(DESCRIPTION) A waving figure with a curving design forms the logo for Otan. (SPEECH) ANNOUNCER: OTAN, Outreach and Technical Assistance Network. (DESCRIPTION) Text, OTAN, Outreach and Technical Assistance Network. To lead California adult education in the integration of technology into the education process, ultimately empowering learners to meet their academic, employment, and civic goals. Face-to-face and online training. Teaching with Technology. Teachers' and Administrators' Digests. News Articles. Annual Technology and Distance Learning Symposium. Online Resources for Adult Education. Otan dot US. 916-228-2580. Otan Online. Technology and Distance Learning Symposium. Canvas. Presenters: Maria Rosales Uribe, City College of San Francisco, Kate Gougoutas, City College of San Francisco, Elisa Uribe McCannon, City College of San Francisco. March 3, 2023. Canvas. Agenda. Background. Faculty Testimonials. Kate-Quality Course Design for In-Person Instruction. Elisa Canvas tools to support for Asynchronous Instruction. Q&A. (SPEECH) 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. (DESCRIPTION) Text, CCSF: Transitional Studies Department. (SPEECH) 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. (DESCRIPTION) Kate changes the slide. Text, Where are we? Pictures around a campus, including a multi-story building with a metallic sun in a giant window, a street with flags hung between palm trees, and the side of a building with graffiti on a busy roadway. (SPEECH) 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. (DESCRIPTION) Text, Distance Education versus Online Learning. (SPEECH) 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. (DESCRIPTION) Text, Online Learning -How it started. 2019 Funding -Adult Education Program via CDE. (SPEECH) 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. (DESCRIPTION) Text, Instructional Delivery. A chart compares face to face instruction, online synchronous (Zoom), and online learning (asynchronous) with three rows of currently offering and a row for future goal. All instructional delivery includes Canvas. (SPEECH) 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. (DESCRIPTION) A dashboard shows thumbnails of published courses with a tab along the left hand side with options. (SPEECH) 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-- (DESCRIPTION) The slides switch to a live version of the dashboard. (SPEECH) 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. (DESCRIPTION) A list of To-Dos on the right hand column. (SPEECH) I wanted to show studio, which is right here. (DESCRIPTION) Clicks Studio from the bottom of the tab on the left and leaves the dashboard to her My Library page with similar thumbnails. (SPEECH) 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. (DESCRIPTION) Clicks three vertical dots at the bottom right hand corner of the first video thumbnail. A pop-up menu appears with options for quizzes, Annotate Video, Edit Media, Share Media, Move to, Replace Thumbnail, and Delete Media. (SPEECH) 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. (DESCRIPTION) Clicks Dashboard on the left tab to return to the previous page. (SPEECH) Here's my dashboard again. (DESCRIPTION) Hovers over the first thumbnail, TRST Canvas Training. (SPEECH) 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. (DESCRIPTION) Grammar and Writing 30998-H02, TRST 3332 Grammar and Writing, Spring 3032. Clicks through to the course. A page with Recent Announcements appears. (SPEECH) I created two assignments in module 5 just to show you how-- embedded material. (DESCRIPTION) Clicks Modules on a menu to the left and it opens to a page with a list of expandable modules. She scrolls down to Module 5.01 Newsela and clicks through to it. Education and Equality in the United States. A description, purpose, and instructions are provided. (SPEECH) So this is Newsela, something that the grant has also paid. And so Education and Quality in the United States. (DESCRIPTION) Clicks Edit Assignment Settings at the top right. The same page becomes an editable document. (SPEECH) So I'm just going to put the edit, so you can see that when you-- this is an external tool. (DESCRIPTION) Scrolls down to a set of fields at the bottom and one called Submission Type. A checkbox checked with the text, Load This Tool in a New Tab. (SPEECH) I find the assignment that I want, and then it loads into a new tool. I'm going to save it. (DESCRIPTION) Scrolls down to the bottom and clicks a Save button. It returns to the non-editable page. (SPEECH) I'm going to show you what it looks like. Actually, not this one but Newsela-- (DESCRIPTION) Scrolls down to click a button that says, Load 5.01 Newsela in a new window. (SPEECH) 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. (DESCRIPTION) She clicks Modules on the left menu and scrolls down to 5.02, Voice Thread Patricia. (SPEECH) 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. (DESCRIPTION) Scrolls down and clicks Load 5.02 Voice Thread Patricia in a new window at the bottom. (SPEECH) 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? (DESCRIPTION) The button is replaced with the text, This tool was successfully loaded in a new browser window. Reload the page to access the tool again. (SPEECH) 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. (DESCRIPTION) Clicks Load in new window at the bottom. (SPEECH) 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. (DESCRIPTION) The pages changes to a document with a paragraph. A list of students on the right to grade with unattempted under their names. (SPEECH) 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. (DESCRIPTION) Hovers over a plus icon at the bottom of the page. A dial appears with icons. The letters ABC, a telephone, a microphone, camera, and upload symbol. (SPEECH) 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. (DESCRIPTION) Text, Testimonials. Canvas Supporting Student Success. Instructor