FinalProjectPlanningReport

JeffToorongian
EDTECH512,Fall2011
Prof.K.DianeHall

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 is
a relatively new LMS called Canvas from Instructure Inc. Preliminary findings from
faculty during the piloting phase have identified Canvas as a prime contender for final
consideration as the next generation product. In preparation for this outcome, training
materials will be needed for instructors to help them become acquainted with Canvas, and
to assist in their course migration and new course development activities as they move
from the current production LMS. Changing learning management systems is a major
undertaking, affecting many different facets of a university community, including the
students, faculty and instructors, the support staff, and the central
administration. Enabling a seamless (or nearly seamless) transition is very
important. Providing effective, and efficient training on the major features and functions
of 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 an
important 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 usage
rates 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 the
existing LMS. Training resources, including workshops and online tutorials are
available, but a more extensive training course has never been offered. In an effort to
reduce 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 without
increasing the necessary training resources would not alleviate the problem. A strategic
enhancement of staff and important training materials, made available to instructors as a
new 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 are
common across many LMS products, the procedures and skills required to employ these
functions can be very different. Instruction will be the mechanism to provide these newly
required 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. This
combination 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 new
LMS. 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 their
training activities.

Instructional Goal

Upon completion of the web-based Canvas training course the learner will
demonstrate a working knowledge of the Canvas learning management system user
interface, its primary components, tools, and features, and successfully discriminate the
capabilities 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 a
functional course at the conclusion of the instruction.

Learning outcomes associated with this training course reside primarily is
Gagns Intellectual skills levels, including identifying various tools and functions,
applying procedural knowledge to construct course objects and functions, and generating
course design structures to facilitate learning.

Instructional Context

Main Elements Aspects
Organizational
Infrastructure
- Computer hardware and design and development software will be
provided in the eLearning unit. Software will include Adobe
eLearning suite software applications, Camtasia screen recording
software and associated peripherals, Microsoft Office Suite, and
others. Access to the Canvas learning management software for
course 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
Provost and Vice President for Academic Affairs. eLearning unit
includes instructional designers, content and media producers, and
educational technologists, who will be responsible for all course
design, development, and implementation.

- All WBI content will be considered owned by the university, who
will retain sole copyright to all materials for all uses.
Allocation and
competencies of
personnel
- eLearning staff will be solely responsible for design, development
and delivery of the WBI. This small team comprised of three
professional instructional designers and educational technologists
will work together to develop the WBI materials.

- eLearning staff will serve as instructors of the WBI to the target
learner group (university instructors).

- Administrative support will be available from Library personnel
and technical support related to hardware or software during the
design and delivery phases will come from central IT services.

- During WBI delivery, learner technical support will be provided
through central IT services via phone and online service ticketing
systems. Service level agreements for response times vary
depending on the nature of the request, but typically are resolved
within two days, and often within 24 hours.
Learner location
and technology
-All WBI will be delivery exclusively online in the Canvas learning
management system. The learners (university instructors) will
access content from office, lab, or other public computer systems
when on campus, or from their home computers. Because the
learner group is university instructors, it is expected that most will
be campus-based, but it is possible that some could access the
content from a geographically separate location (perhaps during
travel or while on a sabbatical appointment).

- Minimum computer hardware requirements for target WBI
computers is a modern Windows or Mac based systems less than
three 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. Required
software 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, and
Microsoft Office, Open Office, or cloud-based document creation
software (Google Docs).


Learner Characteristics
General Characteristics

The learner group for the WBI will be university instructors of all ranks, and other
staff 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 local
or regional natives, and an international population from Chinese, Indian, and Middle
Eastern countries, among others will comprise the learner composite. Learner ages will
range from approximately 22-70, and educational backgrounds will vary from high
school level to a majority with college degrees ranging from bachelors to PhDs.

Motivations

The 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 optimize
their workflows and allow more time for their teaching and research responsibilities.

Prior Knowledge

Most 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 their
learning of the new LMS equivalents.

Communication Skills

As instructors, most learners will have attained strong communication
skills. However, due to the diversity of cultural backgrounds, English language speaking
and 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 control
the flow of the instruction and to review any information that they have trouble
comprehending. Additional support will be available through the university Center for
Teaching, Learning, and Faculty Development.

