Of Five Trends – #5 is Need for More Online!

I came across the following blog post at the LearningHouse’s “The Online Learning Curve”.
Screen image of the learning Curve Blog logo and article title.

The author’s information and thoughts align well with a couple current areas of focus; Budget Planning for 2014-15 and planning for Strategic Enrollment Management.

In budget conversations we talk about the ‘right class schedule’ to meet the needs of students and offering an array of sections in the most efficient way possible with our limited funding.  In our enrollment management work we are looking at the community, asking who they are (relative to educational attainment), how they feel about our college, what do they need and how can we best reach out to them. The bottom line is our traditional sources of new students are diminishing; high school graduates are declining and incumbent workers aren’t going to college because they are back to work after the recession. And for those who do want to go to college, financial aid isn’t keeping pace with rising tuition and other costs to attend. How can we possible grow enrollment and fill a schedule of sections if the students are simply not there?

It is the last trend that give us hope; #5 – more Online! We don’t offer and promote online degrees adequately. As a district exceeding our capacity, we’ve not needed to. Our general transfer degree courses fill in the first few days of open registration when current students are enrolling.  That leaves little opportunity for new and returning students to get into these courses.  Those general transfer program courses could be supplemented with new courses that provide transfer paths for specific majors, like Psychology, Business and Education. Did you know we offer fully online professional programs in Homeland Security, Fire command Administration and Occupational Safety & Health?  If not, I wonder who in the community knows…and how far does the community extend when you are talking about online? Offering programs online is one way to attract those incumbent workers and time-bound students who want to earn their degrees. It makes going to college flexible and convenient for those high school graduates and returning adults who need to work part-time to fill the funding gap.

We want the online educational experience to be a quality one, however.  That means professional development for our faculty, like training on the strategies and best practices unique to this type of teaching.  We need to support them by having designers and technical staff who can facilitate continuous ‘just-in-time’ learning and assist with course construction. The ratio of faculty to staff is currently too high. Students need to be prepared, too.  Forming online degree cohorts and investing in their preparation to be online learners can pay great dividends in retention and success. We need to engage them in their eLearning community from the day they submit an admissions form through the day they cross the virtual podium to receive their degrees! We have the tools to do it!

eLearning systems give us a leg up on the problem.  Employing an eLearning philosophy and its related tools minimizes the need to be in one place at one time.  We are empowered to connect with the students who want a higher education! We are facing “the hard times.” Do we have the will to “adapt and  innovate,” then ultimately succeed? Please share your creative ideas and questions using the forum below!

 

“Survey Says…” Our DE Efforts Are Similar!

The Instructional Technology Council, an Affiliate of the American Association of Community Colleges, surveyed colleges to track the impact of eLearning and based on what the 143 respondents reported,our efforts are much like theirs! Two major trends were noted: “online enrollment is a predominant source of enrollment growth…during the past nine years” and “growth in online enrollment continues to slow” when compared to the double-digit percentages seen in recent years.

Here are some bullet points I shared with the Deans:

