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7/29/2019 Introduction To Canvas LMS-Final Project Planning Report
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FinalProjectPlanningReport
JeffToorongian
EDTECH512,Fall2011Prof.K.DianeHall
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Problem Analysis
What problems are you trying to address?
My university is currently in a piloting phase to evaluate the contending products
for the next campus-based learning management system (LMS). One of the candidates isa relatively new LMS called Canvas from Instructure Inc. Preliminary findings from
faculty during the piloting phase have identified Canvas as a prime contender for finalconsideration as the next generation product. In preparation for this outcome, training
materials will be needed for instructors to help them become acquainted with Canvas, andto assist in their course migration and new course development activities as they move
from the current production LMS. Changing learning management systems is a majorundertaking, affecting many different facets of a university community, including the
students, faculty and instructors, the support staff, and the centraladministration. Enabling a seamless (or nearly seamless) transition is very
important. Providing effective, and efficient training on the major features and functionsof Canvas will be an important part of a successful transition, and will help users hit the
ground running with their new learning management tool. This training will be animportant asset for my group as we provide consultation, support, and training to
instructors in their teaching and learning activities with Canvas.What are the symptoms of the problem?
Trouble tickets, expressed faculty and student frustrations, and low LMS usagerates are all symptomatic of insufficient training and skills on the part of users. Although
the new LMS has yet to be chosen, these same symptoms are currently observed with theexisting LMS. Training resources, including workshops and online tutorials are
available, but a more extensive training course has never been offered. In an effort toreduce these observed symptoms with a new LMS, a more comprehensive training
resource is appropriate.What is the root cause of the problem?
An understaffed eLearning support unit and the lack of extensive training
resources available to instructors are the basis of the problem. Increasing staff withoutincreasing the necessary training resources would not alleviate the problem. A strategic
enhancement of staff and important training materials, made available to instructors as anew LMS rolls out, could form the basis of a successful solution to the core problem.Is instruction an appropriate solution for the problem?
A new LMS will require new skills from users. While many functions arecommon across many LMS products, the procedures and skills required to employ these
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functions can be very different. Instruction will be the mechanism to provide these newlyrequired skills that will, in turn, enable users to fully leverage new LMS features, and
position both instructors and students for an improved learning outcome.Is WBI an appropriate instructional solution?
A web-based instructional strategy is a uniquely appropriate approach to Canvas
instruction. Faculties are busy people and eLearning support staff is limited. Thiscombination makes a self-paced, on-demand, web-based training course a good fit to help
meet the training needs of all faculty as they prepare for the transition to newLMS. Housing a training course about the Canvas LMS, within the Canvas LMS will
provide instructors with a hands-on approach to learning from the very beginning of theirtraining activities.
Instructional Goal
Upon completion of the web-based Canvas training course the learner willdemonstrate a working knowledge of the Canvas learning management system user
interface, its primary components, tools, and features, and successfully discriminate thecapabilities of these features as they progress through the instruction. The learner will
apply procedural skills to design sample course components that could be the basis of afunctional course at the conclusion of the instruction.
Learning outcomes associated with this training course reside primarily isGagns Intellectual skills levels, including identifyingvarious tools and functions,
applyingprocedural knowledge to construct course objects and functions, andgeneratingcourse design structures to facilitate learning.
Instructional ContextMain Elements AspectsOrganizationalInfrastructure
- Computer hardware and design and development software will beprovided in the eLearning unit. Software will include Adobe
eLearning suite software applications, Camtasia screen recording
software and associated peripherals, Microsoft Office Suite, andothers. Access to the Canvas learning management software forcourse development. Web access, email clients, and associated
software will be provided.- WBI design responsibilities will originate in eLearning group, a
unit of the Library. Unit reports through Library director to the
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Provost and Vice President for Academic Affairs. eLearning unitincludes instructional designers, content and media producers, and
educational technologists, who will be responsible for all coursedesign, development, and implementation.- All WBI content will be considered owned by the university, whowill retain sole copyright to all materials for all uses.
Allocation andcompetencies of
personnel- eLearning staff will be solely responsible for design, developmentand delivery of the WBI. This small team comprised of three
professional instructional designers and educational technologistswill work together to develop the WBI materials.- eLearning staff will serve as instructors of the WBI to the targetlearner group (university instructors).- Administrative support will be available from Library personnel
and technical support related to hardware or software during thedesign and delivery phases will come from central IT services.- During WBI delivery, learner technical support will be providedthrough central IT services via phone and online service ticketing
systems. Service level agreements for response times varydepending on the nature of the request, but typically are resolved
within two days, and often within 24 hours. Learner locationand technology
-All WBI will be delivery exclusively online in the Canvas learningmanagement system. The learners (university instructors) will
access content from office, lab, or other public computer systemswhen on campus, or from their home computers. Because the
learner group is university instructors, it is expected that most willbe campus-based, but it is possible that some could access the
content from a geographically separate location (perhaps duringtravel or while on a sabbatical appointment).- Minimum computer hardware requirements for target WBI
computers is a modern Windows or Mac based systems less thanthree years old with a Intel dual-core or i3, i5, or i7 processor, with
at least 4Gb of RAM. The computer must have a high-speed (DSL
or cable modem) connection to the public Internet. Requiredsoftware will include a modern, standards-compliant browser(Firefox, Chrome, Safari, or Internet Explorer recommended) with
the current Adobe Flash plug-in, a PDF reader application, andMicrosoft Office, Open Office, or cloud-based document creation
software (Google Docs).
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Learner CharacteristicsGeneral Characteristics
The learner group for the WBI will be university instructors of all ranks, and otherstaff or students who are responsible for teaching and wish to receive instruction on the
new Canvas LMS. Men and women from diverse cultural backgrounds, including localor regional natives, and an international population from Chinese, Indian, and Middle
Eastern countries, among others will comprise the learner composite. Learner ages willrange from approximately 22-70, and educational backgrounds will vary from high
school level to a majority with college degrees ranging from bachelors to PhDs.
