Building an Instructional Design Sandbox and Faculty Development Portal in Canvas


So, today you guys are at the
Building and Instructional Design Sandbox and Faculty Development Portal in Canvas.
We are all from the University of North Florida, that’s Jacksonville, Florida, North-East
part of Florida— you don’t know where Jacksonville is. My name is Justin Lerman,
we’re just going to go ahead and introduce ourselves here. I’m the coordinator of online
learning training, so I do a lot of training for faculties at our university, I do some
instructional design. Want to go ahead and introduce yourself? Allison Archer: Sure. Hi guys, I’m Allison
Archer. I was formerly in secondary education and now I’m an instructional designer. Megan Bracewell: Well, there is a very similar
story for me as well, and Rozy. My name is Megan Bracewell, I’m currently an instructional
designer as well. I taught middle school for six years, before making the transition to
UNF. Rozy Parlette: I’m Rozy Parlette, I also
as a teacher, I taught elementary school for about seven years and I also worked as an
administrator for a charity school in New York City. Justin: Fantastic. Now we’re going to get
right into the presentation and not waste any more of your time. On the Docket today,
thinking outside the course box, how can we use Canvas not for just courses. We are going
to talk a lot about that today. Forging solutions, we turned to Canvas because we had these problems
and we thought Canvas was going to be able to solve those problems. We’re going to
discuss a lot of this today. Exploring the ID Team Sandbox and the Teaching
Online Faculty Development Portal. We actually are going to bring up the Canvas courses today
so you can see exactly what we’re doing, how we’re using it, and we even have them
available online, so you’d be able to check them out on your own. We have a [inaudible][01:45]
right down there, so if you guys really love this presentation and you want to share it
with everybody, feel free to. I think Megan is going to go ahead and start
us off. [inaudible] Justin: Of course we can. It will be at the
end though. I get it now, because it’s pretty hard presentation. Megan: As Justin mentioned, there were some
issues, some problems that we were having on Canvas, that we needed to find a resolution
to, and of course Canvas is a great tool to accomplish meeting some of those needs. The
first of which, especially for our ID Team, is to have a location where we can emphasize
project management. We do utilize Google Drive a lot in creating spreadsheets and Google
Docs, where we update the information and we delegate tasks, but we also needed a place
to compile those documents. And essentially have a centralized location for a collaborative
work space. Additionally, we needed a location where we could maintain, update and store
important resources not just for faculty development and faculty driven projects, but also for
our own team. As Rozy will show you later in our ID Team
Sandbox, you’ll see where a new hiree to our team could come into this location and
would be able to have very valuable resources and information on processes that are unique
to our team, so this is a great space for that. We also had professional development
authorings that are developed and facilitated by our Center for Instruction and Research
Technology at UNF, and those were previously scattered. They could be available in different
locations in Blackboard, our previous LMS, or could be located on our website. Canvas
is such a great tool that we were able to identify the need that we needed to centralize
those authorings, and a nice neat one-stop shop for the faculty. So again, why did we choose Canvas? Similar
to what I was explaining, it’s an incredibly user-friendly tool. It’s something that
as a new hiree a year ago I was able to hop right into. Not only was I able to easily
approach and consume the content in our ID Team Sandbox, but I’m also able to edit
and revise it and even add to it, as needed. It’s an incredibly user-friendly tool that
we embraced as a team, and that our university is embracing as a whole institution. There are a couple of challenges along the
way that we had to tackle. Certainly, conceptualizing what a non-traditional Canvas course looks
like can be a bit tricky. At our campus we offer course templates, which is great if
you are creating a traditional DL or hybrid course. But when it comes to very unique and
individually built areas for us to use, like our ID Team Sandbox and our Teaching Online
Faculty Development Portal, we needed to make sure that these courses were functional, that
they also fit our needs, as well as our faculty’s needs. Another challenge we encountered was tracking
the enrollments. We wanted to make sure that the right people were in there and had access
to the content, which is quite simple with the ID Team Sandbox, because as is in the
title, you want the ID team in there. When it comes to the Faculty Development Portal,
in order to have access to the portal as a faculty member, you must have completed successfully
our Foundational course. Allison will give a little bit more detail on that Foundational
course in a few minutes, but the idea is to make sure that people who can utilize this
information are added in there and they have it at an easy one-stop shop. Lastly, a challenge we faced was how to add,
