FacetoFace Instructional Design Unit
Content
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
Part 1: Identification of Learning Problem
General Audience
The primary audience consists of educators at different levels. These teachers teach from
elementary to high school and wish to learn about the new learning management software,
Canvas. The primary audience is to be taught and gain knowledge form a wide variety of digital
tools within Canvas such as creating assignments, editing pages, and working with a calendar of
events. The broad range of topics in the course allows for the teachers to be interested in the
topics through the staff development. Also, teachers in the county are receiving staff
development on Canvas in a structured fashion and they are allowed to decide the way in which
they will implement it in their classroom.
Problem Identification
Newton County Schools has pushed out a new student learning management software for the
20152016 school year. The software has a high learning curve and many teachers were not
prepared for its implementation. Canvas, the new software at hand requires an understanding of
how web classrooms are set up and run. Any teacher who wishes to complete and learn more
about Canvas will also be provided several sessions of staff development and they will receive
digital support through email correspondence.
With this year being the first of the implementation of Canvas in Newton County many teachers
will be able to network with other staff and teachers to review over topics and concerns they will
have regarding canvas. This being said many of the materials and resources for this course are
made at the district level.
As our school system rolls out this new online course management software to faculty and staff,
teachers will need help becoming accustomed to the layout and use of Canvas. Each teacher is
responsible for creating their own course as a practice run into the world of Canvas and are
required to seek help when it is needed.
Canvas utilizes tools and skills that some teachers may not be familiar with and being able to
provide the skills to each teacher will benefit the school system greatly. The skills that the
teachers will learn benefit them greatly and they will be able to take said skills and use them to
benefit the students they are instructing.
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
Instructional Goals
Teachers will be able to know the importance of using Online Course Management.
Teachers will be able to work through Online content diligently by themselves.
Teachers will be able to log in to Canvas without issues arising.
Teachers will be able to edit and create their own online course.
Teachers will have the background knowledge to create assignments in Canvas.
Teachers will have the ability to learn basic Web Formatting to further understand how to
edit regions in Canvas.
Teachers will become knowledgeable of working the online Grade book through Canvas.
Teachers will learn how to add students into online learning management software.
Teachers will be able to set up events through Canvas’s online calendar.
Teachers will be able to create their own logical course from their understanding of
Canvas.
Teachers will be able to link their Canvas content to students and other staff members.
Teachers will understand the tools and resources provided to them in Canvas.
Teachers will soon have a basic understanding of web development and creation.
Course Outline
1) Canvas introduction talk about the importance of using Canvas in your classroom.
a) Pair and Share: Have teachers speak with seat buddy about their understanding of Canvas
and what it could be used for in the classroom.
2) Explain to teachers about using the Correct URL to get to the site:
a) Prompt all teachers to got to following link: www.newton.instructre.com
b) Have teachers login with their teacher accounts already created by county.
c) Speak about the dashboard that first appears and the resources that they county has
already pushed out there.
3) Have teachers click on profile.
a) Edit Profile
b) Info about profile.
4) Have teachers create dummy course.
a) Show teachers how to create course.
b) Demonstrate some of the features provided in Canvas for courses.
c) Walk teachers through creating a Home Page for their course.
d) Walk teachers through creating an assignment for their course.
e) Walk teachers through creating and updating their calendar and events.
f) Walk teachers through the grade book in canvas.
5) Ask if teachers have any further questions.
6) Provide teachers with a link to Professional Development Evaluation.
7) Help teachers with further information by contact.
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
8) Evaluate data and redeliver content if needed.
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
Part II: Learner Analysis
Introduction
The audience in this class is made up of certified teachers specifically in the CTAE field (Career
Technical and Agricultural Education) and special education teachers. The staff consists of 32%
Caucasian female, 34% African American female, 5% Caucasian male and 29% African
American male. The ages of the staff members range from 2279. The
Entry Characteristics:
Prerequisite skill & knowledge:
Mastery of ability to access a computer.
Mastery of accessing the Internet.
Able to access and navigate a desktop computer.
Learners have an email address assigned to them.
Learners have a Canvas account assigned to them.
Most learners have little to no experience with working through online courses.
Most learners can research and access information.
Prior Experience:
Recognize the importance of navigating a computer.
