Another post to remind me how I did something.
I am trying to replace the ugly modules page. I tried to get used to the full page of text with the stupid icons, really I did, and its horrid forest green text, but it just made me gag.
Canvas itself has some styles one can work with. So I used its accordion code, though I had to adapt it some using html posted by Jeremy Perkins at the Canvas community. More style guide to stop the bullets on unordered lists. I tested it on a page inside Canvas, then copied the code over to Dreamweaver.
In Dreamweaver I was able to see the code more clearly with the colors, and catch all the relative URLs to my images, and create the many weeks for the final version. I commented out a bit in the code view so I would just paste in the material Canvas would accept.
I did try to do the editing in Canvas, by the way, but it took a terribly long time because it’s a large page and every time I’d try to edit one thing, it would hang on reloading, show me code when it was trying to switch to the Rich Text Editor, then lose my stuff. Much easier to paste the whole thing in from Dreamweaver periodically to make sure it was working.
And of course to add it as the Interactive Syllabus to the course menu requires copying the page’s URL, then selecting Settings, the finding the Redirect app, then plugging in the URL and telling it to show in the course menu. The result is here.
Now of course, this workflow is not clean and beautiful. Iframes would have been so much better. But at least it has my own images and icons, and is useful to students.
Even in these early days, I can see how the breadcrumbs in Canvas can cause real problems. They not only don’t get you out of the woods – they can lead you the wrong way into them.
Let’s say you have created your own navigation in Canvas, by creating an interactive syllabus on a Page or Google Doc, and hidden many of the standard navigation items so students won’t use them.
It turns out this will work for important pages like Quizzes. When you disable the navigation item called Quizzes, you can still create and deploy a quiz via the Modules or the link to a module. Then a student taking a quiz will see the Quizzes breadcrumb, but when they click on it, it will tell them that page is disabled.
However, you cannot disable the Discussions or People breadcrumbs. If a student is in a Discussion you’ve listed on your syllabus page, they can still click the breadcrumb “Discussions” and see a list of all the discussions. This list is often in poor order, and the student can choose the order in which to see them. All this could lead to confusion. It is necessary then to “pin” all the Discussions and put them in order. If you don’t, it could even lead to anger if you’re using the Requirements feature in each Module that forces students to complete one task before moving on to another. Then they could use the breadcrumb to see links to Discussions they cannot view.
Workflow for breadcrumbs if using your own navigation:
1. Disable all pages that can be disabled (Home, Quizzes, Assignments, Syllabus, etc.)
2. Clean up pages that can’t be disabled:
a. Discussions should be pinned and put in order
b. Grades should be organized by assignment groups for clear viewing
3. To change the names of any items in the menu:
a. Copy the URL for the page you want to change the name of (such as “People”)
b. Use the Redirect Tool to create a course navigation item using that URL, titled as you wish (such as “Colleagues”)
For those who wish to eschew Canvas’ obscure “Syllabus” page (and many other un-customizable menu items), create a one-page interactive syllabus, or have their class look more like a Moodle weekly page, I offer the following:
1. Load your course into Canvas from Moodle, Blackboard, etc. (Settings -> Import Content into this Course). This will create a URL for all your quizzes, discussions, and pages.
2. Get a messy copy of your interactive syllabus framework from where it is now. Copy the text from Blackboard, Moodle, GDocs, etc. to use as a template. (Since the resulting text may have a lot of code, I recommend pasting it into Notepad or TextEdit and creating a plain text file.)
3. Create a page in Canvas. (Pages -> Add New)
4. Paste the text in to clean up. Decorate the page as you wish with images.
5. Use the menu of “wikipages” on the right to add the correct links for all quizzes, discussions, etc, on to the syllabus.
6. Check the page using the HTML editor to make sure nothing is linked to your old LMS.
7. Create a link to this page on the Course Navigation Menu.
First, copy the URL of your new interactive syllabus page.
Then use Settings -> Apps, find Redirect Tool, add app, create a new name (such as “Interactive Syllabus”), unclick box to have it open in new window, click box for Show in Course Navigation, and paste in URL of your interactive syllabus page. Click Add App.
You will need to click on the course name in the breadcrumbs at upper left to see the change. The interactive syllabus will then appear inside the Canvas window. You can set it as your home page or leave it in the menu as it is.
This could be done by creating it in Google Docs and embedding it in Canvas, but that adds the extra step of copying and pasting from the list of pages, quizzes and discussions in Canvas. Although I normally advise people not to build inside the LMS, the HTML text from this interactive syllabus can be saved on your hard drive for later use and edits.
However, if your interactive syllabus includes any scripts or script-based embeds (such as embed code from Voki), this won’t work – Canvas will strip the code, and you won’t see it until you use the Rich Content Editor or go back into the document. Google Docs will also strip script code. In this case, to keep your scripts, you would need to make a separate web page for the interactive syllabus, make sure it is served as a secure “https” page, and use the Redirect Tool as indicated above.
The saying goes that there are two types of people: those who divide people into two types of people, and those who don’t.
Our current Program for Online Teaching Chat has turned toward the issue of learner-centered versus teacher-centered instruction. This week’s discussion focused on what has become the so-trendy-we-must-question-it shift from the “sage on the stage” to the “guide on the side”. This is the belief, promoted in numerous papers and presentations over the last decade, that instructor-led, lecture-based, textbook-based, LMS-dependent, top-down models of pedagogy are antiquated and useless, leaving underprepared or economically disadvantaged or socio-economically challenged students out in the cold.
The answer is to shift to student-led, interest-guided, open resource, open format, participant-centered pedagogies, exemplified by but not limited to Massive Open Online Classes (MOOCs). Even apart from the fact that corporate interests have taken the side of this more-customer model, we still have two types of people: those who support a 100% shift to student-centered learning, and those who don’t.
