In this CANVAS-hosted 45 video, a NameCoach representative offer suggestions of building a sense of belonging among students before, during and towards their end of studies.
Phone is the most preferred method of communication, followed by personalised text/emails. (Minutes 4.50 – 6.30). Using CANVAS email and the Calendar, you can offer opportunities to book Office hour appointments (phone/chat/video-conference (Minutes 14 – 16, see chat around minute 19). You can also build belonging using the Discussions or Conferences features in CANVAS for non-topic sharing amongst the cohort e.g. to develop a connection on a personal level within an academic course. (Minutes 17 – 19). They offered 10 strategies for doing so then discussed three approaches in more detail. Their three approaches focused more on non-academic situations, e.g. induction/Open Days/personal tutorials/connection with extra-mural opportunities and also graduation to strengthen their belonging and recognise their identity (minutes 29-42).
A 60 minute CANVAS-hosted video outlining great tips on effective course design and page/resource organisation, recommending the use of video within CANVAS to personalise your connection (Minutes 1.30 – 11, mins 16 – 18) and giving assignment feedback (mins 44- 48). Gaining regular feedback from students regarding content and emotional well-being was the most recommended tip along with acknowledging their response promptly (Mins 11.30 – 14). Collect personal features of your students anonymously using a Survey at the start of a course (minute 8 -10) and record these in the Notes column in Gradebook to personalise your subsequent communication (minute 19 – 21).
At a more Advanced level, establishing initial connection and ongoing communication are emphasised and using “Message Students Who” through the Gradebook enables you to target various student groups (see Minutes 26- 30). New Analytics enable you to review cohort performance, providing support where needed and strengthening your connections (mins 31 – 44).
In this 2019 blogpost by Celeste McLaughlin at the University of Edinburgh, the importance of developing academic communities to support online learning is discussed. It emphasises that you need to consider this within the design stage of a course and recommends Gilly Salmon’s 5 stage model of e-tivities to build confidence and collaboration activities during the course. Some useful strategies are outlined e.g. of using ice breakers to build familiarity with digital tools, establishing and posting group work guidelines developed by the students and the importance of staff remaining visible to students.
Video 1 of 3 in a series of webinars organised by Virna Rossi. This first 30 minute recorded webinar provides tips for both academic and ‘induction’ type activities for student engagement and motivation but which also apply to building community. These activities can be done synchronously or asynchronously and include “hooks” (mins 2 – 7) or scavenger hunts (mins 15 – 20). The value of trying to recreate the ‘social’/third space’ is outlined (min 21 – 26) and assigning a ‘group’ task which may used initially for community building (minute 26 – 32). Other videos in this 3 part series mentioned in the Online Classroom page.
This University of Tasmania resource is linked from the CANVAS Essentials module on Collaboration and Communication. Focused specifically on the issues of establishing and supporting effective discussion boards, this resource gives tips on establishing a netiquette guide for students (which they could contribute to formulating) along with a staff guide regarding good practice in facilitation and if the discussion board contributions are to be formally assessed.
A useful infographic supplemented with an accessible version outlining Netiquette guidelines in force at Arizona State University (ASU). This ASU resource provides useful tips but be aware of some institution-specific references and to be aware of the relevant terminology and policies of Swansea University
This Swansea University policy document outlines what are unacceptable use of the digital technologies (section 21, pages 4 – 5).
Please note that you will need to be logged in to the Staff Intranet to access this document.
This resource provides a Basic introduction to Canvas Conferences (AKA Big Blue Button) with step-by-step guidance on setting up a Conference meeting and signposting to further support material on the use of Big Blue Button itself. The platform provides a great way to stay in contact with your students individually or in groups. Particularly in this time of isolation, Conferences allows for engagement between peers in a way which is embedded within their wider virtual learning environment. However, it is only suitable for informal communication where no permanent recording is required. It should be noted that some students may be more familiar with Zoom or Teams, and that the latter is also integrated into Canvas.
This is a self-paced course containing several modules that are designed to introduce and then build on the basics of Studio use. Canvas Studio is a streaming digital repository which allows users to collect, share and create media. This is a great course for anyone new to the use of video in teaching or for those seeking to build on their previous experience. Its integration with Canvas makes Studio extremely usable for developing short instructional films, icebreakers, vlogs and announcements, lending a more personal approach to student communications.
This course is a must for anyone seeking to incorporate more video content into their online teaching but it should be noted that Studio is not intended for use as a form of lecture capture.
The Inbox is split into two panels and displays messages chronologically. You can view and reply to conversations and sort them by course or inbox type. The Inbox itself does not have any file size limits; however, attachments added to a conversation are included in the sender’s personal files. See also CANVAS Essentials course in asynchronous page.