MotivationsThe learners will be self-motivated professionals who will value the WBI to help
facilitate their teaching responsibilities. Faculty and instructors are very busy people who
will use the WBI to increase their productivity with the LMS, allowing them to optimizetheir workflows and allow more time for their teaching and research responsibilities.
Prior KnowledgeMost learners will have prior experience using other LMS products. This
experience will benefit them as they acquaint themselves with the unique attributes of
Canvas and compare its workflows and interface details to that of its predecessor,Blackboard. Those with prior experience will be familiar with common LMS features
like chat rooms, discussion boards, module structures, resource links, messaging clients,and conferencing tools. Although there will be differences in how these tools function
between LMS products, there will be an overarching similarity that will speed theirlearning of the new LMS equivalents.
Communication SkillsAs instructors, most learners will have attained strong communication
skills. However, due to the diversity of cultural backgrounds, English language speakingand writing skills will not always be strong. Instruction will be delivered in both written
and visual/verbal forms. The self-paced nature of the WBI will allow learners to controlthe flow of the instruction and to review any information that they have trouble
comprehending. Additional support will be available through the university Center forTeaching, Learning, and Faculty Development.Technical Skills
Basic computer skills, including keyboarding, using a mouse, and managing theoperating system and associated file management structure will be required. An
understanding of basic file types encountered in a web environment, including, PDF,JPEG, PNG, GIF, HTML and various audio and video media files is
necessary. Competency with email clients, web browsers, and common LMS featureslike chat, discussion forums, web conferencing, and streaming audio and video will also
be necessary. One unique aspect of this WBI is its introduction of a new LMS while
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being delivered within that LMS. Although this may present problems for some learnerswho have minimal background in using a learning management system, it will also
provide an opportunity for learners to quickly engage the course content firsthand as theyexplore the LMS features while progressing through the instructional content.Abilities and Disabilities
This WBI will adhere to the requirements of the Web AccessibilityInitiative (W3C, 2001). Where needed, learners will be offered alternate instructional
methods to help them complete the training regimen.Standards
There are no specific standards that the WBI must align to. However, theInternational Society for Technology in Education (ISTE) NETS for Administrator
standards will be referenced for guidance during design and developmentefforts. Specific standards are indicated below.
ISTE NETSA- NETS for Administrators standards (2009):2. Digital Age Learning Culture
Educational Administrators create, promote, and sustain a dynamic, digital-age
learning culture that provides a rigorous, relevant, and engaging education forall students.
Educational Administrators:2.a- ensure instructional innovation focused on continuous improvement
of digital-age learning.2.b- model and promote the frequent and effective use of technology for
learning.
2.c- provide learner-centered environments equipped with technology and
learning resources to meet the individual, diverse needs of all learners. 4. Systemic Improvement
Educational Administrators provide digital-age leadership and management tocontinuously improve the organization through the effective use of information
and technology resources.Educational Administrators:4.a- lead purposeful change to maximize the achievement of learninggoals through the appropriate use of technology and media-rich resources.
5. Digital CitizenshipEducational Administrators model and facilitate understanding of social, ethicaland legal issues and responsibilities related to an evolving digital culture.
Educational Administrators:5.a- ensure equitable access to appropriate digital tools and resources tomeet the needs of all learners.
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Learning
Task Map
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Task Objective Assessment Item Blueprint (TOAB) (final-revised)An Introduction to the Canvas Learning Management System
Learning Task Item Objective OutcomeLevel AssessmentItem
MODULE 11.0-InterfaceOverview & Profile
Given access to the CanvasLMS training course, thelearner will be able to(LWBAT) identify the variousLMS tools, features, andnavigation controls, andcomplete their user profile.
Intellectual-Identify,
ApplyRubric to assess
learners completed
profile, interfacequiz.
1.1Complete UserProfile
Given access to the CanvasLMS training course, thelearner will be able to(LWBAT) enter customizedinformation in the user profile
within the training course.
Intellectual-Procedural,
ApplicationRubric to assesscompleted profile
information.
1.1.1Input User and WebServices Information
Given access to the CanvasLMS training course, thelearner will be able to(LWBAT) enter customizedinformation in the user profileand configure any webservices settings theyrequire.
Intellectual-Procedural,Application
Rubric to assesscompleted profileinformation, and
web services
configuration.
1.2Review Course
Navigation Toolbarfeatures andfunctions (leftnavigation bar)
When asked to describe theprimary functions of the left
navigation bar tools, theLWBAT select the correctgeneral descriptions.
Intellectual-Defined
ConceptMultiple choice
quiz assessment
delivered withinthe Canvas LMS.
1.2.1Communication:
Announcements,Discussions, People,etc.
When asked to demonstrateunderstanding ofcommunication tools, theLWBAT select the correctgeneral descriptions.
Intellectual-Defined
ConceptMultiple choicequiz assessment
delivered withinthe Canvas LMS.
1.3Review GlobalNavigation Bar
When asked to describe theprimary functions of the topmenu bar tools, the LWBATselect the correct generaldescriptions.
Intellectual-DefinedConcept
Multiple choicequiz assessmentdelivered withinthe Canvas LMS.
1.3.1Courses,
Assignments,
When asked to describe theprimary functions of thecourses tab, assignments
Intellectual-Defined
ConceptMultiple choice
quiz assessment
delivered within
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Grades, etc. (GlobalNavigation)
tab and grades tab, theLWBAT select the correctgeneral descriptions.
the Canvas LMS.
1.4Review SidebarNavigation
When asked to describe theprimary functions of the
sidebar navigation, theLWBAT select the correctgeneral descriptions.
Intellectual-Defined
ConceptMultiple choicequiz assessment
delivered withinthe Canvas LMS.
