How To Integrate Websites Into Canvas

I wanted to walkthrough one of my favorite Canvas integrations. Originally, I discovered this integration and used it in one of the early professional development courses I led for faculty transitioning (from D2L) to Canvas back in May 2016, which you can view here. My discovery of this integration was driven by the desire to replicate what Adam Croom had done with his PRPubs.us course website in D2L.

Anyways, this is the type of website integration into Canvas I’m referencing:

Mobile Blogging & Scholarship Canvas course shown with a Domain of One's Own website integrated inside the Canvas Course.
View from Canvas of an integrated website.
Canvas app on an android phone displaying the redirect tool+website integration.
View from Canvas App of the same integrated website.

What You Need

1. Website you control – If you have a DIY website through a web hosting company or use website companies like WordPress.com, then you are off to a great start. I use Reclaim Hosting for my website needs as Reclaim specializes in education. (Technically, any website can be used, but the one’s I’ve tried using have been hit or miss. Thus, I believe a website you control is ideal and should work perfectly.)

2. An encryption SSL certificate for your website – Your website will only be displayed within Canvas if the site is encrypted. In other words, your site needs to function using a https:// address (instead of http://). There are many ways to obtain an encryption certificate. I use Let’s Encrypt SSL which is offered for free by several web hosting companies (including Reclaim Hosting). Alternatively, you can use a service like Cloudflare to acquire a SSL certificate for your website.

Please note that many website companies like WordPress.com furnish https:// versions of websites to their users by default. In such case, you don’t need to acquire a SSL certificate for your website as it’s already present. If you’re unsure about whether your site meets this requirement, try visiting your website with https:// at the front of the URL (like so: https://example.com) and see if it loads normally.

3. Canvas Course – Use your institutions page to login to Canvas and create a new course or use an existing one. If you do not currently have access to Canvas, you can acquire a free account by selecting “Build It” on this page.

4. Redirect Tool – In your Canvas course, under “Settings>Apps” is the Redirect Tool (the best app!)—make sure it is available for your course. Refer to the screenshot below, under Step 1, as a guide.

Setup Steps

Step 1 – Navigate to Canvas course settings and find the Redirect Tool in the Apps Tab:

Image showing how to access the redirect tool in a Canvas course.

Step 2 – Click “Add App” to add the Redirect Tool:

Image showing how to add the redirect tool in a Canvas course.

Step 3 – Configure the Redirect Tool with your Website Name (will appear in Course Navigation), the https:// URL, and check “Show in Course Navigation:”

Image showing my configuration settings of the redirect tool in a Canvas course.

Zoomed into my configuration settings for the Redirect Tool:

Zoomed in image showing my configuration settings of the redirect tool in a Canvas course.

Step 4 – Refresh the course by clicking “Home” to see the fruits of your labor:

Image showing successful integration of the redirect tool in a Canvas course.

Image showing successful integration of the redirect tool in a Canvas course.

Step 5 – Enjoy:

Image showing successful integration of the redirect tool in a Canvas course.

Troubleshooting

If you’re experiencing any issues, they are typically caused by one of these two problems:

Problem 1 - Redirect Tool Configuration
Problem 2 - Don't have https:// URL for the Website

Integration Examples

I recently submitted proposals that included this website integration to the #Domains17 conference. As I shared then, I believe the best examples of this integration involve a course blog or research/course website.

Course Blog – The course blog in Canvas is a fantastic use case of the Redirect tool combined with the FeedWordPress plugin to bring all of the students’ posts from their own websites into Canvas. This setup is inline with the POSSE publishing model and can be utilized to bring students’ course reflections into Canvas for easier access and to promote peer-peer scholarship.

Cours Blog inside of a Canvas Course using the Redirect Tool

Research/Course Website – If you have course contents published on websites outside Canvas, you can use this trick to bring those materials into your courses. I’ve used this to bring my Canvas Camp curriculum into Canvas courses, but you could use it for course wikis, Drupal or Omeka research websites, and beyond.

Canvas Camp website displaying a lit campfire inside of a Canvas Course

Anonymous Blogging Inside of Canvas – When I ran the Mobile Blogging and Scholarship Canvas training back in May 2016, I used all of these tool in addition to the AccessPress Anonymous Post plugin to allow instructors to blog directly within Canvas. Here’s some more information of the tools I used to accomplish this course design.

Canvas course with AccessPress Plugin configured to let students blog directly within Canvas.

There are many more use cases beyond what I’ve presented here, but I hope this post gives you the guidance and inspiration to integrate websites directly into Canvas.

