Announcer: OTAN, Outreach and Technical Assistance Network.

Maria Rosales Uribe: We just want to first introduce ourselves. My name is Maria. I'm from the City College of San Francisco. I'm the chair of my small department. Elisa.

Elisa Uribe McCannon: Hi. My name is Elisa McCannon. I am a part time faculty. And I also am the coordinator for our credit recovery program, which is a program that's in partnership with San Francisco Unified School District.

Maria Rosales Uribe: Kate.

Kate Gougoutas: Hi. I'm Kate Gougoutas. And I've been working in transitional studies for over 20 years and love using Canvas in my online and in-person classes.

Maria Rosales Uribe: OK. So we thought presenting this would give you a little bit of background of who we are. And then we have some faculty testimonials of how they use Canvas. I'm going to include one of my favorites. And then Kate will go over quality course design for in-person instruction. And Elisa will go over Canvas tools to support for asynchronous instruction.

So who are? We're part of the community college district. So we're the non-credit division, which means that prior to City College being Free City, it meant that it didn't cost any-- it was free. So another way to see us is the adult secondary department, but we also work with ABE and literacy students.

68% of our students are 19 or less. And that includes many of our high school concurrent credit recovery students. 74% of our students are part of the equity group. And the speaker today, I really enjoyed her describing equity issues. And so I'm not going to go over that again.

But I think that 60% of the 74% are Latinos. Then 17% are Asians, and 10.2% are African-Americans. And this is according to a 2019-2020 CAEP fact sheet and Adult Education Pipeline. Our program is under Title V of the community college district. And we have 160 credits. We take credits from their prior high schools.

And our classes are-- our course outlines are-- follow the guidelines of the community college district. Each of our courses are 90 hours. And most of the time we meet twice a week two and a half hours each session.

Elisa Uribe McCannon: Hold on. Sorry.

Announcer: That's fine.

Elisa Uribe McCannon: OK.

Maria Rosales Uribe: This is-- I just wanted to show a picture of our campus because I'm proud of our campus. It took us 30 years to get that building in place before it was called Colegio de la Mission. It is one of the six satellite campuses centers of the City College, and then the Ocean campus which is our main campus.

And just at the bottom, some pictures of our neighborhood. It's very colorful, great place to eat. If you ever want to come, I'll show you where to go have some delicious food. So interesting, I noted also this morning she mentioned distance learning.

And so one thing that we thought would be to refresh ourselves the difference between distance education and online learning. So in distance education, it should be distance learning, it's little teacher interaction and no students-student interaction. It was really literary based. People receive things in the mail, and then they would-- and complete it and then send it back.

It was very self-paced with no real structure in terms of many steps. It was like at the end, you send it in. Versus online learning, which has a strong interaction, teacher-student and student and student interaction. It is one of the things that they have found in us. It incorporates instructional strategies, best practices for student success.

It's self-paced, but with scheduled assignments. This is something sometimes students get confused. They have modules they have to complete. We have deadlines. And then we use a Learning Management System, LMS, which for us is Canvas.

So how did this start? Because we were traditionally doing in-person classes using technology to show videos and things of that nature. But in 2019, we had a faculty-- adjunct faculty member who started with us working with our high school students. And she was working at a neighboring community college and was an online teacher using Canvas.

And she convinced us that Canvas would be a great tool for staff development for incorporating it into our classes, uploading lessons and documents and things like that. So through funding, and this is really important, that money is the key to many things from the adult education program, which is funded by the California Department of Ed, we are a consortium of San Francisco Unified School District and City College. We got a funding for our project.

And our immediate goal was to get a Canvas support coordinator, which is really crucial to have someone who has the experience and helps other faculty get on board. The other thing is that we wanted to put five faculty members each semester to our very rigorous IOTL, which is Online Teaching and Learning Training, offered by the City College of San Francisco that is a semester long. And we develop-- we follow the rubrics, and they make sure that we incorporate the best practices of online teaching.

Including in that, we had to create distance ed addendums of all our course outlines so that it would be part of the CCSF City Online, which is a cohort of online classes credit and non-credit. I'm proud to say that we were the first non-credit program to offer online courses. When we do that, we become part of the online learning educational technology department, which consistently gives us training and supports us in our work.