Learning Task Item Objective OutcomeLevel Assessment Item
MODULE 22.0-ConfigureCourse
Given access to the CanvasLMS training course, theLWBAT identify the differentoptions available for course
configuration.
Intellectual-Procedural,
ApplicationAssessments
described below in
sub-skills.
2.1Home Page Layout
When asked to describe thekey features of the availablehome page layouts, theLWBAT select the correctgeneral descriptions.
Intellectual-Procedural,
ApplicationMultiple choice quizassessment
delivered within theCanvas LMS.
2.1.1CommunicationStream?
When asked to describe thekey features of thecommunication stream layout,the LWBAT select the correctgeneral description.
Intellectual-Procedural,Application
Multiple choice quiz
assessmentdelivered within theCanvas LMS.
2.1.2Custom HTMLPage?
When asked to describe thekey features of the customhtml layout, the LWBAT selectthe correct generaldescription.
Intellectual-Procedural,
ApplicationMultiple choice quiz
assessment
delivered within theCanvas LMS.
2.1.3Modules/Sections?
When asked to describe thekey features of themodules/sections layout, theLWBAT select the correctgeneral description.
Intellectual-Procedural,Application
Multiple choice quiz
assessmentdelivered within theCanvas LMS.
2.1.4Assignment List?
When asked to describe the
key features of theassignment list layout, theLWBAT select the correct
general description.
Intellectual-Procedural,Application
Multiple choice quiz
assessmentdelivered within theCanvas LMS.
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Learning TaskItem Objective OutcomeLevel Assessment Item
MODULE 33.0-
CommunicationTools
Given access to the CanvasLMS training course, the(LWBAT) identify utilize
features in the different coursecommunication tools.
Intellectual-Procedural,Application
Assessmentsdescribed below insub-skills.
3.1Conversations
When asked to describe thekey functions of theconversations tools, theLWBAT select the correct
general description.
Intellectual-Procedural,Application
Multiple choice quiz
assessmentdelivered within theCanvas LMS.
3.1.1Inbox, Threads,Replies,
Recordings
After receiving instruction oninbox functions and features,the LWBAT select the correct
general descriptions.
Intellectual-Procedural,Application
Multiple choice quiz
assessmentdelivered within theCanvas LMS.
3.2Discussions
After receiving instruction ondiscussion tool functions andfeatures, the LWBAT selectthe correct general
descriptions.
Intellectual-Procedural,
ApplicationMultiple choice quizassessment
delivered within the
Canvas LMS.3.2.1Creatediscussion, reply,reorder
After receiving instruction ondiscussion tool functions andfeatures, the LWBAT create asample discussion post, andunderstand how to reply to a
post.
Intellectual-Procedural,
ApplicationRubric/checklist toassess completed
discussion post.
3.3Conferences
When asked to describe thekey functions of theconferences tool, the LWBATselect the correct general
description.
Intellectual-Procedural,
ApplicationMultiple choice quizassessment
delivered within the
Canvas LMS.3.3.1Set upconference, invitemembers
After receiving instructionabout conference toolconfiguration, the LWBAT setup a conference and invite ademo student.
Intellectual-Procedural,
ApplicationRubric/checklist toassess completed
conference post.
3.3.1.1Configureaudio/video,desktop sharing
After receiving instructionabout desktop sharingconfiguration, the LWBATconfigure a mock desktopsharing session.
Intellectual-Procedural,Application
Multiple choice quizassessmentdelivered within the
Canvas LMS.
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Learning TaskItem Objective OutcomeLevel Assessment Item
MODULE 44.0-Managing
CourseContent
Given access to the Canvastraining course, the LWBATmanage course content and
resources by importing, linking,and adding new items using theavailable design tools.
Intellectual-Procedural,Application
Assessmentsdescribed below insub-skills.
4.1Add anassignment
After receiving instruction onthe assignment tool functionsand features, the LWBAT add asample assignment in thecourse.
Intellectual-Procedural,
ApplicationRubric/checklist toassess added
assignment.
4.1.1Configureassignmenttype, date,point value
After receiving instruction onthe assignment tool functionsand features, the LWBAT
configure assignment type,date, and point value in thecourse.
Intellectual-Procedural,
ApplicationRubric/checklist toassess assignment
variables (type, date,
point value).
4.2Add a file
After receiving instruction onthe file tool functions andfeatures, the LWBAT add a fileto their course.
Intellectual-Procedural,Application
Rubric/checklist to
assess added file.
4.2.1Select file type,location
After receiving instruction onthe file tool functions andfeatures, the LWBAT select thefile type and location withintheir course shell.
Intellectual-Procedural,
ApplicationRubric/checklist toassess added file type
and location variables.
4.3Add a contentpage
After receiving instruction oncontent page functions andfeatures, the LWBAT add acontent page to their course.
Intellectual-Procedural,Application
Rubric/checklist to
assess added contentpage.
4.3.1Select page orcreate a page
After receiving instruction oncontent page functions andfeatures, the LWBAT import orcreate a content page in theircourse.
Intellectual-Procedural,
ApplicationRubric/checklist toassess imported or
added content page.
4.4Add anexternal link
After receiving instruction on
external link functions andfeatures, the LWBAT add anexternal link to their course.
Intellectual-Procedural,Application
Rubric/checklist to
assess added externallink.
4.4.1Configure URL,name link
After receiving instruction onexternal link functions andfeatures, the LWBAT configurethe URL and name the link intheir course.
Intellectual-Procedural,
ApplicationRubric/checklist toassess added external
link configuration.
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Learning TaskItem Objective OutcomeLevel Assessment Item
MODULE 55.0-
AssessmentsGiven access to the Canvas
LMS training course the(LWBAT) create and addcourse assessments using theavailable LMS design tools.
Intellectual-Procedural,
ApplicationAssessments
described below in
sub-skills.