Recognize how using a student management system is important.
Retrieve information through Canvas.
Although many learners have used a form of Student Management system before, few, if any
have actually implemented or even given thought to the importance of using and implementing a
program like Canvas in the classroom.
Attitudes Toward Content and Academic Motivation
The importance to learn and master online tools has taken a massive shift in the recent years.
Teachers at all schools understand the importance of incorporating technology into their
classrooms and would like to know an easier way to have students access and turn in
assignments.
The issue however, is that many teachers have become overwhelmed with the learning curve that
they must defeat to learn how to use one of the many different classroom management systems
that are available online. Teachers have reported high levels of confusion when using one of
these systems for the first time.
Learners stated that they caught on quickly when they were given the proper training and time to
learn how to use instructional tools. When surveyed, 50% said they did not feel confident in
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
learning how to create and implement their online class. While the other 50% felt confident but
still cited that they had issues navigating the site and learning some of the tools that are offered.
General Learning Preference
The learners expressed preference to online professional development versus physical meetings.
They preferred to work and discuss issues through online boards versus having to submit or
question information to a presenter for review. This information was gathered through a survey
and teacher interview.
Attitude Towards Teachers and School
Seeing as the groups taught are teachers they expressed a high level of appreciation for the work
and commitment of teachers. They were positive and held an inviting environment for the
instructors of this staff development.
Common errors made by novice learners:
Teachers confusing Canvas with MyBigCampus.
Teachers not understanding the importance of an online management tool.
Teachers unable to use proper online tools.
Teachers unable to set up proper online classes. (Assignments, Announcements,
Quizzes and Calendar events.)
Group Characteristics
The school is located south of Atlanta in a town known as Covington where the median income
is below the national average. The classroom teacher’s range from 130 years of experience that
teach in a Title I school. The subjects taught range from Business, Healthcare, Cosmetology, to
Agriculture. Many of the teachers are also associated with an extracurricular club and spend
many hours with students’ way past the regular working hours. The teachers also reported other
responsibilities besides those required of them at work. Covington produces an environment of
community and many of the teachers have expressed that this is a major reason for them to stay
teaching in the county.
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
Part III: Task Analysis
For my task analysis I conducted the research using both a topic analysis and a procedural
analysis to ensure I captured as much relevant information as possible. As I expect most of the
learning to be procedural, I started by creating a detailed outline of the steps required to perform
each procedure in navigating the online course management software. To ensure I did not miss
any key steps, I opened the site myself and ran through the steps as I wrote them. This was a
valuable aid and helped me catch many small steps, which I initially missed.
The outline describes the layout of the staff development. Both outlines were integrated together
to have a more cohesive feel. Many of the relevant topics are also covered too. Such as the first
few steps because it is assumed that teachers have been tinkering already with Canvas and know
how to log in to Canvas and access some of its features.
Task Analysis Outline
1 Login to Computer
a. Teachers use user name and password.
i. Teacher User Name is lastname.firstname: ex (eljourbagy.jasmine) @
newton.k12.ga.us
ii. Password is set by teacher.
iii. See administrator to reset.
b.
Forgot Password
i. Check Caps Lock
ii. Check Spelling
iii. Reset password.
2 Login to Canvas
a. Access Web Browser.
i. Navigate to https://newton.instructure.com
3 Navigate Dashboard.
a. Teacher accounts are imported in already so classes should appear.
b. Click join course for NCSS Sandbox.
i. Check screens for understanding.
c. Click join course as teacher.
i. Make sure teachers have this option.
4 Copy a Course
a. Click into NCSS Sandbox.
i. Go to Settings
ii. Click on right hand side “Copy This Course”
1. Rename Course.
a. Import features
i. Can use as little of the original content or as much.
2. Finalize Import
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
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a. Course is completed copying.
b. Click on Copied Course.
i. Features are copied over and functional.
Create a New Course
a. Click to main Canvas dashboard
b. Click Create New Course on the Right hand side.
c. Create course name.
d. Course is created.
Create a Page.
a. Click on pages in new course.
i. Button is on the left.
b. Click button at the top right that says New Page.
i. Use editor to add content to page.
1. Can use HTML editor to add elements as well.
c. Course page is created.
d. Make page homepage.
i. Click back to main page once page is saved and created.
ii. On right hand side choose add main page.
