Kay Arnold - School of Education
One of the requirements for my American Experience Classes (CULF 1320) is to work on several projects together. In that most jobs require applicants to be a "team player" or "work well in teams" I choose to call the work they do together as "team work." I've noticed a significant improvement in attitude over the old "group work" mentality. Though they stay on the same teams, they rotate roles within the team in the various assignments to try on different "hats." Since they've all tried all of the roles, now that the big project is upon them, they easily decided what role they fit best.
Canvas is coming in handy! I set up Discussion Groups so that they can "chat" about the assignment and collaborate virtually. In addition to Canvas, they're using box to deposit documents, photos, etc. Finally, what's really handy for me is to be able to see, as the instructor, what contributions are being made by each student (or not).
Danney Ursery - Humanities
I have used the Quiz function in Canvas for several years both as a graded assignment and a non-graded one.
The non-graded, optional practice quizzes are helpful since the students can take the quiz without the stress of having it graded while still receiving feedback on their understanding of the material. If the student does poorly on the practice quiz it alerts them to the chance of doing poorly on the in-class quiz as well as gives them the opportunity to review the assigned material.
Todd Onderdonk - University Studies
As far as Canvas, I simply am a huge fan of the Speedgrader, which is not misnamed. It really does allow you to grade documents speedily, and they are also securely saved, with your comments, and the grades go directly, automatically into the gradebook, saving a number of steps I used to have to do manually, esp. document management. I use it for short reflective Journals where they use Text Entry, and also for long Capstone Submissions, where I comment extensively in multiple ways.
Another bonus is that students have access to the comments I make from anywhere, including in my office hours and in consultations. It is super convenient. Once I create a rubric for the assignment, I can fill it out in Speedgrader as I comment so students have three levels of feedback: granular annotations in the text; specific comments for each rubric requirement; and holistic comments on the draft and assignment as a whole.
Teri Varner - Communication
I continue to use more features on Canvas. For example, this year in my COMM 1317 Presentational Speaking courses I use the Discussion to have the students provide feedback to each of the presenters. In the past, I would print out feedback forms, cut the sheets into thirds, distribute to the students, collect them from the students and them give them to the speakers...as you can see this was a time consuming activity that was cut in half now that I am using the Discussion.
Another new item on Canvas/Discussion is that I enable several Options features specifically, the ability for students to Allow threaded replies and allow "liking." The benefits of this have been enormous.
This year in my COMM 1306 Introduction to Communication course I use Panopto Recordings to record the Group Presentations along with a rubric. Both the recordings and the assessment rubric have improved my ability to give students concise and extensive constructive comments.