[University of the East] Instructional Design for Asynchronous Learning
Hey, good, everyone. Awesome. Hope you had a nice quick break. We're going to we're into our last and final session of our breakout group and, it is my pleasure to introduce our, our final speaker. So our final session for the administrator session will be on instructional design for asynchronous learning. A synchronous learning has become increasingly popular in today's educational landscape.
Our final speaker brings us a deeper understanding of designing and implementing effective asynchronous learning strategies. So our last speaker is, Roselle Basa, from, of the project coordinator for instructional technology at the University of the East. With the background in computer science and information technology Rousel oversees the utilization of cannabis and distributes to the and contributes to the educational development of both students and teachers. Please give a warm round of applause for You want me to stay here? No. We were saying a while ago before we come up stage that he would speak in the Can you try to speak the dialogue side? So for everybody's benefits, so they know that you're a Filipino? I'm gonna nosebleep up.
No. What is good afternoon in the gala? Very good. Alright. I don't know. I'm I'm Filipino, but I was born in New Zealand and currently live in South Korea.
So I can speak Korean better. If you guys want me to teach you Korean, I can speak Korean better, but that will probably take up too much time. But, Yeah. Lovely to meet you, Maharkita. Love you all.
Have you eaten Karakara already? No. I need to eat Karakara tonight. Right. Tonight, I need to I will. I promise.
Okay. And what else? Balut? Balut. No way. No way. You know, at at Chicharon and all that.
It's all high blood. You you heard about, betamax last night. Right? Yeah. I've never seen. Yeah.
It's too bony. Hey, if let's go eat kimchi tonight. How about that? Thank you. Thank you so much. Alright.
Thank you. Good afternoon, everyone. That's just, you know, beefing up our session this afternoon. This is our last session. I wanna make it a little lively and participative, right? So, Chad well, is, mandating that we now go into on-site.
But they still promote and encourage, flexible modality. Right? So that means we can still afford to deploy and implement on-site, off-site, a synchron and off-site synchronous. In twenty twenty, we utilized the terminologies as sync and sync only. So nowadays, we are forwarded with three types of modalities. Again, on-site, off-site, a sync, and off-site synchronous.
Now, as mentioned by Ruth and and Melissa earlier this morning, we have a education institution regardless if we're private or public. We need to maximize the investments that we have, that our institutions have, capitalized on. First and foremost, the very expensive learning management system. They were saying the very expensive canvas. Now, I said the very expensive learning management system, right? So we have to maximize that.
And and and doing so and being compliant with shared means that even though we are going back on-site, we still need to maximize canvas. I don't know how you do it in your but in our case in the University of the East we put it, under a policy that regardless of the modality Canvas will be used in terms of, complete course content from syllabus, topics from, yeah, syllabus, learning activities, assessments, and as mentioned by sir Mark, All, feedback and, grades marks created by teachers should all be placed in degree book. Though we don't have the automated grading system in Canvas because we have a different way of computing our grades, we are, I think, but many of us would are utilizing cumulative grading system, right? So we cannot really utilize the weighted great feature of of canvas, but what we do is we allow or we we make sure that the faculty members download the grade book and transport it into a templated grading system, which is in spreadsheets. It's just Excel. So my discussion this afternoon would focus on, highlighting the different features of Canvas to support a synchronous learning.
I don't work for activists. My presentation is not in any way an extension of ma'am Ruth of discussion early this morning, but, I would like to emphasize the power of canvas in addressing a prevailing situation in wherein, again, maximizing LMS, even though we are transitioning back to on-site. So as many of you know, in our context, previously, pre pandemic, asynchronous learning, or synchronous modality, had an entirely different, meaning that a a synchronous. It could be a correspondence learning for as long as the teacher and the fact, the teacher and the are not within the same space that's considered a synchronous. But within the context of pandemic, when we say a synchronous, it made use of learning management system.
So the technology, the digital tools are in place to ensure that the synchronous learning has its affordances. So teachers develop learning materials with the consciousness of having remote interaction or remote instruction. Teachers are not present when students, consume or engage with the learning materials and obviously learners engage with the learning materials and accomplish them at their own pace. Is this the same situation that that you have in your institutions. Same.
