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SpeedGrader Best Practices
SpeedGrader is a Canvas learning management system (LMS) tool for viewing and grading assessments, including assignments, quizzes, and discussions. The interface is similar for all three types of assessments, with a few slight differences. To understand the basic functionality of SpeedGrader, consult the collection of guides and overview video provided by Canvas. This piece outlines best practices for how instructors can leverage SpeedGrader when leaving timely feedback and grades for their students, which is an important aspect of student engagement and success in online education.
Canvas Grading and Feedback: What Students See
Did you know that some forms of assignment feedback in Canvas are more obvious to students than others? Canvas has a Student View option for instructors to get a sense of what students are seeing in most general areas of their courses, but it can be challenging to determine what your actual students are experiencing when accessing your comments on their work or the rubric you’ve filled out for their submission.
Accessing Open Educational Resources
While Open Educational Resources (OERs) can take on many forms, including assignments, videos, and articles, open textbooks have provided students with more affordable options for accessing and purchasing required course materials.
Copyright
From time to time instructors may want to include in their courses copyrighted materials like images, print content, audio recordings, or videos. The University of Minnesota Libraries define copyright as “the area of law that deals with creation, ownership, sale, and use of creative and expressive works.”
Representation in Course Images
How many times have you looked at an image and thought, “Have I seen this before?” Chances are, if you are browsing a stock photo site, the answer is yes. That feeling of déjà vu occurs because images reflect an amalgam of artistic, cultural, and ideological influences (Hall, 2015).
Inclusive Citation
Inclusive citation practices can empower educators to cultivate equity, enrich academic discourse, and create welcoming learning environments. By prioritizing diverse perspectives and ensuring the representation of underrepresented voices, instructors can address systemic inequities in scholarship and amplify marginalized contributions. Such efforts not only deepen students’ critical engagement with course materials but also foster a sense of belonging, preparing them to thoughtfully navigate an increasingly interconnected world.
Universal Design for Learning
Universal Design for Learning (UDL), which has roots in Ronald Mace’s concept of Universal Design, is a pedagogical framework that supports diverse learning needs. According to CAST, the creator of the framework, UDL seeks “to improve and optimize teaching and learning for all people based on scientific insights into how humans learn” (2018). UDL is not a step-by-step curriculum plan, but rather an approach to pedagogy and curriculum development that aims to make the learning environment as accessible as possible for as many learners as possible (Derer, 2021; CAST, 2018).
Enhancing Quantitative Courses With Varied Learning Approaches
Employing a variety of modes of instruction and assessment, as recommended by Universal Design for Learning (UDL) principles, can enhance the learning experience for students in quantitative courses. Diverse elements such as visual aids, interactive features, and real-world applications can complement, extend, or replace traditional lectures and exams. Since classes consist of students with varying learning preferences and strategies, using multiple modes of representation in a course promotes deeper understanding, engagement, and skill development. This piece details design elements that can be particularly impactful in quantitative courses.
Best Practices to Support Student Well-Being
Mental health concerns are prevalent among undergraduate and graduate students and can have deleterious consequences (Chi et al., 2023; Venable & Pietrucha, 2022). In particular, students struggling with their mental health are less likely to pass their courses and more likely to drop out of their programs of study (Lister & McFarlane, 2021). While universities often provide support systems in the form of accessibility services and counseling centers, several significant issues can lead to the underutilization of available resources among students in general and online students in particular. First, students may need to be physically present on campus in order to access support systems (Lister et al., 2023). As a result, students enrolled in online programs may be unable to use them. Additionally, students may not capitalize on available resources due to logistical challenges (e.g., scheduling), feelings of discomfort in asking for help, or concerns about stigmatization (Venable & Pietrucha, 2022).
Updating Your Syllabus
Over time, you may want to make changes to the syllabus of a course. The syllabus documents are saved in the “Files” area (1) of the course. To preserve the integrity of the document, the Word document is located in the “Instructor Only” folder (3), and the PDF is found in the “Documents” folder (2) so it is visible to students.