5.1Practice
AssessmentAfter receiving instruction onthe assessment tool functionsand features, the LWBAT add apractice assessment in thecourse.
Intellectual-Procedural,
ApplicationRubric/checklist toassess added practice
assessment.
5.1.1Configure
AssessmentAfter receiving instruction onthe assessment tool functions
and features, the LWBATconfigure the assessment.
Intellectual-Procedural,
ApplicationRubric/checklist to
assess configured
practice assessment.5.1.1.1Enter
AssessmentQuestions
After receiving instruction onthe assessment tool functionsand features, the LWBAT addquestions to the assessment.
Intellectual-Procedural,
ApplicationRubric/checklist to
assess added
questions within thepractice assessment.
5.2Graded
AssessmentAfter receiving instruction onthe assessment tool functionsand features, the LWBAT add agraded assessment.
Intellectual-Procedural,
ApplicationRubric/checklist to
assess added graded
assessment.5.2.1Configure
AssessmentAfter receiving instruction onthe assessment tool functionsand features, the LWBATconfigure the gradedassessment.
Intellectual-Procedural,
ApplicationRubric/checklist toassess configured
graded assessment.
5.2.1.1Enter
AssessmentQuestions
After receiving instruction onthe assessment tool functionsand features, the LWBAT addquestions to the gradedassessment.
Intellectual-Procedural,Application
Rubric/checklist to
assess addedquestions within the
graded assessment.
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Overview of Web-Based Instructional Design for:
An Introduction to the Canvas Learning Management System
Orientation to
LearningInstructional Strategies (Overview)
1. Provide an
overview
2. State the objectives
3. Explain relevance
of WBI
4. Assist learnerrecall of prior
knowledge, skills,and experiences
5. Provide
instructions on how toprogress through the
unit of instruction
Learners are introduced to WBI by:
- An introductory welcome statement on the home page of the
course describing functions of a learning management system(LMS). A brief history of the previous LMS is discussed and
the Canvas LMS is introduced.
- Learners are directed to view an introductory video, whichprovides a short summary of learning modules and associated
activities. Each module will be introduced.
- A concluding description of the role an LMS plays in aninstructors teaching duties is provided and learners are
encouraged invest the time needed in this course to help theirtransition to the new campus LMS.
- Main learner objectives are introduced in each module.
- Overview of key LMS functions is reviewed, stressing how an
LMS can help busy instructors be more efficient and productive.
- Compare key Canvas features and functions with those ofcurrent LMS to establish similarities with current teaching
practices.
- Learners are directed to a video, which highlights the course
structure and navigation design. Unique attributes of the courseare highlighted, as learners are encouraged to learn navigation
and features during the process of completing the coursecontent.
Instruction on the
ContentInstructional Strategies (Overview)
1. Present
instructional content
Each learning module will offer a similar instructional flow as
detailed below:
- Clearly labeled learning module
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2. Provide learningcues
3. Present
opportunities forpractice
4. Provide feedback
on practiceperformance
5. Provide review ofand close the unit of
instruction
- Introductory text description of the LMS element(s) to bediscussed, and the main goals and objectives for the module.
- Core instruction for the module provided by a video tutorial.
- Demonstration of learning activity to be completed as part ofthe video tutorial.
- Video and narration carries the instruction of module content.
- Key points and attributes of LMS content are highlighted orotherwise enhanced graphically to command learner attention.
- Encourage learners to pause/review/replay video instruction as
often as needed to help with comprehension of course material.
- Provide learning activities related to module contents.
Learners will complete module activities after viewing relatedvideo tutorials. They will configure various course components
and structure their course as directed in video tutorials.
- Discussion boards will be available in each module to allowlearners to ask questions, and get feedback from other course
participants as well as from the course facilitator.
- Direct feedback will be provided to learners as they progress
through course modules. As they manipulate the LMS they willsee the results of their actions as an evolving LMS course shell.
- Concluding summary of key points from module will bereviewed. Relevance of these features for instructors will be
clearly explained.
Measurement of
LearningInstructional Strategies (Overview)
1. Assessperformance
2. Advise learner of
performance errors
- Quiz assessments, administered within the LMS coursemodule will review the important functions and attributes
covered.
- Self-assessment will be provided as learner compares theircourse progress to that in the video tutorials.
- Quiz assessments will be automatically graded and scores
provided to learners within the course LMS.
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- Formative feedback from other learners and course facilitator
will be available in the discussion board of each module.
Summary and Close Instructional Strategies (Overview)
1. Provideopportunities for
retention
2. Provide
remediation forunmet objectives
3. Enhance and enrich
learning
- Content and main learning objectives in each course modulewill be summarized.
- Closing remarks will connect new knowledge to previous
knowledge and highlight key points.
- The self-paced nature of the WBI will allow learners to revisitany course content as often as they desire. All video tutorials
are available on-demand and allow the learner to control theflow of information to help improve knowledge retention.
- Additional Canvas training resources will be made available to
learners. Module discussion boards will allow learners tocollaborate, solve problems, and compare ideas related to course
structure.
Detailed Instructional Strategies
An Introduction to the Canvas Learning Management System
Orientation to
Learning (Strategies
essentially repeated
for each lesson)
Instructional Strategies- Modules 1-5
1. Provide anoverview
2. State the objectives
Learners are introduced to WBI by:
- An introductory welcome statement (either audio with slides,or video) detailing the module learning objectives.
- Details on how to proceed through module activities areprovided.
- Primary learning objective of each module introduced:
Module 1: Review of Canvas interface and completion of user
profile.Module 2: Complete course configuration
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3. Explain relevanceof WBI
4. Assist learnerrecall of prior
knowledge, skills,and experiences
5. Provide
instructions on how toprogress through the
unit of instruction
Module 3: Review of Canvas communication toolsModule 4: Introduction to course content management options
Module 5: Introduction to assessment toolsText-based objectives supported by video tutorials.
