Announcing a New OER – Universal Design for Learning (UDL): One Small Step

We know that learners bring a wide range of knowledge, skills, backgrounds, and experiences into the classroom. As educators, we can expect to find variability in our classroom. The USask Learning Charter lists, as one of the Educator Commitments and Responsibilities, to Strive for Excellence in Teaching. This commitment means that educators work to develop respectful and inclusive learning environments that support student learning. Honouring this commitment requires that educators co-create with students a shared space for learning in which all participants feel respected, valued, and empowered to contribute as they achieve their goals and share the gifts of their identities in relationship with one another. This approach is also part of the work that comes to embody the word manacihtowin (Cree) / manachihitoohk (Michif) (i.e., respect of all individuals). When we don’t respond to the variability in our classrooms, we make our educational experiences exclusive. 

Universal Design for Learning (UDL) is a powerful set of approaches that allows you to make sure the greatest range of students can access and engage in learning – not just certain students. A new open educational resource (OER), authored by a collaborative team of TLSE staff members, is available for USask educators to learn more about UDL: Universal Design for Learning: One Small Step 

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Administering Written Exams via Canvas

Both the Canvas Assignments tool and the Canvas Quiz tool can be used for replicating a “take-home” style of exam, or a written exam, in an online or remote course setting. This post will discuss how to decide if this is the right approach for your course, how to set it up in Canvas, and some details for administering it to ensure a smooth launch come exam time. Continue reading “Administering Written Exams via Canvas”

Flexible Assessment Weighting: Offering Students Choice

Green, blue, and pink kettle bells

How do you determine the weight of an assessment? Do you think about student effort, or high-priority learning outcomes, or perhaps which assessments are most reliable? What seems “right” for assessment weights will vary depending on who you ask, including students. Why not let them decide? Flexible assessment weighting gives students greater control over their learning, and it can lead to a better overall course experience. If the concept sounds too novel, there are also ways to “personalize” flexible weighting to fit your comfort level.

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Effective Feedback in Online Courses

Feedback is one of the most powerful ways in which instructors engage with their learners, and integral to the simple basis of formative assessment — i.e., provide opportunities for students to practice applying their skills and knowledge, give them feedback on how they’ve done, and then provide subsequent opportunities for them to show their enhanced performance and further their achievement. Because it can have such an impact on student learning, it’s valuable to consider how and where feedback is incorporated into your courses.

In this post, we’ll look at 3 broad approaches to providing feedback in an online course situation, and some tools that Canvas provides to enable effective feedback. I’ll also highlight some lesser-known Canvas tools, like leaving video comments on assignments or using the comment library to make giving feedback faster.

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DEU EdTech Quick Tips – Issue 50

In this Issue: Online Discussion Ideas Worth Discussing

    • DEU Digest 50th Issue!
    • Discussions or reflection? Why not let students choose?
    • Did You Know? Canvas tips for Discussion Boards
    • Using Student Self-Assessment to Grade Discussions
    • Adding a bit of hierarchy to Canvas discussions
    • Resources for Online Discussion Ideas
    • DEU Summer Reading Recommendations: Books about Discussions by Stephen Brookfield and Stephen Preskill
    • Canvas Redesign of Discussions and Announcements Coming Soon
    • DEU support and contact information

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Discussions or reflection? Why not let students choose?

Some days, the right idea comes along at the right time. In today’s case, that has to do with online discussions. Facilitating authentic, engaging discussions online can be tricky at the best of times. Some students participate enthusiastically, while others may prefer to lurk. Students can learn just as much by watching and reflecting on a discussion as they can by participating, regardless of the format. So the question might be, how do we facilitate engaging discussions that help our students towards the learning goals for the course? Continue reading “Discussions or reflection? Why not let students choose?”