Advice: Use the Canvas “Grace Period”

Students are filling out Canvas Surveys this week as part of my mid-semester evaluation process, and I’ll be reporting back on that after Spring Break… one survey result popped up yesterday, though, that caught my attention because for the question soliciting “advice to instructors using Canavs” the student wrote something in all-caps:

The Grace Period is a term I use in my classes to refer to the difference between the soft deadline at midnight and the hard deadline at noon the next day. I really like how Canvas makes that easy to do, unlike D2L. I wrote a post about this last Fall, so I am reposting it here, prompted by my student’s plea to faculty in all-caps! ūüôā


Today I want to focus on what I think is one of the best features in Canvas: there are¬†two different “deadlines”¬†for any assignment, not just one. Generically, these are usually referred to as “soft deadline” and “hard deadline,” although I like to call it a “grace period” when explaining the system to my students.

D2L did not have a two-deadline option ‚ÄĒ not for quizzes anyway, although for reasons unfathomable to mere mortals, they did offer it in the Dropbox (which I never used). In Canvas, it’s consistent across the system: if you have a due date, you can choose a soft deadline and a hard deadline, and I would urge everyone to consider taking advantage of this system. I cannot imagine teaching without it!¬†In my classes, I use¬†the “grace period” as an automatic emergency extension, no questions asked, so that if students are a little bit late with an assignment, they can still turn it in, no problem, no penalty. Specifically, I have assignments that are due by midnight on such-and-such a day, but there is a grace period until noon the next day, and I offer that “grace period” for every assignment in my class.

Advantages. There are several advantages to this approach.

Just practically speaking, it means that midnight does not become some kind of fetish. Sure, if I say something is due on Tuesday, I’d like for them to finish the assignment on Tuesday, but it honestly doesn’t make any difference if students turn something in at 2AM as opposed to midnight. I’m not awake at 2AM, but I know that many of my students¬†are.

This approach also respects the fact that there are all kinds of emergencies that come up in people’s lives; that’s only natural. Students shouldn’t have to share those details of their private lives with me, and they shouldn’t need me to pronounce on what is a “legitimate” emergency or not. If they consider something an emergency so that they are not able to finish an assignment on time, that’s totally their decision, and they can finish up the assignment the next morning.

I also offer extra credit options to make up for assignments they miss if the grace period is not enough; I’ll write about that in a separate post.

Grace period in D2L: so clunky!¬†When I used this system in D2L ‚ÄĒ and I did, for many years ‚ÄĒ it was really clunky. D2L has¬†only one possible deadline you can¬†set for a quiz (which is how my students “turned in” all their assignments), so I had to make it the noon deadline of the following day. I would title each assignment based on the day it was due ‚ÄĒ “Wednesday Storytelling” for example ‚ÄĒ but that assignment would show up as due on Thursday at noon in the calendar.

screen-shot-2016-11-15-at-11-37-43-am

Even with that serious drawback, I did use this system in D2L, and I was really excited when I learned that this is an easy-to-design option in Canvas, something that is officially built in as part of the assignment/calendar system.

Here’s how it works in Canvas:

When you set the availability dates for an assignment, you have three different dates you can enter:

screen-shot-2016-11-15-at-11-44-32-am

  • Due: The due date is what shows up on the calendar. All my assignments are due on a specific day, and I let it default to the Canvas end-of-day time which is 11:59PM.
  • Available from: This is the earliest possible date on which students can complete an assignment. I use this option for only a few assignments. I prefer for students to work ahead whenever possible so, as a general rule, all my assignments are available starting on the first day of class, which means¬†I leave this option blank.
  • Available until: This is when the item actually becomes unavailable to students. So, for this, I set the available until date for every assignment be noon the next day (I use 11:59AM instead of noon to parallel Canvas’s default use of 11:59PM for midnight).

The grace period is that gap between the “due” date in Canvas and the “available until” date.