So one of our goals is to-- San Francisco City College was very strict about going back in person. In fact, just as coming semester, we're going to lift the vaccination mandate that we had for people to register into our programs. And we just went back in person of fall 2022.

So we now are offering, again, in the mornings face-to-face instruction. That's what we're currently offering, 100%. But we are also offering what we call online synchronous and asynchronous. We meet 30% on Zoom, and then 70% is asynchronous. We also offer fully online, which is 100% asynchronous.

Our future goal, including the three models that we showed, we want to have what we call 50% or 30%, depending on the teacher, face-to-face instruction and then the rest of the time online learning. We feel that the flexibility in any of these schedules for our working adults is really critical. However, we believe that all instructional delivery including the face-to-face instruction will use Canvas. For now, for example, all syllabus has to be in Canvas. That's one of our mandates. And all attendance is done through Canvas.

So my favorites, studio, external tools, Newsela, Voice Thread. I'm going to share my screen and my dashboard. So now, let me-- I know what I have to do. I have to go here and share my screen. I think I got the deal. So what does it say? Dashboard. Oh, I get--

Elisa Uribe McCannon: But you just put yourself on mute at the same time. There, now unmute yourself. Unmute yourself. You're muted. You're muted. Maria, you're muted. I don't know how you did that. Let me ask you to unmute. Did something pop up? Here, let me see if I can do it.

Maria Rosales Uribe: OK, now, can I share?

Elisa Uribe McCannon: You are sharing. You need to hit it.

Maria Rosales Uribe: OK, I got it. I got it. Thank God I have a sense of humor. Can you see now and hear me?

Elisa Uribe McCannon: Yes.

Maria Rosales Uribe: OK, thank you. So this is my dashboard, you guys. This is my dashboard, and I just wanted to show you the dashboard. And if you can see all these papers over here, these is all my students work that I have to correct. Oh, joy.

I wanted to show studio, which is right here. And what we do is we create videos and Zoom. That's what I do. Other people do different ways. And then we put it in studio and I just want to show you that you can create quizzes. You can annotate it, and you can edit it.

And so this is-- I really love this feature. I do instructions. I include it in like if I'm going to have an assignment, how to do it. I put it in my announcements. Sometimes I just put silly stuff. Here's my dashboard again.

Here's the idea of using-- we call them tiles, of training of support. And then this is my class. I'm actually taking a class, and this is my class. I created two assignments in module 5 just to show you how-- embedded material.

So this is Newsela, something that the grant has also paid. And so Education and Quality in the United States. So I'm just going to put the edit, so you can see that when you-- this is an external tool. I find the assignment that I want, and then it loads into a new tool. I'm going to save it.

I'm going to show you what it looks like. Actually, not this one but Newsela-- what I will-- when I open it, it will not be the way the student sees it. But I just want to show you this is also-- this is what they do. So they're going to write a paragraph.

Elisa Uribe McCannon: I don't see that.

Maria Rosales Uribe: So let me go back to-- hold on, where is it? Let me share you again. Let me share again, new share.

Elisa Uribe McCannon: And then can you explain what Newsela is? So some people-- I just asked if they're familiar with Newsela, and some of our audience is not familiar with what Newsela is. You're on mute again. How did you do that? What-- you're on mute again.

Anthony Burik: [ INAUDIBLE ]

Elisa Uribe McCannon: I don't think she realizes that she's on mute. I don't know how she keeps--

Maria Rosales Uribe: Every time I go on to share, it goes on to unmute.

Elisa Uribe McCannon: Oh, OK.

Maria Rosales Uribe: OK, so let me go back to share.

Elisa Uribe McCannon: No, we can see your screen.

Maria Rosales Uribe: Well, I can't see my screen. Can you see this?

Elisa Uribe McCannon: We see the assignment education and equality in the United States.

Maria Rosales Uribe: So basically, Newsela is a depository-- I'm going to go back to this one. It's a depository of articles, news articles, current articles that are available to us. We download them. We can change the reading level.

It has tools like annotation. They can-- what is it called? Immersive Reader. And they can write a paragraph. They can do multiple choice questions. And it goes the way it works with us because we have it embedded in our system.

It can go right to the SpeedGrader, which we will talk about. And we can grade them right there. And it goes towards their grade. OK. So I'm going to show one more thing.

