Honors Contracts in Canvas

Yes, it’s another how-to-so-I-don’t-forget post! (Sorry, I would much rather being doing England travelogues.)

Background

So… I have a stand-alone Honors section this semester, with 25 students of varied abilities, some Honors students and others not, some just desperate to grab a seat in an online US History because we never offer enough. This stand-alone section is online and in Canvas. I have created weekly research tasks for this class, each in a forum so all can share their work as their project progresses. You can see these tasks together here on this Google Doc.

Honors Contracts, however, are the mechanism by which individual students in non-Honors (regular) classes can take the class officially for Honors. This is typically done by working on research individually with the instructor.

I have strived to create community among my Honors Contract students, but with little success. One of the issues is numbers: I am only allowed to teach 5 contracts per term. Since Honors Contracts are fairly new, I usually only get 4-5 requests anyway, but they are from different classes. Excluding 8-week classes for European History and U.S., this leaves my History of England and History of Technology classes for Honors Contracts.

I have struggled with student self-direction with the Contracts, and many of my Contract students don’t complete, for various reasons (mostly personal rather than academic). The problem is that when they get into trouble, the system does not allow them back into the “regular” course – they do the Honors work or they fail.

So last year I had this great idea to combine the Honors Contracts students from these two classes, and have them work on this blog, with set readings and curriculum. The two students that finished did great. But there were problems with the technology (or rather, problems with me and the technology – if I hadn’t insisted the college connect WordPress to the enrollment system, they would not have happened).

The Plan

Since community is not working (for me or for the students),  I will be returning to the original intention of Contracts: individual research projects.

This does not mean I think my set course in “Victorian Science and Science Fiction” wasn’t wonderful (it was effing brilliant) or that everyone shouldn’t study Frankenstein, watch The League of Extraordinary Gentlemen or read Arabella of Mars (they should). It just isn’t sustainable at this time.

Since I have already created weekly research forums for my stand-alone US History class, I will simply import these into my History of England and History of Technology Canvas shells. But they will only be assigned to one group, which I’ll name Honors Contracts (I supposed I could amuse myself by calling it Unicorns or something, but I might get confused.)

The way it works at my college, Contract students are “in class” with the regular section, but just do some different, more advanced work. In order to provide time for their research, I have my Contract students stop taking quizzes and stop uploading lecture notes after the first two weeks of class, so long as their grades are OK. But I don’t want to keep a separate grade tally (you know, on a piece of paper, God forbid). I just found out that it’s easy to Excuse students from taking particular assignments, right in the gradebook, as shown here:

I got this from this Canvas help page. So I’ll do that for all their quizzes and lecture notes.

Since the research forums are forums, if I have more than one Contract student in a class, they can work together, but I’ll change the instructions to remove required interaction. I’ll be their buddy in the forum, just like an individual tutor (I would like to furnish my online office like an Oxford don, but that might be too much — oh, wait, I could Voki!).  If I want to get Contract students together, we can use social media (Facebook group) and/or real-life meetings at Peet’s Coffee.

Ideally, it would be nice to have a separate Canvas course that would integrate all the Contract students from my various classes, but Canvas cannot do that and keep it connected to the regular class site. (I’ll be lucky if it does this properly.)

And yes, it will take awhile to set up, particularly since Canvas will want to do stupid things, like put all forums on the Calendar so all students can see, or include it in the Syllabus Assignments list even when they aren’t assigned to everyone.

But I think it’s more likely that students will stick with their Contract if it’s easier, and if their Honors work is integrated with their regular coursework, at the same online site as their regular work.

Or at least, that’s what I’m telling myself as I continue down this road, paved with good intentions, of bowing to our Canvas overlords.

 


*After writing this, I renewed my Voki account. First week in the research forums will start something like this:

Mass producing instructions

One of the most annoying things about teaching many sections using an LMS is that instructions must be repeated in so many places. Partly this is because people forget from one week to the next what the instructions are, so proximity of instructions to a specific task is necessary. And we all know that students do better when instructions are repeated and reminded in at least three places.