The featured image is provided CC0 by Corinne Kutz via Unsplash.

Domains17 Conference Proposals

I’m already anticipating the #Domains17 conference slated for June 5-6th this summer. Much of my excitement is a direct result of the folks who will attend this conference as #Domains17 will be bring together many of the minds focused on Domain of One’s Own (DoOO) projects and beyond. Individuals like Martha Burtis (headlining!), Jim Groom, Tim Owens, Adam Croom, Laura Gibbs, John Stewart, and more!

Yet, #Domains17 is centered more broadly around domains as an educational technology. Since I largely approached domains from the DoOO perspective, I’m looking forward to growing as I experience new domain projects and applications outside my DoOO mental framework.  Domains are a fantastic technology because of how versatile, how open-ended they can be, and I’m looking forward to learning more from all of you at #Domains17!

In preparation for this conference, I’ve been constructing a few proposals I’m interested in seeing at #Domains17. Here are the drafts of some of my initial ideas (and since I’m groovin’ to Silence Magnifies Sound by The Six Parts Seven as I write, I hope you’ll give it a listen as you read.):

Proposals

Domains Professional Development – Roundtable

Tweet Abstract – Deep Domain Dives: Professional Development Roundtable – Share, learn, and brainstorm about professional development around domains.

Full Proposal – This session aims to be an open discussion about supporting usage and exploration of domains through professional development. All are welcome and should plan on sharing their current/future offerings of professional development involving domains, divulge their dreams for engaging students and faculty, or listen to ideas to take back to their own campuses. The facilitators of this roundtable have content available to share to spark discussion but hope that participants bring any and all ideas related to engaging students and faculty with learning domains. A valuable brainstorming session is the goal.

Canvas Integration – Demonstration and Discussion

Tweet Abstract – Domains Inside the LMS?: Bring your course website/blog into a Canvas course to engage students. See demonstration & join open discussion.

Full Proposal – Integrating a course website/blog into your Canvas course is an opportunity to showcase and share student work within a classroom. Whether students are blogging, contributing to a research website, building a course textbook, generating a wiki, or creating some other web materials, these resources can be integrated directly into a Canvas course using a domain. (Please note, this applies beyond Canvas as other Learning Management systems include similar features like D2L’s “custom homepage.”)

This session brings together a demonstration of the setup process, highlighting the requirements to accomplish this integration, along with a discussion that seeks to brainstorm possible domain-LMS relationships with participants and answer their use case questions. Attendees will have the opportunity to engage with the reasoning behind using this strategy and what domains in the classroom can mean for their curriculum.

Mobile Blogging & Scholarship Canvas course shown with a Domain of One's Own website integrated inside the Canvas Course.
A domain has appeared inside this Canvas course!

OU Create Onboarding – Presentation and Discussion

Tweet Abstract Onboarding Student Domains: An “in class” presentation to demonstrate our engagement of students in Domain of One’s Own for their 1st time.

Full Proposal – One of the first steps when engaging students with their own domain is to walk them through the setup process. This presentation seeks to inform instructors, administrators, and technologist about the setup of domains in OU Create. Specifically, the demonstration will focus on Domains, cPanel, and introducing WordPress in a classroom setting. Paired with this presentation will be some discussion and the opportunity to answer questions about our steps and recommendations. Our goal is to help other institutions understand what’s involved to support the initial onboarding of students into Domain of One’s Own so they may provide the best experience for their own students.

Professional Development with Domains – Showcase

Tweet Abstract – Open Publishing with Domains: Showcasing professional development curriculum facilitated at University of Oklahoma with domains.

Full Proposal – Over the last couple years, several professional development programs at the University of Oklahoma gained websites as a point of engagement, means to document work, and as a way to share and distribute materials. This use case of domains reinforces our belief of open-sourcing materials. Yet, many questions are associated with publishing open work: Why use domains? How does one start sharing? What’s the formula? Why even publish professional development websites? Are there repercussions?

This showcase aims to engage people in open publishing with domains, the backend of professional development websites (including themes, plugins, etc.), and inspirations for how domains can be used in professional settings to further learning and access to materials. The facilitators will be available to answer questions and discuss strategies and recommendations with everyone.

Screenshot of the eXperience Play website.
eXperience Play professional development website hosted on OU Create.

Other Ideas

Faculty Using FeedWordPress – Panel

I’ve worked with several instructors over the last few years who have used the FeedWordPress plugin to syndicate student writing to a central course blog. I’d love to have a panel at #Domains17 focused around these experiences and hear the feedback these instructors could give to others.