Technical Skills

Basic computer skills, including keyboarding, using a mouse, and managing the
operating 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 features
like 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
being delivered within that LMS. Although this may present problems for some learners
who 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 they
explore the LMS features while progressing through the instructional content.

Abilities and Disabilities

This WBI will adhere to the requirements of the Web Accessibility
Initiative (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, the
International Society for Technology in Education (ISTE) NETS for Administrator
standards will be referenced for guidance during design and development
efforts. 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 for
all 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 to
continuously improve the organization through the effective use of information
and technology resources.
Educational Administrators:
4.a- lead purposeful change to maximize the achievement of learning
goals through the appropriate use of technology and media-rich resources.

5. Digital Citizenship
Educational Administrators model and facilitate understanding of social, ethical
and legal issues and responsibilities related to an evolving digital culture.

Educational Administrators:
5.a- ensure equitable access to appropriate digital tools and resources to
meet the needs of all learners.

2011JeffToorongian
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 Outcome
Level
Assessment
Item
MODULE 1
1.0-Interface
Overview & Profile
Given access to the Canvas
LMS training course, the
learner will be able to
(LWBAT) identify the various
LMS tools, features, and
navigation controls, and
complete their user profile.
Intellectual-
Identify,
Apply
Rubric to assess
learners completed
profile, interface
quiz.
1.1
Complete User
Profile
Given access to the Canvas
LMS training course, the
learner will be able to
(LWBAT) enter customized
information in the user profile
within the training course.
Intellectual-
Procedural,
Application
Rubric to assess
completed profile
information.
1.1.1
Input User and Web
Services Information
Given access to the Canvas
LMS training course, the
learner will be able to
(LWBAT) enter customized
information in the user profile
and configure any web
services settings they
require.
Intellectual-
Procedural,
Application
Rubric to assess
completed profile
information, and
web services
configuration.
1.2
Review Course
Navigation Toolbar
features and
functions (left
navigation bar)
When asked to describe the
primary functions of the left
navigation bar tools, the
LWBAT select the correct
general descriptions.
Intellectual-
Defined
Concept
Multiple choice
quiz assessment
delivered within
the Canvas LMS.
1.2.1
Communication:
Announcements,
Discussions, People,
etc.
When asked to demonstrate
understanding of
communication tools, the
LWBAT select the correct
general descriptions.
Intellectual-
Defined
Concept
Multiple choice
quiz assessment
delivered within
the Canvas LMS.
1.3
Review Global
Navigation Bar
When asked to describe the
primary functions of the top
menu bar tools, the LWBAT
select the correct general
descriptions.
Intellectual-
Defined
Concept
Multiple choice
quiz assessment
delivered within
the Canvas LMS.
1.3.1
Courses,
Assignments,
When asked to describe the
primary functions of the
courses tab, assignments
Intellectual-
Defined
Concept
Multiple choice
quiz assessment
delivered within
Grades, etc. (Global
Navigation)
tab and grades tab, the
LWBAT select the correct
general descriptions.
the Canvas LMS.
1.4
Review Sidebar
Navigation
When asked to describe the
primary functions of the
sidebar navigation, the
LWBAT select the correct
general descriptions.
Intellectual-
Defined
Concept
Multiple choice
quiz assessment
delivered within
the Canvas LMS.


Learning Task Item Objective Outcome
Level
Assessment Item
MODULE 2
2.0-Configure
Course
Given access to the Canvas
LMS training course, the
LWBAT identify the different
options available for course
configuration.
Intellectual-
Procedural,
Application
Assessments
described below in
sub-skills.
2.1
Home Page Layout
When asked to describe the
key features of the available
home page layouts, the
LWBAT select the correct
general descriptions.
Intellectual-
Procedural,
Application
Multiple choice quiz
assessment
delivered within the
Canvas LMS.
2.1.1
Communication
Stream?
When asked to describe the
key features of the
communication stream layout,
the LWBAT select the correct
general description.
Intellectual-
Procedural,
Application
Multiple choice quiz
assessment
delivered within the
Canvas LMS.
2.1.2
Custom HTML
Page?
When asked to describe the
key features of the custom
html layout, the LWBAT select
the correct general
description.
Intellectual-
Procedural,
Application
Multiple choice quiz
assessment
delivered within the
Canvas LMS.
2.1.3
Modules/Sections?
When asked to describe the
key features of the
modules/sections layout, the
LWBAT select the correct
general description.
Intellectual-
Procedural,
Application
Multiple choice quiz
assessment
delivered within the
Canvas LMS.
2.1.4
Assignment List?
When asked to describe the
key features of the
assignment list layout, the
LWBAT select the correct
general description.
Intellectual-
Procedural,
Application
Multiple choice quiz
assessment
delivered within the
Canvas LMS.