Elisa Uribe McCannon: And it is something that City College has paid for. It's an external tool. So it's an additional-- I think during the pandemic, many-- I know I have school age kids. They were using it. So I think during the pandemic, Newsela was made available to many school districts. But now that we're kind of post-pandemic it is, I think, something that the district would have to pay for.

Maria Rosales Uribe: OK, and now this one can you see this one, this Patricia?

Elisa Uribe McCannon: Patricia? Yes.

Maria Rosales Uribe: So this is another tool that I really enjoy. And it is a Voice Thread. And this is a way that student-to-student participation. So if I click on here-- can you hear me.

Elisa Uribe McCannon: Yes, we can hear you.

Maria Rosales Uribe: And you can see me?

Elisa Uribe McCannon: So I think what's happened-- did it load it in a new window for you? Because all we're seeing is Canvas. We're not actually seeing the--

Maria Rosales Uribe: Yeah, it opens a new window. And every time I go to the new window--

Elisa Uribe McCannon: So you have to just share your desktop.

Maria Rosales Uribe: I am sharing my desktop. And as soon as I do that, it goes into-- what do you call it?

Anthony Burik: She's muted again.

Elisa Uribe McCannon: And you're muted again. What is going on with your Zoom?

Anthony Burik: [ INAUDIBLE ]

Maria Rosales Uribe: And then I'm done with this. I'm just kidding. So I like our speaker. Discipline, keep at it OK. So this is Voice Thread. Can you hear me?

Elisa Uribe McCannon: Yes.

Maria Rosales Uribe: OK, so I'm just going to-- I'm going to have to go back and then go back because Voice Thread so Voice Thread is another external tool that we can use. And what we do with Voice Thread is-- I'm going to open it. Can you still see? No. OK, can you see it now? Unmute me.

Elisa Uribe McCannon: Uh-uh.

Maria Rosales Uribe: Unmute me.

Elisa Uribe McCannon: You are unmuted.

Maria Rosales Uribe: OK, so now can you see-- I'm going to-- new share, OK.

Elisa Uribe McCannon: But we can't-- remember, unmute yourself.

Maria Rosales Uribe: So can--

Elisa Uribe McCannon: There, you're good. We can hear you.

Maria Rosales Uribe: OK, can you hear me here? So basically, its students will read these things, and then they can audio. They can do a written. They can-- and then do an audio, and they can actually take a picture. My students wouldn't like the video.

And they are going to relate how this passage this-- relates to Patricia and who Patricia is. And then students are-- will also be audio responding to another student. Those are my favorites. Now, we're going to-- now, I'm going to stop sharing.

Elisa Uribe McCannon: So during-- what we can do is we can maybe provide some links of voice chat-- Voice Thread in Newsela, and you guys can learn more about it. But there are great ways to provide students with a variety of assessment tools to assess their learning.

So I'm going to go back, and I'm going to share the PowerPoint presentation. And what we're going to do now is we're going to just show a quick video of some of our faculty and what they have to say. And you know what? Before I do that, I'm going to make sure that I'm sharing my entire desktop.

And can you hear me? Yes, I am not unmuted. OK, so here we go. Let's play this-- hopefully-- I was having some issues with-- OK, what's going on? Why won't it play? All right, I'm going to pause share, and I'm going to find the video a different way because it's not working even though it's embedded in here.

Maria Rosales Uribe: OK, well, let me see the chart while you do that. You are muted. That's right, Rhonda. I'm having a really fun time, because I wasn't able to get in. And so I went another way. And I'm not really at my Zoom meeting. I'm on the-- I'm on the Zoom meeting through the web. That is it. Now, I'm learning something new today.

Elisa Uribe McCannon: OK, so give me a second. I've got this meeting. I'm going to New Share. I'm going to share this. All right, hopefully-- let me make sure you guys see--

Maria Rosales Uribe: Yes, I can see that.

Elisa Uribe McCannon: Share my audio, optimize, and let's hear.

[music playing]

Julita McNichol: Hello. My name is Julita McNichol. I teach math and science. And I use Canvas in both of my classes, in-person and online. I believe that Canvas is a great tool. You can make easy and fast changes in your assignments or course content and reach all your students at the same time.

My favorite tool is the Announcements. I do a weekly announcement including a walkthrough video for the week and any other important information for the week. I know that all my students can see it and go over that information, even if they don't talk to me.

