Improving Pre-Major Orientation with Canvas Alexander Deeke Digital Learning Librarian [email protected]
Total Page：16
File Type：pdf, Size：1020Kb
Improving Pre-Major Orientation With Canvas Alexander Deeke Digital Learning Librarian [email protected] Diana Perpich Educational Technologies Librarian [email protected] Outline 1. Background, Stakeholders & Timeline 2. Pilot & Lessons Learned 3. Fall 2017 Launch 4. Benefits, Canvas Features & Analytics 5. Next Steps 6. Questions Follow the presentation at tinyurl.com/CanvasPreMajor Background ● Heavy teaching load for Psychology Librarian ● U-M student library experience ○ No required research or library course ○ Different experiences from high schools ● Consistent and scaffold approach to library instruction ○ Every psychology major familiar with library before upper level classes A Partners & Stakeholders ● Students ● Librarians ● Psychology Faculty ● Psychology Advising ● Information Technology Services (ITS) A Project Timeline SEPT 2015 JAN 2016 JAN 2017 MAY 2017 SEPT 2017 JAN 2018 Begin Content Content Pilot Launch as Mid-year conversation development validation PSYCH 112 requirement review Identify Review of f2f Multiple Modules imported Embed in Students served, challenges and materials and iterations and into course site, pre-major question explore lesson plans sign-offs. students expected orientation analysis. to complete opportunities for workflow, Technical review. collaboration. Early iterations Student UX and students accessibility. self-enroll A Lessons Learned (Pilot) Question Types ● Zero point short answer questions require instructor “score” ● Can’t retake until graded Course Gradebook ● Practice quizzes are private, must award credit to see scores Student Management ● Student data spread across multiple course section/sites ● Some psych majors don’t take intro class (e.g. AP credit) ● Some intro students aren’t psych majors (or decide later) D Easy Fixes Question Types ● Multiple choice only; complex prompts and options Course Gradebook ● Graded quizzes, low stakes, no retake Student Management ● Single Canvas site ● Self-enroll, with required progression through modules D The Bigger Picture Wasn’t Pretty D Re-aligning the Partnership Engage dept office staff, IT support, and advising in proposal ● goal to improve student experience, reduce admin load ● by consolidating activities in one Canvas site Deliver QUICK, clean, complete solution (4 hours) ● cede edit permissions and final design decisions to dept staff ● big picture reset Dept staff take ownership of project D Launch - Fall 2017 D Launch - Fall 2017 D Psychology Stakeholder Benefits Students ○ Anticipated: better prepared for upper-level psych research assignments ○ Long-term access to resources Advising & Office Staff ○ fewer systems to learn and use; fewer data sources Instructors & Curriculum Coordinators ○ Course gradebook not affected by quizzes ○ Reliable, easy to locate resource for review and reference A Stakeholder Benefits Librarians ● Centralized data and version control for intro modules ● Psychology librarian can scaffold library instruction ● Model to partner with other departments UM-ITS (Information & Technology Services) ● Model Implementation : Departmental Sites ● Proof of concept : Advanced Analytics A Mid Year Review ● 211 students enrolled Fall 2017 ○ 86% completion rate - final quiz ● Quiz statistics difficult to use to measure learning ● Question analysis ● No technical issues reported A Analytics Questions we hope(d) analytics could help us answer : ● Can students demonstrate knowledge and application of library skills in psychology research? ● How much time are they putting in learning the material? ● What time of the term is best to offer certain kinds of instructional opportunities and/or support? D Viewing Progress in Canvas D Viewing Progress via Data Warehouse Tableau workbook table displaying Psych modules data queried from the UNIZIN Data Warehouse. UM-ITS Teaching and Learning, J. Ziegler and J. Love. D Time Spent & Progress Dates in Canvas “If the time between a new activity and the last completed activity is under ten minutes, all time between these two events will also be included.” D Progress Dates via Data Warehouse Tableau workbook table displaying Psych modules data queried from the UNIZIN Data Warehouse. UM-ITS Teaching and Learning, J. Ziegler and J. Love. D Proof of Concept SQL select mpd.canvas_id, md.name, ud.name, mpd.workflow_state, md.require_sequential_progress as requires_sequential_progress, mpd.current_position, mpd.lock_version, mpd.completed_at from module_progression_dim mpd inner join user_dim ud on ud.id = mpd.user_id inner join module_dim md on md.id = mpd.module_id where mpd.module_id in (17700000000053832, 17700000000053831, 17700000000054406, 17700000000054407, 17700000000054408, 17700000000054409, 17700000000054410, 17700000000054411) /* Specify the modules on the course */ and ud.name not in ('Test Student', 'Kaydee Fry', 'Alex Deeke', 'Naomi Marie Binnie', 'Saroya Cicero', 'Diana Perpich’) /* Remove instructors and test users */ order by md.name, mpd.completed_at, ud.name ; D Next Steps ● Pre/Post tests and Master Paths ● Question Pools ● Kaltura and quiz for departmental video ● Measure learning and retention ○ Learning boosters, analytics on return visits ○ PSYCH 303 follow-up A Questions? Contact Us Alexander Deeke Digital Learning Librarian [email protected] Diana Perpich Educational Technologies Librarian [email protected].