  • Enrollment Growth Fall 2012 to Fall 2013 reported at 5.2% in online programs.
    • Our +3.2% growth rate for that period is limited by the number of sections we offer.
  • IPEDS data shows Fall 2012 26.5% of CC students enrolled in at least one DE course.
    • Our FTES reports show Pierce at 10.7% fall 2012 for “Reportable  FTES” and 9.4% for “Total FTES”, or as unduplicated headcount, 12.8%
    • Fall 2013 shows we were at 11.4% for “Reportable  FTES” and 10.3% for “Total FTES”, or as unduplicated headcount, 15.9%.
    • We don’t really have a comparable measure and an annual snapshot of all students and their enrollment in online would likely show a higher figure.
  • Student demand for online classes continues to grow at most, if not all, colleges.
    • Our tracking of courses enrollment shows most academic transfer courses fill and close within the first few days of registration.
  • There is a concerted commitment toward enhancing the overall quality and integrity of the college’s online program.
    • We have focused on quality by revamping our Teaching Online instructor training and adopting Quality Matters as a tool for peer reviewing of course design considerations.
  • The retention gap between students who learn online versus those who learn in a face-to-face classroom has narrowed dramatically.
    • We don’t have data regularly reported solely for Online enrollees.
  • Colleges are increasingly aware that they lack compliance with the accessibility requirements for online instruction (Sections 504 & 508 of the Rehabilitation Act).
    • A group is looking at the requirements and plans to report back to CLASS this spring.
  • Online program administration has shifted so that more academic administrators (deans and academic vice presidents) are responsible for distance education.
    • Prior to Re-Organization, our program was under the academic administration of Extended Learning and we now have shifted to Deans/VPs who have budgetary and supervisory authority.
  •  Distance educators have experienced dramatic, often traumatic, changes in the learning management system (LMS) market which have redefined the virtual learning environment.
    • In a phrase, Canvas – the LMS that keeps on changing every three weeks! Plus, there is a profound impact from having an online classroom for every course and managing our own Help Center!
  • Distance education administrators are encouraging their colleges to enhance online student support services, like college orientations, advising, libraries, and tutoring to bolster student success.
    • Online Library, Tutoring and Help support are strengths. AtD group intervention recommendations included initiatives to address equal access to student support services, particularly in the intake, orientation and advising areas.
  • Form many reasons, distance education administrators and faculty remain skeptical of massive open online courses (MOOCs).
    • Our online teaching philosophy is built on structured weekly work that mandates interaction and communication which doesn’t support scaling to ‘massive’ or enrollment openness.
    • Technology built into the LMS in support greater automated feedback and redirection to support self-paced instruction has not been a priority, except in cases like Math using WAMAP.
    • Stepping on the “Soap Box”, MOOCs seem best suited for social media driven, informal, just-in-time learning needs which could be suited to helping students prepare for college and navigate our in-take, orientation, initial advising and first registration processes.
  • Colleges continue to embrace the full spectrum of online course applications which include fully-online, blended, hybrid and Web-enhanced.
    • We sure do them all!  That means more exploration, learning and fun for us all!

My reflection on the report suggests Pierce College is in line with the national eLearning snapshot. Questions this report raise for me include:

  • Are we at the right mix of online and campus-based sections and would growth in online continue if we offered more sections?
  • How can find out how many of our approximately 10,000 students each year have taken an online course?
  • Did those that took online course in the Fall come back in the Winter and of those that didn’t graduate in spring, did they come back the following Fall?
  • How can we better leverage eLearning tools to support students in their in formal, social media driven learning in a way that supports engagement and success?

What are your thoughts and reflections?  Please share and discuss them below!

eCampus Vision

You have heard us refer to the larger ‘vision’ for the “eCampus” and you may wonder why we didn’t just call it Canvas, or brand the site as eLearning.  Here is a bit more on our thoughts.

On a very practical level, the eCampus idea was reinforced when we reflected on the need to change wording about Angel on the public eLearning Web site.  I didn’t count how many places we referred to the old name there and in handouts, but it was a lot! We brainstormed a bit about what else we could call it to eliminate confusion, and so we’d not have to change it ever again (like when the next LMS comes along…heaven forbid!).

We actually started out with eLearning on the log In page.  We quickly decided that would be confusing.  Suppose you had a question about logging in and we were to ask you, “Have you been to eLearning?”   That seemed to make it more difficult to work with students. “Are you referring to the Canvas site or the campus offices?”  So, we worked with Marcom to arrive at eCampus and they crafted a visual to go with that concept.

eCampus made sense for a couple additional reasons.

We made a big processing change this fall.  There is a classroom shell for every course in the Class Schedule (eSchedule).  That means we created an account for every student that enrolls and gave them access to those classrooms.  Everyone in our Pierce instructional community is using the system. It was not a big leap to think, the same online tools that support teaching and learning (discussions, Web meetings, quizzes/surveys, calendars, modular presentation of content and personal messaging) can also support other interactions with student services and student programs! Students who can’t readily come to campus could get support services in the same way the online courses support their learning experiences.