Testimonials. (SPEECH) 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-- (DESCRIPTION) Rapidly goes through her slide deck. (SPEECH) 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] (DESCRIPTION) Plays the video on YouTube. Text, City College of San Francisco: Transitional Studies Department. Canvas Supporting Student Success. Instructor Testimonials. Julita McNichol, Physics, Ecology, and Math (Teaches in Spanish and English). Full time faculty 22 years. ITOL: Spring 2020. Canvas Announcement. (SPEECH) 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. (DESCRIPTION) A Canvas web page titled Week 9 -Module 8: Terrestrial Biomes. A welcome and description with a video below. (SPEECH) 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] (DESCRIPTION) Text, Melissa McPeters, English Reading and Writing and Literature. Career Specialist. Full time faculty 2 years, Part time faculty, 15 years. ITOL: Spring 2022. Canvas Immerse Reader. Canvas Popup Text. A page reads Module 3 Canvas Demo. (SPEECH) MELISSA MCPETERS: A feature I like to use in Canvas is the Popover. Let me show you how that works. (DESCRIPTION) She clicks an Edit button at the top right. (SPEECH) First go to Edit, (DESCRIPTION) The page becomes an editable document with a tab titled Design Tools at the top right with a rocket ship icon. (SPEECH) and then choose the-- you'll have the design tools. Choose that stack of boxes, click on that. (DESCRIPTION) An icon along the top of the menu. (SPEECH) Scroll down for Popup Content. (DESCRIPTION) A subsection expands. (SPEECH) And let me show you how that works. (DESCRIPTION) In the main document scrolls down to a sub section and highlights the word dictatorship in the text. Then clicks the Popover button under Popover Content on the right. (SPEECH) Let's say I want to define this word. I will go to Popover (DESCRIPTION) The document reformats. (SPEECH) after I clicked on it. (DESCRIPTION) Highlights the subheader Contents and types. (SPEECH) And I will make a definition here. Another thing you can do, you can also delete it right there. (DESCRIPTION) A trash icon with the text, Delete Popover in a bright red button under the Popover Content. (SPEECH) If I want to do an image, I'll click on the word, click Popover and paste the image. (DESCRIPTION) Pastes an image into the document. (SPEECH) You can also insert the image from the toolbar at the top. (DESCRIPTION) Selects Insert, Image, Course Image. (SPEECH) Let me hit Save, and then I can show you what it looks like. (DESCRIPTION) Clicks a Save button at the bottom right underneath the document. It returns to the uneditable page. Then selects Student View at the top right. (SPEECH) So the student is reading. They want to know the definition. You can see the little box. (DESCRIPTION) Hovers over the word dictatorship. A picture of a book held open with mist covered mountains in the background appears over the text. (SPEECH) The definitions there. And if you need the definition to be a picture, you can do it right there. (DESCRIPTION) Goes to another page with a subsection titled Course Navigation. (SPEECH) The Immersive Reader has also been helpful for my students. (DESCRIPTION) Scrolls up to a button with a book icon and the text, Immersive Reader, at the top right. (SPEECH) At the top, click Immersive Reader. (DESCRIPTION) Selects a font icon at the top of a menu on the right. Then uses a slider to change the size of the text in the text to the left. (SPEECH) You can choose the text size, the font, the color. (DESCRIPTION) Scrolls down. Three fonts are available to select. With color options. Then clicks a set of lines with a magic wand icon at the top to click through to Grammar Options. Buttons for different parts of speech and syllables. Clicking them color codes those parts of speech in the text. (SPEECH) 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. (DESCRIPTION) The syllables button separates words in the text into individual syllables. (SPEECH) But I'm going to skip that for now. (DESCRIPTION) Turns all the buttons off. Then selects the last icon at the top right. (SPEECH) I'm going to go to the book, which is reading preferences. (DESCRIPTION) Options for Line Focus, Picture Dictionary, and Translate. She opens a pop-down menu under Translate to choose a language. (SPEECH) 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. (DESCRIPTION) Scrolls through languages. (SPEECH) So there's a lot of languages to choose from as you can see. (DESCRIPTION) Selects Japanese. Selects By Word and Document beneath it. The document transforms to Japanese characters. (SPEECH) 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-- (DESCRIPTION) Presses a play button at the bottom. (SPEECH) [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. (DESCRIPTION) Text, Sandra Vaughn, US History, Art and Literature. Part time faculty, 19 years. ITOL: Fall 2019. Canvas Discussions. (SPEECH) 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. (DESCRIPTION) A page titled Discussion Prompt with details below. (SPEECH) 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. (DESCRIPTION) Clicks through to another page with purpose and discussion prompt sections. Question prompt and Instructions. (SPEECH) 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. (DESCRIPTION) Clicks back and scrolls through assignments to a one with highlighted text in different colors and a picture of an aged page of text with handwritten names. Another picture below of a billboard for women's rights. (SPEECH) 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] (DESCRIPTION) Text, Thank you for watching. We hope you begin to use Canvas to support student success. The video ends. (SPEECH) ELISA URIBE MCCANNON: OK, I am going to do a new share. And I'm going to present again. (DESCRIPTION) Returns to her slides. (SPEECH) 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. (DESCRIPTION) Text, Kate Gougoutas, Full time faculty 