May I see a show of hands who allow faculty members, in terms of their policy to facilitate asynchronous sessions? May I be on-site, asynchronous. Wow. For for the twenty twenty three, twenty twenty four academic year. Right. In in the case of the University of the East, most of our colleges, are afforded with these two types of modalities, on-site and asynchronous with the exception of our graduate school and college of law which are allowed to facilitate synchronic sessions.
So for some reason, our deans believe that since we are transitioning back to on-site, we need to come up with an appropriate, proportion of how much on-site and how much I think. In our case, it's two thirds on-site and one third a sync session. So, you know, multiply it use the fifty four hours per three units. So that's thirty six hours on-site and then eighteen hours, a synchronous. That's basically how we use how we do things now.
And our, school year just started in August seven. So these are the pros and cons of of, asynchronous learning. A synchronous learning provide opportunities for longer access to learning materials before submission. It promotes the use of resources in varied format. It promotes independent learning.
So autonomy and independent learning is a skill that we would like our learners to achieve and acquire before they join the workforce, right? And also, it provides, provides opportunity for personalized and differentiated learning. On the other side, it, unfortunately, spells isolation that is lack of social interaction. It demands and export expects discipline from students. They have to be self reliant, self starter. And obviously, they have limited inter with their teachers and lack instant feedback from teachers, especially if the assignments and activities are performance or output based.
That's the normal, complaint now of students. You will receive the feedback or the graded assignment. Let's say at least one week. One week, the the the papers are returned with mark and and comments. But nowadays with LMS, I'm not sure with your institution, but in in my institution, this is a normal complaint.
Like, students would normally get their submitted assignments with feedback and scores weeks after the submission. They would normally see that when the postings of their prelim grade, midterm grade, are are done. Speed well. In canvas, you see that under SpeedGrader, how many unchecked submissions the teachers, have. Right? So I don't know.
Automated the speed grader. Why do you think that is? Depends on the kinds of assessment, you have rubrics. It could be authentic assessment that you need rubrics for and that the students expect the students expect that you have, you know, annotation in their submitted PDF. Right? So it takes a long time for faculty members really to compose their feedback. And normally, in in terms of the practice of the pictures, you grade one set of assignment in one sitting.
Right? You do not put it off like, okay. I'm gonna check the thirty thirty students and then the rest. Never mind. I'll check it tomorrow. Why? Either your your Lindian tomorrow or your, what, massuna tomorrow, so the grading system varies.
Right? So there's an honor complaint of the students. There's no instant feedback when it comes to asynchronous, activities. Now, I would just like to showcase two, prevailing instructional design that have been popular because of the pandemic. These are instructional design modus, some are And the other one is Deepak. There are a lot of instructional design models out there, but this too, became popular during the pandemic.
Because it forces the activities regardless whether it's synchronous or synchronous to have that component of technology. Alright. So this is Deepgram. Now, what you're seeing on the screen is a proposed framework of an ongoing research that we have in our institution. So we are actually in that stage where we are finalizing our instrument to capitalize on measuring the quality of, asynchronous activities.
So if you notice at the left side yeah. We have the different entities and stakeholders that are involved. Teachers, who are course developers, students, who are consumers, or users of the instructional design the the instructional materials, and quality assurance group who also evaluate the development of the instructional materials. So that means these three categories of stakeholders will evaluate the synchronous learn activity on the basis of the following, variable. Content delivery engagement and use of technology.
I'm not gonna go through this. This is my presentation is not, a research base, but I was just like to mention that in our institution, we have an ongoing research to zero in on the measure of the quality of asynchronous learning. So right now, We have different attributes that will define content delivery engagement and use of technology on the aspect of asynchronous activities. Now, this is the heart of my presentation. Again, I do not work for canvas.