Having a rich, interactive environment that supports all learners, not just those taking fully online or Hybrid classes, makes a great deal of sense, as well.  The public Web site offers a lot of information and some personal data when using Web tools like MyPierce. That information most often gets used in partnership with faculty and staff, like during “New Student Orientations” or advising sessions.  Why not get your information and have the opportunity to use it all online? The tools are available to avoid having to print it out and bring it to an office on campus. This idea aligns with an element of our eLearning mission and is reflected in what we see in the world around us; “21st century students at Pierce College thrive in a mobile, collaborative, personally networked, anytime, always learning environment.

Another ‘awesome’ thing about the Canvas platform is it’s open software architecture and capability to integrate other Web tools to share information and offer a seamless user experience. Called Learning Tools Interoperability, it opens the door to an interactive portal-like experience. Achieve the Dream sub-groups have been looking at third-party tools like Cranium Cafe that offer appointment scheduling with online staff, easy web meetings and collaborative work.  Picture going over a form or planning Web site and then capturing the work done with your adviser. That ‘work’ can be readily available for later review or sharing.

That is a nice vision, but don’t expect 24 by 7 access to services students typically use!  Like the construction of a physical campus, we are just starting the “Master Planning” effort.  It takes time to rethink processes.  We need to design them so they work well, protect student privacy, simplify effort and eliminate confusion. It also takes a great deal of training to get college personnel skilled at using the system and designing their services in ways that tap into the capabilities found in the Pierce eCampus.  We are just beginning that planning and will want to be sure to focus on high priority areas that lead to access, engagement and success.

We invite you to share your ideas for taking the eCampus to the next level. What would you like to try today?  What parts of our community do you see being served by the  eCampus?  Post and discuss below!

The eCAMPUS Count-down is Done!

The deadline is here!  (Tic-toc, tic-toc, tic-toc….ding, ding, ding, ding, ding!)

Fall classrooms have generated for every course in the eSchedule, all 2,157 items numbers and 24,288 enrollments.

Training continues after a busy summer at this Fall’s Welcome Back In-service on September 19th, There will be  two Paint By Numbers introductory sessions (schedule coming – no sign-up needed), so look for the agenda in your email!  More opportunities will be available as we get past the start of Fall, so watch for alerts.

Voice your interest (using this form)  in joining an afternoon Canvas Exhibits Developers Workshop, on the 19th, from 1-4:30 PM, after the morning In-service sessions and after lunch!  Bring your course materials (or old Angel content) and your new-found “Canvas” skills, we’ll work in a lab setting and answer questions or brainstorm ideas as the mode strikes us!

We will have a credit-card sized handout to give to students and new users of the eCAMPUS.  The information on that ‘fits in your bill-fold’ sized reminder will remind student about the new system and entice them to the eCAMPUS Kiosk (http://www.pierce.ctc.edu/go/ecampus).

At the eCAMPUS Kiosk, students get information on

  • How to login,
  • Resources for ‘getting started’,
  • Access to the SmarterMeasure readiness survey
  • Tips for ‘eLearner success’,
  • FAQs and tutorials,
  • Monitor eLearning’s twitter feed.

We have 7 new retractable banners reminding all passersby of the these exciting developments! We will be setting them up at key locations at both campuses.

If you have a department meeting coming up, Tony or I would love to visit, walking you through the changes and discussing how the eCAMPUS resources can best meet your needs!  The opportunities are endless!

Welcome back!

 

“Canvas Exhibit 4-Day Institutes”

Learn from one another and show off your ‘creations’!

You have seen the “Canvas Exhibits 4-Day Institutes briefly described in the last post and listed on this Summer’s sign-up form for Canvas Essentials and Teaching Online. Here are a few more details about what we have planned!

These are work sessions. Faculty will be rebuilding their courses in Canvas. Participants should complete Canvas Essentials before attending! There will be support from training staff, QM Team members and faculty who taught “Pilots” in Spring and Summer. While we plan for some ‘Quick Brush Stokes’ to start off each day, hoping you will be there all four days, we will remain flexible to meet your needs. The goal is to have your course(s) ready for Fall’s Week Zero (9/16/2013).