organize, maintain and update the content. As Rozy and Allison will show you with our
course stimulus, you’ll see how easily we can do that within Canvas. Rozy: I’m actually going to take you into
our instructional design Sandbox and show you how we use it, and the things that we
keep in there. We have created a self-enroll course that will be open for the next 14 days,
so if you guys want to go into our Sandbox and look at the items that we keep in there,
that will be available to you for the next 14 days. If you want to write that down or
take a picture, go ahead and do that now. [Pause] I’m going to exit out of this and
go into Canvas. Oh, sorry. I’ll wait 20 more seconds. [inaudible] Rozy: It’s not working? [inaudible] Rozy: Okay, we will work on that. Let me go
ahead and take you into the Sandbox so you can see. Here is our ID Team Sandbox and this
is our home landing page. Just start here. If you are a new instructional designer at
UNF, where do you start, where do you begin? You are put into this Sandbox, and you’re
pretty much told to go through the whole entire thing, read everything and become very familiar
with what’s in there. For the start here we have our policies, which
is pretty much just history of being an instructional designer, where we started at UNF as instructional
designers, and how far we’ve gone and where we are now. Our work schedules are in there,
how to report time, how to report absences, that kind of HR stuff is in there. If you
are a new instructional designer, it’s very important information. Getting started, this is just a list— if
you’re coming in a s a new instructional designer, what things you need to do. You
need to get an ID card, you need to have access to our drives, you need to get a computer,
you need to have access to the printer. Who do you need to talk to, where do you need
to go to find out all of this information— it’s listed right here. There’s information about conferences, so
if you decide that you want to go to InstructureCon, what do you do, what forms do you need to
fill out— all of that information is here as well. I’m probably not going to go through
every single one, I’ll just kind of talk about it because it’s just kind of lengthy. Then of course there’s information about
different trainings that we have at UNF and how to enroll in those different trainings.
If we look at our ID Team— and this is actually just pulling up the modules— it’s a listing
of all of our work schedules. Sometimes we work at home so we can find out who’s going
to be there, who’s locking and unlocking the door. The work schedule is listed there.
If you’re an instructional designer you can go and you can see who’s working at
home on Wednesday, who’s going to unlock the door, so that’s there for everyone to
see. Our ID Team— I’ll go to Jamie— she’s
not here— this is like a portfolio for instructional designers. We have all of the newsletter articles
that Jamie has published in our CIRT newsletter, we have conferences that she’s attended,
we have presentations that she’s given at conferences, different trainings that she’s
taken and the certificates that she’s received. It’s a place where we can put all our professional
development and keep a record of it. Anyone can go in and can see— Jamie went to InstructureCon
last year, she went to the CanvasCon in Tampa and she presented, there’s her presentation.
It’s a great place, a repository to keep all that information. Course development. We have information about
how we develop courses at UNF. We have four phases— I’m sorry, five phases that we
use to keep track of where we are in our course development. We also use these phases for
reporting where we are, and Megan talked about the Google Docs that we use. We use a lot
of Google Docs to keep track of where we are in the instructional design process. We can
say— okay, we’re in Phase two, we are waiting for the instructor to send us their
content. That way we can go in and we can see where we’re at, or our supervisor can
go in, or if we have a meeting about where we are in course development, they can see—
okay, we’re waiting for the instructor, we need to go in, we haven’t heard from
anybody maybe in three weeks, where are they? Get that process moving. There is also information
about reporting— where is this information and where does it need to go. [inaudible] Rozy: We have information about how to build
a beneficial relationship with faculty. There have been some newsletter articles that we’ve
written about how to build that relationship, there’re emails that you can send out, so
if you are assigned to work within a faculty, the initial emails— you can look up, you
can go in here, there’s that initial email, you pull it up, you can send it out to the
faculty and start building that relationship with them. This is just how you build up that
relationship. If you are a new instructional designer, this is great for you to come and
see all this stuff, cause you’re thinking— how do I start, where do I start? The emails
are there, a timeline for the instructional design process is there, that can be edited,
and you kind of get an idea of the things that need to be done. Because building a course,
there is a lot of things that need to be done from the inception of the course all the way
through to evaluating it at the end. We can keep track of all of that there. There is information about our course templates.