I just wanna, you know, Adam, you're laughing. Now, in terms of, synchronous learning activities or synchronous, learning design as mentioned also by Ruth earlier. It's important that the students see consistency in terms of layout and design of the course. What you're seeing at the left side are the different, say, components or sub components of a module. So you have module overview, you have learning activities, assessments.
So all throughout modules or topics, in our case, we call them topics, right? What we see on the syllabus are topics. But they are translated as modules in Canvas. So each module, whether that's module one, module two, module ten, they would have the same component. And each component, we have a standardized layout. So that the students, whether they are new LMS users or not, they would have they would have this feeling of, you know, consistency and organization and structuredness.
So that's one. Second is you make use of a prerequisite, the prerequisite feature of of canvas wherein you can control the access of subsequent module once they are fulfilled. The requirements that you have set for previous, modules. Meaning, they wouldn't be able to go to module two unless all of the prerequisites for module one have been fulfilled. So canvas has that under prerequisite.
Now, under a specific module, for example, you can also set up the requirement feature, like if a module contains multiple sources, multiple resources, like pages, assignments, assessments, you can control the students access to subsequent, resources. If they have satisfied whether they viewed the item, they have marked it done or if they have submitted or if they have reached a specific score that you have previously said. So this for me is a very good, speech sure that, you know, forces the the students to ensure the accomplishment of the different resources. However, on the part of the teachers, it's very difficult to manage. They would, you know, teach students would normally requests for extension.
Mom, can you reopen the quiz? Mom, can you reopen the, yeah, And if you do not respond, what do they do? How do they give you their submissions if the assignments in Canvas are already closed? Chat, they would put it under actually, they will put it under SpeedGrader under comment. Or they will put it or submit it via email or via inbox. Correct? So a lot of work around for us. Another is, obviously, asynchronous learning activities, encompass as mentioned by mom earlier, authentic or output based assessment, right? You can ask your your students to, you know, come up with outputs and requirements such as videos, reflection, you know, consumption of, watching something, you know, With that, you can have obviously integrate rubric in it. Alright.
So rubric is a way not decided just for teachers to mark the students submission, but also for students to ensure that they get the highest score. So rubrics are shown together with the activity. So they they get the highest grade. So this is an example of an activity which is, which uses, rubric in canvas. Alright.
I'm gonna go back. And then at the right side, you have the actual submission of the student, and teachers can annotate inside using SpeedGrader right, and utilize and pull out that rubric to make the markings easier. And in terms of commenting, You can have comments which are in the library so that you do not have to waste your time thinking of what comments to place. But this, at the start, when this was originally deployed by Canvas, teachers love it because they don't have the ways or time, you know, thinking of what how many ways you say very good. You say very good.
Another way of saying very good. Well done. Nice job. Great work. Right.
So it it it it it says the same thing, but you just have to modify it a bit so that, you know, students make, you make the students feel that you are in fact But we are in fact. We are in fact, obviously, consuming and in fact know, commenting appropriately, on their work. This one is, allowing your students to review other people's work So how many have used this? Pier, this is very nice. It's very exciting for meno. So you you provide opportunities for students to grade the work of their classmates by assigning the activities that each student partake on in terms of review.
So this is something that you can, maximize on. Also, you set up a group inside Canvas and deploy activities, assignments per group, Though I see, many teachers are having difficulty with it. So what what they normally do when deploying grouping is self sign up. That's the easiest way. So this is to create the number of groups, the number of members per group and then allow the students to just choose the groups or the group that they want to belong to.
What's the danger there? What's the problem? I think probably Canvas can figure this out students can transfer from one group to another, like, right, Adam? Yeah. So that's the problem. Meaning, if I chose if I'm a student, I chose group a, I can transfer from one group to another unless the teacher changes that setting and ensure that, you know, changing our self sign up is already closed. But until that time, they can move from one group to another. But this is one way of ensuring collaborative learning, asynchronous assessment, peer review.
So even if we are using a digital tool like an LMS, collaboration is still a a skill that students need to maximize and practice. Now, discussions is, or a cannabis discussion. Isn't it a feature wherein we can deploy you know, assessment or learning activities that require insights from students. You can have a very simple provoke provocative question on, or you can ask them to research on a very compelling or trendy topic. And you can associate rubric for a discussion as well.