Date options include:

  • August 12 – 15 from noon to 3 PM at Puyallup in C270
  • August 19 – 22 from 1:00 to 4:00 PM at Fort Steilacoom in Rainier 262
  • August 26 – 29 from 2:00 to 5:00 PM at Fort Steilacoom in Rainier 262

Be thinking of your special interests. We’ll poll the group each week to seek specific focus areas. Quick Brush Stroke topic presentation possibilities (lasting 15-30 minutes) that we’ve identified are:

  • Outcomes and Rubric Use
  • Gradebook Deep Dive
  • Canvas features you should use to support ‘accessibility’
  • New Course Navigation Menu options and their uses
  • Adding customized Course Navigation menu options with the Redirect Tool and other External Tools
  • Review of the QM Template for self-review
  • Connecting outcomes, rubrics and assessment activities

If you are coming, please register ASAP so we can plan our activities!

Canvas Training Countdown

Tic-Toc, Tic-Toc…
Spring is past and the race to prepare for Fall’s ‘Flipping of the LMS Switch’ has begun!

Our earlier experiences offering ‘In-Person’ Canvas training sessions has lead to further adjustments in our offerings for June, July and August! September gets busy, so plan to have learned Canvas and have courses redeveloped by the end of August!  There could be additional changes as Fall comes into view, so keep checking eLearning>>>Connects!

As a reminder, the goal of our in-person ‘Paint…’ Canvas training sessions is to give faculty that extra little jump-start on the comprehensive training found in Canvas Essentials.  You will be prepared to complete all the Canvas Essentials module activities on your own and be well on your way to redesigning your courses.

Here are the training activities we currently have planned:

  • <Past>Two “Paint By Numbers ‘Plus” sessions before Summer term, aimed at faculty who need Canvas Essentials before participating in the Summer Institute thread on Assessment, Rubrics and Outcomes in Canvas.  It is open to all!
  • We have narrowed the list of options to simplify your decisions on what training to attend.  Each week starting in mid-July when classes are underway, we will offer a “Paint By Numbers ‘Plus” session at a regular time of 3-6 PM.  We will vary the day of week and location as shown in the list below.
  • We have added three ‘Canvas Exhibit – 4-Day Institutes‘ where faculty will come and work on rebuilding their courses in Canvas.  There will be support from training staff and faculty who taught Pilots in Spring and Summer. While we plan for some ‘Quick Brush Stokes’ to start off each day and hope you can make all four days, we will remain flexible to meet your needs, with the goal of having your course(s) ready for Fall’s WeekZero (9/16/2013).

Don’t forget registration is required for specific sessions you will attend. The Canvas Essentials form lists specific session dates for June, July and August.  Be sure to submit a form for each session you plan to attend.  That way we’ll know of your interest and be sure to not cancel a session!

Summer Canvas Essentials, Canvas Exhibit Institutes and Teaching Online Offerings

If you are working your way through the modules in the Self-Directed Canvas Essentials and need some help, feel free to sign up for any session.

Use the Canvas Essentials registration form to sign up.

Here is the schedule with College, room and time information (note colored times/locations carefully – the PY TBDs will get updated soon!):

Post a reply below if you have questions, feedback, or testimonials about your experiences learning to ‘Paint Your Canvas’! Let us know if you have any special focus topics for Paint Like a Master sessions, too….we’d love to throw something together to meet a group’s needs!

Check back for updates to this post, or for subsequent posts, as Summer progresses!

“Learn To Paint” Series For May

May F2F CanvasTraining Continues!
(“Paint By Numbers” and “Paint Like Bob Ross”…and a little something extra!) 

Base on our experience offering ‘In-Person’ Canvas training sessions during April, we are making an adjustment for May and June! Nothing is cast in concrete, however!  There could be more changes as Spring winds down, so keep checking eLearning>>>Connects!

As a reminder, the goal of these sessions is to give faculty that extra little jump-start on Canvas Essentials.  You will be prepared to complete all the Canvas Essentials module activities on your own.