An example FeedWordPress site showing student blog posts syndicated to a course blog.
A FeedWordPress style website, hosted in OU Create.

Global Engagement Fellows – Panel

Speaking of students, I’d love to highlight some of their work on their domains and have them talk about what drives them to publish. In particular, I’d love to hear from the students involved in the Global Engagement Fellows program at the University of Oklahoma. These are students that get funding to study abroad twice during their undergraduate career. Since they blog about each of these experiences, these students possess one of the most interesting perspectives on domains, study abroad, and learning.

Global Engagement Fellows website showing students blog posts from their study abroad experiences.
The Global Engagement Fellows website combines student blog posts.

Creaties – Panel

Much like the Global Engagement Student Panel, I’d enjoy hearing from some of the students who were nominated for Creaties awards including best portfolio, best short story, and more. Learning what drives these students to use their domains in this way would be worthwhile testimony in support of the value of domains.

Preview of the Creaties website.
The Creaties are the awesome awards for OU Create users.

Domains Instructionally – Demonstration & Discussion

I felt this idea overlapping with some of the other proposals I wrote, so I didn’t include it. Still, I was thinking about a session with a more general approach to using domains instructionally that would include examples like the domains-LMS integration outlined above.


I’m not sure how many more proposals I will work on at the moment. I just wanted to throw a few ideas out there as I felt compelled. Feel free to leave me any feedback you have. Did you like my recommended jams?

The featured image is provided CC0 by William Iven via Unsplash.

Our Most Important Canvas Training

Last week was the 19th Canvas Camp hosted at the University of Oklahoma. Looking back on its evolution from May 2016 to today, the dozens of courses developed by participating instructors, and the feedback I’ve received, Canvas Camp is an ongoing success.

Background

Canvas Camp is intended to teach instructors how to use Canvas while they are producing their first Canvas course. Most of our time is spent exploring notable features, developing courses, and problem solving how to design courses in Canvas. All levels of expertise are welcome because Canvas Camp is flexible enough to scale and adapt to suit everyone’s needs—there’s always something to learn in our open-ended sessions! That being said, although this training is meant to teach several components of Canvas, there are many more pieces beyond what we introduce.

Canvas Camp occurs face-to-face in 2-hour sessions over 4 consecutive days. Demonstrations of Canvas, exploration of features, and discussions of course design all take place during this training, however the main focus is the development and completion of participants’ courses!

Before I jump into the design of this training, be aware that my curriculum for Canvas Camp is openly shared using a Creative Commons license and you are welcome to take, adapt, use, repurpose, etc. all of the materials without permission as long as you abide by the license. Additionally, feel free to reach out to me on twitter or via email—I’m always up for a video chat.

Canvas Camp website annotated Gif of home page

Canvas Camp Design

Canvas Camp was built around five main components:

  1. Teaching the technical skills to use Canvas
  2. Engaging faculty in course development
  3. Producing Canvas courses
  4. Reflecting on why the University switched to Canvas
  5. Learning Canvas as part of a community

1. Technical Skills

As with any new tool or software, there are varying degrees of digital literacy and technical expertise of the Canvas Campers. For individuals who possess high technical skills, the Canvas Camp website aims to empower them to progress through the Canvas Camp curriculum at their own pace. For participants who have just started to learn Canvas, the face-to-face sessions provide them with a safe space to ask questions, learn, and experiment on their own or in community with others (including the facilitator).

Canvas Camp is intentionally flexible in design to serve the needs of a wide range of technical expertise.

2. Course Development

Working with instructors over several days offers the opportunity to engage them in course design and discuss the pedagogical implications of their Canvas course decisions. This aspect of instructional design is intertwined with learning the technical skills of Canvas as the camp facilitators explain and discuss the ramifications of decisions made while developing courses. Depending on the feature or design in question these interactions might occur on a one-on-one basis, however there also opportunities to draw on the collective expertise of the instructors present—this often yields rich discussion.

As an example of how course development takes place, a significant shift in organizing course materials has occurred, in part, due to the popularity of Canvas Camp. I see many more instructors organize their course materials chronologically than topically like they did in the previous learning management system (LMS). Granted, both types of organization offer their own benefits and shortcomings. However, now faculty are being more intentional in this design decision. They are engaging with each other and the camp facilitators to pursue what is best for their students. For example, most of the faculty that participate in Canvas Camp opt to use the Modules feature of Canvas to arrange their content by week, unit, chapter, etc. This chronological presentation of material is intended to give their students greater levels of context for the materials they are studying during the semester.