We actually now have five templates that we have built, that Faculty have access to, so
those are listed there. We have some information— I am not going to go and tell the pages—
but we have some information about how to make our courses accessible. There is a check
list that we can use to go through and make sure that we have gone through and looked
at all the fonts and make sure there’s no red, make sure all the videos have captioning.
There is a checklist that we can use for that. Information about working with academic coaches—
oftentimes we meet with faculty and we create a plan for them to work with their academic
coach. How can you best utilize your academic coach
so that you can get the most out of them and have them really help in their course. There’s
information about QM, we do use QM at UNF. How do you go about getting a QM review, information
about that will sit there. This is a listing of all the programs that
were currently or have in the past been transitioned to DL from UNF. I’ll go ahead into ASL,
I developed courses for the ASL program. We have information about the intake meeting,
the PDF from the intake meeting, the agenda items for the meeting, the intake form, the
presentation— when we go to a faculty meeting or are meeting to start a program transition,
we always create a PowerPoint to kind of talk about what our role is as an instructional
designer, the things that we’re going to offer to the faculty as we are working to
put that degree program online. All of that is there… and you can see I need to add
some more stuff to it, I’m a little bit behind on that. There are how to request course media— if
you’re working in a course and you need to request a banner, or a video, a faculty
video, you can look at how do you do that, what do you do, what forms need to be filled
out. We have a Google Doc that we keep track of all of these items and so there’s information
about that there as well. The big one is— every week we meet, our
instructional design team meets and we have our team meetings. This goes all the way back
to the spring of 2016 when we first adopted Canvas, and every week we can go in and we
can add agenda items to the agenda. If there’s something that we want to talk about— let’s
see… we’ve already started adding some meetings for fall— we can see that at our
last meeting, which was on July 19, Megan actually added three items to the meeting.
This is a place where you can come if you want to talk about something, if you have
an idea that you want to bring to the team, if you have a training that maybe you went
to and you want to share that information that you received from the training. We have information— Megan was spearheading
how we do captioning at UNF. She went in and she put her documentation in there so we could
see— okay, if we need to go back, how are we going to do the captioning— there’s
instructions for that. This is a really great way that we use it, that we can kind of bring
things to the table in our weekly meetings. It goes back, so if you think— okay, I remember
on June 21 that we talked about the TOFD Portal, and I remember we said something about that,
I want to go back and I want to look at what we talked about— it’s right there. It’s
a repository for all of our meetings, which is very helpful for us to have it organized
in that way. We have some information about Canvas. When
we moved from Blackboard to Canvas, there was— Canvas doesn’t have a journal tool,
they don’t have a blog tool, so we had to kind of come up with some workarounds for
that. There are some solutions and different procedures that we came up with for how to—
what tools you’re going to use in Canvas for creating a journal— so you use the ePortfolio.
We came up with different solutions for that so there’s information about Canvas. So
pretty much this course is being used as a repository for all things being an instructional
designer [you have][17:39]. I’ll show you that we like to do— we have
all of the walls in our instructional designs— we can draw and write on them, so we often
will map out different things we’re working on, and then we take pictures of that. These
pictures— but we can go back and we can look— okay, we are working on— I think
this might be the TOFD Portal or something like that— we can go back and we can look
at and say— all right, what was that, what were we working on, what was the process,
what were we thinking— so we keep a record of all of those mind maps as well. All right, I think [inaudible][18:24] go and
talk about the… That’s how we use our instructional design Sandbox. Now Allison
is going to talk about our TOFD Portal and [exactly how it developed][18:36] Allison: We obviously use Canvas for courses,
and then also the ID Team Sandbox. The next thing I’m going to talk about is the Faculty
Development Portal that we just created recently, and we actually just opened it up to faculty,
I think a week ago, so there’s still a lot to be determined, whether it’s adopted widely
or— we haven’t had feedback from faculty yet, just preliminary feedback from our members
within our department. I thought I’d start by giving you a little bit of background on
our professional development model, just so you know where I’m coming from when I point
out some different things in the Portal that we use in Canvas. It’s kind of a four-tier
system, if you think of it that way, and then we have some other one-off events or workshops
that we host as well, but this is all of our teaching online faculty development. The first thing that we have is the foundations
course, and there are actually two different tracks, depending on if you are a part-time
adjunct or if you are a full-time faculty. This course is to get you prepared to either
facilitate or develop a hybrid or online course. The only difference is— they are very similar—
the full-time course is a little bit more robust, it’s an eight-week long course,
and the part time is if you just got hired on as an adjunct and you need to teach the
upcoming semester, it’s the bare bones of what you need to know about teaching online
or teaching a hybrid course. Once you get through that, you get a certificate of completion
and then you are rolled into this Portal that I’m going to show you next, and within the
Portal we host the next three tiers. One of the main things that we just developed
recently are mastery modules. These are self-enrolled, self-paced modules about areas, hot topics
that faculty have wanted to know more about or go more in depth about. They were maybe
touched on in the Foundations course but they wanted to dive deeper and learn more about
for example gamification or analytics, or open educational resources, and so we have
a mastery module for all of those. I think we have eight to ten created right now and
we are willing to keep developing those on a need basis. Another thing that we host in the portal—
the third-tier faculty development, if you want to go even further— is this course
development and quality certification. The third tier is getting paired with an instructional
designer. You’re having one certain course in mind
that you want to develop fully online, and you wanted to go through and be QM-reviewed
and pass the QM internal review. That’s our third tier.
