Instructions on using Groups in Canvas

groupAn instruc­tor may cre­ate groups of stu­dents in a Can­vas course. The fol­low­ing links will demon­strate for stu­dents and instruc­tors how to use a Group. Both stu­dents and instruc­tors have them same per­mis­sions to cre­ate con­tent and edit with­ing a Group.

How do I view Stu­dent Groups?

How do I cre­ate a new Page in my group?

How do I edit a Page in my group?

How do I start a Col­lab­o­ra­tion with a Stu­dent Group?

How do I make an Announce­ment in my group?

How do I start a Dis­cus­sion with my Group?


Twitter in the classroom?

twitterHave you con­sid­ered using Twit­ter in the class­room? There are numer­ous ben­e­fits accord­ing to Jason Rhode, Ph.D., Direc­tor of the Fac­ulty Devel­op­ment and Instruc­tional Design Cen­ter at North­ern Illi­nois Uni­ver­sity.  In his blog find resources and read about Best Prac­tices Teach­ing with Twit­ter. See also Twit­ter in the Class­room from the Cen­ter for Teach­ing and Learn­ing, Uni­ver­sity of South Dakota.

Device or no device in the classroom?

Classroom with laptopsCur­rently there is a lively debate among uni­ver­sity fac­ulty on the ques­tion of whether to have a pol­icy on use of lap­tops and devices in the class­room and what the pol­icy should be. One arti­cle that con­tributes to the debate is by Pam A. Mueller and Daniel M. Oppen­heimer, titled
The Pen Is Might­ier Than the Key­board: Advan­tages of Long­hand Over Lap­top Note Tak­ing in
Psy­cho­log­i­cal Sci­ence June 2014 25: 1159–1168, first pub­lished on April 23, 2014 doi:10.1177/0956797614524581. Sev­eral authors dif­fer with their con­clu­sions includ­ing John Jones whose post is titled Study Proves Why We Need Dig­i­tal Lit­er­acy Edu­ca­tion and Luc P. Beau­doin who writes the post Cog­ni­tively Potent Soft­ware Is Might­ier than the Pen in the Hands of Able, Moti­vated Knowl­edge Builders. For a stu­dent per­spec­tive see the blog by Michael Oman-Reagan and his post­ing Your Nos­tal­gia Isn’t Help­ing Me Learn.

How to convey caring and create a social interaction online

social presencePlante, K. & Asselin, M. E. (2014.) Best Prac­tices for Cre­at­ing Social Pres­ence and Car­ing Behav­iors Online. Nurs­ing Edu­ca­tion Per­spec­tives:35, 4, 219–223.

Blended Learning Toolkit


The Blended Learn­ing Toolkit from the Uni­ver­sity of Cen­tral Florida is “based on proven research and informed by prac­ti­cal expe­ri­enct” and pro­vides work­sheets, instruc­tional design tools and examples.

Addi­tional resources are at Wel­come to Online Ped­a­gog­i­cal Repos­i­tory.

Tools of Engagement Project for faculty

toepThe Tools of Engage­ment Project (TOEP) from The State Uni­ver­sity of New York (SUNY) offers an inde­pen­dent study oppor­tu­nity for fac­ulty on the fol­low­ing top­ics. In each cat­e­gory the research on using the tool in teach­ing is included.


Life­long Learn­ing
Blogs and Wikis
Cita­tion Man­age­ment
Col­lab­o­ra­tive Spaces
Mobile Apps
Photo Shar­ing
Pro­duc­tiv­ity Tools
Social Book­mark­ing
Social Media
Other Tools

Narrative pedagogy


In the arti­cle Enabling nar­ra­tive ped­a­gogy: invit­ing, wait­ing, and let­ting be (2014), Pamela Iron­side encour­ages Nurs­ing instruc­tors to increase engage­ment of stu­dents by being more aware of “Con­cern­ful Prac­tices”. She sum­ma­rizes these prac­tices as “invit­ing, wait­ing and let­ting be” (p. 213). The result is a col­lab­o­ra­tive teach­ing and learn­ing expe­ri­ence. Her arti­cles give spe­cific exam­ples.
Iron­side PM. (2014.) Enabling nar­ra­tive ped­a­gogy: invit­ing, wait­ing, and let­ting be. Nurs Educ Per­spect. 35(4):212–8. doi: 10.5480/13–1125.1

Reflec­tive Prac­tice: Nar­ra­tive Ped­a­gogy Can Trans­form the Edu­ca­tional Par­a­digm by Gail Sher­wood pro­poses that Nar­ra­tive Ped­a­gogy pro­motes changes in behav­ior and atti­tudes among stu­dents and is a tool for mak­ing sense of enor­mous amount of content.