But what happens when you want to change instructions for a particular kind of assignment?

For example, I have a set of writing instructions, one each for Writing Assignments I, II, and III. When I want to change instructions for these, I have to go into Canvas and change them one at a time. Well, that’s only three sets of instructions each for five classes, and I can cut and paste.

But I realized I wanted to change instructions for a weekly assignment, my annotation discussion. That’s 16 times for each class. I wanted all of them changed to say:

Let’s add depth to our sources, and help everyone understand them. Some ideas for how to do this:

  • at least one person should highlight the thesis or main point of each document, or speculate on what it might be if it isn’t obvious
  • post a question or two where appropriate in the document (use the question mark on your comment, or use @ to get someone’s attention)
  • answer the questions of others
  • select something you found confusing or fascinating, look it up, and tell us about what you found
  • find aspects of the primary source that seem to connect to the textbook and lecture, and tell us how they connect
  • use the picture tool to add visual sources or illustrate a point

Since this is a discussion, entries which respond, enlighten, or clarify earn more points (the phrase “I agree” is specifically disallowed!).

Comments need not be long – it’s more important to annotate throughout the document (with comments in many different areas throughout the various documents), discuss with colleagues, and make connections.

So I started doing that for 16 weeks of discussion in a course, copying and pasting for each instance. When I was done, I had to do it for the next class, and suddenly I thought, wait a minute. Why not use a web page and embed it? So I made a web page with the instructions in Dreamweaver. Then I pasted this code in the Canvas assignment:

<p><iframe src=”https://lisahistory.net/pages/docdisc.htm” width=”90%” height=”360px”></iframe></p>

I can embed it anywhere, even here:

The reason to do this isn’t just to save pasting something 16 times, since I still have to paste this 16 times. But I only have to change it 16 times once, if you follow me. If my instructions change next semester (or if I decide I forgot to add something now), I just change it on the web page, and it changes everywhere. So I’m doing it for all instructions for all assignments.

*Now, to do this sort of thing exactly as I did, you need to make a web page and serve it. But you could do it in a Google Doc, and have Google serve it for you, by sharing your Doc and using the code I shared in my recent post, which looks the same but with a Google Doc URL, like this:

<iframe src=”https://docs.google.com/document/d/1VPObOkwoBVM5GVXgXCbdKU48Cs_ZRnS-ZJLIpZYMNJE/edit?usp=sharing?embedded=true&rm=minimal&headers=false” width=”99%” height=”360px”></iframe>

I just don’t like it because you can’t really prevent scrolling easily.

Standardizing what’s good

Every October, I work on my classes for next term. Partly this is because the spring schedule comes out the third week of the month, and partly because October has always been particularly difficult for morale and motivation (mine as well as the students’). I’m not sure why. Could be the lack of any real holiday except Halloween (Columbus Day is tainted and it was never a day off anyway), or just mid-term blues.

That’s my excuse anyway, since I’m not supposed to be doing this till after my sabbatical is over. But I am still doing my reading and research. Prepping is more like a break, because mostly what I’m doing is changing settings rather than creating things. It turns me into a non-thinking machine, changing hundreds of due dates and adding lots of links (why aren’t we at a place where I can assign this to someone?). Definitely mindless.

I’ve decided I like the sources and readings for my classes, I like my lectures, so no changes are needed. But at the end of last term, I added two elements to my weekly coursework for two of my classes, then tested again for three this summer. These elements are “Check primary source for points” and “Submit lecture notes”.

So once I’m done, the weekly tasks for each class I teach online will be this:

  • Due Wednesday:
    • Read the textbook
    • Read/listen to lecture
    • Research and post primary source
    • Check primary source for points
  • Due Sunday:
    • Read and discuss the documents
    • Submit lecture notes
    • Quiz

In addition, for the first two weeks there are multi-pages quizzed Learning Units about primary sources. And, three times during the semester, there are Learning Units for the next writing assignment followed by the assignment itself. Writing Assignments are based only on the sources that have been posted in the Boards by the class, and have a scaffolded format that I created myself, so they are difficult if not impossible to purchase or plagiarize. The Final Essay, for the full-term sessions, is based on the third writing assignment, and folds into the grading for Writing Assignments.