1. Choose Home Page as your main page.
a. Can use any page as a main page if you wish.
Create an Assignment
a. Click on the left hand navigation
i. Choose Assignments
1. Give assignment name.
2. Add content in content box, much like pages dialog box.
a. You can also add files and images via the tool to the right.
i. Demonstrate files being added.
3. Show the different upload options.
a. Discussion
b. Essay
c. File Upload
i. Can specify file type
4. Set Time and Date
a. Can set date to open assignment.
b. Date to close assignment.
Creating Grades
a. Show that once assignments are created a grade book items will appear.
i. Ease to grade
ii. Speed Grader
1. Gives you previews of files and allows you to quickly grade.
iii. Plausibly will import to Infinite Campus in the feature.
b. Export gradebook.
i. Walkthrough export process.
Calendar Events
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
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11
a. Calendar is tied into assignments as well.
i. Add Calendar events.
ii. Add another teacher in to create events together.
Customization
a. Teachers can use several methods to create different courses.
i. Find public courses to copy content to.
ii. Never put a closing date of courses.
1. They are gone forever.
Closing
a. View teachers Canvas Courses created during session.
b. Administer Survey
c. Follow up
Topic Analysis:
1 Overview of the Basics of Canvas
a. Easy for teachers to access in and out of class.
b. Benefits of Canvas.
c. Functions of Using Canvas.
i. Creating a Course
ii. Copying a Course
iii. Creating Assignments
iv. Creating Pages
v. Creating Grades
vi. Creating Calendar Events
vii. Customization
d. Accessing Canvas.
i. Go to Canvas via ( newton.instructure.com)
ii. Sign In
1. Staff EMail and Password are used.
e. Basic Settings
i. Review basic settings and navigation of Canvas.
ii. Show teachers how to edit their account.
f. Set up Canvas Course
i. Create Course
ii. Set Up Name
iii. Set Up Restrictions
g. Set up Pages
i. Create home page.
ii. Show navigation bar
iii. Set up home page to be shown as main page.
h. Set up Assignment
i. Create test Assignment
1. Show all the options for assignments.
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
ii. Set due dates.
iii. File Type uploads.
iv. Discussions
v. Quizzes
i. Link grade book to assignments.
i. Show how once assignments is created grade book is linked to said
assignment.
ii. Speed Grader
iii. Grading exports
j. Set up calendar.
i. Calendar links with assignments.
ii. Students can create calendar events.
k. Customization
i. Have teachers create their own custom course.
ii. As little or as less as you want on the page.
iii. Options just like a blog.
Subject Matter Expert (SME)
Melissa Jackson will serve as my SME for this instructional plan. Her current position is
Instructional Technology Specialist for Newton County Schools. Her responsibilities include
providing training on technology tools to the entire county. She oversees the implementation of
said technology tools and makes sure that each school is provided with a technology teacher
leader who can train their staff with confidence.
I (Jasmine ElJourbagy) will serve as the coSME for this instructional plan. My formal
education consists of a bachelor’s degree in Business Education from Valdosta State University
in Valdosta, Georgia. I am currently pursuing a master’s degree in Instructional Technology
from Georgia Southern University in Statesboro, Georgia.
My primary qualification to serve as SME is my position as a Business Education teacher at
Newton College and Career Academy in Newton County, Georgia. My job as an instructor
allows me to develop and implement innovative course offerings to our students and other
teachers. Additionally, I am part of a technology committee, which works with other teachers
and has a community advisory board and those individuals help us target the needs of our staff
and students. This gives us an opportunity to better gage the needs and wants of our audience as
a whole.
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
Canva
s
Trainin
g
Create a
New
Course
Create
Pages
Surve
y
Login to
Canvas
Copy a
Course
Create
Assignme
nts
Customize
Canvas
Review
Dashboard
Join a
Course
Use
Gradeboo
k
Edit and
Navigate
Calendar
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
Part IV: Instructional Objectives
Terminal Objective 1: The learner will demonstrate the appropriate steps to access Canvas via
online course management software.