But, as many of our experienced faculty have pointed out in our Chat, it doesn’t have to be an all-or-nothing proposition. And certainly, every time I change something in my classes, I end up with a combination pedagogy, a 50-50 type of deal.
I hesitate to stay this, but there are few faculty who can actually pull off fully student-centered classes. I do know some who have, and I admire them enormously. But the difficulty is that the risk is too high for those of us who teach large, publicly-funded classes. For these instructors, if we cut off the instructor-directed elements (textbooks, continual reminders, poured-in information) our students could drop or fail. Since many of us can’t afford to let that happen, we have to be careful.
So yes, I support a shift from fully prof-directed pedagogies. But to a 50-50 model:
- 50% prepared materials / 50% student-created materials
- 50% open stuff / 50% closed safety
- 50% instructivism / 50% constructivism or connectivism
Not quite a popular point of view in our increasingly polarized educational and political climate, but heck, I’m a pragmatist. Some students do better with the more instructivist elements, likely because they’re trained to it and it feels safe. Other do better with the more constructivist work, finding it more fun and interesting. I set up my classes with three areas of graded work: one part instructivist (quizzes based on reading), one part constructivist (posting primary sources), and one part a combination (writing assignments based on those sources).
I didn’t do this consciously – it has simply evolved based on my practical experience. Students are pushed out of their comfort zone, but only 50% of the time. They get the content I feed them, but only 50% of the time. My grade scale makes it possible to get a C in the class by being good at half and not good at half. That works for me.
Yes, it’s a pain. Yes, it stifles our creativity. No, it doesn’t make sense to pretend that we can make every online learning artifact accessible to everyone with any type of disability, be it physical, cognitive, emotional, socio-economic, or educational. But we do it anyway. Not because we believe in the dogmatic, administrative, litigation-phobic approaches of universal design, but because it’s cool to do it, when we can.
So I’m taking a closer look at some of my multimedia, to see what can be made more accessible to people with certain types of issues, or, better, to be made more interesting and comprehensible to all students.
The first discovery: YouTube’s captioning is so much better than it used to be! Log in. Upload your video. Wait overnight (or sometimes just a few hours). You can even set the video to private. YouTube will create captions as best it can. Select the cc button, and see the captions in a sidebar. Click edit and edit them. You can set the video to stop running when you type.
Oh, you say you have a transcript? Perfect. Just upload your video and select the option to transcribe instead. Paste in the transcript. YouTube will set up the timings as best it can.
Sliders are now available to move the caption around on the clip. You can even see the audio waveform below to help. You can insert caption bits. Then save.
But wait, it gets better. Don’t like YouTube? Want to serve your video elsewhere. Download the captions using the actions menu (.srt format is pretty standard). Then you can upload it somewhere like Vimeo or Dailymotion, which has better video quality and no ads.
My adventure moving from Moodle to Canvas begins. And I’m thinking about sushi.
Yes, I often think about sushi (not as much as I think of chocolate, of course). But here there is a connection – inside out vs. outside in.
In Moodle I use the Weekly format, which essentially creates an interactive syllabus on the main page. Each week has links to that week’s work, and the weekly label can be customized with images and embeds (I use Voki). Here’s a sample Moodle week:
So it seemed logical to start in Canvas by using the Modules page. Let’s take a look at the same thing in Canvas Modules:
Oh, that’s lovely. And you can’t add any images. And it’s all the same color, sort of a sickly green.
Now, modules aren’t the only option; it’s just the option that organizes the material like an interactive syllabus, which fits my pedagogy. The other option is to group everything by type: all the discussions, pages, quizzes, etc., which is the default menu, just like Blackboard’s defaults. Yuck.
Want to change the titles of these? You can’t. You can only hide them. And, if you go into one of them (say, a quiz), the breadcrumbs will show even if you’ve hidden the category:
Ohhhh…kay. Well, I did try. I created a whole bunch of modules, and put them in order. But it was so ugly I couldn’t stand it. And all the lectures, since they’re on my own server, had to have the URL changed so they’d be SSL, otherwise they would not open inside the Canvas frame. And if I wanted an overlay for annotation, like Hypothes.is, that had to be scripted outside Canvas too. After about 7 hours of this, I realized I was doing way too much work.
What I was doing I call working the LMS “from the inside out”. This is what I’ve done with Moodle. I’ve been using the LMS’s navigation system as the core (in this case, Moodle’s weekly format, the interactive syllabus). When working from the inside out, you put as much as you can inside the system and then link out for whatever you must. This is how most faculty seem to work. It’s the standard sushi roll, wrapped in nori.
However, I have partly fought this, if only to retain control over my own creations. I’ve always written my lectures on my own HTML pages, so I’ve always linked out to those. And I’ve always had this ideal that I should only use the LMS for the things I can’t do outside it (quizzes, gradebook, forum). I said to a faculty member just yesterday, “don’t build in the system!”. But in actual practice, I’ve designed a great many things inside Moodle. But with Canvas, many of these are lost anyway (my images, Vokis, textual instructions), and the Modules page is so ugly, I’ve decided to change the entire workflow to work “outside in” for Canvas.
Outside-in means that the front door of my class, the main page, what used to be the big first page in Moodle, will be outside Canvas (though I will go all SSL and try to embed it). Then from that HTML page, I will link in to each item I can’t do outside Canvas (quiz, discussion forum, gradebook).
I supposed you could also call this a shift from linking out to linking in. But I’m kind of liking a sushi analogy. An “inside out” roll has the rice on the outside instead of the inside. It’s messier but it tastes better.