Learning Task
Item
Objective Outcome
Level
Assessment Item
MODULE 3
3.0-
Communication
Tools
Given access to the Canvas
LMS training course, the
(LWBAT) identify utilize
features in the different course
communication tools.
Intellectual-
Procedural,
Application
Assessments
described below in
sub-skills.
3.1
Conversations
When asked to describe the
key functions of the
conversations tools, the
LWBAT select the correct
general description.
Intellectual-
Procedural,
Application
Multiple choice quiz
assessment
delivered within the
Canvas LMS.
3.1.1
Inbox, Threads,
Replies,
Recordings
After receiving instruction on
inbox functions and features,
the LWBAT select the correct
general descriptions.
Intellectual-
Procedural,
Application
Multiple choice quiz
assessment
delivered within the
Canvas LMS.
3.2
Discussions
After receiving instruction on
discussion tool functions and
features, the LWBAT select
the correct general
descriptions.
Intellectual-
Procedural,
Application
Multiple choice quiz
assessment
delivered within the
Canvas LMS.
3.2.1
Create
discussion, reply,
reorder
After receiving instruction on
discussion tool functions and
features, the LWBAT create a
sample discussion post, and
understand how to reply to a
post.
Intellectual-
Procedural,
Application
Rubric/checklist to
assess completed
discussion post.
3.3
Conferences
When asked to describe the
key functions of the
conferences tool, the LWBAT
select the correct general
description.
Intellectual-
Procedural,
Application
Multiple choice quiz
assessment
delivered within the
Canvas LMS.
3.3.1
Set up
conference, invite
members
After receiving instruction
about conference tool
configuration, the LWBAT set
up a conference and invite a
demo student.
Intellectual-
Procedural,
Application
Rubric/checklist to
assess completed
conference post.
3.3.1.1
Configure
audio/video,
desktop sharing
After receiving instruction
about desktop sharing
configuration, the LWBAT
configure a mock desktop
sharing session.
Intellectual-
Procedural,
Application
Multiple choice quiz
assessment
delivered within the
Canvas LMS.

Learning Task
Item
Objective Outcome
Level
Assessment Item
MODULE 4
4.0-Managing
Course
Content
Given access to the Canvas
training course, the LWBAT
manage course content and
resources by importing, linking,
and adding new items using the
available design tools.
Intellectual-
Procedural,
Application
Assessments
described below in
sub-skills.
4.1
Add an
assignment
After receiving instruction on
the assignment tool functions
and features, the LWBAT add a
sample assignment in the
course.
Intellectual-
Procedural,
Application
Rubric/checklist to
assess added
assignment.
4.1.1
Configure
assignment
type, date,
point value
After receiving instruction on
the assignment tool functions
and features, the LWBAT
configure assignment type,
date, and point value in the
course.
Intellectual-
Procedural,
Application
Rubric/checklist to
assess assignment
variables (type, date,
point value).
4.2
Add a file
After receiving instruction on
the file tool functions and
features, the LWBAT add a file
to their course.
Intellectual-
Procedural,
Application
Rubric/checklist to
assess added file.
4.2.1
Select file type,
location
After receiving instruction on
the file tool functions and
features, the LWBAT select the
file type and location within
their course shell.
Intellectual-
Procedural,
Application
Rubric/checklist to
assess added file type
and location variables.
4.3
Add a content
page
After receiving instruction on
content page functions and
features, the LWBAT add a
content page to their course.
Intellectual-
Procedural,
Application
Rubric/checklist to
assess added content
page.
4.3.1
Select page or
create a page
After receiving instruction on
content page functions and
features, the LWBAT import or
create a content page in their
course.
Intellectual-
Procedural,
Application
Rubric/checklist to
assess imported or
added content page.
4.4
Add an
external link
After receiving instruction on
external link functions and
features, the LWBAT add an
external link to their course.
Intellectual-
Procedural,
Application
Rubric/checklist to
assess added external
link.
4.4.1
Configure URL,
name link
After receiving instruction on
external link functions and
features, the LWBAT configure
the URL and name the link in
their course.
Intellectual-
Procedural,
Application
Rubric/checklist to
assess added external
link configuration.