Our final tier is for faculty who make it past that, they have a QM review under their
belts and they want to go for a national certification, for example an OLC national certification,
and then maybe later on go through some sort of quality matters training to become a reviewer
themselves. Those are the basic four tiers. All of that information was— like Megan
said earlier— it was on the website on different pages, some of it was in Canvas, some of it
was before that in Blackboard. Now we’ve centralized that and we have one location,
one Portal, we’re calling it, for faculty to go and have all of their professional development
needs met. I’ll take you in there. Here is the home
page, and then we use the design tools accordion to break down the four tiers that I just described.
The first tier, the Foundations course, is actually a course in Canvas, and this is just
a link to that course. To be in this portal, they’ve already taken the course, but we’d
like to give them access to past iterations of the course. Maybe they want to go back
and look at an assignment they’ve created— a lot of the stuff they do in this Foundations
course is stuff that they can actually use when they’re going to go and build their
own online course. We have something called a Chunking plan where
they lay out one module’s objectives, assessments, activities, alignment statements, purpose
statements, and so maybe they’ve created this document, their computer crashed but
they want to go back and find this document that they created while they were in the Foundations
course. They can come to the Portal and go back and look at that, or any resources that
they remember that they read through while they were in the course, any content, they
can go back and have access to that. Then the second tier— this is the bulk of what
is in the Portal I would say the mastery modules. We’ve all worked really hard on creating
these, and so we’ve built it and we’re hoping they come. Like I said, we’ve just recently enrolled
everybody that had completed the Foundations course in the past. We decided not to lock
it down, we went back and forth about do we want them to have to register and then we
lock it down to where they submit a registration, and then the module opens— but we decided
to totally open it up starting off, and then based on what we see data-wise and feedback-wise,
we might change that in the future. Basically, they can go, click through any of these modules
and they can start reading through the content and submitting assignments, and we’re in
there facilitating and giving feedback and posting to discussions as well. I’ll take
you into one of the ones that I created. There’s a couple of different ways— they
can click on the link there, they can click on the module’s button on the navigation
menu, and then also we’ve created another button here. All of these modules follow the
same outline. There’s an overview page, and even within the overview page it is completely
very consistent, so what you find in one master module, you’ll find in another master module.
We’ve got a banner, we’ve got some objectives, information about the instructor and then
the agenda. All of them are in parts, this one’s a three-part, but they’re all estimated
to take about ten hours or two weeks’ worth of content and work. Then we have the assignments
for this particular one, what technology you’ll need to complete the module, and then some
strategies for success. Beyond that, the last thing in all of the
modules, we obviously really want to get their feedback, so before they can apply for that
certificate of completion, once they’ve submitted all of their assignments for that
mastery module, they’re going to do an exit survey. That will give us feedback to know
whether or not we need to make changes. Another thing that we have in the development portal
is the advanced certifications. Beyond the Foundations course, beyond the second tier,
which is the mastery modules, I talked earlier about the course development course. That’s
the one when you get paired with an instructional designer and the goal is to pass a QM review.