So you reply, you reply, but you can actually grade the discussions and you can actually create rubric for, canvas discussions. And then, obviously, you can deploy tests, tests based, which is done, which are done test based test based assessments which are done as synchronicity are still promoted. Right? Though we are advocating for a more authentic and output based assessment. So it's just, you know, a balance of the two types of assessment. Anyway, so Canvas can use different types or can deploy different types of tests, you know, from multiple choice, to essay, fill in the blanks, and so on.
Utilizing quizzes, you can randomize the question inside the quiz using a question group. You can actually populate a question bank and link your question inside a question bank so that you do not redo everything. Like, questions that you have deployed for quiz number one can be added or pulled out for preliminary exam, midterm exam, or even for departmental exams. So teachers would be able to reuse these questions. Also, how many have used mastery path? Master path is Canvas way of differentiated or personalized learning.
That means if a particular student has reached a specific score in a specific resource and you as a teacher is not satisfied with that accomplishment. You can actually automate what other resources, what other assessments and activities can be consumed by that student, to ensure mastery or proficiency. This can be done in an automated manner. I think this is my last slide. So this is just one way of, creating, making your resources, how do you say that? Flexible.
So if a student, for example, reached a very low score in a specific resource, you can decide what other resources can be deployed for him. Alright. With that side, are you here? Yes, I'm here. Thank you. Thank you so much.
I hope you you enjoy or you learn something from very short conversation or talk with. Awesome. Awesome. Does anyone have any questions for a mom or a cell? Really quickly. And like she said, she doesn't work for Canvas.
Well, everyone, please give a big round of applause one more time for mommersanne. Thank you so much. And thank you again to all of our speakers today. I hope it was informative and you got something out of it. If you've got any for the speakers, go and go and speak to them, sir Michael, Marisel, Marissa, go and speak to any of them if you got any questions, or if you've got questions for the Canvas staff, look for us with these shirts on. We'd be happy to talk to you about anything, any of these features that you've seen today as well. So we're going to break for a twenty minute afternoon tea, which is at the back there.
Our final speaker brings us a deeper understanding of designing and implementing effective asynchronous learning strategies. So our last speaker is, Roselle Basa, from, of the project coordinator for instructional technology at the University of the East. With the background in computer science and information technology Rousel oversees the utilization of cannabis and distributes to the and contributes to the educational development of both students and teachers. Please give a warm round of applause for You want me to stay here? No. We were saying a while ago before we come up stage that he would speak in the Can you try to speak the dialogue side? So for everybody's benefits, so they know that you're a Filipino? I'm gonna nosebleep up.
No. What is good afternoon in the gala? Very good. Alright. I don't know. I'm I'm Filipino, but I was born in New Zealand and currently live in South Korea.
So I can speak Korean better. If you guys want me to teach you Korean, I can speak Korean better, but that will probably take up too much time. But, Yeah. Lovely to meet you, Maharkita. Love you all.
Have you eaten Karakara already? No. I need to eat Karakara tonight. Right. Tonight, I need to I will. I promise.
Okay. And what else? Balut? Balut. No way. No way. You know, at at Chicharon and all that.
It's all high blood. You you heard about, betamax last night. Right? Yeah. I've never seen. Yeah.
It's too bony. Hey, if let's go eat kimchi tonight. How about that? Thank you. Thank you so much. Alright.
Thank you. Good afternoon, everyone. That's just, you know, beefing up our session this afternoon. This is our last session. I wanna make it a little lively and participative, right? So, Chad well, is, mandating that we now go into on-site.
But they still promote and encourage, flexible modality. Right? So that means we can still afford to deploy and implement on-site, off-site, a synchron and off-site synchronous. In twenty twenty, we utilized the terminologies as sync and sync only. So nowadays, we are forwarded with three types of modalities. Again, on-site, off-site, a sync, and off-site synchronous.