Learning Task
Item
Objective Outcome
Level
Assessment Item
MODULE 5
5.0-
Assessments
Given access to the Canvas
LMS training course the
(LWBAT) create and add
course assessments using the
available LMS design tools.
Intellectual-
Procedural,
Application
Assessments
described below in
sub-skills.
5.1
Practice
Assessment
After receiving instruction on
the assessment tool functions
and features, the LWBAT add a
practice assessment in the
course.
Intellectual-
Procedural,
Application
Rubric/checklist to
assess added practice
assessment.
5.1.1
Configure
Assessment
After receiving instruction on
the assessment tool functions
and features, the LWBAT
configure the assessment.
Intellectual-
Procedural,
Application
Rubric/checklist to
assess configured
practice assessment.
5.1.1.1
Enter
Assessment
Questions
After receiving instruction on
the assessment tool functions
and features, the LWBAT add
questions to the assessment.
Intellectual-
Procedural,
Application
Rubric/checklist to
assess added
questions within the
practice assessment.
5.2
Graded
Assessment
After receiving instruction on
the assessment tool functions
and features, the LWBAT add a
graded assessment.
Intellectual-
Procedural,
Application
Rubric/checklist to
assess added graded
assessment.
5.2.1
Configure
Assessment
After receiving instruction on
the assessment tool functions
and features, the LWBAT
configure the graded
assessment.
Intellectual-
Procedural,
Application
Rubric/checklist to
assess configured
graded assessment.
5.2.1.1
Enter
Assessment
Questions
After receiving instruction on
the assessment tool functions
and features, the LWBAT add
questions to the graded
assessment.
Intellectual-
Procedural,
Application
Rubric/checklist to
assess added
questions within the
graded assessment.

2011JeffToorongian

Overview of Web-Based Instructional Design for:

An Introduction to the Canvas Learning Management System

Orientation to
Learning
Instructional Strategies (Overview)
1. Provide an
overview














2. State the objectives

3. Explain relevance
of WBI

4. Assist learner
recall of prior
knowledge, skills,
and experiences

5. Provide
instructions on how to
progress 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, which
provides a short summary of learning modules and associated
activities. Each module will be introduced.

- A concluding description of the role an LMS plays in an
instructors teaching duties is provided and learners are
encouraged invest the time needed in this course to help their
transition 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 of
current 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 course
are highlighted, as learners are encouraged to learn navigation
and features during the process of completing the course
content.
Instruction on the
Content
Instructional Strategies (Overview)
1. Present
instructional content



Each learning module will offer a similar instructional flow as
detailed below:

- Clearly labeled learning module











2. Provide learning
cues





3. Present
opportunities for
practice






4. Provide feedback
on practice
performance

5. Provide review of
and close the unit of
instruction
- Introductory text description of the LMS element(s) to be
discussed, 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 of
the video tutorial.

- Video and narration carries the instruction of module content.

- Key points and attributes of LMS content are highlighted or
otherwise 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 related
video 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 allow
learners 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 will
see the results of their actions as an evolving LMS course shell.

- Concluding summary of key points from module will be
reviewed. Relevance of these features for instructors will be
clearly explained.
Measurement of
Learning
Instructional Strategies (Overview)
1. Assess
performance





2. Advise learner of
performance errors
- Quiz assessments, administered within the LMS course
module will review the important functions and attributes
covered.

- Self-assessment will be provided as learner compares their
course progress to that in the video tutorials.

- Quiz assessments will be automatically graded and scores
provided 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 Instructional Strategies (Overview)
1. Provide
opportunities for
retention




2. Provide
remediation for
unmet objectives



3. Enhance and enrich
learning

- Content and main learning objectives in each course module
will 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 revisit
any course content as often as they desire. All video tutorials
are available on-demand and allow the learner to control the
flow of information to help improve knowledge retention.

- Additional Canvas training resources will be made available to
learners. Module discussion boards will allow learners to
collaborate, 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 an
overview






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 are
provided.