- Connect module topic to practical need and/or value tolearner:
Module 1: It all begins with learning the layout of the LMS andestablishing your user profile. Important first steps to begin
using the LMS and building your course.Module 2: The Canvas LMS is flexible. It offers the instructor
many options for delivering course materials and to students. Inthis module the learner is introduced to these options and
practical applications of them.Module 3: Connecting with online students is the key to
helping them achieve learning objectives. Canvas has a suite ofcommunication tools to support learner/teacher connection.
Module 4: Course content is the heart of online instruction.Managing this content effectively is an important skill for the
instructor to master.Module 5: Assessing student learning is vital to confirm the
mastery of the learning objectives. This module reviews thevarious assessment tools available for instructors in the Canvas
LMS.
Throughout WBI learner will be encouraged reflect back onearlier lessons and learning activities. This will help the learner
connect with the current instruction and re-establish user-LMSinteractions.
Learners are directed to a video, which highlights the course
structure and navigation design. Unique attributes of the courseare highlighted, as learners are encouraged to learn navigation
and features during the process of completing the coursecontent.
Instruction on the
Content
(Strategies
essentially repeated
for each lesson)
Instructional Strategies
1. Present Each learning module will offer a similar instructional flow as
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instructional content
2. Provide learning
cues
3. Presentopportunities for
practice
detailed below:
- Introductory text description of the LMS element(s) to bediscussed, and the main goals and objectives for the module
(Overview, profile, configuration, communication tools, content
management, and assessment tools).Module 1: video tutorial providing a narrated tour of the Canvasinterface. Highlights of keys functions, tools, etc.
Module 2: video tutorial providing narrated description ofconfiguring a Canvas course. Demonstration of the various
options, which include modules, custom html pages, acommunication stream outline, etc.
Module 3: video tutorial providing a narrated description of thevarious communication tools that are offered. These will
include conversations, the inbox mail function, threads, andpossible replies by text, or audio/video recordings. Discussions
will be introduced and the process of creating and replying todiscussion posts will be introduced.
Module 4: video tutorial providing a narrated introduction totype of course content and techniques for uploading, linking and
assigning point values will be reviewed. File uploading will bestressed, as this is an important and common activity of
instructors.Module 5: video tutorial providing a narrated description of
practice and graded assessments, the numerous type ofassessments instruments will be discussed, and how they are
created and configured.
- Core presentation offered as a video tutorial demonstratingfeatures, navigation techniques, and completion of the learning
activities.
- Learning cues supported by video, screen grabs, textdescriptions, and audio narration. Content will be learner
controlled to allow for review, and chunking of content.
- Demonstration of learning activity to be completed as part ofthe video tutorial.
- After core video tutorial segments are viewed, learners will be
asked to complete associated learning activities in their practiceCanvas course.
Module 1: complete user profileModule 2: configure course
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4. Provide feedback
on practiceperformance
5. Provide review of
and close the unit of
instruction
Module 3: Incorporate a discussion board and set up aconference in their course.
Module 4: add/configure assignment, file, content page, andexternal link.
Module 5: add/configure practice and graded assessments and
associated questions, etc.
- Self-directed feedback will be gained as learner completes
course activities and reviews progress of the evolving courseshell, using rubric for guidance.
Module 1: Confirm profile is complete and accurate, withsettings functional.
Module 2: Confirm desired course layoutModule 3: Are communications tools functional?
Module 4: Are content items (file, assignment, external link)present and functioning properly?
Module 5: Are practice and graded assessment items in placeand fully functional?
- Each module will offer a learner discussion board as a
soundboard to ask questions, compare techniques, andotherwise support each other in their learning efforts.
-Learners will also be able to post questions to course facilitatorfor guidance and feedback as needed.
- A short concluding tutorial will close each module. This will
provide a visual overview of activities and provide a reinforcing
instructional event to solidify learning.
- Learner will be guided to next module by way of brief
introduction of coming activities.
Measurement of
Learning(Strategies
essentially repeated
for each lesson)
Instructional Strategies
1. Assess
performance
- Quiz assessments, administered within the LMS course
module will review the important functions and attributescovered.
Module 1: Assess basic familiarity of interfaceModule 2: Assess understanding of course layout options and
their applicationModule 3: Assess comprehension of communication tools, and
their application.
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2. Advise learner ofperformance errors
Module 4: Assess comprehension of various content types(links, assignments, files, etc.)
Module 5: Assess understanding of assessment tools, theirdevelopment, and use.
- Self-assessment (via rubrics) will be provided as learnercompares their course progress to that in the video tutorials.
- Quiz assessments will be automatically graded and scoresprovided to learners within the course LMS.
- Formative feedback from other learners and course facilitator
will be available in the discussion board of each module.
Summary and Close
(Strategies
essentially repeatedfor each lesson)
Instructional Strategies
1. Provide
opportunities forretention
2. Provide
remediation for
unmet objectives
3. Enhance and enrich
learning
- Closing summaries (both text-based and video) in each
module will review concepts.- Learner self-review of their course progress will solidify
concepts and provide further review of Canvas interface.
- Learners have full access to their canvas practice course to
review module activities and further experiments with course
tools.- Optional review of a learning resources will allow learners tofurther visit specific course content
- Learners will be encouraged to use their existing course shell
(in the Blackboard LMS) as a guide as their build their Canvascourse. This process will allow learners to compare course
tools, learn the differences in functionality, and dive deeper intothe Canvas LMS environment.
- Module discussion boards will allow learners to collaborate,solve problems, and compare ideas related to course structure.
- Links to specific Canvas resources will be provided at the end
of each module to for learners to optionally get further training.