We are cutting back from three days of each week to just two. One of those days will be on focused topics and run for a shorter time. Here is the “Paint” series overview:

  • For the first two weeks of May, we’ll start the at Fort Steilacoom doing “Paint By Numbers – Canvas Intro.” and then jump to Puyallup and do the same session.
  • The third and fourth week of we’ll do “Paint Like Bob Ross – Canvas Intermediate” jumping between the two campuses.
  • The second day each week will have a special topic, so check the calendar below.

As was done in April, participants ought to complete the ‘Intro’ activities before attending the ‘Intermediate’ session.

The other big change for May is registration for specific sessions you will attend. The Canvas Essentials form will list specific session dates for May and June and you will want to be sure to submit a form for each session you plan to attend.  That way we’ll know of your interest and be sure not to cancel a session!

If you are working your way through the modules in the Self-Directed Canvas Essentials, feel free to sign up for any session of interest. Paint By Numbers – Canvas Intro will focus on Module 1-4 while Paint Like Bob Ross – Canvas Intermediate will focus on key points related to modules 5-11.

Use the Canvas Essentials registration form to sign up.

Here is the schedule with College, room and time information (Note colored times/locations carefully):

Monday

Tuesday

Wednesday

Thursday

Friday

5/6
No session
5/7
No session
5/8
Paint By Numbers
Puyallup,  Library Classroom
(CAS 407 A)
1:00-4:00 PM
9/9
No session
5/10
In-Service:  Paint By Number & Portraits By the Masters
Puyallup Center 274  Lava Java
(Center 274)
8:30 – 11:05 AM
5/13
No session
5/14
Paint Like A Master – Quizzes
Fort Steilacoom,  Lava Java
(CAS 407)
2:00-3:30 PM
5/15
No session
5/16
Paint By Numbers
Puyallup,
(CTR 274 Lab)
2:00-5:00 PM
5/17
No session
5/20
No session
5/21
Paint Like A Master – Gradebook
Fort Steilacoom,
(LavaJava 407A)
1:30-3:00 PM
5/22
Paint Like Bob Ross
Puyallup,
(LS 224 – Library)
1:30-4:30 PM
5/23
No session
5/24
No session
5/27
No session
5/28
Paint Like Bob Ross
Fort Steilacoom,  Lava Java
(CAS 407)
2:00-5:00 PM
5/29
Paint Like A Master – Rich Media
Puyallup,
(LS 224 – Library)
1:30-3:00 PM
5/30
No session
5/31
No session

Check back for an update to this post for June activities.  We will likely continue this approach, depending on participation. Let us know if you have any special focus topics for the Paint Like a Master sessions.  On tap: External Tools and Outcomes!

Post a reply below if you have questions, feedback or testimonials about your experiences learning to ‘Paint Your Canvas’!

Learn to ‘Paint’ Your Canvas

F2F Training Sessions

We are offering ‘In-Person’ Canvas training sessions during April! The goal of these sessions is to give faculty that extra little jump-start on Canvas Essentials.  You will be prepared to complete all the Canvas Essentials module activities on your own.

On three days of each week in April we will offer a three-hour facilitated lab session in the afternoon.  For the week of April 8th, we’ll do “Paint By Numbers – Canvas Intro.” The following week of April 15th, we’ll do “Paint Like Bob Ross – Canvas Intermediate.”  We will repeat that pattern for the weeks of April 22nd and April 29th.  Participants ought to complete the ‘Intro’ activities before attending the ‘Intermediate’ session.

If you are working your way through the modules in the Self-Directed Canvas Essentials, feel free to come to any session to benefit from the collegial learning environment. (We may call on you to mentor a fellow participant!)   Paint By Numbers – Canvas Intro will focus on Module 1-4 while Paint Like Bob Ross – Canvas Intermediate will focus on key points related to modules 5-11. (Short video, if you don’t know Bob Ross!)