- Primary learning objective of each module introduced:
Module 1: Review of Canvas interface and completion of user
profile.
Module 2: Complete course configuration






3. Explain relevance
of WBI




















4. Assist learner
recall of prior
knowledge, skills,
and experiences

5. Provide
instructions on how to
progress through the
unit of instruction
Module 3: Review of Canvas communication tools
Module 4: Introduction to course content management options
Module 5: Introduction to assessment tools
Text-based objectives supported by video tutorials.


- Connect module topic to practical need and/or value to
learner:
Module 1: It all begins with learning the layout of the LMS and
establishing 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. In
this 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 of
communication 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 the
various assessment tools available for instructors in the Canvas
LMS.



Throughout WBI learner will be encouraged reflect back on
earlier lessons and learning activities. This will help the learner
connect with the current instruction and re-establish user-LMS
interactions.

Learners are directed to a video, which highlights the course
structure and navigation design. Unique attributes of the course
are highlighted, as learners are encouraged to learn navigation
and features during the process of completing the course
content.
Instruction on the
Content
(Strategies
essentially repeated
for each lesson)
Instructional Strategies
1. Present Each learning module will offer a similar instructional flow as
instructional content


































2. Provide learning
cues





3. Present
opportunities for
practice

detailed below:

- Introductory text description of the LMS element(s) to be
discussed, 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 Canvas
interface. Highlights of keys functions, tools, etc.
Module 2: video tutorial providing narrated description of
configuring a Canvas course. Demonstration of the various
options, which include modules, custom html pages, a
communication stream outline, etc.
Module 3: video tutorial providing a narrated description of the
various communication tools that are offered. These will
include conversations, the inbox mail function, threads, and
possible replies by text, or audio/video recordings. Discussions
will be introduced and the process of creating and replying to
discussion posts will be introduced.
Module 4: video tutorial providing a narrated introduction to
type of course content and techniques for uploading, linking and
assigning point values will be reviewed. File uploading will be
stressed, 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 of
assessments instruments will be discussed, and how they are
created and configured.



- Core presentation offered as a video tutorial demonstrating
features, navigation techniques, and completion of the learning
activities.

- Learning cues supported by video, screen grabs, text
descriptions, 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 of
the video tutorial.

- After core video tutorial segments are viewed, learners will be
asked to complete associated learning activities in their practice
Canvas course.
Module 1: complete user profile
Module 2: configure course







4. Provide feedback
on practice
performance















5. Provide review of
and close the unit of
instruction
Module 3: Incorporate a discussion board and set up a
conference in their course.
Module 4: add/configure assignment, file, content page, and
external 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 course
shell, using rubric for guidance.
Module 1: Confirm profile is complete and accurate, with
settings functional.
Module 2: Confirm desired course layout
Module 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 place
and fully functional?

- Each module will offer a learner discussion board as a
soundboard to ask questions, compare techniques, and
otherwise support each other in their learning efforts.
-Learners will also be able to post questions to course facilitator
for 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 attributes
covered.
Module 1: Assess basic familiarity of interface
Module 2: Assess understanding of course layout options and
their application
Module 3: Assess comprehension of communication tools, and
their application.








2. Advise learner of
performance errors

Module 4: Assess comprehension of various content types
(links, assignments, files, etc.)
Module 5: Assess understanding of assessment tools, their
development, and use.

- Self-assessment (via rubrics) will be provided as learner
compares their course progress to that in the video tutorials.

- Quiz assessments will be automatically graded and scores
provided 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 repeated
for each lesson)
Instructional Strategies

1. Provide
opportunities for
retention



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 to
further 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 Canvas
course. This process will allow learners to compare course
tools, learn the differences in functionality, and dive deeper into
the 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.




Motivational Strategies

With guidance from Wlodkowski and Ginsbergs Motivational Framework, the WBI will
include 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 a
community of learners. In this case the community is the
assembly of instructors, who together are tasked with learning a
new LMS. Learners will be made aware of open discussion
forums where they can share ideas and struggles, and help each
other in the process.



Emphasizing relevance and choice- Throughout the WBI,
learners will be provided options and choices in how they
interact with Canvas, and ultimately how they structure their
resulting course. Learning activities are aimed at informing
learners of LMS options and flexibility, allowing the, to
customize their course shell to suit their learning objectives and
instructional strategies.