22 years. Faculty advisor, history and English. IOTL -Fall 2019. (SPEECH) 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. (DESCRIPTION) Opens a page titled California Adult Education, Professional Development, Upcoming Events. Then switches to a Otan Presentation document titled Using Canvas to Present Course Content in Face to Face Classes. (SPEECH) 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. (DESCRIPTION) She selects the 100% at the top left of the doc. A pop-down appears and she selects 150%. The document zooms in. (SPEECH) 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. (DESCRIPTION) Clicks to a course page titled United States History 1. (SPEECH) 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. (DESCRIPTION) A check mark next to all of them and a faded out circle with a line through it next to module 6. (SPEECH) 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 (DESCRIPTION) Scrolls up and clicks a button with text Expand All at the top right. All the modules open up and list subheaders below. (SPEECH) can expand them, and then you can kind of see everything that is in every module. (DESCRIPTION) Scrolls back up and the same button has been replaced by a Collapse All button, which she clicks. (SPEECH) 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. (DESCRIPTION) A red button with a plus icon at the top and the text Module. (SPEECH) I just click on Add a Module. (DESCRIPTION) A dialog box appears with a field for Module Name and Lock until with the option to add prerequisites. (SPEECH) 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. (DESCRIPTION) Types out the title. (SPEECH) I can give it a name. (DESCRIPTION) Selects the checkmark next to Lock until and a date field appears. (SPEECH) 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. (DESCRIPTION) Clicks three dots at the far right of module 0 and a pop-up menu appears. Selects Edit at the top. A pop-up box appears with module settings. (SPEECH) 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. (DESCRIPTION) Selects Update Module at the bottom. (SPEECH) 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. (DESCRIPTION) Unfilled circles on the right of the module sections in student view. (SPEECH) 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. (DESCRIPTION) Clicks a plus icon on the top right of the module 0 header. A pop-up appears with the text, Add Item to Module 0 with a list of items. A drop-down menu next to Add. Selects Text Header from the list. (SPEECH) 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. (DESCRIPTION) Clicks Next at the bottom right of the page to flip through pages in the module. (SPEECH) 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? (DESCRIPTION) Returns to the module 0 section. (SPEECH) 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. (DESCRIPTION) Collapses module 0 and expands module 6. (SPEECH) 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-- (DESCRIPTION) Clicks a plus icon at the top right of the section. A pop-up appears with a dropdown menu next to the word Add. (SPEECH) 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. (DESCRIPTION) Selects page from the dropdown menu. A list of the existing pages appears below. (SPEECH) 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. (DESCRIPTION) Enters Otan in a field for page name. Then selects indentation from a dropdown menu just below that. (SPEECH) 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. (DESCRIPTION) Clicks Add Item at the bottom right. Then scrolls down and finds the page at the end of the module. (SPEECH) And I add it, it's going to show up down at the bottom here. (DESCRIPTION) She clicks and holds a set of dots to the left of it and drags it up then sets it back down. (SPEECH) Of course, I can drag it, and I put it where I want. I can also move it using the Move thing. (DESCRIPTION) Clicks a three vertical dot icon on the right to bring up a pop-up menu and selects Move. (SPEECH) But if I open up that page, it's literally a blank page. And I have to just start adding. (DESCRIPTION) Clicks Edit at the top right of the page and it brings her to a blank editor. (SPEECH) So that can be a little bit intimidating to a new user. (DESCRIPTION) Selects cancel at the bottom of the page. (SPEECH) And so what City College has done instead is given us-- oops. Let's go back to my modules. (DESCRIPTION) Returns to her modules from the left hand menu. (SPEECH) City College has provided us with one place. (DESCRIPTION) Scrolls to the top of module 6 and clicks the plus icon at the top right of it. (SPEECH) 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. (DESCRIPTION) Selects the Sample Content page from the list and then clicks Add Item. (SPEECH) And you can get these from the Canvas Commons. (DESCRIPTION) Scrolls down to the bottom of the module and clicks through to the Sample Content Page. A page with a header highlighted in blue, with two sub-headers and filler text in between. (SPEECH) 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? (DESCRIPTION) Clicks Edit. (SPEECH) 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. (DESCRIPTION) Points out the icons along the top of the edit box. Clicks a chain link symbol near the middle. (SPEECH) 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. (DESCRIPTION) A picture icon. (SPEECH) 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. (DESCRIPTION) A page with pictures and multiple header sections with an instructor information section at the bottom with her photo. (SPEECH) 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. (DESCRIPTION) Returns to the module page and expands module 2. Clicks Module 2.1, Films: Early California. (SPEECH) 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. (DESCRIPTION) Scrolls down to a video under the heading, Discovery of California. Two more below it under separate headings. Saving the Bay -Discovering San Francisco bay: The Portola Expedition. And Spanish Colonialism. (SPEECH) 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. (DESCRIPTION) Clicks the Next button to go to the following page titled Module 2: Slideshow. (SPEECH) The next content page is a slide show of Native Californians and the Portola expedition. (DESCRIPTION) Scrolls down to an embedded slideshow. 