[music playing]

Melissa McPeters: A feature I like to use in Canvas is the Popover. Let me show you how that works. First go to Edit, and then choose the-- you'll have the design tools. Choose that stack of boxes, click on that. Scroll down for Popup Content. And let me show you how that works.

Let's say I want to define this word. I will go to Popover after I clicked on it. And I will make a definition here. Another thing you can do, you can also delete it right there. If I want to do an image, I'll click on the word, click Popover and paste the image.

You can also insert the image from the toolbar at the top. Let me hit Save, and then I can show you what it looks like. So the student is reading. They want to know the definition. You can see the little box. The definitions there. And if you need the definition to be a picture, you can do it right there.

The Immersive Reader has also been helpful for my students. At the top, click Immersive Reader. You can choose the text size, the font, the color. And if you go to Grammar Options, it can highlight if you want-- the student wants to look at nouns, verbs, adjectives to really hone in on their language skills, syllables to really spell things out.

But I'm going to skip that for now. I'm going to go to the book, which is reading preferences. After students read the text in English, I encourage them to read it in their language to see if they understood correctly. It's going to be a little extra work for them, but it reinforces what they've read.

So there's a lot of languages to choose from as you can see. I'm going to choose that one. And I'm going to turn it on to the document, so doc-- it translates the entire document and--

[non-english speech] to me sounds like a good excuse and you can call me.

Speaker: That's cool.

Melissa McPeters: And the students can listen to it while they are doing dishes or something like that.

Sandra Vaughn: Hi. I'm Sandra, Transitional Studies City College of San Francisco. One of my favorite features in Canvas are the discussions. And I use the discussions to foster collaborative work among my students. In order to get the student buy-in, you really need to grade your discussions, value them equally with any other work you do, or like me, you can make discussions the majority of the student work, which is what I do in both my US history-- high school US history and literature and composition classes.

And so I use this to have students working together, working in community, building their knowledge together. And so I'll just show you a couple very quick examples. In my US history class, the students refer to the chapter reviews to come up with questions. And then they explain why the questions are important to them and respond to each other's questions.

In my literature and composition class, one thing I can do-- we're working on literary devices in this particular module. And so I might say find a literary device in the song that we used and then have students post that. And then they can comment on each other's work.

And last but not least, one of my favorites is a mid-term project that I did for US history, where students come up with a guiding question and then use sources, primary sources and do some research, secondary sources to answer their question and share with other students so that we can build a collaborative knowledge regarding the historical period we're studying. Thank you.

[music playing]

Elisa Uribe McCannon: OK, I am going to do a new share. And I'm going to present again. Any-- I hope that was helpful video. I could also put it in the chat. I'll link to it, and you can watch it over again if you'd like.

But now, what we're going to do is I'm going to turn it over to Kate. And she's going to walk you through how she's using Canvas today's-- and really, she's back in person. And so how does that support-- how does she support her students success using Canvas. So I'm going to stop sharing. Kate, and you can take it away.

Kate Gougoutas: OK. Thanks, Elisa. And let me know if I forget to unmute or if there's any issues there.

Elisa Uribe McCannon: I will.

Kate Gougoutas: Are we good for time. Do I still have 25 minutes if I need it?

Elisa Uribe McCannon: Yeah, I can go over my stuff pretty quickly.

Kate Gougoutas: OK, well, I'll try to-- I'm going to use my timer here and get myself a little warning. OK, well, hi, everyone. I'm going to share my screen. Let's see. So-- whoops. All right, so hopefully, you'll be able to see. I wrote up a little agenda.

And the first thing I'm going to do is make a copy of it. And I'm going to paste it in the chat because it does have some links that you might want to access. So there's the agenda. You want to add that for later.

Anthony Burik: Kate.

Kate Gougoutas: Yeah.

Anthony Burik: Kate. Sorry. Could you make it-- could you also make it bigger on your screen please that doc. So you have that 100% on the left-hand side there. Do you see the 100%? You can change the percentage to something bigger than that. Maybe 150%.

Kate Gougoutas: Oh, right, right. OK, yeah, how-- OK, there's 150%.

Elisa Uribe McCannon: That's great. Thank you, Kate.

Kate Gougoutas: All right, yeah, no. Thank you. OK, so I'm going to be talking about face-to-face classes and using Canvas. And the thing is that for me, I teach both online and kind of blended and fully face to face. And my Canvas courses look very similar in all three of those examples.