Establish Inclusion- Through the use of discussion boards and
chat areas, learners will have options to support each others
learning, exchange ideas, and troubleshoot problems. The
course facilitator will also be available to response to posts, or
for direct email communication.

Enhancing Meaning- The video tutorials throughout the WBI
will provide authentic examples of the learning objectives in
each module. With full control on this content, learners will
have a support structure to complete the activities and further
explore the LMS environment.

Engendering Competence- Learners will be presented with
opportunities to practice their skills and improve their LMS
knowledge in each module. Active participation will keep
learners engaged with the instruction and motivated to continue
progressing through the WBI.








Measurement of
Learning






Summary and Close
Establish Inclusion- Learners will have opportunities to
participate in group discussions on course-related issues. This
process will allow for positive feedback about shared
experiences during their learning.

Engendering Competence- Learners will be able to track their
learning progress as the WBI continues. Their sample Canvas
course will develop before their eyes, providing important
visual feedback of their new skills. Quiz assessments
administered 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 WBI
after they have completed the five learning modules. They will
have access to ongoing discussion threads, be able to provide
input and assistance to new learners in the course, and compare
experiences as a learning community. Learners may optionally
provide 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









Navigation
and Learner
Control





The WBI course will be self-paced. New learners will be starting the
instruction at random times. Course facilitators, staffed by eLearning
personnel, will support the learners through an even distribution of
resource time. This support staff will monitor the discussion boards
and email traffic generated by learners. Adjustments to this flexible
approach to the course may require modifications upon review of
formative 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 of
the previous modules learning objectives. This linear approach is
needed because the content builds upon previous information and
skills from earlier efforts. Navigation controls and graphical elements
will be largely established by the design elements available within the
Canvas LMS. While some level of individual customization may be
available, it is expected the other course design elements will remain


Feedback






Interactivity

close to the default features of the LMS.

The eLearning team will reply to discussion board and email inquiries
for all course participants. Additional resources will be linked from
course modules as needed, providing learners with optional
supplemental resources directly from Canvas web support pages
and/or other relevant sites. Fellow course participants will provide
feedback 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. Primary
instruction will be provided via streamed video tutorials. Learners will
have full playback control of these instructional materials. All
gradable 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 to
train 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 the
course content?
-Do the media support the learning objectives?

- Do learners have network bandwidth needed to access the
media?
- Do learners computers have the needed system plug-ins or
software 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 in
house?

2011JeffToorongian
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 throughout
the 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 to
web-optimized file size.
- Uploaded video content should be compressed for quick download and
viewing. 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 and
image balance).
- Balance left bar navigation and tools with other option page elements.

- Use message design elements to stress important information or to signify
the 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 to
indicate importance or relevance.

- Establish connections to items, elements, or terms with similar color.
- Use proximity to establish connections and relationships.


WBI design metaphor or analogy?

The Canvas learning management system is a finely tuned, carefully designed
interface that offers limited customization. Help documents on the Canvas support pages
note that it received the gold certification from the National Federation of the Blind,
becoming the fastest LMS to achieve that award. The documentation also notes that
Canvas LMS conforms with the W3C's Web Accessibility Initiative Web Content
Accessibility Guidelines (WAI WCAG) 2.0 AA and Section 508 guidelines.

Taking this information into account, I have found very few options to customize
or brand my course design. Most content links, files, pages, assignment, and other
content automatically include a default icon unique to the content type when they are
added to the course. I hope to add images or other pertinent design elements where
possible, but expect that the design, layout, color scheme, display font, among other
items, will not be customizable.

WBI Flowchart


An Introduction to the Canvas Learning Management System FIowchart
Course
Introduction
Jeff Toorongian
EDTECH512_FA11
Begin
WBI
Interface Overview
& ProfiIe
ModuIe 1.0
ModuIe
Introduction
Instruction
Instruction
Learner
Input
Assessment
End
WBI
End ModuIe 1 Configure
Course
ModuIe 2.0
ModuIe
Introduction
Instruction
Learner
Input
Instruction
Assessment
End ModuIe 2
ModuIe 3.0
Communication
TooIs
ModuIe
Introduction
Instruction
Learner
Input
Assessment
Learner
Input
Instruction
Learner
Input
Instruction
Assessment
Assessment
End ModuIe 3
ModuIe 4.0
Managing Course
Content
ModuIe
Introduction
Instruction
Assessment
Learner
Input
Instruction
Assessment
Learner
Input
Instruction
Assessment
Learner
Input
Instruction
Assessment
Learner
Input
End ModuIe 4
ModuIe 5
Assessments
ModuIe
Introduction
Instruction
Learner
Input
Assessment
Instruction
Learner
Input
Assessment
End ModuIe 5
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 LMS
course.
- 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 course
facilitator.
- Instructions to
complete all course
content in current
module before new
module will open to
them.
- Links to course
information pages, and
links 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 LMS
settings. Can add
custom images on
individual course
pages.