This is also a module— it used to be a course and we found that we could do the same functionality
including it as a module within this Portal, keep it more centralized. The last thing is links to information about
how to get involved with national certification, for example through the OLC. Another thing
this portal has is a Community of practice, and we use the discussion boards to host the
community of practice. Like I said, we’ve just opened this up last week and I wish I
could show you lots of action going on but I think we’re going to have to try to foster
some action on these boards. For example, in my mastery module I included that they
post to the Community of practice, just to get them oriented with it. This is where faculty
can come and discuss things, share resources, give each other feedback. Another thing that we include in the portal
are additional resources, so— oh, sorry if you were taking a picture. I cut someone
taking a picture and I changed the slide— like I said, hopefully we’ll have this opened
up to you by the end of the presentation. We have a module of additional resources on
certain topics like accessibility, course design, we have information based upon discipline,
maybe by the college, instruction on media tools— that’s a hot topic— and social
media as well. Another functionality that Canvas allows us to use and that’s very
valuable to us for something like this, is the Announcements. Everybody that’s in the Foundations course,
that has passed the Foundations course, is automatically enrolled in this course, and
they will be receiving the announcements that we send out. For example, if we have a special
professional development opportunity coming up, we can send out an announcement and we
know that we don’t have to email all faculty, we can email a faculty that have already shown
interest in online learning. A side note is you are able to request to
be removed from the course so you’re not forever stuck in there. If somebody really
hated the portal and wanted to get out of it, they just have to email the assistant
director and they can be removed from the course. Finally, we have on our home page a button
that links to Help and Frequently asked questions about the Portal. The very last thing is we
have inner modules— an unpublished section, that’s the administrator’s corner, just
for the instructional designers. We’ve actually pulled people— staff— from the library
and other people on our team like Justin, to create these mastery modules. We want to
facilitate in the same way; if somebody has said that they’ll give feedback on an assignment
within 48 hours, we want that to be consistent across the modules, so that if somebody’s
enrolled in one module and they receive their feedback within 48 hours, and then they go
to another module, they don’t have to wait, they might still be expecting to receive feedback
within 48 hours. We’ve hashed out a facilitation plan on
how to run the mastery modules, and that information is kept here, as well as the tracking sheet.
Once a faculty member submits an assignment, we go in if it’s in our mastery module,
and we note that they are currently working on that module, and then once they complete
it— this is kind of a next step thing that hasn’t been implemented yet, but we’re
going to work on badging. I think Megan’s going to talk more about— or Justin— our
other next steps, but here we’re just going to use a simple Canvas page with a table,
and then we had our graphic designer come up with some badge icons and maybe one day
we’ll publish this to our website, if our faculty permit, and give a little friendly
competition in there, as far as the badging goes. That’s it for our Portal. I think we’re
going to take questions at the very end so we’ve got a couple more
slides here. Justin: You guys still with us? You’re good?
Cool, cool. We’re almost done, I promise. The next steps— collecting data and feedback.
Canvas gives some pretty cool page statistics so we could see where our faculty are going,
what we can make better, again, she talked a little bit about the survey that the faculty
take after they go through the modules, and so we’re going to take all that and make
it better. Some incentives— as you saw, our board right now— it’s only a week
old— but there’s no-one in there, so how are we going to get people on there? Badges?
