Canvas Template

Timeline: 4 weeks

Model: Design Thinking

Responsibilities: Instructional Design

Tools: Canvas

This Canvas template for faculty at Notre Dame de Namur University aimed to ensure effective pedagogical practices in course development and enhance consistency across the institution. I was tasked to enhance the original course template created before my tenure at the institution by incorporating elements that enable instructors to

align their courses with Quality Matters (QM) standards
design outcomes-driven courses in alignment with program learning outcomes
map the learning outcomes to formative and summative assessments
provide scaffolding allowing students to alternate between passive and active elements of the learning process
foster student reflection and collaboration
ensure accessibility in course materials.

My key contributions included introducing clear instructions for crafting observable and measurable learning outcomes, establishing methods to demonstrate alignment between course learning outcomes and assessments, and enhancing learning scaffolding through a dynamic module structure.

Additionally, I improved navigation by incorporating interactive elements, such as buttons, and fostered student agency by integrating tools like weekly roadmaps and the "How to be Successful in this Course" page. To build a sense of community, I added features such as a discussion board for the students to introduce themselves, creating a more engaging and inclusive learning environment.

THE CHALLENGE

In alignment with CETL's primary goal of supporting instructors in achieving teaching excellence and effective course development, the Canvas course template was recognized as a valuable resource for streamlining course creation while ensuring alignment with QM standards. Specifically, the task was to enhance the existing course template by incorporating design elements aligned with the Quality Matters rubric and online pedagogical approaches that reflect our team's vision for student-centered, future-focused, and purpose-driven teaching and learning.

NEEDS ASSESSMENT

To ensure a strategic approach to the project, I created a comprehensive list of standards for effective course design and development, drawing from the QM rubric and SUNY's Online Course Quality Review Rubric (OSCQR). I further enriched this list by incorporating key elements based on my expertise in course design. Additionally, I reviewed exemplary courses and supplemented the standards with visuals to provide inspiration. Then, I conducted an evaluation of the already existing template to identify the needs.

This process allowed for the development of more specific project goals, including elements for fostering competency-based and active learning, aligning assessments with learning goals, providing clear assessment criteria, promoting regular substantive interaction, and integrating scaffolding.

DESIGN & DEVELOPMENT

Module that containt the Getting Started, Learn and Practice, and Wrap Up Section

Adding Pages & Sections

In alignment with these standards, I enhanced the existing template by adding essential elements, such as new pages and key sections to existing ones, refining prompts for student engagement, and including detailed instructions to guide faculty throughout the course development process.

Restructuring The Weekly Module

One major refinement involved restructuring the weekly module format into three clear sections: Getting Started, Learn and Practice, and Wrap Up (see image above). This updated module design guides instructors to present weekly lessons in manageable, action-oriented steps. Content is divided into subtopics and delivered in diverse formats, such as readings, videos, podcasts, or interactive websites. Active learning components—such as self-paced activities, quizzes, and discussions—are interspersed with content to allow students to regularly check their understanding and practice target skills. The Wrap-Up section encourages reflection and online discourse, fostering personal connections with the material and providing opportunities for deeper exploration of concepts and skills.

Adding and Instructions for Course Mapping

One essential addition to the existing template was instructions about how to develop observable and measurable learning objective statements and how to map formative and summative assessments to them. Also, ideas for promoting active learning with individual and group activities are suggested as an inspirational aid for instructors.

Elements for Scaffolding towards Success

Another important addition was the "How to Be Successful in This Course" page, hosted under the Getting Started module (see image above). This page is a crucial element of course design as it provides instructors with a space to include guidance on how students can build confidence and succeed in their learning journey. It includes suggestions for study schedules, essential technology, and literature requirements, as well as strategies for fostering an online community and engaging in meaningful dialogues.

Elements for Building Community

Other additional elements are the introduction discussion forum, instructions on how to make the homepage and the weekly overview pages welcoming building a sense of inclusion and belonging, and ready-to-be-used prompts for explaining the connection between the suggested activity and the content. Moreover, supporting resources on how to use Canvas Groups and Canvas Studio, and how to give online presentations were added to the Canvas Navigation page for student support.

Aesthetics & Accessibilty

Finally, I incorporated branding and ensured accessibility. NDNU branding was applied by using icons aligned with the institution’s style and incorporating its official colors. Accessibility was verified using the integrated accessibility checker tool to ensure compliance and inclusivity.

The course template was presented to the director of CETL, the Academics Success Center, and the Provost of the Academic Affairs giving them a chance to look at the details of the project and give feedback before introducing it to the faculty members.

IMPLEMENTATION

When I introduce the template to instructors in one-on-one meetings, I guide them in the various template elements and explain ways to personalize the pages, welcoming their ideas in course design and development. This template was implemented effectively in online courses, ensuring an effective learning experience.