The only difference is you-- well, I'll talk about some of the differences. But when you really look at my course, it looks very similar to an online course because all of the material I'm using is on Canvas. No handouts, no books, nothing. Everything is on Canvas. And students bring their computers to class, and they open them up.

City College provides laptops and Chromebooks for students who don't have them. And students just have gotten used to bringing their computers to class and opening up. And I project. And we all get to work with Canvas.

So I'm going to be-- in this presentation, I'm going to be drawing on what's called the CVC-OEI rubric. And this rubric is really-- it's kind of the gold standard for online education in the state of California, both in terms of best practices, but also in compliance with the law for accessibility issues. And there's four areas of the rubric. They are content presentation, interaction/collaboration, assessment, and accessibility.

And there is a fifth content-- there's-- sorry, there's a fifth section that has been developed by Peralta Community College on equity. But that has yet to be officially adopted into the rubric, but it has been developed by Peralta. So just in terms of these four areas of this rubric, which is a long rubric, what have we seen today? Julita that talked about announcements.

That would fall under interaction. I'm not going to talk about that today. Maria talked about Voice Thread and quizzes in Newsela. And Sandra talked about discussions. All of that would be more in the assessment area. Assessment doesn't necessarily mean a test. It can be anything that's formative or summative assessment practice.

And then accessibility is its own area that I'm not going to get into. I'm going to talk about content presentation. And I chose-- there are 14 areas in this rubric. And I just also wanted to mention that this rubric that I'm drawing on is a collaborative effort among California Community Colleges to ensure that significantly more students are able to complete their educational goals by increasing both access to and success in high-quality online courses.

And they've-- in creating this rubric, they have drawn on the existing work of an organization called @ONE, which is a fabulous organization. I put a link to it down here. That stands for the Online Network of Educators. If you go to their website, you will see that they have many resources, videos, and courses you can take in staff development. I highly recommend looking into @ONE.

In creating this rubric, the work of @ONE was drawn on as well as the work of the Academic Senate for California Community Colleges and the California Community College Chancellor's Office. OK, so I'm only talking about three tools from section A-- sorry, three sections from section A. There's 14. There's 14 elements, I should say, in section A, which is about content presentation.

I'm going to talk about three. I'll talk about A7, effective use of course management system tools for ease of learning. And those tools I'm going to be talking about are modules and Canvas pages. And then I'll talk about page-level chunking and multimedia. And that's going to go much quicker. I'm going to spend the most time on modules and Canvas pages.

And I also just want to say there's another element in the rubric. It's called unit-level chunking. So when we talk about modules, we're talking about chunking material into manageable units of learning. So this is the home page of my course. And I'll talk about pages in a minute.

But over here on the side, I can click on Modules. And currently, I have six modules in my course and an extra credit module, which doesn't have a number. And you can see that all of these have been published except 6. So we-- I haven't opened 6 yet.

And then at mid-term time, which is coming up in the middle of March, these modules will lock. Students have had the whole semester to work on them. That's about eight weeks by now. And I will open up a new set of modules, which you won't-- you can't see here yet.

So the nice thing about this page-- this module is also not published. That's just for me. You can expand them, and then you can kind of see everything that is in every module. And that can get to be overwhelming. So I remind students just collapse your modules if you kind of want to get an overview of what we've been doing the whole semester.

So let's talk about how I might want to add a module. I just click on Add a Module. And I'm going to-- I could give the module a name. So I might call this the OTAN Presentation module. That's not what I would call it for my course, but anyway.

I can give it a name. And I can lock it until a certain date. So that's really nice. I can work on it and have it just be a work in progress. And students aren't going to have any access to it until it opens up. I can also add a prerequisite. I could require it that students have to complete other modules before they complete this module.

Probably not a great idea in our courses because if your students-- if your programs are like ours, you're probably somewhat open entry. And I like to maybe have students-- I tell them go back and complete one assignment from the orientation that's really important like the student intake sheet. And then I want you just to jump in where we are. I don't want to burden a student with doing a whole bunch of makeup work before they jump in to where we are.

OK, so that's how you add a module. Expanding, collapsing, I've gone over the lock until requirements. So let's take the module 0. If I go to Edit, the requirements, I can set various requirements for each page or assignment in the module. I can either have students view the item, mark as done or-- so view and mark as done are the only options I'm going to have for a content page. And I'll talk more about that.