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Motivational Strategies
With guidance from Wlodkowski and Ginsbergs Motivational Framework, the WBI willinclude elements of the four types of motivational strategies as discussed below:
Motivational Strategies
Orientation to
Learning
Instruction on the
Content
Establishing Inclusion- To set the WBI stage, the opening
module will include instruction that aims to establish acommunity of learners. In this case the community is the
assembly of instructors, who together are tasked with learning anew LMS. Learners will be made aware of open discussion
forums where they can share ideas and struggles, and help eachother in the process.
Emphasizing relevance and choice- Throughout the WBI,
learners will be provided options and choices in how theyinteract with Canvas, and ultimately how they structure their
resulting course. Learning activities are aimed at informinglearners of LMS options and flexibility, allowing the, to
customize their course shell to suit their learning objectives andinstructional strategies.
Establish Inclusion- Through the use of discussion boards and
chat areas, learners will have options to support each otherslearning, exchange ideas, and troubleshoot problems. The
course facilitator will also be available to response to posts, orfor direct email communication.
Enhancing Meaning- The video tutorials throughout the WBI
will provide authentic examples of the learning objectives ineach module. With full control on this content, learners will
have a support structure to complete the activities and furtherexplore the LMS environment.
Engendering Competence- Learners will be presented withopportunities to practice their skills and improve their LMSknowledge in each module. Active participation will keep
learners engaged with the instruction and motivated to continueprogressing through the WBI.
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Measurement ofLearning
Summary and Close
Establish Inclusion- Learners will have opportunities toparticipate in group discussions on course-related issues. This
process will allow for positive feedback about sharedexperiences during their learning.
Engendering Competence- Learners will be able to track theirlearning progress as the WBI continues. Their sample Canvascourse will develop before their eyes, providing important
visual feedback of their new skills. Quiz assessmentsadministered in the WBI, will provide instantaneous feedback
on their progress with learning objectives.
Engendering Competence- Stressing the idea that learning
never ends, participants will continue to have access to the WBIafter they have completed the five learning modules. They will
have access to ongoing discussion threads, be able to provideinput and assistance to new learners in the course, and compare
experiences as a learning community. Learners may optionallyprovide access to their course shell for others to review and
gain new ideas that they can carry back to their own course.
Plans for handling other factors related to WBI project
Class Size
Navigationand Learner
Control
The WBI course will be self-paced. New learners will be starting the
instruction at random times. Course facilitators, staffed by eLearningpersonnel, will support the learners through an even distribution of
resource time. This support staff will monitor the discussion boardsand email traffic generated by learners. Adjustments to this flexible
approach to the course may require modifications upon review offormative and summative evaluation results and the support capacity
of the eLearning team.
Continuity in design and layout of module materials will be desired.Modules will be opened in succession, upon successful completion ofthe previous modules learning objectives. This linear approach is
needed because the content builds upon previous information andskills from earlier efforts. Navigation controls and graphical elements
will be largely established by the design elements available within theCanvas LMS. While some level of individual customization may beavailable, it is expected the other course design elements will remain
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Feedback
Interactivity
close to the default features of the LMS.
The eLearning team will reply to discussion board and email inquiriesfor all course participants. Additional resources will be linked from
course modules as needed, providing learners with optional
supplemental resources directly from Canvas web support pagesand/or other relevant sites. Fellow course participants will providefeedback to each other through discussion board and email replies.
Email and discussion boards will be primary methods of learner
communication amongst themselves and course facilitators. Primaryinstruction will be provided via streamed video tutorials. Learners will
have full playback control of these instructional materials. Allgradable assessments will provide results to learners within the Canvas
WBI grade book.
Questions to Address Media Types
Instructional
Questions
Technical
Questions
-What media types will best provide the information needed totrain learners on LMS objectives?
- Do the media support the goals of the WBI environment?- Is interaction with the media intuitive and easy?
- Do the media support the learners needs as they engage thecourse content?
-Do the media support the learning objectives?
- Do learners have network bandwidth needed to access themedia?
- Do learners computers have the needed system plug-ins orsoftware players to access the media?
- Are solutions for streaming the media to learners in place?- Are learners web browsers compatible with LMS requirements?
- Are production tools in place to produce the media content inhouse?
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Message and Visual Design Principles in WBI
Feature/Principle Applications Ideas for Lessons
Text Elements
Graphical
Elements
Media
Simplicity
Balance
Emphasis
Harmony
-Font choice will reflect good readability principles (clean serif-faced).- Concise text blocks lay out with ample white space.
- Clearly written instructions to learner on how to proceed through WBI.- Use tables to present key facts or figures.
- Use consistent design elements across all pages and modules of the WBI.
- Icons associated with course content will be used consistently throughoutthe WBI (many of these links are assigned by LMS).
- Use a primary image element as a visual analogy where applicable.- Course navigation interface will be intuitive and consistent throughout the
WBI (these elements are generally fixed and present in LMS course shell).- Use color consistently and purposefully (no glaring color elements, or
unnecessary color schemes that deter from WBI delivery.
- Still graphics should be sized to fit easily within page and compressed toweb-optimized file size.
- Uploaded video content should be compressed for quick download andviewing. Confirm playback of all media before publishing course.
- Confirm links to all external media files play properly.- Provide clear instructions to learners about how to access any media files.
- Keep text display clean and easy to read.
- Keep color use muted and meaningful.- Employ contrast is text and design elements to improve readability (where
appropriate).- Text descriptions should be concise and laid out for easy page viewing.
- Use white space to avoid crowding of various page elements.
- Strive for visual balance of page elements where applicable (both text andimage balance).
- Balance left bar navigation and tools with other option page elements.
- Use message design elements to stress important information or to signifythe essence of a discussion.
- Text-based emphasis can be heightened with use of color, bold, and
underline effects.- Use message cues like highlights, bold, arrows or similar elements toindicate importance or relevance.
- Establish connections to items, elements, or terms with similar color.
