Help your learners success by building engagement opportunities into your course.
Providing engagement opportunities for learners is paramount for their success. There are a host of tools and strategies at your disposal to promote engagement with your learners. Such strategies include posting weekly announcements, replying to student emails within 24 hours, and providing helpful feedback in a timely manner. If you do these practices and want to go further, then consider offering a couple of anonymous survey opportunities throughout the semester and gather student feedback directly! Read our blog post “Providing Engagement Opportunities for Students”, to learn about strategies like this – and more – for promoting engagement.
Do you find that your grade plan and Canvas Gradebook aren’t on the same page? Join this Quick Hit for a live demonstration on how to fix this problem before grades are due. You will also learn how weighting graded assignments impacts this issue.
Facilitated by Axel Ruiz, Sr. Learning Tech. Specialist.
Register here for Quick Hit: Canvas Gradebook and Weighted Grades on June 8th .
Review our Summer 2023 Events Calendar to see what Online Instruction Development opportunities await!
We have a robust Summer lineup of topics and live training formats to support your use of Canvas and other e-learning tools. Topics cover demonstrations of using Kaltura, presentations on inclusive practices for online education, and workshops to get your Canvas site ready to teach!
All of our live training is recorded. Registrants will automatically receive a link to that day’s video after it has been processed.
Contact James Butler with any questions regarding these sessions.
Clemson Online – Where Tech and Teaching Meet
At the beginning of a new term it is important to orient your learners to the course and develop your instructor presence.
Here are a few things to double check in the Canvas grade book.
Modules in Canvas will help with intentional planning and easy course navigation for any online or hybrid class.