Now, as mentioned by Ruth and and Melissa earlier this morning, we have a education institution regardless if we're private or public. We need to maximize the investments that we have, that our institutions have, capitalized on. First and foremost, the very expensive learning management system. They were saying the very expensive canvas. Now, I said the very expensive learning management system, right? So we have to maximize that.
And and and doing so and being compliant with shared means that even though we are going back on-site, we still need to maximize canvas. I don't know how you do it in your but in our case in the University of the East we put it, under a policy that regardless of the modality Canvas will be used in terms of, complete course content from syllabus, topics from, yeah, syllabus, learning activities, assessments, and as mentioned by sir Mark, All, feedback and, grades marks created by teachers should all be placed in degree book. Though we don't have the automated grading system in Canvas because we have a different way of computing our grades, we are, I think, but many of us would are utilizing cumulative grading system, right? So we cannot really utilize the weighted great feature of of canvas, but what we do is we allow or we we make sure that the faculty members download the grade book and transport it into a templated grading system, which is in spreadsheets. It's just Excel. So my discussion this afternoon would focus on, highlighting the different features of Canvas to support a synchronous learning.
I don't work for activists. My presentation is not in any way an extension of ma'am Ruth of discussion early this morning, but, I would like to emphasize the power of canvas in addressing a prevailing situation in wherein, again, maximizing LMS, even though we are transitioning back to on-site. So as many of you know, in our context, previously, pre pandemic, asynchronous learning, or synchronous modality, had an entirely different, meaning that a a synchronous. It could be a correspondence learning for as long as the teacher and the fact, the teacher and the are not within the same space that's considered a synchronous. But within the context of pandemic, when we say a synchronous, it made use of learning management system.
So the technology, the digital tools are in place to ensure that the synchronous learning has its affordances. So teachers develop learning materials with the consciousness of having remote interaction or remote instruction. Teachers are not present when students, consume or engage with the learning materials and obviously learners engage with the learning materials and accomplish them at their own pace. Is this the same situation that that you have in your institutions. Same.
May I see a show of hands who allow faculty members, in terms of their policy to facilitate asynchronous sessions? May I be on-site, asynchronous. Wow. For for the twenty twenty three, twenty twenty four academic year. Right. In in the case of the University of the East, most of our colleges, are afforded with these two types of modalities, on-site and asynchronous with the exception of our graduate school and college of law which are allowed to facilitate synchronic sessions.
So for some reason, our deans believe that since we are transitioning back to on-site, we need to come up with an appropriate, proportion of how much on-site and how much I think. In our case, it's two thirds on-site and one third a sync session. So, you know, multiply it use the fifty four hours per three units. So that's thirty six hours on-site and then eighteen hours, a synchronous. That's basically how we use how we do things now.
And our, school year just started in August seven. So these are the pros and cons of of, asynchronous learning. A synchronous learning provide opportunities for longer access to learning materials before submission. It promotes the use of resources in varied format. It promotes independent learning.
So autonomy and independent learning is a skill that we would like our learners to achieve and acquire before they join the workforce, right? And also, it provides, provides opportunity for personalized and differentiated learning. On the other side, it, unfortunately, spells isolation that is lack of social interaction. It demands and export expects discipline from students. They have to be self reliant, self starter. And obviously, they have limited inter with their teachers and lack instant feedback from teachers, especially if the assignments and activities are performance or output based.
That's the normal, complaint now of students. You will receive the feedback or the graded assignment. Let's say at least one week. One week, the the the papers are returned with mark and and comments. But nowadays with LMS, I'm not sure with your institution, but in in my institution, this is a normal complaint.
Like, students would normally get their submitted assignments with feedback and scores weeks after the submission. They would normally see that when the postings of their prelim grade, midterm grade, are are done. Speed well. In canvas, you see that under SpeedGrader, how many unchecked submissions the teachers, have. Right? So I don't know.