Gradebook highlighting. If a student turns something in during that grace period, it shows up as a red in the Gradebook, but with no penalty. To be honest, having those red highlights is not very useful. You can see the splotches of red in the Gradebook; here is a screenshot of my smushed Gradebook (more about the awful Gradebook in a separate post) that shows the pattern of grace period use in one of my classes:

screen-shot-2016-11-15-at-10-47-55-am

Instead of those splotches of red, I would actually prefer a real report about students who are using the grace period a lot so that I could share that data back with students. Is that possible? I couldn’t find anything like that in the Canvas documentation, and given the extremely¬†in-flexible and un-useful Canvas Gradebook, I guess I am not surprised. If I had such a report, I could¬†share that report with students who are struggling with time management so that they would know just how often they are using the grace period. They could then could consider making it a personal goal to use the grace period less often, but Canvas unfortunately doesn’t give me any data to use in that way (at least not that I can find out).

In terms of my Canvas advice tips, I would rate this one at the very top: it really does help students! So,¬†I would strongly urge faculty to consider using¬†this two-deadline option in Canvas. You couldn’t set a grace period with quizzes in D2L, but now with Canvas, you can!

As for procrastination: it’s a proverbial problem, something that we are all struggling with:¬†For the diligent, a week has seven days; for the slothful, seven tomorrows. I am grateful for any and every tool I can use that will help my students to manage their time in positive, successful ways.

Carpe Diem

carpe

Crossposted at OU Canvas Community: Instructional Designers.

The Sidebar Never Sleeps: Live Content 24/7

I teach General Education courses in the Humanities, and that means I welcome any opportunity to share with my students the wealth of literature, art, and music that is online. I can never be sure just what will click with each student, so I’m try to expose them to a steady stream of ever-changing items. Ideally, they might see something that makes them want to click and learn more, but even if that does not happen, by the constant parade of content, I am showing them what a world of culture they can find online … if they go looking.

The main way I do this is with my Class Announcements blog: every day there are new announcements, and then in the sidebar of the blog things are ever-changing, not just day to day but every time the page reloads.¬†My goal is that every time they log on to Canvas, they will see something new… automatically. I’m busy doing other things (commenting on their projects), but while I am working, the power of the dynamic content in the blog is working too!

I’ve written elsewhere about how I configure Canvas so make my blog the homepage, and in this post, I want to provide a quick tour of my sidebar. If you go to my class Myth.MythFolklore.net (fully open, just click and go!), you can follow along by looking at the sidebar there for yourself; there is information about each sidebar item below.

Text Box: On top is a text box which is static and does not change; it contains the single most important link for students who are in a rush to get to what they need for class: the Class Calendar. While I want the blog to be a fun, exploratory space, I also want students in a hurry to be able to find what they need to get to work on the class.

Email Subscription: Some students subscribe to the announcements by email, which I think is great. Blogger’s Feedburner service provides really nice email presentation of the blog, so I am glad when students do choose to get the announcements by email. I’m subscribed too, so I can see the same email the students receive.

Random Cats: This is a randomizing widget of Growth Mindset Cats; the cats¬†have turned out to be incredibly helpful in promoting a spirit of learning and also fun in my classes. If you’re interested, you can snag this widget and use it too, either in a blog like this or directly in a Canvas page: Widget Warehouse: Growth Mindset Cats.

Class Twitter: I try to update the class Twitter at least twice a day; it only takes a few minutes to add new items (I just retweet), and it’s always fun for me to see what’s new. Here’s how that works: Twitter for Class Content: My Top 5 Strategies.

Reading, Writing, Learning. This is a combination widget that randomly draws on several different widgets: Writing Inspiration, Reading Inspiration, and H.E.A.R.T. (each of those links goes to the Widget Warehouse page; these are also available for anyone else to use). Thanks to the power of random, new things appear each time the page loads!

Random Storybook. These are student projects from my class archives. I really like reminding students all the time how the projects they create will become part of future classes too. Their work matters! You can see the archive here: eStorybook Central.