“Read the textbook” is linked to the actual textbook pages, except for the one class where I’m still using a purchased book.

“Read/listen to lecture” is linked to my online lectures, hosted on my rented server, which contain audio of me reading the lecture, video clips, etc.

“Research and post primary source” is the laboratory type posting, on a discussion board, of visual primary sources students find on the web, with citations and student commentary.

“Check primary source for points” is a one-question quiz checklist of all the things required for full points on a primary source (image, author, title, date, live link, commentary), so it’s a self-evaluation of their own source, instantly graded.

“Read and discuss the documents” is annotating the assigned textual sources using Perusall inside Canvas as an LTI, which assigns points automatically but I do have to check through all of them and make sure they’re right.

“Submit lecture notes” automatically assigns 2 points when they submit them, and they can be in any format, including images of handwritten notes.

“Quiz” is a multiple-choice quiz based on lecture, documents, and textbook readings.

The grading breakdown is:

Read and discuss the documents 20%
Quizzes 20%
Primary Sources 20%
Lecture Notes 10%
Learning Units 10%
Writing Assignments 20%

Right now, the only class that varies from this is the one US History where I have full discussion. In that class, it’s:

Homework 20%
Lecture notes 20%
Writing Assignments 20%
Discussion 20%
Constitution exercise 10%
Final Essay 10%

The pedagogy, briefly, is based on emphasizing task completion, with grading considerations as secondary. Each individual assignment is low stakes, though with only three or four writing assignments, the stakes are higher for putting all the knowledge together. Assignments that can be graded immediately (quizzes, learning unit knowledge checks self-assessed primary source points, lecture notes) are, so that students can get immediate feedback (yes, I reserve the right to change points if there are inaccuracies or instructions aren’t followed). The addition of lecture notes and self-assessed primary source points adds a metacognitive learning aspect. The work of doing history is engaged in multiple ways, including reading, writing, discovery, sharing, and visual analysis.

Student choice is built in, in several ways. Students choose their own primary sources to post, and their own topics for writing assignments. They can choose which days they work, so long as deadlines are met (each unit opens a week in advance). Lecture note format is up to them, to meet their own note-taking style. Since each individual item is low points, they can choose to miss one or two without it doing serious grade damage. Two attempts are given for self-graded items, so they can go back and correct something without penalty.

My role is guide on the side, in the middle, at the front, and in the end. Instead of grading constantly, I spend my time reading their notes, viewing their posted primary sources, answering questions, writing weekly or twice-weekly communications, conversing with students in the Perusall annotations, and yes, grading their writing assignments. I have had no complaints about how much work the courses are, since most of the things I’m requesting (like lecture notes) are common to on-site classes. Some students appreciate the trust, and the autodidactic opportunities. Others appreciate that I’m there for them, and respond quickly to their individual messages. (On this, I’ve decided that students want the individual approach, but not necessarily for class content – rather they want it for their individual problems and issues, most of which have nothing to do with the subject. My method leaves time for that.) And I can grade more generously, because the point is to do the work, be the historian, rather than show me you’re good enough to do history without me.

There is also something interesting about having the courses this structured. The course itself seems to be its own entity, has its own trajectory and completeness. It is almost like it’s me, the students, and the course. The students and I interact with the course together, instead of the course acting as a weapon with which I beat students using grades. This goes along with the LMS (Canvas – blech), which the students and I can work in (and on, when things go wrong) together — it’s them and me against the system.

So although on the one hand I don’t like the idea of standardizing courses, in this case I’m standardizing what’s good, what works, what meets my pedagogical goals. I am free to change readings, lectures, materials, instructions, at any time. After 20 years of building these courses, I think I’m onto something less subject to the vagaries of passing fads (personalized learning, individual learning styles), dangerous web spaces (MOOCs, open education), and changing jargon (student learning outcomes, guided pathways), and more founded in solid pedagogy.