Enabling Objectives:
1A. Demonstrates how to find Canvas
1B. Demonstrates how to access Digital resources
1C. Describes how to access online management software
Terminal Objective 2: To effectively access online learning platform
Enabling Objectives:
2A. To identify Canvas as online learning resource
2B. To navigate online learning site
2C. To differentiate assignments, schoolwork, announcements and resources on site
Terminal Objective 3: To demonstrate the effective use of Creating Courses
Enabling Objectives:
3A: Access Canvas with ease and be able to copy and create new courses with ease.
3B: Access content and edit settings
3C: Create pages and demonstrate the importance of using online learning platforms
Terminal Object 4: To demonstrate the effective use of assignments, grade book and calendar
features.
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
Enabling Objectives:
4A: To explain the importance of digital Assignments
4B: To describe the relationship of assignments and the digital grade book.
4C: To demonstrate knowledge of learning management systems and their featues.
Classification of Instructional Objectives: This classification will change once you review
your objectives.
Content
Fact
Concept
Principles
Procedure
Interpersonal
Attitude
Performance
Recall
1A, 1B, 1C ,2A,2B, 2C, 4A
Application
3A, 3B, 4
1, 2, 3C, 4B
3
Relationship between Instructional Objectives and Standards:
3. Model digital age work and learning Teachers exhibit knowledge, skills, and work processes
representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations
b. Collaborate with students, peers, parents, and community members using digital tools and
resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students, parents, and peers using a
variety of digital age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research and learning
Instructional
Objective
1
ISTE Standards
3. Model digital age work and learning Teachers exhibit knowledge, skills, and work
processes representative of an innovative professional in a global and digital society.
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
1A
1B
1C
3. Model digital age work and learning Teachers exhibit knowledge, skills, and work
processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations
2
3. Model digital age work and learning Teachers exhibit knowledge, skills, and work
processes representative of an innovative professional in a global and digital society.
3. Model digital age work and learning Teachers exhibit knowledge, skills, and work
processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations
2A
2B
2C
3
3A
3B
3C
3. Model digital age work and learning Teachers exhibit knowledge, skills, and work
processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations
4
4A
4B
3. Model digital age work and learning Teachers exhibit knowledge, skills, and work
processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations
FRIT 7739 – Face to Face Staff Development
Part 1: Identification of Learning Problem
General Audience
The primary audience consists of educators at different levels. These teachers teach from
elementary to high school and wish to learn about the new learning management software,
Canvas. The primary audience is to be taught and gain knowledge form a wide variety of digital
tools within Canvas such as creating assignments, editing pages, and working with a calendar of
events. The broad range of topics in the course allows for the teachers to be interested in the
topics through the staff development. Also, teachers in the county are receiving staff
development on Canvas in a structured fashion and they are allowed to decide the way in which
they will implement it in their classroom.
Problem Identification
Newton County Schools has pushed out a new student learning management software for the
20152016 school year. The software has a high learning curve and many teachers were not
prepared for its implementation. Canvas, the new software at hand requires an understanding of
how web classrooms are set up and run. Any teacher who wishes to complete and learn more
about Canvas will also be provided several sessions of staff development and they will receive
digital support through email correspondence.
With this year being the first of the implementation of Canvas in Newton County many teachers
will be able to network with other staff and teachers to review over topics and concerns they will
have regarding canvas. This being said many of the materials and resources for this course are
made at the district level.
As our school system rolls out this new online course management software to faculty and staff,
teachers will need help becoming accustomed to the layout and use of Canvas. Each teacher is
responsible for creating their own course as a practice run into the world of Canvas and are
required to seek help when it is needed.
Canvas utilizes tools and skills that some teachers may not be familiar with and being able to
provide the skills to each teacher will benefit the school system greatly. The skills that the
teachers will learn benefit them greatly and they will be able to take said skills and use them to
benefit the students they are instructing.
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
Instructional Goals
Teachers will be able to know the importance of using Online Course Management.
Teachers will be able to work through Online content diligently by themselves.
Teachers will be able to log in to Canvas without issues arising.
Teachers will be able to edit and create their own online course.
Teachers will have the background knowledge to create assignments in Canvas.
Teachers will have the ability to learn basic Web Formatting to further understand how to
edit regions in Canvas.
Teachers will become knowledgeable of working the online Grade book through Canvas.
Teachers will learn how to add students into online learning management software.