Free Books Online. This is my favorite widget: it displays free books of stories and legends (I teach Mythology-Folklore and Indian Epics), drawing on the 900+ free books in my Freebookapalooza Library. I’ve broken that widget down by region, too, hoping that might make it more useful for others if you might also want to share free books with your students: Widget Warehouse: Freebookapalooza.

Videos. This is the playlist that I create with the videos from past class announcements; every day there is a new video in the daily announcements, and this playlist gives the students access to all the videos so far this semester. It’s like a second chance in case the students didn’t notice the video in yesterday’s announcement. You can see the playlist directly with this link: Announcements Videos.

RSS Links. I’ve never been able to get my students excited about RSS (alas!), but I do include the RSS links here in my sidebar.

Suggestion Box. Finally, there is a link to a Google Form where students can provide anonymous suggestions. Since there are lots of other opportunities for feedback in the class via their blogs, the students rarely use this, but I want to make sure they know that anonymous feedback is also welcome!

Every semester I tinker with the sidebar, and it’s hard to restrain myself from putting even more in there. I’m happy with the selection that I have now… but when I get some time to make more widgets this summer, I’ll probably be redecorating the sidebar for classes this Fall.

 

Crossposted at Canvas Community: Instructional Designers.

Thoughts about the Canvas Outage

I wanted to write a post to express my admiration for the way Canvas handled the AWS-related outage that took the Canvas system down for a chunk of the day on Tuesday, February 28. If you look at their Status page, you will see how diligent they were in updating us at regular intervals, acknowledging our need to know: there were 18 detailed, helpful updates over the course of the outage. There’s even an RSS feed for the page, which of course makes me happy (I am the Empress of RSS).

So, THANK YOU to all the people at Canvas who managed that event yesterday: it looks like you did a great job of coping with the problem behind the scenes, and I really appreciated the clear, steady communication throughout!

Below are two observations that came to mind:

1. Twitter is powerful. The communications from our own IT were not so good, but I really benefited from my Twitter network. I only found out about the incredibly useful Canvas Status page because friends at Twitter shared that URL when I tweeted about the outage. Instead of the generic “OU IT technicians are working with the vendor” message, it would have been great if our IT had shared the Canvas Status page with us in the alert message; that’s clearly where we needed to go for information.

2. It’s risky¬†to put all your eggs in one basket. I sometimes get pushback from people who tell me I should be using the LMS for everything; my response is simply that I choose the right tools for my needs, and the LMS does not meet my needs, so my class operates as a series of blogs, wikis, and websites outside the LMS (my own blogs and wikis, and my students’ blogs and websites), plus our class Twitter. As a result of this distributed system, it’s usually pretty easy to ride out any outage that comes along. If one area of the class is unavailable, we can always get by with the other areas.

So, because I do not rely exclusively on Canvas messaging (I have all my students’ emails in a spreadsheet), I was able to contact the students about the outage, and because I do my class announcements in a blog, I was able to update the blog throughout the outage, and my students could get updates there too while they continued doing their regular work for the class.

And of course Growth Mindset Cat has some advice about variety: Play with many different toys. Variety is how you grow. ūüôā

Crossposted at Canvas Community: Higher Ed.

Mid-Semester Evaluation and Feedback

Next week (Week 8 of our semester) is a Review Week in my classes. The review is NOT because we have a test or exam to review for, but because reviewing and reflecting are essential for learning. Plus, I need feedback! I’ve written elsewhere about feedback for students (feedback, not grades), but even more important is the feedback that I get from the students about how the class is going. How else can I hope to improve? Like every learner, I need feedback too!

I am guessing other schools at at their mid-semester point right about now too, so I am curious what people are doing for mid-semester evaluations. Do you have institutional mid-semester evaluations? (My school has only end-of-semester evaluations.) In the absence of an institutional mid-semester evaluation, do you conduct your own?

Since I get a lot of value from conducting my own mid-semester evaluation, I thought I would write about it here!

