This microcredential represents the effective and consistent use of Canvas to support learner engagement by utilizing features offered in Canvas and/or other resources that can be employed within Canvas. It also represents that an effective system of monitoring or checking for learner engagement is in place.
To earn this 0.5 USBE credit microcredential you will submit two evidence items to demonstrate your use of support learner engagement. You will also submit a reflection. Click the Earn This Microcredential button for more information.
To receive this microcredential, an educator must be consistently using Canvas to provide or enhance student engagement through personalized, interactive, and/or collaborative means. Evidence of how Canvas is bringing additional behavioral, emotional, and/or cognitive engagement must be present. A process for monitoring/checking on student engagement must also be present.
May include text, images, video, links, etc. and generally give students instructions to be followed and submitted; however, they may be graded or have no submission.Differentiation:
Utilizing a variety of teaching techniques, providing a variety of learning opportunities and adaptations to account for a range of learning styles and abilities.Digital Tools:
Programs, websites, or other resources available online to enhance instruction and/or student proficiency such as (but not limited to) interactive learning activities, assessments, or word processors.Discussions:
Canvas discussions allow for interactive communication between multiple people using various forms of media (text, images, video/audio recordings, etc.). Similar to social media, discussions may be threaded to allow for students to comment back and forth on each other’s submissions. They may be graded or ungraded.Embed:
A process for adding digital tool(s), documents, etc. to an assignment, page, discussion, etc. within Canvas using html code.Exit Ticket:
Formative assessment tool to check learner understanding, can be a discussion, assignment, discussion, etc. asking a question about the topic, how well the learner feels they understand the content from the lesson, etc.Gamification:
The application of game-design elements and principles to non-game contexts, such as elements of competition or a system or rewards for achievement.Learning Styles:
The ways in which different learners acquire and retain information and skills most successfully, such as: visual, auditory, reading, writing, and kinesthetic learning.LMS:
Learning Management System. A digital platform for assigning and grading learner work, tracking grades, posting class information, etc.LTIs:
Learning Tool Interoperability, programs/digital tools that communicate internally with Canvas often providing learner work samples, assessment scores, or other feedback to educators inside Canvas Speedgrader.New Analytics:
New Analytics is an LTI tool installed at the account level and can be made visible in all courses. It does a more thorough job in analyzing student engagements, such as page views versus participation. Data is refreshed in the New Analytics dashboard every 24 hours. Teachers can analyze this data to assess learner engagement.Pages:
A place to store content that isn’t graded and doesn’t necessarily belong to an assignment or assessment, a page may include text, images, video, links, etc.Speedgrader:
A tool provided within Canvas that allows educators to quickly view and grade students’ Canvas submissions.Student Choice:
Allowing learners to choose from a variety of ways to gain new information and/or allowing students to choose from a variety of ways to demonstrate their knowledge and proficiency.
Elementary Scenario An elementary school teacher is providing content through Canvas to allow for remote learning as needed and quick student access to assignment materials during class. The teacher knows that student engagement impacts student learning outcomes and wants to ensure students are engaged. The teacher notices that many students are not turning in work and knows student engagement can be enhanced by utilizing Canvas features, LTIs, gamification, and/or additional digital tools that can be embedded in Canvas assignments, pages, discussions, etc. and decides to try a new approach. The teacher starts using more pictures/icons and video recordings in Canvas, uses the new question types in new quizzes (such as “hot spots”), and finds/creates interactive opportunities through LTIs and other resources by embedding them into assignments. The teacher tracks how many assignments are being turned in and checks how much time students are spending in the Canvas course and finds a significant increase.
Secondary Scenario A secondary school teacher, who uses Canvas as the primary LMS for class, knows that students learn and retain information better when they enjoy the learning process. Rather than repeatedly assigning worksheets or lecture notes, the teacher uses a variety of features in Canvas to provide students with activities that are relevant and engaging. While planning an upcoming unit, the teacher decides to start with an online group discussion about a current event, followed by research from student-generated questions on the topic. Students then work collaboratively in small groups to create an infographic on the topic, which they then share to a class wiki-page in Canvas. To help students dive deeper into the topic, the teacher plans future lessons with an interactive simulation and a video clip with checks for understanding. Before assessing students on the unit, the teacher includes a review game as an embedded object in Canvas that is known to be a class favorite.
Students know that they can expect to see elements of inquiry, interactivity, collaboration, personalization, gamification or self-reflection with any of their online coursework. They feel motivated to participate because the expectations are clear and they know when they have successfully met the objectives for the day. The teacher can use formative checks and data tools in Canvas to quickly tell who is behind and who is ready to move ahead.
Submit ONE of the evidence options below to demonstrate your preparation and planning for learner engagement in Canvas.
Submit a lesson plan you have developed and used in your instruction. This lesson plan must use Canvas to create opportunities for learner engagement. Your lesson plan must include: (1) Learning intentions (objectives) and success criteria (how will learners know they have met the learning intentions.) (2) Description of three or more Canvas tools and/or other digital resources you will implement in Canvas that will be used to support engagement. (3) Description of the learning activities. (4) How you will check for engagement (such as an exit ticket, assessment, or a sample of learner work) and how you can use it to measure engagement. Highlight and label each section that meets the four previous requirements.
In a separate section of the lesson plan, include citations for research supporting your instructional approach. (See the resources section for examples to cite.)
Submit a unit plan you have developed and used in your instruction. This unit plan must outline and describe your methods for engaging learners in Canvas. Your unit plan must include: (1) Your unit's big idea and overall learning intention (objective) and success criteria (how will learners know they have met the learning intentions). (2) A clear outline and description how of the learning activities will lead to engagement. (3) Description of Canvas resources and supports that will be used. (4) How you will check for student engagement (such as an exit ticket, assessment, or a sample of learner work) and how you can use it to measure engagement. Highlight and label each section that meets the four previous requirements.
