By Roberta Campbell-Chudoba This is the sixth post in a series about how you can use Canvas to integrate the eight Learning Technology Ecosystem Principles. You can find more about these principles here, but in this post, we’ll be looking at the fifth principle. 5. Designed for student control and ownership of learning: Learners create…
This is the fifth post in a series about how you can use Canvas to integrate the eight Learning Technology Ecosystem Principles. You can find more about these principles here, but in this post, we’ll be looking at the fourth principle. 4. Designed for students who are remixing and/or creating: Learning is most effective when…
This is the third post in a series about how you can use Canvas to integrate the eight Learning Technology Ecosystem Principles. You can find more about these principles here, but in this post, we’ll be looking at the second principle. 2. Active and Social: Learning is a process of meaning making, constructed through learning with…
While we do recommend designing your course for mostly asynchronous learning, and we definitely recommend being explicit and overt about netiquette from the start of the semester, we understand that some of your course will be conducted over live, synchronous video conferencing tools such as Zoom. So here are some basic ‘what-ifs’ we wanted to…
The move to remote learning has created challenges for actively engaging students in our classes. A simple think-pair-share activity now requires extensive descriptions of who is partnered with who, how will you communicate, and how much time do you have – not to mention how to use the available technology to complete the activity. The truth…
In the previous post about open educational practices (OEP) at USask, I explained what they are. In this post, we will explore why so many people are already engaging in OEP, and why you should consider integrating these practices into your own teaching and research. Our beliefs make us Open supporters Open allows students to…
We have seen significant growth in the use of open educational resources at the U of S in the past six years. As of this fall, more than a dozen open textbooks have been created or adapted at by instructors and students have saved well over $2 million dollars. “Open”, however, is about more than…
The causes of academic misconduct have been well-studied and the following points explain most of this concerning behavior. Research shows that very few students plan on doing things like buying papers or crowd-sourcing exam questions when they enroll in courses. Students widely report that their decision to “cheat” was almost always instead taken at the…
When we move to remote teaching, we need to consider how we will continue to provide students with student-instructor interaction. One way of offering this is through office hours. While we used to offer office hours outside of lecture or class time, now we might be able to leverage our scheduled class time to engage…
Studio-based courses are about the process of observing, creating, critiquing, and refining over time. Students learn techniques and process, attempt them, compare what they have created to criteria, intent, or other works, and then refine or iterate. The 4 key elements for a studio-course include: Observing a demonstration of a process or the creation of…