So, in Week 8 of the semester, I replace the usual reading-reading-storytelling assignments that would normally occupy the first half of the week with a different set of assignments; here are all the Week 8 assignments, and these are the three assignments specifically designed for reflection and feedback:

Class Reflections. This is an open-ended blog post where the students reflect on the three types of activities they are engaged in each week: reading, writing, connecting. My hope is that this can encourage students to do some self-assessment, and I also learn a lot from hearing what they say; I read all these blog posts using Inoreader.

Growth Mindset. In this blog post, students look back on the Growth Mindset approach that they learned about back in Week 1 of the semester. Some students have done optional Growth Mindset reflection posts each week; other students have not engaged with it again since the start of the semester. I am really pleased with the chart I created to help students see mindset as a multidimensional construct, and the blog post prompts encourage them to see how their mindset might be different in different classes and in different areas of their lives.

I really enjoy these posts a lot because Growth Mindset is a topic that seems very good at shaking students free from their normal grade-seeking behavior in order to step back and think about learning instead. I usually learn more from these posts than from the Reflections post, but having the Reflection post come first is a good way for the students to get ready to write a really good Growth Mindset post.

Mid-Semester Surveys. Then, after those two posts, there are two surveys I ask the students to complete: one is about Canvas (since Canvas is new at our school), and the other is about the learning activities of the class, which is where I ask them to give me feedback specifically about how the class is going and what I could/should do differently. I used the same two surveys last semester (last semester was our first Canvas semester), and you can see the results here:

  • Canvas Survey: Week 8, Fall 2016. In the Canvas Survey, I got the best results from the questions that asked the students to give advice to other students using Canvas and advice to instructors setting up their Canvas courses. So, for this semester, I eliminated some of the other questions that did not really elicit useful or surprising responses in order to zoom in on this “advice-oriented” approach. I’ve also written about the students’ comments on Canvas here at this blog:¬†Student Voices about Canvas,¬†Student Tech Support for Canvas, and More Student Voices from Fall 2016.
  • Class Survey: Week 8, Fall 2016. In this survey, there are four simple open-ended questions (favorite things, least favorite things, obstacles, things I could do differently as the instructor), plus I set up two grids: one asks the students to rate the importance of the seven different learning dimensions of the class, and the other asks the students to rate their learning in those dimensions. I found these results to be extremely useful! I didn’t run any fancy statistics, but even just as a simple aggregate measure, it offered me some insight that was different from the insight I get from the open-ended questions.

Value of  the mid-semester evaluation:

Designing these activities is very helpful for me because it helps me to think clearly about the different components of my course design so that I can gather feedback about them separately. Yes, there is a holistic quality about the learning experience, but it’s also true that as I work on the class to improve it, I need specific goals to work on, and the students are the ones who help me to define those goals.

This process also lets me show the students that their input really does matter to me. The end-of-semester evaluations are very pro forma and generic, and I suspect the students are (understandably) cynical about their importance. In the case of these custom mid-semester evaluations, the students can tell that the feedback matters to me. I think this also leads to better quality feedback on the end-of-semester evaluations too; because I have shown the students mid-semester that I care about their feedback, they know that I value their feedback at the end of the semester also.

I also really believe in the power of self-assessment. So much about school is focused on rushing to finish things: get the grade, and then move on to the next thing, never look back. I definitely believe in moving forward and making progress, but looking back is an important part of how we succeed in moving forward. So, by reserving part of Week 8 for reflection and feedback, I hope to encourage the students to do something similar in their other classes too, even if it is not something the instructor makes a formal part of the class.

Growth Mindset Cat says: Take some time to reflect. ūüôā

 

Crossposted at Canvas Community: Instructional Designers.

Update on New Google Sites: Happy!