Use the Canvas Essentials registration form to sign up.  Select the option “Pierce Canvas Essentials – Apr. F2F – 6 hours for 2 days” to indicate your plans to participate.  Use one of the other options if April times/dates/locations don’t fit your needs!

In addition, we have special open sessions planned for Friday afternoons (no registration needed):

  • April 19th will be the Canvas best Practices FLC session with Stephanie Delaney from Seattle Central focusing on course migration. Here is the flyer.  Seating is limited and familiarity with Canvas is needed, so Pre-register here!
  • April 26th will be a Canvas Countdown sessions where we can network with colleagues to discuss challenges and troubleshoot issues.
  • May 3rd will be an additional Canvas Countdown session for discussing challenges and troubleshooting issues.

Here is the schedule with College, room and time information (Note colored times/locations carefully):

Monday

Tuesday

Wednesday

Thursday

Friday

4/8 4/9
Paint By Numbers
Fort Steilacoom,  Lava Java
(CAS 407)
2:00-5:00 PM
4/10
Paint By Numbers
Puyallup,  Library Classroom
(LS 224)
2:00-5:00 PM
4/11
Paint By Numbers
Fort Steilacoom,  Lava Java
(CAS 407)
2:00-5:00 PM
4/12
No Canvas sessions – Division Meetings
4/15 4/16
Paint Like Bob Ross
Fort Steilacoom,  Lava Java
(CAS 407)
2:00-5:00 PM
4/17
Paint Like Bob Ross
Puyallup
Library Classroom
(LS 224)
2:00-5:00 PM
4/18
Paint Like Bob Ross
Fort Steilacoom,  Lava Java
(CAS 407)
3:00-6:00 PM
4/19
Canvas BP FLC –Delaney
Course Migration
Fort Steilacoom
Library Classroom
(CAS 402)
1:30-4:00 PM
4/22 4/23
Paint By Numbers
Fort Steilacoom,  Lava Java
(CAS 407)
5:00-8:00 PM
4/24
Paint By Numbers
Puyallup,  Library Classroom
(LS 224)
2:00-5:00 PM
4/25
Paint By Numbers
Fort Steilacoom,  Lava Java
(CAS 407)
Update:
3:00-5:00+ PM
4/26
Canvas Countdown
Puyallup
Library Classroom
(LS 224)
2:00-5:00 PM
4/29 4/30
Paint Like Bob Ross
Puyallup
Library Classroom
(LS 224)
2:00-5:00 PM
5/1
Paint Like Bob Ross
Fort Steilacoom,  Lava Java
(CAS 407)
2:00-5:00 PM
5/2
Paint Like Bob Ross
Fort Steilacoom,  Lava Java
(CAS 407)
2:00-5:00 PM
5/3
Canvas Countdown
Fort Steilacoom
Lava Java
(CAS 322)
1:00-4:00 PM

Check back for an update to this post for May activities.  We will likely continue this approach, if participation justifies this many sessions and feedback is positive on alternating between different levels of training each week.

Post a reply below if you have questions, feedback or testimonials about your experiences learning to ‘Paint Your Canvas’!

Progress! The Move to Canvas

Training is underway full force!  It is hard to tell for sure how many of our faculty are trained, given many teach at multiple colleges and everyone is in the midst of preparing for Canvas!  WashingtonOnline is filling three or more  sessions of their structured 3-week Intro to Canvas course each month, enrolling some of our faculty among others state-wide!  Locally, 21% of the 77 Canvas Essentials enrollees have fully completed and over 44% are progressing toward that goal. (That’s a ‘nudge’ to the rest of you!)  We have held in-person sessions to launch three departmental groups on their way and we hosted two workshops at the March 9th Adjunct Day of Learning with the help of Military Program’s ‘JJ’ Johnson and Ryan Morris.

Complete the Canvas Essentials request form if you are ready to start the self-directed version of the training, want help registering in WAOL’s structure training, or want us to plan an event with your department.

Here is a chart recently prepared to help us monitor progress:

chart showing training targets and reporting faculty training by instructional mode.