1769. (SPEECH) 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. (DESCRIPTION) Clicks an example of Helen Graves on Multimedia. (SPEECH) 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. (DESCRIPTION) She accidentally stops video playback. Then switches it to full screen. A page titled 1.3, Learning Links: Cells, with the picture of glasses on an open book and a list of textbook links. More links below that. (SPEECH) 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. (DESCRIPTION) The video ends. (SPEECH) 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 (DESCRIPTION) Clicks on Attendance in the menu to the left. It brings up a table with a list of students and their attendance for different class dates with overall attendance rate measured on the right column. (SPEECH) 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 (DESCRIPTION) She clicks through to a calendar view with various lesson attendance levels. (SPEECH) 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. (DESCRIPTION) Clicks to a Roll Call with a list of students' names. (SPEECH) 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-- (DESCRIPTION) Switches to a recent announcements page. (SPEECH) it's not reported to anybody. It's just for me to mark who attended the Zoom session so that I can know. (DESCRIPTION) Returns to the course homepage. (SPEECH) 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. (DESCRIPTION) A webpage with the text Access Denied and a padlock symbol. (SPEECH) 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. (DESCRIPTION) A Canvas edit page for an unnamed quiz. (SPEECH) 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. (DESCRIPTION) Clicks Quizzes on the left and selects a quiz from her lessons. Then selects Preview at the top right. (SPEECH) 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. (DESCRIPTION) Expands different sub headers. (SPEECH) 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. (DESCRIPTION) Scrolls down to questions with multiple choice answers. The point weighting for each question is shown at the top right. (SPEECH) 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 (DESCRIPTION) Scrolls back up and clicks a button at the top right that reads, Keep Editing This Quiz. It returns her to editor. (SPEECH) 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. (DESCRIPTION) Scrolls down below the edit box to dropdown menus to select quiz type and assignment group. (SPEECH) 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? (DESCRIPTION) Expands one of the questions below to edit and chooses one answer as the right answer with a green arrow beside it. (SPEECH) And then another great tool about the quizzes is as-- you can edit-- when you're creating your questions, you can just select OK, this is the right answer. But let's say they do select the wrong answer. You can provide some mass-- some feedback that will be given to the student right away. (DESCRIPTION) A text box below the answer. (SPEECH) And that targeted feedback is really important in the learning process, especially in asynchronous learning. They're on their own. We're not in person. We're not next to them to guide them or give them that feed-- real-time feedback. So I can say not quite, go back to the syllabus. I can spell, under communication plan to see how I can reach-- how I can be reached, or something like that, right? So I'm giving them-- I'm letting them know nope, that's not the right answer. And then I'm also telling them where to go to find the right answer. (DESCRIPTION) Closes the edit box. (SPEECH) And I'm going to go ahead, and I'm going to leave that there because that's-- it's really good. So this is what they'll see. (DESCRIPTION) Scrolls down and presses Save at the bottom right. Then returns to the quiz page. (SPEECH) I'm going to save that. So that's just kind of-- those are kind of quizzes. (DESCRIPTION) Switches to another tab with a page for Module 4, Historical Context with a video. (SPEECH) Another form of knowledge check or quick checks that you can include in your courses. This is a page. So Kate did a great job kind of showing us a page. I have a video here. And so we're watching this video. (DESCRIPTION) Scrolls down to quick check questions beneath the video. (SPEECH) And then underneath, they have to answer these questions. And these quick checks, I'll show you how to add them and where they can be added and how to-- what the different settings are. So in this particular quick check, I'm going to just point you to the bottom right of my page. You can see here that I've got an exclamation mark. And it's telling the student, because I'm in a student view, answer quick checks to proceed. So they cannot continue on to the next page until they answer these questions. (DESCRIPTION) Answers one of the questions with true or false answers. It returns a red X with an explanation. (SPEECH) And so let's say I'm going to say true. Again, I provide them yep, that's right. Or if they click false, I will say nope, historical. So they're-- again, they're learning. Here again, if they click the right answer, it can tell them. And again, giving that immediate feedback is really an important part of making sure our students are getting the information that they need to be successful, to learn. (DESCRIPTION) Answers the other question incorrectly as well. (SPEECH) So now, I'm going to answer all of these. (DESCRIPTION) The Answer Quick Checks to proceed prompt still conceals the Next button at the bottom. (SPEECH) And I'm not answering them right. So it's not letting me proceed. So