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Redesigning course with Canvas Baseline Practices leads to new insights

Dr Nicole Wegner, who teaches Politics and International Relations at the Faculty of Arts, has been updating her course, POLITICS 256: Special Topic: Critical Security Studies, to align with Canvas Baseline Practices (CBP) and Canvas Baseline + (CB+). She is already noticing the advantages. The course, which draws about 80 students, is about to wrap up and is getting a makeover for its next run in 2025. Nicole shares insights on how CBP and CB+ can enhance teaching and student engagement on Canvas.

Insights from the process of redesign

Nicole is looking forward to the perks this redesign will bring to her teaching next semester. Working with a Learning Technologist from Ranga Auaha Ako has opened her eyes to new teaching strategies. For instance, she’s planning to post weekly materials and preparatory directions in modules before lectures, so students can review them early. She believes this small change will mean students come to class ready to dive deeper into discussions.

Weekly materials posted in advance of lectures with clear names and details to allow students time to prepare

Figure 1 – Weekly materials posted in advance of lectures with clear names and details to allow students time to prepare.

illustration of Canvas template to be used to give students information ahead of each week’s lecture/tutorial

Figure 2 – Illustration of Canvas template to be used to give students information ahead of each week’s lecture/tutorial.

Nicole is also considering tweaks like naming files shared in the Modules with clear names and details – a simple step she thinks will make a big difference for students when trying to find information. And she’s learned the importance of using the right headers for students using text-recognition tools, making sure everyone can follow along as the “level” of header helps text recognition software dictate content in the correct order.

Hierarchical heading styles in Canvas rich content editor

Figure 3 – How to format text in Canvas so that it is accessible to all, including students using screen reading software

Canvas course front page before CBP, no heading structure, minimal colour contrast

Figure 4 – Canvas course front page before Nicole’s CBP updates.

The front page of Nicole’s canvas course after her updates shows a layout that is much more accessible and easy for all of her students to work with.

Figure 5 – The front page of Nicole’s canvas course after her updates shows a layout that is much more accessible and easy for all of her students to work with.

Designing for learner independence

The new course design is all about giving students the tools they need to take charge of their learning. But as an equity advocate, Nicole is also considering how the comprehensive and accessible course offering on Canvas might influence students’ decisions about attending in-person lectures. She’s pondering the balance between providing a complete online experience and maintaining the value of face-to-face interactions.

Nicole, who’s also taught at the University of Sydney using Canvas, was quick to pick up on CBP when she joined UoA. She’s impressed by the Learning Technologist’s attention to detail and the smooth process, which only took a few meetings and emails. She’s all for encouraging her UoA colleagues to get involved with RAA’s Learning Technologists if they have the chance.

“While CBP is great, more support would be welcome for staff juggling teaching and admin duties, especially if they can’t get direct help from RAA.”

Helpful resources

Design for accessibility

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Universal Design for Learning (UDL)

Learn about UDL

Canvas Baseline Practices (CBP)

Learn about CBP

TeachWell Consult

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Related topics: blended learning / technology-enhanced learning

Faculty of Arts