That’s probably not going to do it— but it might, right? Although I’ve never met
someone that’s really excited about badges. I think funding, funding really does get people
excited. The faculty member gets a stipend, maybe,
for taking a course— then they’re going, they’re going to come and it’s going to
happen. I do several trainings at the University of North Florida, and the ones that have their
funding incentives, they come to. Faculty recognition events— so we’ve done
that in the past, sometimes we’ll have a cohort of faculty members complete a course,
and we’ll host a little lunch for all of them to attend, and they like it. So those
are some of the next things that we want to do with the faculty development module. I think we have about ten minutes left for
questions, and I do want to say while we were working up here, we were trying to get you
guys access to those two courses, but unfortunately our single sign-on just isn’t allowing it,
it is too locked down I guess. If you are interested and you want to see either of those
courses, feel free to email any of us up there, and we will pop that to you. We’ll figure
out a way— a 100 percent— to get that to you. Do we have any questions? I know we
were told if you do have questions, you have to say it in this mic, because it’s being
recorded. Allison: Any questions? Audience member 4: I have a question about
the Instructional Design Sandbox. You mentioned briefly that it’s a way for you to update
where the status of each project was— can you show how you do that? Megan: [inaudible][32:00] Allison: Oh. Maybe I should use this mic up
here so we don’t get some feedback on. The course development phases— the five phases—
we track those, so it kind of depends on if it is like a one-off course or if we’re
working with faculty on developing a course in that third tier I talked about— the course
development and the quality matters. Here is our tracking— and it’s not pretty [laughing]
but it works. We use Google Sheets and you’ll notice for example, if somebody goes on maternity
leave and I take over their course development, that’s also helpful to keep the tracking
because then I know where they left off, and also there’re some notes as well. Some people
use notes and then the tracking is more widely adopted. I think it is for the programmatic courses
that we use it as well, but for example here you’ll see P2, P2— and so that’s where
you would use it. Rozy: P2 would be we’re waiting for the
faculty to send us content. We made that initial meeting with them, we’ve put a template
into their course, and then we’re waiting for them to send us content so we can start
working on, building the course out. Justin: 40 percent of our job, waiting for
content… Do you have any other questions? Audience member 5: You guys are calling this
a Sandbox but it’s actually inside of your regular instance, it’s not like an outside
test environment. Correct? Allison: Testing can be done in there. As
an instructional designer I have a host of sandboxes of my own. I guess it depends on
your term of a sandbox. Faculty they each automatically have three sandbox courses and
they can request more sandbox courses. This was called the Sandbox before I became part
of the team— but I think it just means an area where we work and it’s not published
to faculty, this is just internal for our team and we can mess around in here and test
out stuff— quizzes and pages and things like that as well. Audience member 5: Under a sub-account? Did
you guys create a sub-account or something that’s [inaudible][34:42] Justin: I think we just didn’t actually
put anyone else in that course so we didn’t even think you could do a sub-account for
that. Audience member 5: Can you tell us a little
bit more about the exit surveys that you utilize at the end of the modules? Justin: I wanted to talk more about that,
thank you for bringing it up. Allison: [laughs] We use this also in the
Foundation course and… I’ll go ahead and pop in the one for you… We use the Likert
and then we also use Free response… [pause] We have a plan, we’re using the Canvas survey
type of quiz to get initial feedback over the first six months, because we’ve just
rolled this out, asking a lot about navigation, organization, also about content, for the
instructor of that course. For example, for the module that I created about learning analytics,
I ask about not only the navigation, but also the learning objectives, the time estimation
that I set, is that accurate, how much time you actually spent, did I provide timely sufficient
feedback on the assessments. Then I’ve actually broken it down to ask
about each of the assessments that I created, and then some free response questions there.
Megan, do you want to talk about after the six months is over? Megan: Just to outline a tiny bit— these
are questions that we’re starting with. As Allison said, we just rolled this out,
so we do still need to know about those things that many of us consider the bare bones, the
basics. We want to know how is it coming to one centralized location to get into a course
like a mastery module— is it too confusing? Is there too much content involved? We do
want to know about the ease of use and navigation. [inaudible] Megan: We also have a generalized feedback
survey, as Allison has pointed out, for the TOFD Portal, and then we really use this opportunity
and the survey feature of quizzes in Canvas to really hone in on the elements of our mastery
modules. As Allison pointed out, there are four different types of assignments in her
mastery module, and she wants to know how useful is this. As a faculty member, you may
have loved Assignment One, but Two you felt was a waste of your time— and we need to
know that. We want to be able to have these mastery modules targeted to faculty who are
interested and learning more, and producing more of this specialty content for their courses,
and we want to make sure that we’re giving them ten valuable hours of resources and practice. That’s where our surveys are right now.
At the end of our six-month “pilot” period, if you will, we’re going to create a generalized
survey to include at the end of each of the modules, to again assess feedback and ask
the faculty about their perceptions, insights and experiences in our modules. That we will
do with a tool our University uses, called Qualtrics, but that will be something where
we’re able to see that data and that feedback, and use that as we evaluate and improve along
the way. Justin: It is 5:40 right now so we’re going
to go ahead and end the session. We appreciate you guys coming out and if you have any other
questions, feel free to come up here. I’m going to chill up here for as long as we can Audience: [Applause]

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