 

 

Getting a list of all my Google Books

Just like the old days, a blog post dedicated to helping me remember how to do something.

I have a lot of research material in Google Books, mostly free books from the 19th century, and some pretty obscure titles. Many I’ve been able to download as pdfs. But I wanted a list of all my books in one category (Google calls them bookshelves), and it would only show me 10 at a time.

Well I don’t want to Next, Next, Next. So I did the old-fashioned thing and looked closely at the URL. And there it was, the number of entries:

 

I changed this from 10 to 100 and got them all.

Voilà.

 

Three kinds of online classes

As a six-year update to my Three Kinds of MOOCs, I present this idea.

While it is possible to combine these pedagogies, they are in fact already combined. It is possibly to start with one kind, then expand into the others, if one goes down the list — it is more difficult if one goes upward. The adjectives are ideals rather than realities, models rather than prescriptions, environments rather than methods.

Controlled

The Controlled Online Class features pedagogy created by the instructor or another entity, designed to make sure students complete tasks in a particular way to a particular standard.

This need not, however, be instructor-centered pedagogy. It is entirely possible to embed choice into each task, assign low and high-stakes items, or have differentiated grading.

For students, the experience emphasizes familiarity and predictability. However, it can still allow for surprise and independence within the assignments themselves, or within an alternate grading system.

This environment is often preferred for large classes, where the instructor would rather spend time in conversation with students, or individually advising, than in managing options. It is also good for workplaces where accountability is needed.

Curated

The Curated Online Class features selected resources, technologies, or methods designed to embed student choice, while the instructor takes the role of expert or guide.

This need not, however, reject standards nor prevent inventiveness. The application of curated resources may be creative or standardized, and include open debate as well as formal presentation.

For students, the experience balances choice with expert resource selection. If it allows for student-centered application with a variety of expressions, it can also look like a Chaotic course.

This environment is often preferred when choice is desired, but students may not be prepared for the work, or where there are too many exciting resources from which to choose.

Chaotic

The Chaotic Online Class features the appearance of freedom in pedagogy, with so much choice that the result can be beyond instructor influence.

This need not, however, mean there is no control at all. The very existence of any kind of “course” distinguishes this from an unfettered “community”. If there is a timeline, a start and an end, that can provide containment, as can scaffolding of assignments or creative expressions.

For students, the experience can be creative, exciting, and dynamic. It can also be frightening, or give rise to criticism regarding autodidacticism.

This environment may be preferred by instructors who want to break the mould of what they perceive as students’ previous educational experience, or where creativity is a larger goal than accountability or learner comfort.

 

In all cases, the “setting” for the class need not be particular. A Controlled course, for example, may seem more suitable for an LMS or software package, but in fact may be accomplished in an open course or through various web tools. A Curated class, while easier to conduct using tools that allow instructors and students to collect resources, can also be offered in any platform. A Chaotic class may be the most difficult to create inside an LMS, but it can be done by engendering student control over the platform elements (discussion board, resources, externally-linked web tools) wherever possible.

The concerns about all these models revolve around misapplication rather than design choice. A Controlled class, done poorly, allows students no independence of thought or development of mental processes, and becomes merely an exercise in memorization or task completion. A Curated class, done poorly, limits the selection in a way designed to push a particular agenda, or creates convoluted pathways for learning, or offers so much choice that there are no options for students who come in without previous ideas. A Chaotic class, done poorly, provides no guidance or standards at all, abandons students who need help, or awards intellectually inferior work and thus defeats any sense of accomplishment.

 

Images from Public Domain Review

The ed tech dream is dead

As if regular old political news weren’t bad enough, we must make connections between the behemoths of technology and the decline of enthusiasm for web-based educational technology and online learning in general. The conclusions are not inspiring.