If it's an assignment, they could submit the assignment or they could contribute. So I can add those requirements. And then when I do, what it looks like to a student is they see, oh, I have to view this page. And I have to view all these pages, and I have to contribute.

So if I go to student view, which is probably more useful for these requirements, and a student is looking at this module, well, this test student that it opens up in has not completed these requirements yet. So when I set these requirements, it's a way for students to get-- to look at which pages they've actually viewed that could help them to not get as lost. And then occasionally, I might require them to mark it as done, which for a variety of reasons, that might be better than just viewing. I'll talk about that later.

So that's what the requirements are for. It's really for the students to see what they've completed and what they haven't. OK, so text headers, another feature of modules. And again, modules are a tool. That's why it falls under A7, effective use of course management system tools.

If you're organizing your material into modules, that makes it accessible to students. And it creates a system of predictability for them. The predictability in my module system is always that they're going to have an overview page at the top. I explained that's kind of like a table of contents.

And they're going to have a summary page at the bottom. In all honesty, these are the pages that students view the least, but I do like to have them there. It's kind of where I put things. I might put extra resources down in the summary page. And I'm going to put a link to our agenda for the day in the Overview page.

But text headers, so a text header is something you can add into the module here. And you would go to text header. And what that-- I make one that says content pages, and I make one that says assignments. And so students know that they should read content pages before they jump into their assignments. They don't always do it. But that's the idea.

This is your learning material, your textbook, your videos your graphics that we're going to use when we begin our assignments. The numbering system, this helps students not only to follow in order. So this is module 0.1, 0.2, 0.3. But when a student has a question, they can refer to I didn't understand the question you asked me an assignment 0.5. It's for them-- easy reference for both them and me in that numbering system.

And then finally, if I have put my assignments and my content pages into a module, that creates what's called the Next and Previous button, which if you just have random pages, which you could do, that aren't in a module, you won't have the Next button. So students can-- it's a feature of the module tool that students are able to flip through pages and then also go back to pages.

So that's modules. Now, as I was saying, it's really important to have a consistency of structure in your module. And that brings me to the next tool, which is Canvas pages. So in-- just go back. I'm not using my tabs the way I had intended to. Isn't that the way it always happens?

So the consistency of structure as I already went over that. It has to do with my text headers and my overview and my summary pages. Now, let's say that I want to add a page into a module. So I was going to give the-- I was going to use module 6 because I don't want to be adding pages into modules that students are currently looking at. This is actually a live course.

So in a couple of weeks, we'll be doing slavery in the US Constitution. This is a US history-- early US history course. So if I want to add a page-- and let me just say a Canvas page is an amazing tool. You are a web designer. And I'll show you how that enables to happen.

So I could just add a page. And I can either create a new page or I can draw on one of my existing pages. Here's all the pages that I've created for this course. So if I just go-- oops. If I just go to create a page-- and I'm going to call this like OTAN Page. OK, and I can indent it because that has to do with my outline structure, which is another important consistency you want to go to-- try to incorporate into your modules.

And I add it, it's going to show up down at the bottom here. Of course, I can drag it, and I put it where I want. I can also move it using the Move thing. But if I open up that page, it's literally a blank page. And I have to just start adding.

So that can be a little bit intimidating to a new user. And so what City College has done instead is given us-- oops. Let's go back to my modules. City College has provided us with one place. I'm going to add. I'm going to do page again.

But instead of just creating a totally blank page on my own, I'm going to get a sample content page. And you can get these from the Canvas Commons. And that looks a little less intimidating. It's not a totally blank slate for you to start creating, but it does-- you notice that City College web designers have given us, well, why don't you at least have a couple of headings to chunk your material?

And we like it if you might-- it's just good practices to not just give students reading, but tell them like, what do you want them to look for when they're reading this? What might be their focus for reading? And so that's what I use when I'm creating a new page. I usually start with this.

If I wanted to edit this-- this is called my rich content editor up here. And I could create a link on either an external link or I can link to another page in Canvas. I can link to an assignment. I can link to-- usually, it's going to be an assignment or another page.

So you can upload an image. You can link to Canvas Studio, which Maria showed us might be your bank of recordings that you've made. There's so many things that you can do with this content page. And then finally-- so I've shown you a very-- a blank Canvas page. I've shown you a template to begin chunking your material and creating your own web page of material.