Syllabi and Course Learning Objectives from UW Center for Teaching and Learning

SyllabusThe UW Cen­ter for Teach­ing and Learn­ing pro­vides Guide­lines for Course Syl­labi and Course Learn­ing Objec­tives. Included are resources on course and syl­labus design, effec­tive and inno­v­a­tive courses, assess­ment and hybrid learning.

Does lecture capture reduce attendance?

question markRead about pre­lim­i­nary find­ings and research ques­tions for a study under­way at the Har­vard Ini­tia­tive for Learn­ing & Teach­ing titled Lec­ture atten­dance research: Meth­ods and pre­lim­i­nary find­ings.

A guide to help instruc­tors decide whether to use lec­ture cap­ture and for what pur­pose is pro­vided by Chris­tensen, K. (n.d.). Lec­ture Cap­ture: Best Prac­tices [Blog com­ment]. Rre­trieved from

Other resources include the following.

Al Nashash, H., & Gunn, C. (2013). Lec­ture Cap­ture in Engi­neer­ing Classes: Bridg­ing Gaps and Enhanc­ing Learn­ing. Edu­ca­tional Tech­nol­ogy & Soci­ety, 16(1), 69–78.

Bacro, T. R. H., Gebregzi­ab­her, M., & Ari­ail, J. (2013). Lec­ture Record­ing Sys­tem in Anatomy: Pos­si­ble Ben­e­fit to Audi­tory Learn­ers. Anatom­i­cal Sci­ences Edu­ca­tion, 6(6), 376–384. doi:10.1002/Ase.1351.

Le, A., Joor­dens, S., Chrysos­to­mou, S., & Grin­nell, R. (2010). Online lec­ture acces­si­bil­ity and its influ­ence on per­for­mance in skills-based courses. Com­put­ers & Edu­ca­tion, 55(1), 313–319. doi:10.1016/j.compedu.2010.01.017.

Lead­beater, W., Shut­tle­worth, T., Couperth­waite, J., & Nightin­gale, K. P. (2013). Eval­u­at­ing the use and impact of lec­ture record­ing in under­grad­u­ates: Evi­dence for dis­tinct approaches by dif­fer­ent groups of stu­dents. Com­put­ers & Edu­ca­tion, 61, 185–192. doi:10.1016/j.compedu.2012.09.011

Mahal, K. (2012). Lec­ture Cap­ture in Higher Edu­ca­tion. Van­cou­ver: Office of the VP Aca­d­e­mic and Uni­ver­sity Affairs, Alma Mater Soci­ety of the Uni­ver­sity of British Colum­bia. Retrieved from

Marc­hand, J. P., Pear­son, M. L., & Albon, S. P. (2014). Stu­dent and Fac­ulty Mem­ber Per­spec­tives on Lec­ture Cap­ture in Phar­macy Edu­ca­tion. Amer­i­can Jour­nal of Phar­ma­ceu­ti­cal Edu­ca­tion, 78(4). doi:10.5688/ajpe78474.

Maynor, L. M., Bar­rick­man, A. L., Sta­matakis, M. K., & Elliott, D. P. (2013). Stu­dent and Fac­ulty Per­cep­tions of Lec­ture Record­ing in a Doc­tor of Phar­macy Cur­ricu­lum. Amer­i­can Jour­nal of Phar­ma­ceu­ti­cal Edu­ca­tion, 77(8). doi:10.5688/ajpe778165.

Owston, R., Lup­shenyuk, D., & Wide­man, H. (2011). Lec­ture cap­ture in large under­grad­u­ate classes: Stu­dent per­cep­tions and aca­d­e­mic per­for­mance. Inter­net and Higher Edu­ca­tion, 14(4), 262–268. doi:10.1016/j.iheduc.2011.05.006.

Shaw, G. P., & Mol­nar, D. (2011). Non-native eng­lish lan­guage speak­ers ben­e­fit most from the use of lec­ture cap­ture in med­ical school. Bio­chem­istry and Mol­e­c­u­lar Biol­ogy Edu­ca­tion, 39(6), 416–420. doi:10.1002/Bmb.20552.

Wiese, C., & New­ton, G. (2013). Use of Lec­ture Cap­ture in Under­grad­u­ate Bio­log­i­cal Sci­ence Edu­ca­tion. The Cana­dian Jour­nal for the Schol­ar­ship of Teach­ing and Learn­ing, 4(2). doi: 10.5206/cjsotl-rcacea.2013.2.4.