3. Producing A Course

The notable draw to Canvas Camp is the promise to come away with a course, built and finalized. In most cases, we see faculty members complete 75-100% of their course. Sometimes instructors have completed more than one course during this professional development. Regardless, this is heavily marketed to bring people into Canvas Camp.

4. Why Switch To Canvas?

Arguably the most important aspect of Canvas Camp is engaging in discussion with the participants throughout the week. For example, after faculty members have wrestled with Canvas—learned and experienced its strengths and shortcomings—we ask them to tell us why they think the University decided to switch to Canvas. Inevitably, someone always brings up the monetary aspect, but after several minutes of discussion, faculty often suggest the change was made because “Canvas is better for the students,” “easier to use,” and/or “nicer to look at.” All of these reasons are recorded on the whiteboard at the front of the room to highlight positive aspects of Canvas. This reflection is crucial. If you hope to change perspectives about Canvas, give instructors meaningful experiences with the tool and follow up with reflection and discussion. In other words, Canvas Camp also functions a primer (and potentially a model) to tackle larger digital literacy questions related to educational technology and learning management systems.

5. Learning Canvas Together

Training is always more fun together! Canvas Camp benefits from diversity of disciplines, types of teachers, and the people present. The community aspect of this training is integral since participants must turn to one another when they have questions or need recommendations. In particular, this occurs when the facilitators are assisting other attendees. Overall, Canvas Camp is a wonderful learning environment to engage faculty in technological and pedagogical practices of Canvas, but this training shines when it empowers faculty to become both students and teachers to one another.

Reflection

The reason Canvas Camp is our most important training at the University of Oklahoma is not only because it’s our most comprehensive, face-to-face training, but because it’s our most fun.

I know that sounds weird. I realize building courses can be tedious and far from fun. There’s just something special about Canvas Camp that I hope to bring into every other training program I build/facilitate. The comradely of learning Canvas in community paired with the feelings of accomplishment from completing courses is fun. The energetic discussion and informal instructional design that occurred during each session is fun. The creative challenge that coincides with building engaging courses is fun. There’s a lively spirit present with each cohort of instructors at Canvas Camp, and yes you guessed it, that makes it fun!

Beyond the fun of Canvas Camp, this professional development strives to do more than teach software. Canvas Camp aims to shift the culture of the University. Yes, there are many more components to such a process than a single training, but as of January 12th, 143 instructors now have greater confidence to build courses in Canvas (and you have to start somewhere)!

The discussion that happens on the final day of Canvas Camp is crucial for shifting culture. During every Canvas Camp, participants openly express their apprehension and frustrations with switching learning management systems. Giving instructors time to interact with Canvas and see how their courses look and behave in the system affords them the opportunity to naturally grow knowledgeable and comfortable with the change. Highlighting this perspective change during discussion while reflecting on the week of Canvas Camp, emphasizes and reinforces the cultural shift.

There are plenty more aspects of Canvas Camp I could touch on, but this is enough from me for now (feel free to reach out with questions). Instead, here’s a few testimonies from the participants of Canvas Camp:

Testimony

What was the most valuable/useful aspect of this session?

gaining familiarity through doing.

Overall, the camp was terrific. I enjoyed engaging with faculty from other departments.

Very hands on and practical–lots of time to work directly on courses.

The balance of some delivered content, and some ‘free time’ for us to explore Canvas and explore our own content in it. But the free time had the facilitator present to answer questions. That was very helpful.

The most valuable aspect for me was learning the basic mechanics of Canvas. It is overwhelming for anyone trying to self-teach. I also like that the canvas instructors gave specific recommendations for how to optimize course use (ex: enter rubrics directly to use Speed Grader instead of uploading files, etc.)

No doubt: it was the instructor. A truly exceptional educator. He took his time, making sure everyone was able to keep up, yet kept things moving along. Very nice, articulate delivery, good organization.

The featured image is provided CC0 by Carsten Thomsen via Pixabay.