In a separate section of the unit plan, include citations for research supporting your instructional approach. (See the resources section for examples to cite.)
Create and submit a 4-6 minute video that explains your preparation and planning for a Canvas course (this can all be a screen recording or a hybrid of screen recording and you talking to the camera). The video must include: (1) A description of three or more Canvas features and/or resources to engage students. (2) A demonstration in Canvas of at least one of the Canvas features and/or resources to engage students. (3) How you believe these features and/or resources will engage students. (4) Explain how you will check for student engagement (such as an exit ticket, assessment, or a sample of student work) and how you can use it to measure student engagement.
Be sure to follow your district/charter guidelines for student privacy.
Submit ONE of the evidence options below to demonstrate your effective and consistent implementation of Canvas engagement tools to support learning.
Create and submit a 4-6 minute video reflection. The video must include: (1) How you are using three or more Canvas features and/or resources to engage learners; (2) How your learners are using these resources; (3) How you are measuring engagement; (4) How you would rate your learners’ level of engagement.
Submit evidence of increased student engagement. For example, data may include student performance before and after an intervention was implemented, with an explanation of how the intervention was successful. Be sure to follow your district/charter guidelines for student privacy.
Instructors who receive a digital performance review of their Canvas course from a supervisor and receive the equivalent to “satisfactory”/“evident” or higher in three or more criteria regarding online engagement may submit a copy or screenshot of the observation as evidence of implementation with an explanation of how the online course is designed to meet those criteria. Examples of such criteria could include: • Teacher uses best-practice instructional strategies to ensure learners are actively engaged. • Teacher implements reengagement strategies when learners are not participating. • Teacher demonstrates interest and enthusiasm in topics through multiple means (verbally, in writing, live learning, recordings, and feedback) • Learners have opportunities to choose how they demonstrate understanding/mastery • Teacher frequently and consistently communicates with learners in a positive and encouraging manner For convenience, an optional Observation Guide (written using the National Standards for Quality Online Courses) is included in the Resources section of this Microcredential, and may be downloaded, completed by the instructor and supervisor, and submitted as evidence.
Submit results of a survey on learner engagement from at least 10 of your learners and/or parents of students. Submit a copy of the survey, along with its results. The survey should demonstrate your effective and consistent use of Canvas in the following aspects of engagement: • My teacher (or my student’s teacher) provides activities that are interesting. • My teacher (or my student’s teacher) provides different ways for students to learn. • My teacher (or my student’s teacher) provides different ways for students to show what has been learned.
Be sure to follow your district or charter guidelines for student privacy.
Submit a testimonial (written or video) from a supervisor who has reviewed the engagement strategies of your active Canvas course. The testimonial should include a description of the evidence they see regarding: (1) use of three or more Canvas features and/or digital resources to engage students; (2) strategies for checking for engagement; (3) evidence that your use of features and strategies for checking engagement are sustainable for long term use.
Submit at least two video or written testimonials from learners or parents/guardians in which they describe your use of Canvas to engage learners. Testimonials should touch on how learners feel digital learning in Canvas is interesting, personalized, and/or interactive.
Be sure to follow your district/charter guidelines for student privacy.
Criterion 1: The evidence demonstrates proficient use of three or more strategies in Canvas to engage learners through inquiry, interactivity, collaboration, personalization, gamification and/or self-reflection.
Criterion 2: The evidence demonstrates the educator effectively monitors learner engagement. This may be done using tools provided in Canvas such as New Analytics and/or other ways the educator has indicated in the evidence.
Criterion 3: The evidence demonstrates that the educator has used Canvas consistently over time to promote learner engagement. Evidence of consistency may include clearly established routines, multiple instances of the digital practice used in Canvas, etc
Describe how the use of engagement strategies in Canvas has benefitted your students’ learning.
Describe how the use of Canvas has enhanced or transformed the way you monitor and promote student engagement.
Discuss next steps you plan to take as you continue to improve and increase student engagement through Canvas.
Criterion 1: Reflection demonstrates clear understanding of how engagement strategies in Canvas benefit learners.
Criterion 2: Reflection demonstrates growth in the use of Canvas to enhance or transform learner engagement.
Criterion 3: Reflection demonstrates a clear plan for how to strengthen future use of Canvas to potentially increase learner engagement.
An article written by the Canvas Team about using mastery paths to increase engagement.
An article written by the Canvas Team with tips and tricks to improve the student user-experience in Canvas.
A “how-to” from Florida State University covering various tools you may want to use to track student activity.
Edutopia Article detailing strategies for increasing different types of student engagement.
An observation guide, to be completed by an administrator and educator, to evaluate the effectiveness of a Canvas course’s ability to promote meaningful learner engagement. Written using the National Standards for Quality Online Courses.
Use the self-enroll link to get started on this self-paced, asynchronous course.
This course is designed to help you become familiar with Canvas Course Navigation, Course Settings, Inbox and Calendar. This course will help you with your course set up. To get started click on the Course Overview button below.
Student Engagement in Canvas is designed for K-12 teachers with beginner to intermediate technology skills to design and create engaging course material. Participants will learn how to design and deliver different online engagement course concepts using Canvas LMS. This course will guide participants in creating clear objectives, multiple modes of learning, clear flow of tasks, external tools (LTI), collaboration, mastery paths, and much more to engage learners.
Use the self-enroll link to get started on this asynchronous, self-paced course.
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