Technical and Other Website Concerns

The Canvas WBI will be delivered primarily to university instructors. Most of
these 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 content
housed in the LMS will be designed for web delivery and will reflect optimized
compression to facilitate quick transfer to the learners computer. The Canvas is
currently provided as a hosted solution to the university. This means that the actual
server and storage systems are located at Instructure Canvas data centers. As a cloud-
based solution purchased by clients, the infrastructure is robust and offers redundant
backup 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 eLearning
staff 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 media
players is slowly decreasing as HTML5 web standards become more entrenched in
modern browsers. The Canvas LMS uses modern HTML5 markup to display some
media 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 Content
Accessibility 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) with
appropriate 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 each
module 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 LMS
access, navigation, and technical issues with engaging the content. Communication tools
within the LMS will allow these reviewers to provide feedback directly within the WBI.

2011JeffToorongian
Implementation Team

The eLearning team at the university forms the core unit for implementation
efforts. 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 and
monitoring the activities of course participants, monitoring and responding to discussion
and help forum posts, troubleshooting technical problems related to the WBI, and
reviewing and posting comments to course participant module assignments. The team
will also support summative evaluation efforts that will guide future modifications to the
WBI. The director of the Center for Teaching and Learning will oversee the
implementation of the WBI at a high level, providing resources, planning and training
support, and campus-wide communication to academic deans and chairs to establish
awareness for the training resources. Technical support for the WBI instruction will
reside primarily within the eLearning team. This support includes development of all
course 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 Time

Requirement
Costs
Instructor (Course
Facilitators): eLearning
team members
Monitor course
participants
Respond to email
Respond to
discussion and
help forum posts
Review and
provide feedback
to participant
assignments




3-6 hours
2-3 hours

2-3 hours

2-3 hours


Total: 9-15
hours/week
Included in salary
*


*
(Duties are considered
part of eLearning team
member job
responsibilities. No
additional compensation is
expected at this time.
Assignment of these
additional course
responsibilities may
necessitate additional staff
being hired to support the
increased workload on the
eLearning team.)



Personnel and Duties Estimated Time
Requirement
Costs
Director- Center for
Teaching 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 team
members

Development of all
course materials,
modifications,
additions

Primary contact for
course participants




Variable- up to 15
hours




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 support
contract with Instructure
Canvas

Final Tasks for Implementation

Initial Learner
Contact
Responses
How is WBI
advertised?
During the LMS transition (from Blackboard CE8 to
Canvas) the WBI will be promoted on the eLearning
web site and blog, in the university online news blog,
through meetings with academic departments, and by
word of mouth.
When does the
course begin/end?
The WBI is primarily intended to provide online training
support to instructors during the LMS transition. It is
expected, however, that the WBI will also function in a
useful 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 learners
initially contacted?
Course participants will be enrolled in the WBI upon
completion of an online registration form, or via an
email or phone contact requesting enrollment to the
eLearning team. Once enrolled, an auto-generated
email will represent the formal welcome to the course.
How do learners
know their roles
The course description outlines the intent of the WBI.
As a self-paced training course with no requirements
course submissions or assigned grades, the course
functions as a learning assistant for instructors will be
clear.
How do learners
obtain technical
support?
WBI participants will be provided clear options to get
assistance from eLearning staff, or other online
resources throughout their time in the WBI. Each
module contains a help forum to post questions or
problems. Contact information to the eLearning team is
also clearly identified in the WBI.
Final Technical
Requirements
Responses
How will learner
access the WBI?