As you know if you read my blog, I essentially gave up on web-based apps for my students a couple of years ago, and have moved all my class activity to the Canvas system or a Canvas-based LTI within that system (with the exception of one Honors blog).

As the author of Insidious Pedagogy, this has been a painful, soul-searching path leading to closing my classes. Since the beginnings (I started teaching online in 1998), I have encouraged faculty to put their pedagogy first, to find ways to force the technologies to do what you want. As an early fan of pedagogies that emphasize constructivism and connectivism, I have experimented with many formats (contract grading, connectivist learning, open blogging). If you’ve heard of Ning, Glogster, Dellicious, Blip,tv, Blabberize, Elgg, Eyejot, GoAnimate, Lingr, Mind42, MyPlick, Overstream, Plotagon, Plupper, Screenr, Slideshare, Trialmeme, and Posterous, you have some idea of what I’ve tried.

My college went over to Canvas in the wave of California Community Colleges who’d been made an offer we couldn’t refuse. As California began to standardize its online college education, mass media began to cover the concerns I’d had all along about student privacy and exposure in online environments. I no longer had any arguments to answer those who objected to students working on the open web, even as the web was closing.

So whatever else Facebook and Google have done (and none of it struck me as exceptional or unusual), they have underlined my concerns about students working openly, and undermined public confidence in living portions of our lives on the web. We were so concerned about not being sold by Learning Management Systems that we were sold by the very providers who gave us freedom.

Educators who persist in using social media for the classes are not just outliers in ed tech anymore – they are now collaborators in the dissemination and sale of student information and data. Stalwarts who object to online teaching and web-based learning can now say, “see? it isn’t safe!” Anything not in a protected, encrypted, controlled system is rightly suspect.

We’ve lost, and to me that has meant not only abandoning my own open classwork and my own research in educational trends but a return to subversion inside the system.

My pedagogical focus now is creating encouraging environments and meaningful tasks for students that take advantage of system-based automation while allowing for freedom of pursuits. It’s the hardest thing I’ve ever done in ed tech — Canvas forces me to take my place as a nobody functionary, a foot soldier following orders, with limited creativity and continual frustration. It’s one of the worst LMSs ever created, with a “community” deluded into thinking we help improve it. When my head is flat from pounding it against Canvas walls, I try to remind myself it’s like making a movie during the Hays Code.

But doing anything else isn’t moving forward.

Canvas and the Impossible Journal

Canvas, of course, does not have x.  In this case, x is a blog or journaling or portfolio function.

Yes, I know you can LTI this, but those never work like they’re supposed to.

Now, if Canvas had real threads, I could use a threaded discussion, with each student controlling their own topic. But Canvas doesn’t have this x either. To do everyone’s journaling on one discussion would thus mean scrolling for days and days…

So, instead, I tried creating a forum for each student, to act as their own space (it’s for an Honors class, so 25 students – not too bad). Then I realized to grade them in Speed(!)Grader would mean opening them one at a time. Every week or so. Ugh.

Second attempt. Create one big forum and but have groups. Put one student per group, and have all the other students peer grade. That way, each student can post on their own, but everyone can still see the posts and comment.

The wonderful Laura Paciorek helped me test it. We became students. Posting to our own forums as our own group went fine. But when we tried to peer grade, we got “unauthorized” warnings when we clicked on anything to see it. And after this humiliation, we were returned to the “group” site, which had its own Home (and everything else) links on the menu — students would be completely lost and unable to get back to the main course page.

I considered peer grading as assignments, but assignments are one-shot deals – you can’t keep going back and adding more, making a portfolio.

I considered each student having their own Page, but you can’t grade Pages, and it’s incredibly easy to wipe out everything on a Page accidentally (been there, done that).

So reluctantly, I checked out Google (OK Google, fix Canvas). Canvas is supposed to be Google-friendly: the Canvas’ “Collaborate” function is a Google Doc, intended to be a single Doc that all students can edit. But I’ve done my research and I know that multiple students working on the same Doc can easily erase each others’ work, because Canvas isn’t Google and can’t actually enable multiple editors at once. Great idea – get a bunch of people already tentative about collaborative editing to engage that little problem!