I have to keep trying until I get this right. (DESCRIPTION) Changes her answers until she gets green check marks. (SPEECH) And so this is a way, again, to make sure that your students are really getting what you're trying them-- what you want them to get out of this particular content. (DESCRIPTION) Scrolls down and clicks Next to go to the next page. (SPEECH) So now, I've got them right, and I can move on to the next page. (DESCRIPTION) A picture with spades, hearts, clubs, and diamonds. A video after some text, and a self-assessment quick check at the bottom with optional in parenthesis. (SPEECH) Quick checks-- and I'm going to show this. This is a class that I took as a student that had quick checks. And so you can also make them optional. And so in this particular example here, you can see that I have the Next button available. So I'm not required to answer this question, but it's an optional way for me as a student to assess if I'm understanding the content that has been presented on this page. (DESCRIPTION) Switches tabs and edits the page for Module 4, Historical Context, with the quick check questions. (SPEECH) So I'm going to leave student view. And I'm going to just quickly demonstrate how I added this to my page. (DESCRIPTION) Points out a menu with a rocket ship icon at the top right. She clicks it and it pulls up a set of icons and list of more options. (SPEECH) Here on the top, these are called design tools. And this is an advanced feature. So I'm going to go ahead, and I'm going to open up my advanced elements. (DESCRIPTION) She expands the option from the menu and more items appear below it. (SPEECH) And you'll see here-- we saw that Melissa demonstrated the pop-up feature, which I think is an amazing feature of using the tools correctly, especially for students that are ESL students. Where is my Quick Check? So here's my Quick Check. So I can scroll to the bottom of my page where I want to add my quick check. And let me just do it. I'm just going to add it as a block. (DESCRIPTION) A new question gets added at the start of the quiz. (SPEECH) So now it's added it here for me, and I can type my question here (DESCRIPTION) She selects a brief text blurb above the answer text block and deletes it. (SPEECH) if I can type. (DESCRIPTION) She writes, Type question. Then edits the answer text. (SPEECH) And then my answer A, again, A, right? (DESCRIPTION) Then edits the response text. She pastes the text, Enter Answer B here. (SPEECH) And then I can put whatever feedback I want here. See, you always have to be careful. I'm going to edit and do that-- (DESCRIPTION) Backspaces through the prefilled text. (SPEECH) sometimes it's just easier you got to delete because when you select, sometimes it deletes too much, right? So I'm just going to say response to text. My answer B, response to text. And here, I need to select which one is correct. So I'm going to say that B is correct. So I'm going to go ahead and add that. And that lets me know that this is the correct answer. Now, I'm going to delete this because this is a live class. I'm going to cancel that. And I don't want to save that because my students are currently in this module doing that. But again, this is an easy way for students to assess their learning and really kind of forces them without impacting their grade. I don't have the chat up, but I'm just going to stop. I think we've only got one participant left. Any questions on this before I move over to the next thing I wanted to share? MARIA ROSALES URIBE: I'll be checking the chart. ELISA URIBE MCCANNON: Thank you, Maria. OK. (DESCRIPTION) She switches to a tab with a page titled Module 1, Elements of a Story. (SPEECH) Another use of-- that I've really found works really well with our students is it's called annotated text. Especially for sometimes an English class, I want them to read something. And then I want to see them annote. I want to see them highlight. I want to see their notes. I want to see them underline key words, things like that. So here's an example of this here. (DESCRIPTION) Scrolls down to an assignment video. (SPEECH) I actually have them write this-- I have them watch this video. And while they're watching this video-- why can't I see it as a student? Oh, because I've already done it as a student. So I have to do a new attempt. (DESCRIPTION) Below the video is an embedded document editor with a worksheet with a table of vocabulary words with blank boxes for meaning and examples. (SPEECH) It has this worksheet. So I'm going to zoom in this worksheet. And they basically they have their tools up here. They can highlight. They can take this little tool, and they might underline, or they can answer the question. (DESCRIPTION) Creates a text box next to a question at the top and types out an answer. (SPEECH) And then once they're done, I will actually show you what this looks like. They can also download it so that they have it. (DESCRIPTION) Zooms back out. (SPEECH) Oh, how do I undo it? Here, they've made their annotations. They've answered the question. They've watched the video. Now, they're going to submit the assignment. (DESCRIPTION) Clicks a Submit Assignment underneath the editor pane. It returns to the top of the page. (SPEECH) And the way that it comes to me-- (DESCRIPTION) Clicks Leave Student View at the bottom right of the window. (SPEECH) I'll leave, and I'm going to use just the test student here. (DESCRIPTION) Related Items listed in a column on the right of the page. (SPEECH) SpeedGrader-- I'm going to go over. So this is actually good. I can kind of go in to SpeedGrader. (DESCRIPTION) Opens Speed Grader. It opens the submitted assignment in an editor window. (SPEECH) This is how I can-- and I'm going to-- so I want to go all the way to the test because I don't-- again, FERPA. (DESCRIPTION) Opens a dropdown menu at the top right and selects Test Student at the bottom. It takes her to the assignment she just