Upon enrollment in the WBI, the learner will access the
course the same way any student accesses a course in
the LMS- they will enter their university-assigned user-
id and password.
What browser and
plug-ins are
Canvas uses modern HTML5 markup language. A
modern browser (Safari, Firefox, Chrome, Internet
required? Explorer) that supports this language is required.

The Flash plug-in is required to fully experience the
content and features of the WBI in Canvas.
How will feedback
on assignments be
provided?
Completion of assignments is voluntary. Completed
assignments will be reviewed by eLearning team
members with the goal of providing timely feedback to
learners as they progress through the WBI.
How are WBI
documents shared
with learners?
Course materials are delivered as custom web pages,
or pdf documents available for download.
Communication
among WBI
participants
Responses
How will course
participants and
facilitators
communicate?

Email and phone contacts with the eLearning staff will
be clearly communicated. Each WBI module also
features a help discussion forum where learners will be
able to post questions and problems, and support other
learners who may be having problems.
How will WBI
requirements be
delivered?
The course description will be available in the welcome
module of the WBI. WBI will be further described in
some of the related promotional materials.
Online skills
training
Responses
How will course
facilitators be
trained?
All members of the eLearning team who provide course
facilitation services will possess thorough training in the
Canvas LMS and have extensive knowledge and
experience with WBI course content and learner
outcomes. Many team members will have played a
direct role in the development of the WBI.
How will the
course participants
be trained?
Most instructors who participate in the WBI will have an
LMS background. These skills will be useful during
their participation in the WBI. Further training resources
will be available in support documents from the
Instructure Canvas web site. The WBI itself will provide
the most direct training for participants. As they
progress through the WBI modules their skills will build
upon previous knowledge as they learn more advanced
features and functions of the Canvas LMS.

Management of WBI

Activity Strategies
Course facilitator (eLearning team)

Canvas course support


-Open WBI access to learners in
Canvas
-Confirm course access for learners
-Communicate course deadlines
-Monitor learner progress
-Review course assignments
-Monitor course function in LMS
-Monitor and respond to learner forum
posts
Learners (Campus instructors)

Course participation



-Review course learning objectives
-Participate in course activities
-Complete course assignments

Technical support (eLearning and IT
staff)

Technology support



-Monitor LMS function
-Support all course materials
-Assist learners and facilitators with
technical problems related to course
content access, etc.

2011JeffToorongian
Evaluation Methods, Tools, and Data Collection Instruments

As a new web-based training course, no preexisting data from an original course
is 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 to
help 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 student
tracking 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 also
provide 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 achieve
learning objectives?

- Were the activities and assessments
achievable in the time allocated for
each course module?


- Do learner assignment activities and
discussion posts indicate they are
prepared to use the Canvas LMS upon
completion of the training course?
- Course assessment
activities, participant
review checklist.
- Participant survey
results, Canvas
student tracking data,
eLearning staff
interviews.
- Participant survey
results, eLearning
staff interviews.
Efficiency -Did each learning module provide
unique learning objectives as part of
the training course?
-Did learners complete course
activities promptly?
- eLearning staff
interviews, participant
survey results
- Canvas student
tracking data
Appeal - Were course instructional materials
effective and engaging to the users?
- Did the web course design and
navigation support participant learning
objectives?
- Do course objectives encourage
learner participation in WBI?
- Participant survey
results
- eLearning staff
interviews, participant
survey results
- eLearning staff
interviews, participant
survey results

Reporting and Data Collection and Analysis Timeline

Results of the summative evaluation findings will be presented in a written report
that 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 recommendations
will be included in the report along with an executive summary. End-user survey results
and 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 the
table below. Timeline information indicated below is a proposed option. Because the
course is self-paced and available for new learners continuously, a more formalized
timeline structure is not applicable.

Tasks Time
Frame
Beginning
of WBI

During
WBI
Conclusion
Of WBI
Enroll new participants
and enable Canvas course
tracking
Proposed
X

Assign participants to
eLearning staff and
monitor course activities
as needed
Proposed X X
Conduct participant survey
at conclusion of WBI
Proposed X
Conduct interviews with
eLearning staff
Proposed X X
Compile participant course
tracking data in Canvas
Proposed X X
Analyze all data Proposed X
Develop and write final
evaluation report and
recommendations
Proposed X
Communicate report
findings to administrative
stakeholders (CIO,
Director of CTL, eLearning
staff)
Proposed X
2011JeffToorongian