The Collaboration difficulty was confirmed by the post that gave me my final idea (so far), from Chris Long over at the K-12 Canvas forum: use Google Docs as URL assignments.

So the plan is:

  • Have each student set up their own Google Doc as their journal. It’s one page but if they mess up, they can use the revision history to go back.
  • Assign “journal checks” (I think I’ll make the dates random) where they submit the URL as an assignment. I can use SpeedGrader to see, comment, and grade them all quickly. Laura and I tested and the worst thing that can happen is you have to open a new tab.

Now, the community/peer part. Two options here.

1) I can have these journal check assignments peer reviewed. We tried that, and it’s nice because I can see all the peer review comments in Speed Grader. But there doesn’t seem to be a way to track the peers doing the reviewing.

2) Second option is to have them just comment on each others’ Google Docs. I won’t see this in SpeedGrader, but I could manually grade them a few times during the semester as some kind of participation grade, or use a quiz and have them submit the top five comments they felt were most useful to others (Laura’s using this trick for collaborative note-sharing on a Doc, so I stole it from here).

I’ll keep working on this, but, as Laura pointed out, it’s bizarre to go to all this trouble. Canvas should have a blogging/journaling feature. Canvas should have an option for real threaded discussion. Canvas should have . . .oh, never mind.

UPDATE: 

Laura discovered ePortfolios, which I hadn’t seen because it isn’t in the Canvas course – it resides in the user’s Profile, in the level above the course (like the Inbox). While not as simple as Google, it has its own URL and doesn’t need a separate login.

My use of it would be similar, except that students cannot comment inside each others’ ePortfolio. So I would use a Discussion to ask for a report, and each student would need to post the URL for their portfolio for each check. It would then be an extra click in Speedgrader to grade each one, and I would have to grade students’ own portfolio and their comments on others’ portfolios together, instead of separately.

Tutorials like this one would be needed. And, as with all things Canvas, very specific instructions would need to be given, to dumb down everything as effectively as possible. But ePortfolio allows images and (some) embeddings, and despite its hierarchy (Portfolio – Section – Page) might still work. Thanks, Laura!

Calendrically speaking

I have always been a big fan of paper calendars. But when it comes to teaching, there are many things I need to put on a calendar that are the same from semester to semester. My solution recently has been creating a spreadsheet calendar, putting in these recurring items (grade primary sources, grade Writing Assignment III, etc), then printing it out and writing in the dates.

After almost three decades working with Microsoft products, I could not figure out how to get the pages to print correctly.

Why do I need such a calendar, when the LMS has its own calendar? For the first time since Blackboard days, I will be teaching in three different systems: MiraCosta’s Canvas (two classes), MiraCosta’s Moodle (four classes), and free Canvas (one class). This is how I will transition from Moodle to Canvas over the next 18 months.

The Canvas and Moodle calendars, plus my own grading calendar, would need to be in the same place to do this electronically. So today I used the URL from the Canvas and Moodle calendars, and put them into Google’s calendar, then added my grading tasks.

Both LMSs, unfortunately, export the full calendar (all classes), not each class – this is a problem because Google imports them all as one calendar, with all tasks in the same color regardless of which class it is. I wanted a separate Google calendar for each class. Luckily, I was able to solve this for Canvas by exporting each course’s calendar from Student View, as recommended by Chris Long in the Canvas Community. There is no way to do this for Moodle, but it didn’t matter, because both sections are of the same class and on the same calendar.

Now I have all tasks in one place, accessible on my phone or on computer.

I’ve never not used a paper calendar of some kind (yes, I know, call me steampunky), so we’ll see how it goes.

Workflow control, guidance, or punishment?

Yes, I’m practicing using the Oxford comma. But I’m also practicing guided pathways for student work.