Teachers will be able to set up events through Canvas’s online calendar.
Teachers will be able to create their own logical course from their understanding of
Canvas.
Teachers will be able to link their Canvas content to students and other staff members.
Teachers will understand the tools and resources provided to them in Canvas.
Teachers will soon have a basic understanding of web development and creation.
Course Outline
1) Canvas introduction talk about the importance of using Canvas in your classroom.
a) Pair and Share: Have teachers speak with seat buddy about their understanding of Canvas
and what it could be used for in the classroom.
2) Explain to teachers about using the Correct URL to get to the site:
a) Prompt all teachers to got to following link: www.newton.instructre.com
b) Have teachers login with their teacher accounts already created by county.
c) Speak about the dashboard that first appears and the resources that they county has
already pushed out there.
3) Have teachers click on profile.
a) Edit Profile
b) Info about profile.
4) Have teachers create dummy course.
a) Show teachers how to create course.
b) Demonstrate some of the features provided in Canvas for courses.
c) Walk teachers through creating a Home Page for their course.
d) Walk teachers through creating an assignment for their course.
e) Walk teachers through creating and updating their calendar and events.
f) Walk teachers through the grade book in canvas.
5) Ask if teachers have any further questions.
6) Provide teachers with a link to Professional Development Evaluation.
7) Help teachers with further information by contact.
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
8) Evaluate data and redeliver content if needed.
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
Part II: Learner Analysis
Introduction
The audience in this class is made up of certified teachers specifically in the CTAE field (Career
Technical and Agricultural Education) and special education teachers. The staff consists of 32%
Caucasian female, 34% African American female, 5% Caucasian male and 29% African
American male. The ages of the staff members range from 2279. The
Entry Characteristics:
Prerequisite skill & knowledge:
Mastery of ability to access a computer.
Mastery of accessing the Internet.
Able to access and navigate a desktop computer.
Learners have an email address assigned to them.
Learners have a Canvas account assigned to them.
Most learners have little to no experience with working through online courses.
Most learners can research and access information.
Prior Experience:
Recognize the importance of navigating a computer.
Recognize how using a student management system is important.
Retrieve information through Canvas.
Although many learners have used a form of Student Management system before, few, if any
have actually implemented or even given thought to the importance of using and implementing a
program like Canvas in the classroom.
Attitudes Toward Content and Academic Motivation
The importance to learn and master online tools has taken a massive shift in the recent years.
Teachers at all schools understand the importance of incorporating technology into their
classrooms and would like to know an easier way to have students access and turn in
assignments.
The issue however, is that many teachers have become overwhelmed with the learning curve that
they must defeat to learn how to use one of the many different classroom management systems
that are available online. Teachers have reported high levels of confusion when using one of
these systems for the first time.
Learners stated that they caught on quickly when they were given the proper training and time to
learn how to use instructional tools. When surveyed, 50% said they did not feel confident in
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
learning how to create and implement their online class. While the other 50% felt confident but
still cited that they had issues navigating the site and learning some of the tools that are offered.
General Learning Preference
The learners expressed preference to online professional development versus physical meetings.
They preferred to work and discuss issues through online boards versus having to submit or
question information to a presenter for review. This information was gathered through a survey
and teacher interview.
Attitude Towards Teachers and School
Seeing as the groups taught are teachers they expressed a high level of appreciation for the work
and commitment of teachers. They were positive and held an inviting environment for the
instructors of this staff development.
Common errors made by novice learners:
Teachers confusing Canvas with MyBigCampus.
Teachers not understanding the importance of an online management tool.
Teachers unable to use proper online tools.
Teachers unable to set up proper online classes. (Assignments, Announcements,
Quizzes and Calendar events.)
Group Characteristics
The school is located south of Atlanta in a town known as Covington where the median income
is below the national average. The classroom teacher’s range from 130 years of experience that
teach in a Title I school. The subjects taught range from Business, Healthcare, Cosmetology, to
Agriculture. Many of the teachers are also associated with an extracurricular club and spend
many hours with students’ way past the regular working hours. The teachers also reported other
responsibilities besides those required of them at work. Covington produces an environment of
community and many of the teachers have expressed that this is a major reason for them to stay
teaching in the county.
