effective, high quality learning environment. On the other hand, when used ineffectively, it can be a barrier to learning that causes frustration and anxiety in our students. 

Ensure you've used Canvas tools and features to:

• keep things familiar and predictable
• make the "next step" obvious
• reduce the number of clicks

And don't forget about mobile users! It's an excellent idea to check out your course design on the Canvas app to ensure things that look great on your laptop didn't go wonky on the app.

Look at the appropriateness of the tool for the task. Things like:

Modules: Are all relevant unit items within the module so students can use the Next/Previous buttons, and don't have to go on a "hunting trip" to find necessary content? Additionally, content should be presented on a Canvas page (either in full or as an embedded link) rather than included as a direct link from the module area.

Syllabus: Is the most important Syllabus content summarized (with a link to the full document provided) so students don't have to scroll forever to get to the Course Summary section? Click Syllabus in the course navigation here to see an example of one way to set up the syllabus using "quick links".

Home Page: Is the option being used (Front page, Modules, etc.) set up to provide students with a clear starting point and flow of content?

Assignments/Discussions/Quizzes: Are necessary instructions and examples included within the assignment prompt (rather than on a separate content page)? Do assignments, discussions and quizzes make use of the built-in Due Date feature?

Where to Look

Check out the course navigation, the Syllabus tool, the modules area, and a few of each type of activity (pages, discussion, assignment, quiz) to ensure they are set up properly to ease student access and reduce the labor-intensity of learning.

What to Look For

• Determine if there are unnecessary options included in the course navigation menu.
• Modules are organized in a logical flow.
• If module prerequisites and requirements are in place, ensure they are set up properly. (On a side note, they should also be clarified for students, but that would fall under A9.)
• Assignment settings match the directions (for example, if students are asked to submit a URL, do the settings permit that submission type?).
• Due dates are set. (Be mindful that some courses you are reviewing may be in a demo shell and not the 'real course')
• If used, grading rubrics are descriptive and easily understood. 
• If the syllabus tool is used, the syllabus content is presented in a condensed format (Quick Links, for example) that allows for easy access to the Course Summary.