Canvas Training Roundup

These last few weeks have been intense work-wise. I’ve been developing and hosting multiple Canvas courses for instructors at the University of Oklahoma. This has been especially nerve-racking because I am (also) learning how to effectively use the tool I am teaching. Fortunately, at the end of the week I will participate in official training from Canvas experts. In the mean time, I will continue this rapid prototyping process that is keeping me afloat. 🙂 Anyways, I wanted to give a brief overview of the training programs I have been spearheading these last few weeks (please note this is not an exhaustive list as these trainings are only the ones I have been involved with):

Introduction to Canvas

Screen-Shot-2016-06-01-at-8.40.51-AM
Keegan’s Intro to Canvas Course Homepage

This is the basic overview of Canvas. It’s an hour long session that’s about 20 minutes of demonstrations and 40 minutes of discussion and Q&A. With this session, I want to introduce faculty to Modules and course organization within Canvas while highlighting the notable features. This presentation is conducted using an example Canvas course rather than just a slideshow. I released these materials to the Canvas Commons for other to use and titled them Keegan’s Intro to Canvas.

Image of Keegan's Intro to Canvas Course in Canvas Commons.
Canvas Commons Page for Keegan’s Intro to Canvas

How to Learn Canvas

The idea behind this training is to empower people to capitalize on the many resources in the Canvas Community to facilitate their own learning. In other words, I hope to produce fishers rather than give away Canvas fish. During this session, I walk people through the workflow I use to explore and learn from community.canvaslms.com. This allows me to highlight different features of the community such as the CanvasLIVE events and community groups. When attendees already possess some knowledge of Canvas and have the intrinsic motivation to teach themselves, this session is poised to equip them with the tools to succeed.

Community.canvaslms.com Home Page
Community.canvaslms.com Home Page

Office Hours

This session is both informal and open-ended. The content is directed by the attendees and their inquiries. From Canvas navigation to specifics about grading and course design, this session aims to provide teachers with any and all answers to their questions. I like to equate this experience to group and individual consultations because when there are multiple people present, the participants get to hear the ideas from their peers in addition to my responses. So far, these sessions have been successful in terms of tailoring assistance to faculty and since they require minimal preparation for the facilitator, they are easy to conduct.

Mini Courses

This is my favorite training at the moment. Mobile Blogging & Scholarship (MBS) is the first Canvas Mini Course. MBS is meant to indirectly introduce people to different features of Canvas as they focus on the topic of blogging from a mobile device. Other Canvas Mini Courses will be hosted in the coming months and will also be fully online 4 day experiences centered around a topic to give instructors the experience of being a student in Canvas (while also participating in professional development). These trainings can range in topic depending on the facilitators interest. Overall, Canvas Mini Course are intended to be a minimal commitment to experientially introduce faculty to Canvas.

One of the notable features I am using to conduct MBS is the Redirect Tool. This Canvas app allows me to embed full websites into the course. Since I can setup a WordPress website to accept blog posts from users without accounts, I have enabled my students to participate in blogging without the overhead of creating a WordPress account or learning the WordPress software—the focus is on the MBS content! You are welcome to read more about this setup here (and an official writeup will be coming soon). Also, MBS is a public course that you can explore here or add the contents to your own course(s) through the Canvas Commons.

Blogging Within MBS Canvas Course
Blogging Within MBS Canvas Course

Canvas Camp

The goal of Canvas Camp is to have faculty build and finalize a Canvas course in four days. This face-to-face training means to simultaneously teach best practices of using Canvas while giving instructors time to development their own courses, incorporating what they learn during each session. Thus, at the conclusion of this pragmatic training, attendees have produced a course to use for an upcoming semester.

Each day of Canvas Camp covers a different topic. Day 1 and 2 are about importing and (re)organizing content within Canvas, while Day 3 and 4 are geared toward interacting with students and the steps remaining to finalize a Canvas course. Whether an instructor wants to build a course from scratch or import contents from a previous class, they are welcome to this training. For those that do not complete their content related to the daily topic, they will have to work outside of the allotted course time to finish developing their course.

Features Speed-Dating

There are many features in Canvas that were not available to faculty in the previous learning management system (LMS). To introduce the multitude of features in an efficient manner, we (the Center for Teaching Excellence) have conceived of a program that is being branded as “Speed-Dating for features.” Faculty will spend a few minutes learning and experiencing the affordances of a Canvas feature before rotating to the next. This program is still in development, but the main idea is that features in this Speed-Dating program are being developed as interchangeable modules that could be used to give a Feature Speed-Dating sessions different flavors depending on the audience. Since this training is still in development, this is all I can say for now. 🙂

Other (Beyond Canvas)

In addition to all of the Canvas trainings, I’ve also been hosting other professional development:

WordPress Office Hours – Like the Canvas Office Hours, this is a come-and-go session that was intended to facilitate group consultations and answer individual questions informally. This style of training is ideal for me at the moment since it requires minimal setup, allows me to address random questions, and let’s me build relationships with faculty while we are learning together. This session was a huge success and I plan on offering more of these during the summer, especially since I got this piece of feedback from an instructor:

I’m very, very, irrationally excited about the progress made on the website this morning.  Thanks for the office hours!