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
Part III: Task Analysis
For my task analysis I conducted the research using both a topic analysis and a procedural
analysis to ensure I captured as much relevant information as possible. As I expect most of the
learning to be procedural, I started by creating a detailed outline of the steps required to perform
each procedure in navigating the online course management software. To ensure I did not miss
any key steps, I opened the site myself and ran through the steps as I wrote them. This was a
valuable aid and helped me catch many small steps, which I initially missed.
The outline describes the layout of the staff development. Both outlines were integrated together
to have a more cohesive feel. Many of the relevant topics are also covered too. Such as the first
few steps because it is assumed that teachers have been tinkering already with Canvas and know
how to log in to Canvas and access some of its features.
Task Analysis Outline
1 Login to Computer
a. Teachers use user name and password.
i. Teacher User Name is lastname.firstname: ex (eljourbagy.jasmine) @
newton.k12.ga.us
ii. Password is set by teacher.
iii. See administrator to reset.
b.
Forgot Password
i. Check Caps Lock
ii. Check Spelling
iii. Reset password.
2 Login to Canvas
a. Access Web Browser.
i. Navigate to https://newton.instructure.com
3 Navigate Dashboard.
a. Teacher accounts are imported in already so classes should appear.
b. Click join course for NCSS Sandbox.
i. Check screens for understanding.
c. Click join course as teacher.
i. Make sure teachers have this option.
4 Copy a Course
a. Click into NCSS Sandbox.
i. Go to Settings
ii. Click on right hand side “Copy This Course”
1. Rename Course.
a. Import features
i. Can use as little of the original content or as much.
2. Finalize Import
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
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a. Course is completed copying.
b. Click on Copied Course.
i. Features are copied over and functional.
Create a New Course
a. Click to main Canvas dashboard
b. Click Create New Course on the Right hand side.
c. Create course name.
d. Course is created.
Create a Page.
a. Click on pages in new course.
i. Button is on the left.
b. Click button at the top right that says New Page.
i. Use editor to add content to page.
1. Can use HTML editor to add elements as well.
c. Course page is created.
d. Make page homepage.
i. Click back to main page once page is saved and created.
ii. On right hand side choose add main page.
1. Choose Home Page as your main page.
a. Can use any page as a main page if you wish.
Create an Assignment
a. Click on the left hand navigation
i. Choose Assignments
1. Give assignment name.
2. Add content in content box, much like pages dialog box.
a. You can also add files and images via the tool to the right.
i. Demonstrate files being added.
3. Show the different upload options.
a. Discussion
b. Essay
c. File Upload
i. Can specify file type
4. Set Time and Date
a. Can set date to open assignment.
b. Date to close assignment.
Creating Grades
a. Show that once assignments are created a grade book items will appear.
i. Ease to grade
ii. Speed Grader
1. Gives you previews of files and allows you to quickly grade.
iii. Plausibly will import to Infinite Campus in the feature.
b. Export gradebook.
i. Walkthrough export process.
Calendar Events
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
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a. Calendar is tied into assignments as well.
i. Add Calendar events.
ii. Add another teacher in to create events together.
Customization
a. Teachers can use several methods to create different courses.
i. Find public courses to copy content to.
ii. Never put a closing date of courses.
1. They are gone forever.
Closing
a. View teachers Canvas Courses created during session.
b. Administer Survey
c. Follow up
Topic Analysis:
1 Overview of the Basics of Canvas
a. Easy for teachers to access in and out of class.
b. Benefits of Canvas.
c. Functions of Using Canvas.
i. Creating a Course
ii. Copying a Course
iii. Creating Assignments
iv. Creating Pages
v. Creating Grades
vi. Creating Calendar Events
vii. Customization
d. Accessing Canvas.
i. Go to Canvas via ( newton.instructure.com)
ii. Sign In
1. Staff EMail and Password are used.
e. Basic Settings
i. Review basic settings and navigation of Canvas.
ii. Show teachers how to edit their account.
f. Set up Canvas Course
i. Create Course
ii. Set Up Name
iii. Set Up Restrictions
g. Set up Pages
i. Create home page.
ii. Show navigation bar
iii. Set up home page to be shown as main page.
h. Set up Assignment
i. Create test Assignment
1. Show all the options for assignments.
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
ii. Set due dates.
iii. File Type uploads.
iv. Discussions
v. Quizzes
i. Link grade book to assignments.
i. Show how once assignments is created grade book is linked to said
assignment.
ii. Speed Grader
iii. Grading exports
j. Set up calendar.
i. Calendar links with assignments.
ii. Students can create calendar events.
k. Customization
i. Have teachers create their own custom course.
ii. As little or as less as you want on the page.
iii. Options just like a blog.