Automated the speed grader. Why do you think that is? Depends on the kinds of assessment, you have rubrics. It could be authentic assessment that you need rubrics for and that the students expect the students expect that you have, you know, annotation in their submitted PDF. Right? So it takes a long time for faculty members really to compose their feedback. And normally, in in terms of the practice of the pictures, you grade one set of assignment in one sitting.
Right? You do not put it off like, okay. I'm gonna check the thirty thirty students and then the rest. Never mind. I'll check it tomorrow. Why? Either your your Lindian tomorrow or your, what, massuna tomorrow, so the grading system varies.
Right? So there's an honor complaint of the students. There's no instant feedback when it comes to asynchronous, activities. Now, I would just like to showcase two, prevailing instructional design that have been popular because of the pandemic. These are instructional design modus, some are And the other one is Deepak. There are a lot of instructional design models out there, but this too, became popular during the pandemic.
Because it forces the activities regardless whether it's synchronous or synchronous to have that component of technology. Alright. So this is Deepgram. Now, what you're seeing on the screen is a proposed framework of an ongoing research that we have in our institution. So we are actually in that stage where we are finalizing our instrument to capitalize on measuring the quality of, asynchronous activities.
So if you notice at the left side yeah. We have the different entities and stakeholders that are involved. Teachers, who are course developers, students, who are consumers, or users of the instructional design the the instructional materials, and quality assurance group who also evaluate the development of the instructional materials. So that means these three categories of stakeholders will evaluate the synchronous learn activity on the basis of the following, variable. Content delivery engagement and use of technology.
I'm not gonna go through this. This is my presentation is not, a research base, but I was just like to mention that in our institution, we have an ongoing research to zero in on the measure of the quality of asynchronous learning. So right now, We have different attributes that will define content delivery engagement and use of technology on the aspect of asynchronous activities. Now, this is the heart of my presentation. Again, I do not work for canvas.
I just wanna, you know, Adam, you're laughing. Now, in terms of, synchronous learning activities or synchronous, learning design as mentioned also by Ruth earlier. It's important that the students see consistency in terms of layout and design of the course. What you're seeing at the left side are the different, say, components or sub components of a module. So you have module overview, you have learning activities, assessments.
So all throughout modules or topics, in our case, we call them topics, right? What we see on the syllabus are topics. But they are translated as modules in Canvas. So each module, whether that's module one, module two, module ten, they would have the same component. And each component, we have a standardized layout. So that the students, whether they are new LMS users or not, they would have they would have this feeling of, you know, consistency and organization and structuredness.
So that's one. Second is you make use of a prerequisite, the prerequisite feature of of canvas wherein you can control the access of subsequent module once they are fulfilled. The requirements that you have set for previous, modules. Meaning, they wouldn't be able to go to module two unless all of the prerequisites for module one have been fulfilled. So canvas has that under prerequisite.
Now, under a specific module, for example, you can also set up the requirement feature, like if a module contains multiple sources, multiple resources, like pages, assignments, assessments, you can control the students access to subsequent, resources. If they have satisfied whether they viewed the item, they have marked it done or if they have submitted or if they have reached a specific score that you have previously said. So this for me is a very good, speech sure that, you know, forces the the students to ensure the accomplishment of the different resources. However, on the part of the teachers, it's very difficult to manage. They would, you know, teach students would normally requests for extension.
Mom, can you reopen the quiz? Mom, can you reopen the, yeah, And if you do not respond, what do they do? How do they give you their submissions if the assignments in Canvas are already closed? Chat, they would put it under actually, they will put it under SpeedGrader under comment. Or they will put it or submit it via email or via inbox. Correct? So a lot of work around for us. Another is, obviously, asynchronous learning activities, encompass as mentioned by mom earlier, authentic or output based assessment, right? You can ask your your students to, you know, come up with outputs and requirements such as videos, reflection, you know, consumption of, watching something, you know, With that, you can have obviously integrate rubric in it. Alright.
So rubric is a way not decided just for teachers to mark the students submission, but also for students to ensure that they get the highest score. So rubrics are shown together with the activity. So they they get the highest grade. So this is an example of an activity which is, which uses, rubric in canvas. Alright.