submitted. (SPEECH) So here's my test student. This was me. I can see everything that the student has submitted. (DESCRIPTION) Inputs a text box and starts typing. (SPEECH) I can go in as an instructor. And I might say, great job at defining this. However, take a look at something at module 1.3 for further clarification. Again, it's a way for me to give them that feedback right away. I can give it to them right in the document. I usually use comments, though, because it takes it right to where-- it points them right to where I want to put a comment to them. I can also add comments here in the submissions. (DESCRIPTION) A text box on the tab to the right under the heading, Assignment Comments. (SPEECH) I usually say something like-- if it's a document like this, I may see my comments in the document, or something like that. And (DESCRIPTION) Clicks a button to View the Rubric. She fills out points in fields on the right of each different part of the rubric with comment box in a middle column between. (SPEECH) then the rubric here allows me to give them points. Maybe they only got 2 points here, but they got all the 16 points here, and they got the 6 point or 5 points here. It saves it, and then it automatically scores the assignment for them. So that's SpeedGrader. MARIA ROSALES URIBE: Elisa, I want to also add that you can-- I often record. I will at the bottom so that if they-- I explain to them you can send an attachment. You (DESCRIPTION) Elisa scrolls down to an attachment icon at the very bottom left of the grading tab. Other icons for video and audio beside it. (SPEECH) can have a media comment. And I do that sometimes, explaining to them what's going on. And then you can reassign- ELISA URIBE MCCANNON: That's right. MARIA ROSALES URIBE: If they're not doing-- if they need some more practice. ELISA URIBE MCCANNON: Yes, you can reassign it to them an attachment. Sometimes what I've done is I've actually attached the doc, like maybe a resource document that I think they need to refer back to. So this, again, this is really an important part of asynchronous learning because we're not next to them to assess that and provide that real-time feedback to them in the classroom. What other-- so anything else, Kate or Maria, you'd like to talk about with SpeedGrader or Gradebook? MARIA ROSALES URIBE: Well, I love it. (DESCRIPTION) Switches to a new tab with a gradebook page. A table with a list of students on the left and their grades listed out in columns to the right of that for different knowledge checks. (SPEECH) Also, it communicates with the students their grades. The students can look at their own grades and see what's missing. ELISA URIBE MCCANNON: So I'm actually going to kind of show that. So this is a Gradebook. This is actually not FERPA because this is a credit-- this was a faculty professional development type of class that we did for our teachers when they teach credit recovery with our SFUSD students. So these are just instructors. We had them go through this class in Canvas to understand. And so here's Gradebook. And so you can see here I've scored everything. And so this person got-- these are probably quizzes, but let's say it was something you could see the score. One great tool too, especially for me-- I have a lot of students that are either high school students taking these courses concurrently to get credits or they're aged out like 19, 20, 21. And a lot of my students need a lot of nudging, a lot of OK, where-- it's a lot of-- it can be a lot of babysitting. And so a great tool here is that you can message students who have not submitted their work. (DESCRIPTION) Clicks the Knowledge Check column and a pop-up menu appears. She selects Message Students Who. It brings up a prompt box titled Compose Message. A checkbox beside Send Messages to with 4 students pre-filled below when she clicks Show all recipients on the right. (SPEECH) And so it will tell me exactly who those students are. So I can see oh, this guy, yet again, did not do this work, right? And that-- but that gives me-- I can kind of see some trends, (DESCRIPTION) Clicks Hide all recipients to collapse the list. Then types a message in a text box below. (SPEECH) but then I can send a message, hey, student, I see this assignment hasn't been turned in. I may say something like is there something I can help you with? Do you-- let's meet. Something like that to give them that nudge. And that will go into their Canvas inbox. (DESCRIPTION) X's out of the prompt. (SPEECH) That's a great tool. From a student's perspective-- (DESCRIPTION) Switches back to a previous tab and clicks on Grades from a menu on the left. It brings her to a page titled Grades for Elisa Uribe McCannon. A list of graded assignments with an overall grade at the top right. (SPEECH) I'm going to go here because I'm going to show you. From a student's perspective, you can go into grades. And it'll show you kind of your-- from a student's perspective, it shows they're great. It'll tell them if they have something missing. It'll give them their score. (DESCRIPTION) Clicks a button to the right of one of the assignments with text bubbles. A feedback tab pops over from the right. (SPEECH) And then they can also see the feedback that was given maybe how they were scored. So it also gives them that information. And it's really important that this information is provided to the students. I go over this several times when I meet with my students on Zoom. But you can also make something available to them where they can-- and I think I added it here. (DESCRIPTION) Returns to her modules. (SPEECH) No, maybe I didn't. But there is a way that-- you should basically have it so that they understand. I have a video that I've created that walks them through how to get their grades, how to look at feedback that's been provided, and all of that. And I make that available to students so that they have-- they can know when I'm giving that feedback where