This post is to report that things are going really well with the NEW¬†Google Sites, far better than I ever expected.¬†I need a reliable, free web publishing option to recommend to my students, and for the past seven years I’ve been using Google Sites (before that I used Netscape Composer and its successor,¬†Mozilla Seamonkey, until my university abruptly stopped supporting student web spaces in 2010). If students want to use Wix, Weebly, WordPress, Tumblr, etc., that is fine with me, but I choose just one platform where I provide detailed step-by-step tech support, and for seven years that platform was Google Sites.

So, it was with considerable trepidation that I switched to Google Sites this semester… but now that the students’ websites are up and running for the semester, I can say that I am very happy about it! The new Google Sites approach to web design is not something that would appeal to me personally, but it sure does appeal to my students. The sites look like websites are “supposed” to look!

Plus, it has proved far easier to support than the old Google Sites. With the new system, I’ve managed so far just to provide three support pages: Create a Site, Images, and Sections. That’s all! I may or may not need to add a page to help with navigation, but so far that is going well and the students have not had any questions (as opposed to the nightmare that was the old Google Sites navigation system).

I’ll have more to say about this in a few weeks as students add more and more pages to their sites! I’ve got 40 websites going this semester, which is about half of my students; the other half opted to just do their projects inside their existing blogs. That’s about typical, but my guess is that next Fall, when the students see these nice-looking websites from the Spring, more of them will want to try creating their own (the Google Sites of the past did not exactly inspire in that way as you can see in the archive).

It’s all about peer learning: thanks to the brave pioneers of this semester, I will have student-created sites to use as examples with next semester’s students!

And just to provide a glimpse, here¬†are a few screenshots and links to¬†some of the sites so far; as the weeks go on, each student will be adding three or four story pages to go with the current homepage and Introduction page; here’s how it all works: Student Projects.

Site Homepages:

This is a project about the love life of Pegasus the flying horse:

This student is collecting lesson materials to use when she begins teaching school next year:

This is a project about the proverbial nine lives of cats:

 

Introduction Pages:

This is a project on Indian Epics stories retold in the American Wild West:

This student has traveled in India, so her project is a food and travel guide:

This project will be using medical urban legends from Snopes.com retold as Grey’s Anatomy stories:

Crossposted at Canvas Community: Instructional Designers.

The Power of Randomizers… Everywhere

One of my favorite motivational posters happened to pop up today when I checked something on my class calendar, and that prompted me to write up a post here about how I integrated a randomizer into the class calendar page last year… and now I cannot imagine doing the calendar without that. Here’s a screenshot, and below I explain how it works:

So, the Class Calendar is a page at my wiki, but of course the same approach could work as a Canvas Page. There’s nothing fancy as you can see: I have a table with three columns: the week, the start-stop dates, and a link to the week’s assignments (I have two links since I use the same calendar page for both of my classes).

Go ahead and take a look:¬†Class Calendar. As you can see, I list the current week at the very top, with all the future weeks below, and then at the bottom you’ll also find the completed weeks. On Monday, I just move the top row of the table down to the bottom.

The randomizer comes between the top two rows and the rest of the table. The top two rows because I strongly encourage my students to work ahead, so in any given week, students are either working on the current week or the coming week. A few students are even more ahead than that, but only a few, so they can just scroll down below the graphic to get to their active week.

So, the randomizer: each time you come to the Calendar, an item pops up at random, and each item has a link where students can learn more about the item if it really grabs their attention. That is always my great hope: please be curious! please click! please go go go and learn more on the Internet following your curiosity!

But even without click-and-go, the graphic conveys something that I hope will be of value to the student. Try it yourself; you will probably see something new each time the page reloads. There are 20 items, so it’s not a lot, but enough to provide a decently random experience.

That particular randomizer shows time-related items, which I thought would be appropriate for a calendar page! Here is more information about it: Time Randomizer Widget.

That widget is just one of many at my Widget Warehouse, which I built to keep track of my own widgets but also to share with others. You can grab the javascript to use in your own blog or website or wiki. You can grab the https-iframe version to use in a Canvas Page. You can grab the raw source table to adapt for your own purposes. Or you can just build your own widget with the wonderful free tool from Randy Hoyt: RotateContent.com (I am proud to say he is a former student… and genius designer of board games also!).