And then a more complicated page is your home page. This is actually a page that someone who's more advanced than I am at City College created. And your home page is really important because it's where students land. And so a quality home page is going to help students access information. It's going to give them your contact information.

It's going to give them links to resources. That is in the Canvas student support, but you could link to DSPS. You could link to tutoring. There's a Q&A discussion that's open all semester for students here. And you also on a home page, you want to give them a place to start. Students want to know that if they click Start here, that's going to drop them into whatever module we're working on that week. So that's-- this is also-- yeah.

Elisa Uribe McCannon: Could you show us a content page in your actual module, what it looks like, just a completed one?

Kate Gougoutas: So a completed content page in the module would look like-- go here. So I usually-- and this is getting back to that predictability of structure. I usually start off with some films to get them into the material. So you'll notice that structure that I showed you. As you watch the first video, listen for this. As you watch the second video, listen for this.

So here's-- those are the headings. And then I embedded three films. They're all short, five minutes or less. That's one content page. The next content page is a slide show of Native Californians and the Portola expedition.

Elisa Uribe McCannon: And so when you're-- just a question. So when you're actually teaching in person, you're pulling this up and projecting the videos for your students and watching it together?

Kate Gougoutas: Yeah.

Elisa Uribe McCannon: Right. So it's just, again, a way to organize information for your students. And then it's helpful because if a student is absent, they can come back to this Canvas and then review the information that they may have missed in class.

Kate Gougoutas: Absolutely. Right. That's right. But as I said, it's organized just like an online class would be, except that we're going through it together.

Elisa Uribe McCannon: together, right.

Kate Gougoutas: Together. And another difference between online instruction and in-person is I would say the material-- like I said, it's organized very similarly. And they still submit information through Canvas, but I don't have to be as intentional about my communication about what they're supposed to do every week. I don't have to record videos of myself telling them what to do every week because I'm there with them in person. So there's less work in that way.

OK, I was going to show you the syllabus, which is another Canvas page, but another time. I'm going to move on. We've really talked about-- because I only have five minutes left. So we've talked about all of these things. Page-level chunking, I've demonstrated that for you.

You need to make sure that your content is chunked, and you're using headings styles that facilitate online reading. That's a content page that's in alignment, meets that standard, but an exemplary content page would use headings styles that actually are meaningful. So you don't want to say section 1, section 2. You want to say films about the Portola expedition, background information. Tell them what it is.

And then A7 and A8 are very related. You want to make sure you have a variety of media to address different learning styles, text, audio, video images. The Canvas pages allow you to do all this. But I'll quickly introduce you to Helen Graves who is another name you might be familiar with.

Helen Graves: We all learn through different preferred modalities visual, auditory--

Kate Gougoutas: Oops.

Helen Graves: We all learn through different preferred modalities visual, auditory, text-based, et cetera. This instructor has done a great job of providing students with a variety of ways to get the information they need for this unit. There's textbook links. There are other links to videos and cell games and tutorials.

There's a number of videos separated by category. She's even included a just-for-fun section for students that want a little more.

Kate Gougoutas: So that's a Canvas page that was being highlighted there. And then the last thing I'm going to talk about is attendance features in Canvas. We were using what are called PARs up until the pandemic and-- Positive Attendance Records.

And they were such dinosaurs. They were like from the year 1960 and they had like-- they had copies, and they got ink all over your hands. And you had to rip them off and use it number 2 pencil. And it was so antiquated.

And this is one of the wonderful things about Canvas, is we can now take attendance using a tool called Attendance Plus. So there's two-- I have two attendance features enabled here, Attendance Plus and regular attendance. Attendance Plus is actually-- OK, so there's maybe some issues here. I shouldn't be showing these students' names, but there we go.

I can mark my attendance right here in Canvas, and the college receives it. And that's how we get our funding. And then I can also take attendance much more informally. I do this in my online classes. For example-- sorry. I do it in my blended classes where we-- the class is online, but certain students are attending-- are required to attend Zoom sessions every week because they are part of the San Francisco Unified School District.

And we decided with the school district that they need to attend Zoom sessions. And so here's another FERPA issue. I'm just going to go away from that page, but that's a much less-- it's not reported to anybody. It's just for me to mark who attended the Zoom session so that I can know.