to get that feedback. So I'm going to stop sharing. And I-- actually, I closed the presentation. But I think we're at the end. MARIA ROSALES URIBE: I think we are. Question and answer is from anyone like-- oh, my goodness gracious. I thank you, Elisa. That was very informative, and Kate. KATE GOUGOUTAS: Thank you. MARIA ROSALES URIBE: Any questions from our OTAN staff? (DESCRIPTION) Text, Anthony Burik. (SPEECH) ANTHONY BURIK: Yeah, actually, I appreciated that-- oh, gosh, now I can't remember what it's called, but where you put the I, the information linked to a word or phrase on the page. KATE GOUGOUTAS: The popover. MARIA ROSALES URIBE: The popover. ELISA URIBE MCCANNON: Popover. ANTHONY BURIK: Oh, yeah, yeah. KATE GOUGOUTAS: Really good. ELISA URIBE MCCANNON: And I-- actually, I knew about the popover, but I didn't know about the image. So I also learned something new in this process. And so that was really cool because you could also-- like if you're trying to describe something, you can pull up an image. MARIA ROSALES URIBE: And that's the thing about using Canvas. And we do get a lot of support. There's so many ways you can interact with the student that it's just like you think you know it all, and then you go oh, wow, I can do that. And it's learning-- it's constantly learning, constantly-- I think going like with our speaker in the morning said, right? It's just changing and getting with it. It's really important. Any other comments? I think we have someone from CDE. (DESCRIPTION) Text, Rhonda Burnett @CDE. (SPEECH) Rhonda. Is that California-- RHONDA BURNETT: You do. Hello, hello. MARIA ROSALES URIBE: Hi. Is this from California Department of Ed? Thank you for the funding. RHONDA BURNETT: Yes, I'm the fiscal manager in our adult ed office. I have two interesting Canvas today. One is because Anthony and I started last year putting on one of our training sessions in Canvas. So I was curious some of the options, but also, I have a DSPS college student. And I'm trying to supervise and assist her with learning. And it's not my expertise, but trying to guide the student, knowing where to look and different things. So seeing it firsthand is really helpful and trying to think of the-- you're talking about the different modalities and just the needs each individual student has and seeing how to apply it because it's just a challenge, learning it firsthand, but also teaching it to someone else. So thank you for all your sharing and your insights today. MARIA ROSALES URIBE: And one thing that we also do is we can add people into our Canvas shells. So we have people from our Disabled Students Placement Services that help-- they're in the Canvas shell so that they can see what the students are doing for our students that have those issues. We have counselors sometimes. We're working on getting embedded tutors in there. So that's another thing that is a good tool to be able to have. RHONDA BURNETT: I will say I can see now from the teacher's perspective how much work it is to create this and set it up. My student has a sewing class. And I've been looking at the models because last semester was all electronic and at home but, this semester was in person, and just seeing the nuances and the changes. And I would agree with something-- I think it was Elisa that said earlier about when you're in person, finding that hybrid time to provide the resources to use it out of class, but to talk when you're in person that 30% of the time to connect and have just those options available, especially for-- and in our case, our adult learners are more English language learners or whatnot. But hearing and repeating it multiple times, that's critical for some of our students. MARIA ROSALES URIBE: We find that having the Zoom meetings because we were-- now, that has made a big difference also, even if-- it's really mandatory for our high school young people, but our adults are coming. But we really do want to work on that hybrid-- that model where they come in person so that they learn how to use the tools, be comfortable with the maneuverings and everything, how to download, how to-- all that stuff really needs hands on. And then they can transfer-- transition eventually into a fully online class when they're more proficient. RHONDA BURNETT: So it'll be interesting to see how we can use Canvas for our administrators and using these training classes. We love the in-person or the online, but you need those resources throughout the year. So I'm encouraged to see how as administrators at CDE, we can make this work for all of you teaching our students. MARIA ROSALES URIBE: Thank you. ELISA URIBE MCCANNON: Kate and I just actually completed a course, professional development course, using Canvas. Was it six weeks? Six weeks. So I mean, that-- OTAN, I definitely recommend peeking around in there. They have a lot of great resources, but they hosted it, and we just completed it. So they're doing it. I mean, they're doing it for teachers. KATE GOUGOUTAS: Who's the-- Elisa, who-- that was sponsored by? ELISA URIBE MCCANNON: Wasn't it sponsored by OTAN? MARIA ROSALES URIBE: No. CDE, I think. ELISA URIBE MCCANNON: I'm sorry. I'm not-- sorry, not OTAN, @ONE. KATE GOUGOUTAS: It was @ONE. ELISA URIBE MCCANNON: I apologize. KATE GOUGOUTAS: Oh, yeah, and also, Rhonda, not that you're personally responsible for this. But there's an amazing person. I think she's @ONE, but her name is Michelle Pacansky-Brock. In fact, I linked her liquid syllabus idea in my agenda. She has been so influential on me and other people I know, and I heard that her position might be cut. I mean, really, I was like no, not Michelle Pacansky-Brock. It's amazing. MARIA ROSALES URIBE: Well, funding is an issue everywhere we go. And that's the other thing that's really key for Canvas or for doing-- including online learning or distance adoptions. We need funding. Teachers need training, and they need constant-- like you were saying, we're