In this case study Associate Professor Jonathan Newton explains why he moved course materials to the Rich Content Editor (RCE) on Canvas for a LALS Master’s course in Trimester 3, 2022.
Subject: Associate Professor Jonathan Newton Faculty: Humanities and Social Sciences but appropriate to all Course: LALS 529 TBLT (Task Based Language Teaching) School of Linguistics and Applied Language Studies |
Technology/function/technique/methods employed.
Using the Rich Content Editor (RCE) to present content directly on the Canvas site.
Why
In 2020 Jonathan had created 4–6-page weekly Microsoft Word study guides to try to increase his students’ engagement in his course. Each guide introduced the topic and goals of the unit, outlined the work that students were expected to complete, and provided a series of study tasks and material for analysis.
In 2022, during the migration to Canvas, it was proposed that these study guides could become pages in each module.
The purpose of changing the presentation of the study tasks (from a weekly word document attachment) on Blackboard, to ‘pages’ using the RCE in a Canvas module was to increase the accessibility and visibility of the materials, study tasks, and key course and assignment information. The flat modular structure also meant that each task could be presented to the student at the point when Jonathan wanted them to most to engage with it.
In 2022, during the migration to Canvas, it was proposed that these study guides could become pages in each module.
The purpose of changing the presentation of the study tasks (from a weekly word document attachment) on Blackboard, to ‘pages’ using the RCE in a Canvas module was to increase the accessibility and visibility of the materials, study tasks, and key course and assignment information. The flat modular structure also meant that each task could be presented to the student at the point when Jonathan wanted them to most to engage with it.
What
Content was then presented in a concise and accessible way using the Canvas Rich Content Editor (RCE), using bold headers that can be read by a screen / immersive reader.
Screen readers may not be able to read word or pdf attachments.
The effect was to make everything visible at the surface level of Canvas using the (Rich Content Editor) RCE with the obvious benefits of having the accessibility checker and the immersive reader as functional.
Jonathan had been wanting a workspace within a learning management system, where students could work seamlessly on the study tasks, saving and compiling work as they responded to them. As a result of discussing the assignments during initial meetings with his FLaTA a formative journal was created in the Canvas course site for students to individually reflect on and respond to these study tasks.
Screen readers may not be able to read word or pdf attachments.
The effect was to make everything visible at the surface level of Canvas using the (Rich Content Editor) RCE with the obvious benefits of having the accessibility checker and the immersive reader as functional.
Jonathan had been wanting a workspace within a learning management system, where students could work seamlessly on the study tasks, saving and compiling work as they responded to them. As a result of discussing the assignments during initial meetings with his FLaTA a formative journal was created in the Canvas course site for students to individually reflect on and respond to these study tasks.
How
The content from a multi-page attached document was divided into manageable chunks, reducing information overload and/or the possibility students don’t reach the end of long online attached documents.
What are the key learning points?
“I’m really excited about how Canvas has allowed me to create a dynamic, user-friendly flow of learning activities and resources for each week of the course. Core components such as reading requirements and recorded lectures are now much more seamlessly integrated with interactive and reflective learning activities than was the case on Blackboard.”
What are the key learning points?
- Having as much key content on Canvas pages means that content is accessible and inclusive. Increasing accessibility helps everyone more easily comprehend key ideas as well as particularly supporting those who speak English as an additional language, neurodiverse learners, and others with disclosed or undisclosed visual impairments.
- Assignments: all key assignment information including the instructions, course learning objectives, due dates, word counts, the value of an assignment, and submission process are on the Canvas assignment page. This makes key information accessible to all.
- Content, in this case the Study Tasks, is no longer in a document attached to a webpage and is more visible and engaging sitting on the ‘surface’ level in a Canvas module. Students find the key information and tasks they need to do far more easily.
“I’m really excited about how Canvas has allowed me to create a dynamic, user-friendly flow of learning activities and resources for each week of the course. Core components such as reading requirements and recorded lectures are now much more seamlessly integrated with interactive and reflective learning activities than was the case on Blackboard.”
Screenshot of module introduction page with example of content built in RCE that used to be in a Word document
Useful information – links to publications or extra information about this area
The CAD Toiere in Canvas
Bracken, & Novak, K. (2019). Transforming higher education through universal design for learning : an international perspective (Bracken & K. Novak, Eds.). Routledge.
Chapman, & Jackson, A. M. (2021). Accessibility Matters: Universal Design and the Online Professional Practice Doctorate. Impacting Education, 6(3), 1–6. https://doi.org/10.5195/ie.2021.184
The CAD Toiere in Canvas
Bracken, & Novak, K. (2019). Transforming higher education through universal design for learning : an international perspective (Bracken & K. Novak, Eds.). Routledge.
Chapman, & Jackson, A. M. (2021). Accessibility Matters: Universal Design and the Online Professional Practice Doctorate. Impacting Education, 6(3), 1–6. https://doi.org/10.5195/ie.2021.184