Elisa Uribe McCannon: Great. So thank you so much, Kate. That was a lot of wonderful information. I have another question because I know Sandra talked about discussions and how she's using that really on her asynchronous class.

And since your-- I know discussions as an in-person instructor, those are really valuable ways for students to interact, but I see that you have a discussion still in Canvas. So can you address how you work that into your in-person class?

Kate Gougoutas: Oh, the discussion, right. OK, so yeah, should I share my screen again or should we just talk about it?

Elisa Uribe McCannon: You can just share your screen.

Kate Gougoutas: Yes, that is kind of like-- that was like a quandary for me, I have to say. And I think I even talked to Maria about it. I was like, wait a minute, because discussions like you said, it's one of the primary ways in an online class. That is interaction. That substantive effective interaction, is largely through the discussion.

So when you're in person, do you use the discussion tool? I asked Maria, and she was like, maybe. And then I even asked my daughter who was a high school student at the time and was using Canvas at her high school. Are you using discussions? And she was like, we do use discussions sometimes in in-person classes.

And then I even asked students. I made a survey. What did you like? What did you didn't? And one student said, I don't understand why we're doing discussions in an in-person class. And one student said I really like the discussions in the in-person class. So go figure, right?

I mean, people are people, and they like different things. So I've kind of settled on-- I definitely don't have a discussion as regularly as I would in an online class. I'll have it maybe once every three weeks, we'll have a discussion.

Elisa Uribe McCannon: Thanks.

Kate Gougoutas: Yeah, yeah. And it's building on a discussion that we've had in class. They can go deeper. Sometimes students need more time to think. And a small group in an in-person class can give them that first touch of what might I think about this issue? And then they can go home and think about it deeper and post to the discussion.

Elisa Uribe McCannon: Yeah. Thank you. All right, well, I'm going to take some time to share my screen and a couple of things. I'm also going to go back-- I got to close a lot of stuff here. So I want to make sure that I have everything that I need to have open so that I can have a true-- a smooth here transition.

So I'm kind of primarily focusing on using Canvas on a strictly asynchronous format, where students are really just no Zoom going on. However, I will say that I am one of the instructors that does that hybrid model, where I meet with my students about 30% of the time, and then they're doing work asynchronously self-paced. But I'm going to share a couple of features, kind of tying back to that rubric, some of the things that Kate had mentioned, that assessment piece, the formative and summative assessments and really allowing students to practice.

That formative assessment is giving them opportunities for growth, revision, maybe not necessarily like-- maybe not having-- having maybe practice quizzes or things that are not going to really impact their grade. But it's a learning tool so that they can assess where they're at in their learning. A lot of times, we learn from making mistakes. And so that's really like oh, I got that wrong, OK, so let me go back.

So I'm going to talk about a few things. Quizzes, I'll bring up very quickly and show the different options that we have available in Canvas quizzes. I'm also going to talk and show or I'm going to show you an example of something that's available called quick checks. And this quick checks allows these to-- allows you to integrate these again low stakes assessments. And it can actually be plopped in right into your content page.

So I'm going to go ahead and share my screen, make sure that I'm-- I'm going to just share my Chrome. And can you all see that? And am I not-- I am not on mute. And hold on. What happened?

Maria Rosales Uribe: Student view.

Elisa Uribe McCannon: OK, here we go. So here's the quiz. This is just-- I brought up a quiz as if I were going to-- well, actually, let me go to a quiz that I already have so that you can see it here. We do have-- as Kate mentioned, we do have templates available. City College has made that.

So it's very easy. We can copy and paste it in the template. And this is what it looks like from a student. We have our instructions. We have information on submission, how they should be submitting and helpful resources, how to take a quiz. We'll link them to a Canvas student guide that provides them information.

This is a graded quiz. So they're going to get a point for each question that they get correctly. And this is, again, very simple quiz. They can answer it. What I'm going to do is I'm actually going to show you a couple of the different settings that are available.

So if you wanted to provide a student, you can provide them with a graded quiz. This will, again, give them some points, and it will go towards a certain person-- towards their final grade. You can also, I think, with quizzes-- maybe not quizzes. Well, then the other one would be a practice quiz.

So this practice quiz gives them that practice without going towards their final grade and impacting their grades. So again, that's a way to give our students that opportunity to assess their learning, that formative assessment, how are they doing, and then maybe learn, again, from what things they're missing out, right?