I'm gonna go back. And then at the right side, you have the actual submission of the student, and teachers can annotate inside using SpeedGrader right, and utilize and pull out that rubric to make the markings easier. And in terms of commenting, You can have comments which are in the library so that you do not have to waste your time thinking of what comments to place. But this, at the start, when this was originally deployed by Canvas, teachers love it because they don't have the ways or time, you know, thinking of what how many ways you say very good. You say very good.
Another way of saying very good. Well done. Nice job. Great work. Right.
So it it it it it says the same thing, but you just have to modify it a bit so that, you know, students make, you make the students feel that you are in fact But we are in fact. We are in fact, obviously, consuming and in fact know, commenting appropriately, on their work. This one is, allowing your students to review other people's work So how many have used this? Pier, this is very nice. It's very exciting for meno. So you you provide opportunities for students to grade the work of their classmates by assigning the activities that each student partake on in terms of review.
So this is something that you can, maximize on. Also, you set up a group inside Canvas and deploy activities, assignments per group, Though I see, many teachers are having difficulty with it. So what what they normally do when deploying grouping is self sign up. That's the easiest way. So this is to create the number of groups, the number of members per group and then allow the students to just choose the groups or the group that they want to belong to.
What's the danger there? What's the problem? I think probably Canvas can figure this out students can transfer from one group to another, like, right, Adam? Yeah. So that's the problem. Meaning, if I chose if I'm a student, I chose group a, I can transfer from one group to another unless the teacher changes that setting and ensure that, you know, changing our self sign up is already closed. But until that time, they can move from one group to another. But this is one way of ensuring collaborative learning, asynchronous assessment, peer review.
So even if we are using a digital tool like an LMS, collaboration is still a a skill that students need to maximize and practice. Now, discussions is, or a cannabis discussion. Isn't it a feature wherein we can deploy you know, assessment or learning activities that require insights from students. You can have a very simple provoke provocative question on, or you can ask them to research on a very compelling or trendy topic. And you can associate rubric for a discussion as well.
So you reply, you reply, but you can actually grade the discussions and you can actually create rubric for, canvas discussions. And then, obviously, you can deploy tests, tests based, which is done, which are done test based test based assessments which are done as synchronicity are still promoted. Right? Though we are advocating for a more authentic and output based assessment. So it's just, you know, a balance of the two types of assessment. Anyway, so Canvas can use different types or can deploy different types of tests, you know, from multiple choice, to essay, fill in the blanks, and so on.
Utilizing quizzes, you can randomize the question inside the quiz using a question group. You can actually populate a question bank and link your question inside a question bank so that you do not redo everything. Like, questions that you have deployed for quiz number one can be added or pulled out for preliminary exam, midterm exam, or even for departmental exams. So teachers would be able to reuse these questions. Also, how many have used mastery path? Master path is Canvas way of differentiated or personalized learning.
That means if a particular student has reached a specific score in a specific resource and you as a teacher is not satisfied with that accomplishment. You can actually automate what other resources, what other assessments and activities can be consumed by that student, to ensure mastery or proficiency. This can be done in an automated manner. I think this is my last slide. So this is just one way of, creating, making your resources, how do you say that? Flexible.
So if a student, for example, reached a very low score in a specific resource, you can decide what other resources can be deployed for him. Alright. With that side, are you here? Yes, I'm here. Thank you. Thank you so much.
I hope you you enjoy or you learn something from very short conversation or talk with. Awesome. Awesome. Does anyone have any questions for a mom or a cell? Really quickly. And like she said, she doesn't work for Canvas.
Well, everyone, please give a big round of applause one more time for mommersanne. Thank you so much. And thank you again to all of our speakers today. I hope it was informative and you got something out of it. If you've got any for the speakers, go and go and speak to them, sir Michael, Marisel, Marissa, go and speak to any of them if you got any questions, or if you've got questions for the Canvas staff, look for us with these shirts on. We'd be happy to talk to you about anything, any of these features that you've seen today as well. So we're going to break for a twenty minute afternoon tea, which is at the back there.