learning-- relearning things all the time. It takes-- we should be supported like that, right? So anything else? RHONDA BURNETT: I'm just going to another meeting, but I thank you for your information today. MARIA ROSALES URIBE: Thank you. OK, thank you. So I'll see you guys 11:40. RHONDA BURNETT: Anthony, did you have something? I see your hand. ANTHONY BURIK: Yeah, so I just-- actually, I did want to just ask-- maybe you talked about it again-- talked about it during the session. But just a quick reminder, again, how do you have your PD set up at CCSF for your instructors to-- I mean, are they going to sort of a regularly scheduled Canvas training, or how are you kind of keeping folks up on their Canvas skills and course building them? MARIA ROSALES URIBE: So first of all, in order to be an official online teacher, you have to take four months very intensive training, which is the original one. And then afterwards, they have constant workshops, and we-- they have a department now that's set up where we have meetings and quick-- ELISA URIBE MCCANNON: Workshops. MARIA ROSALES URIBE: Workshops and-- ELISA URIBE MCCANNON: Yeah, workshops so they'll-- MARIA ROSALES URIBE: Oh, it's constant communication. So there's now a separate department that's only working with those online teachers. And then if they want to do a second course, we have a second level. And now, we're doing poker, which is actually another level. So it's constant training. ELISA URIBE MCCANNON: What is it, Kate, what's the department? OLET KATE GOUGOUTAS: Yeah, it's Online Learning-- MARIA ROSALES URIBE: Online Learning Educational Technology. KATE GOUGOUTAS: Educational Technology, OLET. MARIA ROSALES URIBE: OLET. And so we have now a dean. And we have a-- KATE GOUGOUTAS: I don't think that's a department. I think [ INAUDIBLE ] is a department. MARIA ROSALES URIBE: It's department. Well, it's a department in a sense that we have a chair for that department, which is Fred. We have a dean. We have the VC. So basically, it's set up so that it's really focusing on online learning and making sure that we're in compliance and constant training. KATE GOUGOUTAS: Right. And there's something called the Faculty Resource Center, which is a Canvas shell you can add. And that has drop-in hours. You can meet one on one with people. They have a video bank that has been created by the ed tech department. They have-- ELISA URIBE MCCANNON: Workshops. KATE GOUGOUTAS: Workshops. ELISA URIBE MCCANNON: Every week, they'll have workshops on a different feature. They'll meet-- we'll get emails, and it's like a Voice Thread workshop or quick checks, the one that I showed. KATE GOUGOUTAS: Exactly. And you really have to like-- anything you want to learn. You have to put in the time to learn it. It's a lot of hours. I'm remembering when I used to go back-- when I used to go into the teachers resource room at Ocean and sit at a computer and learn that stuff. You had to go in person. And for some reason, I don't know I went there. I don't know why, but yeah. MARIA ROSALES URIBE: Does that answer your question? ANTHONY BURIK: Yeah, Rhonda-- so Rhonda mentioned, we had-- with CDE and OTAN and the state leadership projects, we're trying to figure out ways to do a lot of that kind of widespread training and across the state. And so we've started using the Canvas public courses. So I'm not sure if you're familiar with the public courses, but basically, it's a way for anybody to join a Canvas course. You don't need a license, right? So that's a big advantage, but the problem-- well, I shouldn't say problem. The issue with the Canvas courses is that it doesn't have the full functionality, right? So even things like the studio, for example, you can't use Canvas to do in the public course. So we're still exploring how to make the most of the public courses because we know a lot of folks are still not connected to Canvas, don't have licenses back at their agent, whatever the case may be. So we're trying to thread that needle to make it as fully functional as possible but within the limitations of the public course. But yeah-- KATE GOUGOUTAS: Would someone have access to a public course? MARIA ROSALES URIBE: You can. You can just apply, and they give you a public course. ANTHONY BURIK: Well. So you have to have a license yourself. But when you go into settings for a course, one of the setting options is to make it public. I can't remember where it is on the settings. It's towards the bottom. Yeah, you just public, and then anybody can view the course materials. KATE GOUGOUTAS: They would just google it and hope-- ANTHONY BURIK: Yeah, you can put quick link to it or a Canvas link, whatever you decide to do. KATE GOUGOUTAS: And do you guys work with @ONE? ANTHONY BURIK: We know of @ONE. We don't do a lot of work with them. I think because they're more on the community college side, where we're more focused on the K-12 and adult ed side, but yeah, that's-- yeah, I mean, we certainly know about them. They've been around for a long time. Some of our trainers have trained with-- or have been the trainers for @ONE as well. So we have sort of a little bit of a link that way, yeah. KATE GOUGOUTAS: I see, yeah, thank you. MARIA ROSALES URIBE: OK, well, thank you. It was fun for us to do this. (DESCRIPTION) Text, Otan Online. Technology and Distance Learning Symposium. Canvas. Presenters: Maria Rosales Uribe, City College of San Francisco. Kate Gougoutas, City College of San Francisco. Elisa Uribe McCannon, City College of San Francisco. Otan Outreach and Technical Assistance Network. Face-to-Face and Online Training. News Articles. Teaching with Technology. Teachers' and Administrators' Digests. Annual Technology and Distance Learning Symposium. Online Resources for Adult Education. Subscribe. YouTube slash Otan Serves Adult Education. Like Us. Facebook slash Otan Serves Adult Education. Follow Us. Twitter slash Otan. Otan dot US. 916-228-2580.