Subject Matter Expert (SME)
Melissa Jackson will serve as my SME for this instructional plan. Her current position is
Instructional Technology Specialist for Newton County Schools. Her responsibilities include
providing training on technology tools to the entire county. She oversees the implementation of
said technology tools and makes sure that each school is provided with a technology teacher
leader who can train their staff with confidence.
I (Jasmine ElJourbagy) will serve as the coSME for this instructional plan. My formal
education consists of a bachelor’s degree in Business Education from Valdosta State University
in Valdosta, Georgia. I am currently pursuing a master’s degree in Instructional Technology
from Georgia Southern University in Statesboro, Georgia.
My primary qualification to serve as SME is my position as a Business Education teacher at
Newton College and Career Academy in Newton County, Georgia. My job as an instructor
allows me to develop and implement innovative course offerings to our students and other
teachers. Additionally, I am part of a technology committee, which works with other teachers
and has a community advisory board and those individuals help us target the needs of our staff
and students. This gives us an opportunity to better gage the needs and wants of our audience as
a whole.
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
Canva
s
Trainin
g
Create a
New
Course
Create
Pages
Surve
y
Login to
Canvas
Copy a
Course
Create
Assignme
nts
Customize
Canvas
Review
Dashboard
Join a
Course
Use
Gradeboo
k
Edit and
Navigate
Calendar
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
Part IV: Instructional Objectives
Terminal Objective 1: The learner will demonstrate the appropriate steps to access Canvas via
online course management software.
Enabling Objectives:
1A. Demonstrates how to find Canvas
1B. Demonstrates how to access Digital resources
1C. Describes how to access online management software
Terminal Objective 2: To effectively access online learning platform
Enabling Objectives:
2A. To identify Canvas as online learning resource
2B. To navigate online learning site
2C. To differentiate assignments, schoolwork, announcements and resources on site
Terminal Objective 3: To demonstrate the effective use of Creating Courses
Enabling Objectives:
3A: Access Canvas with ease and be able to copy and create new courses with ease.
3B: Access content and edit settings
3C: Create pages and demonstrate the importance of using online learning platforms
Terminal Object 4: To demonstrate the effective use of assignments, grade book and calendar
features.
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
Enabling Objectives:
4A: To explain the importance of digital Assignments
4B: To describe the relationship of assignments and the digital grade book.
4C: To demonstrate knowledge of learning management systems and their featues.
Classification of Instructional Objectives: This classification will change once you review
your objectives.
Content
Fact
Concept
Principles
Procedure
Interpersonal
Attitude
Performance
Recall
1A, 1B, 1C ,2A,2B, 2C, 4A
Application
3A, 3B, 4
1, 2, 3C, 4B
3
Relationship between Instructional Objectives and Standards:
3. Model digital age work and learning Teachers exhibit knowledge, skills, and work processes
representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations
b. Collaborate with students, peers, parents, and community members using digital tools and
resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students, parents, and peers using a
variety of digital age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research and learning
Instructional
Objective
1
ISTE Standards
3. Model digital age work and learning Teachers exhibit knowledge, skills, and work
processes representative of an innovative professional in a global and digital society.
Jasmine El-Jourbagy
FRIT 7739 – Face to Face Staff Development
1A
1B
1C
3. Model digital age work and learning Teachers exhibit knowledge, skills, and work
processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations
2
3. Model digital age work and learning Teachers exhibit knowledge, skills, and work
processes representative of an innovative professional in a global and digital society.
3. Model digital age work and learning Teachers exhibit knowledge, skills, and work
processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations
2A
2B
2C
3
3A
3B
3C
3. Model digital age work and learning Teachers exhibit knowledge, skills, and work
processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations
4
4A
4B
3. Model digital age work and learning Teachers exhibit knowledge, skills, and work
processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations
