Duplicating in Canvas- One Teacher's Practice

The last edition of the Friday Five featured ways to duplicate items in Canvas. To follow-up I have asked high school English teacher, Carol Ressler, to share how she is using the process in her classes. 

This year, Carol teamed up with Physical Education teacher, Roberta Simmons for Peer Coaching. Roberta teaches the high school's cyber PE course. Roberta has shared some strategies she employs for her online class and Carol is adapting them for her face-to-face courses.

CG: How do you leverage the module structure in Canvas to organize your courses?

CR: Although I had been using the Module structure to organize my course content for my students, I wasn’t really leveraging the modules for instructional purposes.  Through working with Roberta, I developed a means to implement self-paced tutorials revolving around various topics.

Module Template-Click to see larger

CG:  Could you briefly describe how you are using module duplication to improve your workflow?

CR: The module duplication feature allows me to quickly replicate the structure of the weekly tutorial.    I have a module that is a “template.” (Shown Above)  I then duplicate the template and edit the copy and due dates as I see fit to create a “new” module. (Shown Below)  My initial effort to create an instructional module took about an hour until I was satisfied with flow and content of the module. The second week I did this, it only took me 10 minutes to edit the duplicated module structure for the entire week.   In addition, I can also import this template into other courses I teach.  Next year, I will have all of these instructional modules created.  I will just have to edit due dates/times from year to year.

Instructional Module-Click to see larger

CG: How do you think your module structure benefits students?

CR: My students benefit from this instructional practice in several ways.   The students who are proficient in the skill are able to complete the task without “waiting” for the remainder of the class to catch up.   Students who are not proficient are able to read teacher feedback and re-submit the task until the point where they demonstrate mastery.  Once students receive constructive feedback, they are talking through the concepts with other students.  On-task interaction and peer-to-peer instruction is increasing. 

CG: What tips do you have for someone who wants to implement your technique?

CR: The module feature does not allow you to duplicate if the module contains a quiz or LTI (ex: Google Cloud-Based or 365 Cloud-Based) assignment, so make sure your template does not contain them.  When you edit the duplicated template, you can simply add in a quiz in this “new” module.

CG: What do you hope to try next to further leverage the capabilities of Modules in Canvas?

CR: After I refine this practice a bit more, I hope to eventually use the Mastery Paths function of Canvas to create a more individualized learning experience.   Students who need more detailed instruction or additional practice will be directed towards activities that meet their needs, and students who demonstrate proficiency can work on a activities that provides a greater challenge or extend their learning.

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