- Use proximity to establish connections and relationships.
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Detailed Storyboard: Home Course Page View
Streamlined Storyboard: Home Course Page(Sample streamlined storyboard for course home page)
Objective/Concept Text Summary Navigation/Sites Other
Course home page -Welcome to the Intro
to Canvas LMScourse.
- Instructions to
review all information
contained on the home
page before
proceeding.
- Information about
the self-paced nature
of the course. Options
for support and
feedback from other
learners or coursefacilitator.
- Instructions to
complete all course
content in current
module before new
module will open to
them.
- Links to course
information pages, andlinks to module
content.
- Links to
supplemental
information
(documents, videos,
etc.)
- Clearly labeled
course title.
- Contact information
for help with
technical problems
and to course
facilitator.
- Course navigation,
breadcrumbs, icons,
screen text, color
scheme, etc., are
fixed within the LMSsettings. Can add
custom images on
individual course
pages.
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Technical and Other Website Concerns
The Canvas WBI will be delivered primarily to university instructors. Most ofthese learners will access the content from their campus office where network connection
speeds will be sufficient to meet the demands of all content delivered either from within
the LMS or via external links to streaming video servers, etc. Images and other contenthoused in the LMS will be designed for web delivery and will reflect optimizedcompression to facilitate quick transfer to the learners computer. The Canvas is
currently provided as a hosted solution to the university. This means that the actualserver and storage systems are located at Instructure Canvas data centers. As a cloud-
based solution purchased by clients, the infrastructure is robust and offers redundantbackup systems for both the server and associated storage needs. This redundancy should
significantly reduce chances of service interruptions to campus users.
Cross-browser compatibility testing is regularly conducted amongst the eLearningstaff with the current production LMS, and those efforts will continue during the
transition to the new Canvas LMS. Reliance on third-party plug-ins and external mediaplayers is slowly decreasing as HTML5 web standards become more entrenched in
modern browsers. The Canvas LMS uses modern HTML5 markup to display somemedia types directly in the LMS. As noted earlier in the discussion on design metaphor,
Canvas conforms to the current W3C's Web Accessibility Initiative Web ContentAccessibility Guidelines.
There are no plans to use copyrighted content extensively in this WBI. Any
images or media included will be Creative Commons cleared (or similar) withappropriate attributions provided. Access to all content is also limited to university
personnel with log in credentials to the LMS.
Formative Evaluation Review
Subject matter and design experts on the eLearning staff monitor the WBI during
the concurrent design phase to assure that the identified learning objectives in eachmodule and the instructional materials and activities are aligned. A small group of end-
user reviewers will also review WBI materials and provide input on issues such as LMSaccess, navigation, and technical issues with engaging the content. Communication tools
within the LMS will allow these reviewers to provide feedback directly within the WBI.
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Implementation Team
The eLearning team at the university forms the core unit for implementationefforts. As a self-paced training course for instructors, there is no formal instructor role
for this WBI. It is expected that all members of the existing eLearning team will be
assigned course facilitation responsibilities. These duties will include supporting andmonitoring the activities of course participants, monitoring and responding to discussionand help forum posts, troubleshooting technical problems related to the WBI, and
reviewing and posting comments to course participant module assignments. The teamwill also support summative evaluation efforts that will guide future modifications to the
WBI. The director of the Center for Teaching and Learning will oversee theimplementation of the WBI at a high level, providing resources, planning and training
support, and campus-wide communication to academic deans and chairs to establishawareness for the training resources. Technical support for the WBI instruction will
reside primarily within the eLearning team. This support includes development of allcourse materials, and serving as the primary point of contact for all course participants.
External technical support for the Canvas LMS is provided from Instructure personnel,the makers of the cloud-hosted Canvas LMS solution deployed at Michigan Tech. Time
estimates are indicated in hours per week and are intended for planning purposes only,with actual time commitments varying depending on when they occur (early in course
implementation, or once course is fully established).Time and Budget Allocations
Personnel and Duties Estimated TimeRequirement
Costs
Instructor (CourseFacilitators): eLearningteam members
Monitor course
participants
Respond to email
Respond to
discussion and
help forum posts
Review and
provide feedbackto participant
assignments
3-6 hours2-3 hours
2-3 hours
2-3 hours
Total: 9-15hours/week
Included in salary*
*(Duties are considered
part of eLearning teammember jobresponsibilities. Noadditional compensation isexpected at this time.
Assignment of theseadditional courseresponsibilities may
necessitate additional staffbeing hired to support theincreased workload on theeLearning team.)
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Personnel and Duties Estimated TimeRequirement
Costs
Director- Center forTeaching and Learning
Resources
(personnel and
facilities)
Campus-wide
communication
Part of regular duties
Part of regular duties
Included in salary
Included in salary
Technical Support:eLearning teammembers
Development of all
course materials,
modifications,
additions
Primary contact for
course participants
Variable- up to 15hours
Up to 10 hours
Included in salary*
Included in salary*
Technical Support:external (Instructure
Canvas tech support)
Technical support
for high level LMS
issues
As needed Included in supportcontract with InstructureCanvas
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Final Tasks for Implementation
Initial LearnerContact
Responses
How is WBIadvertised?
During the LMS transition (from Blackboard CE8 toCanvas) the WBI will be promoted on the eLearningweb site and blog, in the university online news blog,through meetings with academic departments, and byword of mouth.
When does thecourse begin/end?
The WBI is primarily intended to provide online trainingsupport to instructors during the LMS transition. It isexpected, however, that the WBI will also function in auseful training role beyond the transition phase as a
just-in-time support for new instructors, or others
wishing to improve their skill with the Canvas LMS.
How are learnersinitially contacted?
Course participants will be enrolled in the WBI uponcompletion of an online registration form, or via anemail or phone contact requesting enrollment to theeLearning team. Once enrolled, an auto-generatedemail will represent the formal welcome to the course.
