THIS PAGE IS A WORK IN PROGRESS

This Canvas Template has been built with quality standards in mind and reflects effective practices in online learning. This Template is meant to serve as a guide and should be customized to meet your particular needs.

Sections and contents that require changes are denoted by 🚩 icons. Materials in between 🚩🚩 highlighted in blue 🚩🚩 are for reference and guidance. Review and replace these marked and highlighted sections as you prepare your course. Note: these indicators were removed from the Quiz examples and replaced with >< symbols.

Using Canvas

This section outlines the general usage of Canvas, from beginner tips to more advanced course development techniques. Remember, mastering Canvas takes time. Experiment with its various features, and don't hesitate to seek support when needed.

Quick Tips

Editing content in Canvas is the same experience everywhere. Since Canvas utilizes a standardized Rich Content Editor, the same editing process can be followed whether you are creating an Announcement, developing an Assignment, or editing a Page. In other words, if you learn how to edit content in one place in Canvas, that skill translates to other areas in Canvas. Similarly, each instance of Canvas across institutions functions the same way when it comes to using the Rich Content Editor.

Assignment Due Dates & Availability Dates can be changed in bulk. Although it is common to set Due Dates and Availability Dates for an individual Assignment, it is possible to update Assignment dates in bulk. This is particularly important when snow days or any unexpected interruption of the course schedule propagates delays in the instruction that need to be adjusted. Additionally, this is the suggested method to set your Assignment dates if you are importing content from a "Model course" into your "Live course." Note that far fewer clicks in Canvas lead to significant time saved!

Duplicate Canvas content to save time. Not all, but many content items can be duplicated in Canvas. For example, it is possible to duplicate Pages, Assignments, Discussions, and entire Modules. This is particularly handy when you have similar discussion prompts each week or an Assignment builds off a previous Assignment during a course spanning project. Note that New Quizzes can be duplicated, but "old" Quizzes cannot. This is critical because Modules that contain "old" Quizzes also can't be duplicated.

Reuse Quiz Banks as a workaround to duplicate "old" Quizzes. Notably, Canvas Quizzes cannot be duplicated. The closes approximation to "duplicating" quiz content is by reusing Question Banks. This approach allows questions to be integrated into any quiz, allowing for rapid quiz creation from the same content. Using this strategy requires question writing to take place in the Question Banks interface instead of the typical Quizzes interface. This is especially important in cases where you wish to generate exam reviews from previous Canvas Quizzes. If you use Quiz Banks throughout the semester you can easily repurpose those questions in other Quizzes for students to revisit particular content.

Meaningful hyperlinks are a vital component of web accessibility in Canvas. A meaningful hyperlink includes descriptive text, is kept concise and direct, and avoids using URLs as link text. These considerations are particularly important for individuals with screen readers, and they are also helpful for those seeking

Kaltura Capture?

File Structure

Using Canvas Resources

Explore these sample courses for ideas and inspiration in your course design.

Faculty Orientation -

LinkedIn Learning Courses -

Many full courses on how to use Canvas are available in LinkedIn Learning. For instance, sign-in to LinkedIn Learning with a OUNetID (4x4) to access the following courses:

Edit your course

Using the Rich Content Editor

Change Assignment Due Dates

Canvas Basics Guide

The Canvas Instructor Guide introduces many of Canvas's features. From "What are Modules?" to "What are Announcements?", the articles in the Guide are a great place to start learning about what Canvas has to offer. There are many more resources available in the Canvas community.

LinkedIn Learning Courses

Many full courses on how to use Canvas are available in LinkedIn Learning. For instance, sign-in to LinkedIn Learning with a OUNetID (4x4) to access the following courses:

Learning Canvas
Learning to Teach Online
Canvas: Tips, Tricks, & Techniques
Elearning Essentials: Instructional Design

Advanced Tips

Duplicate Content in a Course

Several types of content can be duplicated in Canvas. For example:

Reuse Question Banks

Notably, Canvas Quizzes cannot be duplicated. The closes approximation to "duplicating" quiz content is by reusing Question Banks. This approach allows questions to be integrated into any quiz, allowing for rapid quiz creation from the same content. Using this strategy requires question writing to take place in the Question Banks interface instead of the typical Quizzes interface.

Setup Canvas Profile

In Canvas, profiles are available to share background information with other users including field of study and research interests. Follow this guide on Canvas user accounts to upload a profile picture, biography, contact details, and/or links to personal or research websites.

Sample Courses

Explore these sample courses for ideas and inspiration in your course design.

Understanding Canvas Rationale

Course Navigation

Use Modules as a Unit of Study

This course template makes use of the "Module" format. Set out to group instructional materials and activities based on a central organizing principle, such as a topic/theme, era, genre, stage of a process, etc. Ideally, each module title should reflect a unique concept related to the materials in that module. This will help learners navigate the course and prime them for what they are about to learn. Additionally, avoid organizing modules by file format: "Files," "Videos," "Articles," "Notes." Move beyond using Canvas as a simple file storage system. Aim to create a rich learning environment.