Update on targets and training as of 3/18/2013

Many of those getting training ‘by hook or by crook’ are also planning to run Canvas Pilots this Spring term.  The following chart gives a snapshot of what we expect lies ahead for courses/instructor combinations that need to recreate/migrate their courses in Canvas.  The report includes a breakdown of Spring’s pilot course plans by mode of delivery.

Table showing the targets for courses that will be migrating by mode of deliver with a report on figures for those in the Canvas Pilot activities as an indicator of completed migrations.

Expectations for course/instructor migration activities.

If you believe you are piloting a course in Canvas for Spring term and don’t see the active shell awaiting your content when you login, please be sure to submit the “Pilot Classroom” request form!

There is are many other tasks going on behind the scenes guiding us to Fall’s switch over from Angel.  Here is the ‘big picture’ view of task categories, their general time frames and task examples:

Chart showing the major categories of activities, their timelines and a brief list of examples.

The big picture of Pierce activities to prepare for the switch to Canvas

If you want more details or wonder what we are planning for ‘this’ or ‘that’, drop us a  comment in the box below!

Coming up:

  • Washington Canvas Users Group Conference – a great networking and learning opportunity – at TCC on March 28th & 29th.  Just $100!
  • Spoiler Alert!  The Canvas Best Practices Faculty Learning Community is planning a session on ‘Migrating Tips and Tricks’ for April 19th, led by Seattle Central’s Stephanie Delaney! Details to follow…

Canvas Training Kicked-Off!

After the holiday break, and after putting some local touches on the SBCTC-originated Canvas training, we enrolled the ‘Pilot’ group of 44 faculty (plus a VP) in “Canvas Essentials”.  While it is a bit like a mini-MOOC, it is shaping up to be a great shake-down run.  While it is expected users can complete activities in 15-20 hours over two weeks, we offered this first pilot on a self-directed, online basis. This allows users to progress through modules with a goal of completing by the end of January.  The classroom will remain as a resource until the ‘switchover’ from Angel at the start of  Fall 2013.

This first group was composed of those who:

  • Participated in the SBCTC’s NextLMS faculty product rating project (May 2012),
  • Faculty from the Targeted Skills Training Institute who had projects using Canvas,
  • Faculty who signed up to participate on the Canvas Best Practices Learning Community grant project, and
  • QM-Team faculty.

How are they doing two full weeks into the training? 

  • Three have completed all the assignments (one finished in a week and another a couple days later while the third did so over the long weekend),
  • Seven are 50% or more completed and another six are around 25% complete,
  • Four are already teaching in Canvas somewhere else in the system,
  • Another eight have ‘dipped their toes in the water’ by beginning to explore the classroom.
  • Four folks showing strong interest to ‘dive in’ have been added just this week (now at 48!).

Here is a quote from Kate Keith, Anthropolgy Coordinator at Puyallup:

I found the training VERY helpful – I think it’s the perfect introduction for folks. It’s enough basics to get them started without overwhelming them, but also has information and tips so folks can go beyond the basics when they’re ready. I feel very prepared to launch into creating my classrooms, knowing I know enough now to be able to learn more on my own.

Are you ready to get started?  If so, use the “Canvas Essentials” request form here to indicate your training interest. Presently, you will see we have planned some options on the form:

  • Self-directed, online session with Weekly check-ins (we’d add you to the group above and schedule ‘check-ins’ with the group),
  • Late January Face-To Face ‘jump-start’ Session lasting 6 hours split over two days (supported by the same classroom materials)  
  • We will repeat the F2F ‘jump-start’ session lasting 6 hours over two days in February and March,
  • And we will coordinate training sessions with departmental groups, as requested.
  • Fully Online three-week structured sessions offered by WAOL (they fill fast and are in great demand, so be sure you are able to commit to show-up and complete).

Don’t forget you can join the Canvas Best Practices Faculty Learning Community by contacting Laurie Shuster or Renee Phoenix, too. There is a great deal of ‘buzz’ surrounding Canvas as Fall 2013 rapidly approaches, so try your login today (all faculty should have them!), check with your colleagues to see what they are learning and then join our community of learners!