In the LMS, you can restrict access to one assignment until another assignment has been done.

google-chromescreensnapz003

Having completed well-designed Learning Units to prepare students for their writing assignments, I added them to all my classes. Then I made the writing assignment unavailable until they took the Learning Unit. I was nice, demanding only a score of 1% before they could submit it and access the writing assignment — I just wanted to be sure they opened it and went through it, practicing the skills they’d need with instant feedback.google-chromescreensnapz002

Having done that, I waited for next semester. But it kept eating at me. Why was I insisting they do this task before another, forcing them to do it, forcing them into what I was sure would be the last-minute opening of a writing assignment due that night, and the angst when they realized they couldn’t just write it and get it over with?

It seemed to violate my willingness to let them fail.

Fact is, when I started developing these units this semester, I posted a few as extra credit, just to see if they helped the writing. Why wouldn’t a student do the unit for extra credit, especially if it was designed to help them get a better score on the assignment. Yet 2/3 didn’t do it.

So I should force them? To what end? Better assignments? Doesn’t seem likely. Because not all of them care about feedback, or about their grade, or about doing well. Those who do will do the unit anyway. Those who don’t will be mad, or frustrated, or annoyed. Not good for getting work done. It feels…punitive. Rush your work in my class, will you? Well here — splat — take that!

So I went back and removed all restrictions, and replaced them with a request. The writing assignmets now say “please do the Learning Unit first!” That’s it. Asking nicely. Feels more respectful of all their needs, not just the need to do good work. We’ll see what happens.

Bad tech – no donut

I normally offer students the chance to do revisions of assignments, but I won’t be able to do it anymore because Canvas makes it too difficult to grade individual items in a forum.

And really, the reason I have to grade so many revisions is that students don’t read the instructions carefully.

So I figure, hey, we spend so much time on how to display content online. How about concentrating on teaching them how to do process, how to demonstrate the skills in our student learning outcomes?

I do this some. I have several videos and tutorials on how to create historical themes. But that’s for the last few weeks of the class, as they head toward the final essay. I don’t have tutorials for how to create the writing assignments or post a source. Instead, I have instructions. And checklists. Lots of writing. They don’t read them. They just do the work they think they’re supposed to do, post it, get it graded by me, then re-do it.

So I’m thinking, interactive trails through the skills. Like a Moodle branched lessons, only for Canvas. Canvas’ advantage (there is one! this may be the only one!) is that you can block something (like an assignment) until they’ve done something else first (like a tutorial). Adaptive release. So let’s use that. I’ll make tutorials they have to do first, before they post.

I started with hp5, because I want something that’s on my server, not someone else’s. (Those who got burned painstakingly making interactive videos on Zaption know what I’m taking about.) I also didn’t want to make a bunch of Canvas-dependent page-quiz-page modules that won’t move from semester to semester. But hp5 only works in Drupal, Moodle (sniff), or WordPress.

I create a new WordPress blog, with the five minute setup. Set up my database and frantically search around for my db username. Install the hp5 plugin. Try to install the libraries for all the cool things h5p can do, but it told me I exceeded the max upload size. Oh, gosh, php.ini. Where did I put that thing? Doesn’t it go in wp-content? No…wp-admin. How many php.ini’s does it take to screw in a lightbulb? OK, got it. Uploaded libraries.

I open Interactive Video. I find the YouTube video I made for the start of class, and put that in. I create some little interactive things. OK so far.

So now it’s in a WordPress post. How to get it into Canvas? Try embed code on a page. Nope, it strips the Javascript, of course (according to h5p, I’d need to put it in the global javascript, but of course I don’t have that kind of access to the Canvas install).

Try as a link inside a module. It opens the thing really huge and you can’t resize it (that Javascript was for resizing, of course) or find the button because it’s below the screen space. Embed it in my own webpage with a set iframe size, then link to the page inside Canvas. Ugly. Makes you go all external.

Try making my own webpage SSL to make it stay inside the Canvas shell. No go. Shows a blank page no matter what. Even without the Javascript.

So after five hours, I’m at a dead end, because hp5, WordPress, SSL and Canvas won’t play nicely together.