Modules create a clear, linear path through the learning material. Students should be able to start at the top of the module and work their way down.
Every module should follow the same basic structure. This helps students spend less time trying to understand the course organization and more time focusing on learning.
Simplify due dates. For example, all discussions are due on Wednesdays at 7:00 pm Central and all Assignments are due on Sundays at 7:00 pm Central.

Don't Complicate the Menu System

If students are required to do an "Exercise," where should they go? Pages, Assignments, Quizzes or Files? If they want to discuss something, should they go to Discuss, Collaborations, Conferences or Chat? Many of the options on the left-side navigation panel have been hidden to simplify the menu system.

This iconindicates which options are hidden from students. As the instructor, you will still have access to these features.

Note: If "Files" is not hidden, students will have access to all course files, including exams and answer keys!

Syllabus

A syllabus for an online class typically includes more details about course content and procedures than a syllabus for a traditional, face-to-face class. In addition to OU course syllabi requirements, the following information is usually included in an online syllabus.

Course Components (i.e., a list of the main learning and assessment activities and a short description of the instructional purpose behind each)
Participation Expectations (e.g., participation in discussion board, group work, attendance/ interaction in Zoom meeting etc.)
Communication Plan (e.g., virtual office hours, Zoom link, contact details, timeframe to reply to e-mails, faculty availability on weekends and holidays, etc.)
Late Policy or missed work

Think twice before offering students a downloadable PDF of your syllabus. If you make any changes, you will have to update the document, republish it and notify students. Different versions of the syllabus can quickly lead to confusion and chaos. Instead, use the Canvas Syllabus webpage to ensure students always refer to the most up-to-date version of the syllabus.

In Canvas, activities with due dates (quizzes, assignments and pages with ‘to do’ dates) will appear at the bottom of the syllabus page. If you make any changes to the activity due dates elsewhere in the course, the syllabus will automatically reflect those changes.

Start Here Module Highlights

The Start Here Module sets the tone for the course, lets learners know what to expect and provides other guidance to help learners succeed from the outset.

START HERE: Course Overview 🚩

Help learners see the big picture of your course and how all of the pieces fit together. Introduce them to the purpose and structure of the course. Include information about course pacing and provide a visual representation of the course and/or a typical module.

RESOURCES: Course Materials 🚩

Provide in-depth information about course resources. For example, if your students need to install software, provide them with instructions on how to pay for and install the software. Address any special requirements for Mac/PCs. If students need to download case studies from a website, provide instructions and list any costs.

It is not necessary to provide all articles and PDFs here. Only list those resources students must arrange in advance or will be used throughout the course. All other materials can be provided in the modules.

How to Be Successful in This Course 🚩

Help learners develop self-study and time-management skills. Provide a preview of the expected workload. Estimate how much time you expect students to devote to the course each week. Outline your expectations of students. Provide additional tips and/or resources that may help them succeed in your course. For example, if your course requires students to use software regularly or if you assume that students have prior knowledge or skills in some area, consider providing links to tutorial videos or pdf's as a refresher.

Technical Support 🚩

Most online classes require students to use a variety of different platforms and software. Collect technical support resources and contacts all in one place. Direct students to this page when they have technical difficulties.

DISCUSSION A: Experiences and Expectations 🚩

Your course should offer multiple opportunities for meaningful learner interaction with content, the instructor, and other learners. This discussion board gives you and your students the opportunity to introduce themselves. Students are asked to comment on (a) their experience with your subject matter and (b) what they expect to learn. Read your students' posts in the first day or two of the course.

[Example] DISCUSSION B: Course Help Board 🚩

A course help board serves as a central platform where students can seek assistance, clarification, and guidance regarding their academic courses. It functions as an interactive forum or digital space specifically designed to address queries related to coursework, assignments, projects, or any other academic concerns. Instructors often monitor this discussion to ensure accurate information is being shared and to provide guidance when necessary.

Best Practices

The main difference between offline and Online learning needs to be explicit and contextual. Context, clear instructions, and stated rationals are essential when teaching adults. Stated learning outcomes must align with content activities and assessments.

How to structure exams and quizzes for online academic integrity.

Designing Your Course

Online courses tend to have a higher dropout rate than traditional courses. Why do so many online learners leave while others persist?

Personal characteristics of the online learner, such as autonomy, responsibility, self-efficacy and self-regulation. Personal and professional commitments can place demands on students' time and attention.
Skills related to online learning, such as expectations about the rigor of online study and its actual level of difficulty; time management skills, the ability to use technology.
Course-related variables, such as learner engagement and interaction; sense of connection or isolation and instructional materials.

Effective Practices

Creating Online Learning Experiences by Matt Crosslin includes a chapter on Effective Practices that includes examples of practices that work and practices that don't in online learning environments. This can be a great starting point when developing your course.

Additional Resources

There’s more to learn beyond what’s presented in this Canvas Course Template!

Zoom

Pedagogy / Andragogy

Online Course Design Guidelines
10 Online Teaching Tips (From Michael Wesch)
Online Objective Builder (From Arizona State University)

Other ODL Resources