OU Create Training – This introduction to OU Create is intended to give an overview of OU Create while walking participants through setting up a WordPress website. In fact, typically every attendee ends up with a functional WordPress site in under one hour. For more information about this training check out this video walkthrough:

Look Forward

There are so many exciting trainings going on at the moment. My focus moving forward is expanding programs and coordinating with the newly hired Canvas Graduate Fellows to also host trainings. Although this summer is intense, I am looking forward to the next year of building curriculum and facilitating professional development. 😀

The featured image is provided CC0 by Chester Ho via Unsplash.

A Learning Management System with a Future?

I recently attended a demonstration of Canvas and wanted to give some of my thoughts on this educational tool. Already, Canvas possesses the baseline features of a Learning Management System (LMS) such as content distribution, grade management, discussion forums, etc., but beyond these fundamental ingredients, there are several parts of Canvas that I found interesting when thinking about education.

Phenomenal Features

Some of my favorite features of Canvas included (1) the option to have students engage in peer grading, (2) giving students the ability to create their own courses within the Canvas system, and (3) being able to produce content and interact with Canvas on mobile devices.

(1) Integrated Peer Grading

In Canvas, peer grading is a streamlined process where instructors can easily assign their students to give feedback to their peers. This feedback process can take place within the bounds of a rubric that is managed by Canvas to seamlessly give and receive feedback on assignments. Instructors can create custom rubrics for assignments or use any that have been standardized by their institution.

In addition to increasing the frequency of feedback on assignments, creating a culture of peer critique and academic interaction is an important step for training the employees and scholars of tomorrow.

(2) Students Create Courses

One of the best ways students gain mastery and transference over content is by educating each other since the challenge of teaching is also the perfect opportunity for learning. Fortunately, Canvas is flexible enough that students can be granted the capability of producing their own courses within the system. Not only would this be valuable practice for pre-service teachers, but this could capitalize on the perspectives of content and learning from our students’ points of view.

For example, imagine a course that is prepared by students as a prerequisite to General Chemistry. In this potential course, students could outline the study materials and explanations that they believed were valuable to their own learning in this course. The act of producing such a course would be an excellent learning exercise for students, and generating more resources for future pupils can aid in their understanding of course materials.

(3) Producing Mobile

I want to build courses using only my phone! Why? Because with that level of flexibility, I can use any device at any location to be productive. As mobile devices are the most prevalent personal computing devices in the world, we shouldn’t be constrained to a computer when interacting with students online. Fortunately, the option to produce and consume content in Canvas from a mobile device is possible via iOS or Android apps. And there is a complete guide on what can be done on mobile devices in Canvas. Imagine being productive using a computing device that was under $50 and breaking down socioeconomic barriers related to technology access and education!

Altogether, these are some of the features that I see being most important for the future of this LMS. Even if these features are underutilized at first, granting these capabilities to users will expand their opportunities for use to engage students.

Everything Else

It was wonderful to see all the external tools that now integrate into Canvas. Due to their excellent API, other companies and communities can integrate their tools into Canvas, adding even more features to this LMS. (Even Minecraft has a Canvas integration!) A byproduct of this openness is the integration of search engines for creative commons materials. For example, pulling open content from Flickr can be done in seconds without leaving the content editing interface of Canvas.

Additionally, it is easy to produce an open course and engage the public in scholarship using this LMS. Being able to showcase the instructional work of teachers and educate individuals beyond the classroom makes me excited for the possibility of this tool at a University.

Finally, beyond all the functionality I saw demonstrated, Canvas sports a clean, modern design. The user interface is nice and I prefer its navigational setup to other LMSs I have used. In fact, it is possible to hide unused components of Canvas from view to minimize confusion when students access a course.

Try Canvas Now!

If you want to try out Canvas for one of your courses, you are able to do so right now! Just sign up for one of their Free-for-Teacher accounts. You won’t have access to your institution’s Student Information System (SIS) within the Canvas system, but you can still use all of the basic features with your students.

I just started exploring Canvas myself and am excited to try some of those features I mentioned—especially interacting with courses using my phone! Up until this moment, I have never been excited for an LMS. But now, I believe this LMS may have a future in my collection of instructional tools.