I need to try to write more in this blog about my use of randomizers, but this can be a start anyway. And here again is the motivational poster that prompted me to write this post. Have a wonderful day! ūüôā

This is a wonderful day;
I have never seen this one before.
(H.E.A.R.T. blog)

Crossposted at Canvas Community.

More Visible Learning, NOT More Visible Grades #TTOG

Last week I went to check to see if a student had completed some assignments from earlier in the semester, and when I clicked, I saw a new panel pop up; here’s what it looks like for the Test Student:

From Chris Hofer I learned that this is a new “Student Context Card,” and my school chose to turn it on (without telling us, which is odd) when it was released last week. Canvas has invested what is clearly a lot of effort and resources in order to give¬†us this new grade book view with information that shows me their latest graded items, ranking them compared to the rest of the class.

And I find this to be very depressing.

By emphasizing this “view” of students, Canvas shows us (the instructors, the students) that it really is all¬†about the grades, ranking student against student. Not about the learning. Not about growth.

As I’ve documented elsewhere, I find the Canvas Gradebook to be mostly¬†useless because I cannot include my own data fields (“Feature Request: Text Fields in the Gradebook“). In D2L, I could create little text fields to record important information about a student that I needed to remember (out with flu Weeks 3-4… needs Tuesday reminders… waiting on 2nd Portfolio story revisions… etc. etc.). Because the Canvas Gradebook refuses to let me enter information I consider important, I run my own spreadsheet outside the system. I definitely believe in analytics, but the data I need¬†are not the grades: I need data about the whole student and about their learning¬†process.

And that leads to my bigger concern here: by making it all about the grades, we are doing our students a huge disservice. We tell them to care about the grades as if the grades were a true representation of the learning. But we all know… if we are honest about it… that grades are a poor proxy for learning at best. And at worst, they are a huge hindrance to learning, a reward-and-punishment system that has negative consequences for many students. (Don’t believe me? Read Carol Dweck.)

To learn more and to learn better, students need FEEDBACK. Lots of it. And grades are a terrible form of feedback.

I have written about this often; here are all the posts at this blog labeled Grading, and I’ve also collected materials at Grading.MythFolklore.net, where you will find¬†links and resources about the un-grading movement; see also the hashtag #TTOG¬†(Teachers Throwing Out Grades) at Twitter.

Short version: I’m ALL-feedback and NO-grades. That has been my approach since I first started teaching online in 2002, and it works. How do I know it works? Because the students tell me it does: What Students Say About Un-Grading.

For information about what good feedback can and should be, check out my Feedback Resources at Diigo. Yep, that’s an RSS feed inside a Canvas page… and RSS is just one¬†technology we could be using to bring real evidence of student learning from their own webspaces into the Canvas space.

So, instead of a dynamic whiz-bang Gradebook view of students, we instead need a dynamic whiz-bang LEARNING view that helps students and instructors see what their learning looks like and that also allows them to connect with others based on what we are all learning together. To get a sense of the dynamics of connected, visible learning in my classes, take a look at the blog hubs for Myth-Folklore and Indian Epics. Take a look at the student projects, past and present at eStorybook Central.

I’ve also proposed creating a Connected Learning Group here at Canvas; if you are interested, let me know!

To help students learn more and learn better, I need to see what they are learning. To help them in their work, I need to see their work. Not quizzes, not tests. Their work.

The work, not the grades, is what matters, and I show the students that their work matters by giving them detailed feedback about it, by creating opportunities for them to share their work with others, and by saving their work in the class archives to sustain my classes in the future.

Grades penalize mistakes… feedback helps you learn from them. That’s what we need: feedback, not grades.

Because I feel safe, I can learn from my mistakes.

A meme inspired by this infographic:

Crossposted at Canvas Community.