How do learnersknow their roles
The course description outlines the intent of the WBI.As a self-paced training course with no requirementscourse submissions or assigned grades, the coursefunctions as a learning assistant for instructors will be
clear.
How do learnersobtain technicalsupport?
WBI participants will be provided clear options to getassistance from eLearning staff, or other onlineresources throughout their time in the WBI. Eachmodule contains a help forum to post questions orproblems. Contact information to the eLearning team isalso clearly identified in the WBI.
Final TechnicalRequirements
Responses
How will learneraccess the WBI?
Upon enrollment in the WBI, the learner will access thecourse the same way any student accesses a course inthe LMS- they will enter their university-assigned user-id and password.
What browser andplug-ins are
Canvas uses modern HTML5 markup language. Amodern browser (Safari, Firefox, Chrome, Internet
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required? Explorer) that supports this language is required.
The Flash plug-in is required to fully experience thecontent and features of the WBI in Canvas.
How will feedbackon assignments beprovided?
Completion of assignments is voluntary. Completedassignments will be reviewed by eLearning teammembers with the goal of providing timely feedback tolearners as they progress through the WBI.
How are WBIdocuments sharedwith learners?
Course materials are delivered as custom web pages,or pdf documents available for download.
Communicationamong WBIparticipants
Responses
How will courseparticipants andfacilitatorscommunicate?
Email and phone contacts with the eLearning staff willbe clearly communicated. Each WBI module alsofeatures a help discussion forum where learners will beable to post questions and problems, and support otherlearners who may be having problems.
How will WBIrequirements bedelivered?
The course description will be available in the welcomemodule of the WBI. WBI will be further described insome of the related promotional materials.
Online skillstraining Responses
How will coursefacilitators betrained?
All members of the eLearning team who provide coursefacilitation services will possess thorough training in theCanvas LMS and have extensive knowledge andexperience with WBI course content and learneroutcomes. Many team members will have played adirect role in the development of the WBI.
How will thecourse participants
be trained?
Most instructors who participate in the WBI will have anLMS background. These skills will be useful during
their participation in the WBI. Further training resourceswill be available in support documents from theInstructure Canvas web site. The WBI itself will providethe most direct training for participants. As theyprogress through the WBI modules their skills will buildupon previous knowledge as they learn more advancedfeatures and functions of the Canvas LMS.
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Management of WBIActivity Strategies
Course facilitator (eLearning team)
Canvas course support -Open WBI access to learners inCanvas-Confirm course access for learners-Communicate course deadlines-Monitor learner progress-Review course assignments-Monitor course function in LMS-Monitor and respond to learner forumposts
Learners (Campus instructors)
Course participation -Review course learning objectives-Participate in course activities-Complete course assignments
Technical support (eLearning and ITstaff)
Technology support -Monitor LMS function-Support all course materials-Assist learners and facilitators withtechnical problems related to coursecontent access, etc.
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Evaluation Methods, Tools, and Data Collection Instruments
As a new web-based training course, no preexisting data from an original courseis available. Evaluation tools will include a participant survey administered within the
Canvas LMS at the end of the course. eLearning staff members will conduct a thorough
review of participant course activities, including individual module assignments.Comments and responses posted within the course discussion areas will also be used tohelp evaluate the success of the instruction in preparing participants to use the Canvas
LMS. The review findings will be compiled in an evaluation checklist. Canvas studenttracking data will be reviewed to better understand individual learner patterns in the WBI.
Staff members of the eLearning team who have served as course facilitators will alsoprovide valuable feedback on learner interactions and participation patterns through
interviews during the evaluation process.
Evaluation
Criteria
Main Questions Data Sources
Effectiveness - Did course help learners to achievelearning objectives?
- Were the activities and assessmentsachievable in the time allocated foreach course module?
- Do learner assignment activities and
discussion posts indicate they areprepared to use the Canvas LMS uponcompletion of the training course?
- Course assessmentactivities, participantreview checklist.- Participant surveyresults, Canvasstudent tracking data,eLearning staffinterviews.- Participant survey
results, eLearningstaff interviews.
Efficiency -Did each learning module provideunique learning objectives as part ofthe training course?-Did learners complete courseactivities promptly?
- eLearning staffinterviews, participantsurvey results- Canvas studenttracking data
Appeal - Were course instructional materialseffective and engaging to the users?
- Did the web course design andnavigation support participant learningobjectives?- Do course objectives encouragelearner participation in WBI?
- Participant surveyresults
- eLearning staffinterviews, participantsurvey results- eLearning staffinterviews, participantsurvey results
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Reporting and Data Collection and Analysis Timeline
Results of the summative evaluation findings will be presented in a written reportthat will be submitted to the Director of the Center for Teaching and Learning (CTL), the
CIO of Information Technology, and eLearning course facilitators. Detailed information
on the structure of the evaluation process, data sources, results and any recommendationswill be included in the report along with an executive summary. End-user survey resultsand interview responses from eLearning staff will be included as appendices in the report.
The primary evaluation questions used for the summative evaluation are outlined in thetable below. Timeline information indicated below is a proposed option. Because the
course is self-paced and available for new learners continuously, a more formalizedtimeline structure is not applicable.
Tasks TimeFrame
Beginningof WBI
DuringWBI
ConclusionOf WBI
Enroll new participantsand enable Canvas coursetracking
ProposedX
Assign participants toeLearning staff andmonitor course activitiesas needed
Proposed X X
Conduct participant surveyat conclusion of WBI
Proposed X
Conduct interviews witheLearning staff
Proposed X X
Compile participant coursetracking data in Canvas
Proposed X X
Analyze all data Proposed X
Develop and write finalevaluation report andrecommendations
Proposed X
Communicate reportfindings to administrativestakeholders (CIO,Director of CTL, eLearningstaff)
Proposed X
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