Learning Activities and Assessments

Students are asked to submit an essay response. The exam is submitted individually on paper.

• Students can submit an assignment online through Canvas, through the file upload or text entry options.
• Student submissions can be assessed using the SpeedGrader, or downloaded as a ZIP file and uploaded back to Canvas.
• Grades and comments can be shared through the Canvas Gradebook.

CrowdMark or GradeScope

• Students can submit an assignment as a PDF or PNG. This tool can be a good alternative to equation-based exams.
• Grading can be done in teams, with each marker only evaluating one specific question and improving grading efficiency.

Students individually are asked to recall, summarize, connect information, and solve problems.

• Questions are created individually, one by one, or using question banks (for randomizing questions).
• Auto-graded question types include multiple-choice, multiple-answer, fill-in-the-blank, numerical answer, hotspots, etc.
• Manually graded question types include essay questions and file uploads.

An equation-based exam can be conducted within Canvas (using numerical answers) with Respondus Lockdown Browser to maintain Academic Integrity. Students complete their exam on scrap paper and enter the numerical answers on Canvas. Once they complete the quiz, they show the scrap paper they wrote at the end of the exam, and upload a photo of the scrap paper through Canvas as an Assignment.

Note: We recommend using Classic Quizzes when creating a Canvas Quiz.

Grading can be done using SpeedGrader.

In class, students analyze a case study individually, with a peer, or in groups. When conducted in class, this activity can be completed collaboratively.

• Students individually prepare the case study online, by reading a document or watching a video on Canvas. The content can be shared using modules.
• Students discuss their findings with a peer or a group on Canvas through Groups (Discussions available) or using Zoom.
• The analysis and final document can be submitted through Canvas as an Assignment (either as an individual or group submission).

Grading can be done using SpeedGrader.

Students do an one-on-one oral exam/test (e.g., in a language course) with an instructor.

• The instructor creates a schedule for an oral exam with individual students.
• Students join the oral exam session according to the pre-defined schedule.

Recorded oral exam submitted through Canvas Assignments

• Students can record their oral assignment using the ‘Embed Kaltura Media’ feature, which is available in the Rich Content Editor for the text entry option in an Assignment.

Recorded oral exam submitted through Canvas Quizzes

If an oral exam should be part of a Canvas Quiz, use the “Essay” question type, which allows students to access the “Embed Kaltura media” feature in the Rich Content Editor for recordings. 

Student submissions can be assessed using the SpeedGrader.

Recorded oral exam submitted through the Collaborative Learning Annotation System (CLAS)

• Instructors can request a CLAS course site to have students upload video recordings to an assignment for the entire class or just the instructor.
• Instructors can provide feedback through timeline annotations and general comments.
• To record grades, a “no submission” assignment can be created in Canvas.

Students are asked to submit a final project, which can take the form of a written assignment or multimedia presentation (e.g., essay, video, poster).

• Students can record and create detailed multimedia projects.
• The software allows students to add text, edit, and enhance videos.

Canvas Assignments (individual or in groups)

• Students can submit essays, poster presentations, and other multimedia (e.g., video, audio) projects to SpeedGrader.
• Grades and comments can be shared through the Canvas Gradebook/Speedgrader.
• Students can also record or upload their video recordings to the Media Gallery/Kaltura.
• Scaffolding, breaking up a major assignments into smaller stages can be done by incorporating a Peer Assessment stage.

Multimedia Capstone

• Students can make use of multimodal assignment options to demonstrate their understanding of course content.
• For a thorough guide to options for multimodal assignments and student accessible, creative software the Beyond the Text website.

Collaborative Learning Annotation System (CLAS)

• Instructors can request a CLAS course site to have students upload video recordings to an assignment for the entire class or just the instructor.
• Instructors can provide feedback through timeline annotations and general comments.
• To record grades, a “no submission” assignment can be created in Canvas.

Tapestry Tool

• Students can create collaborative, multi-media presentations to demonstrate visualizations of integrated concepts.

Students write keywords and organize them into a flowchart. They can also draw the connections between concepts.

• Students can submit their concept map as an image (e.g., PNG, JPEG) or PDF.

You can annotate the concept map from Speedgrader and provide comments and a final grade.

An online rubric can also be used to assess the assignment.

Tapestry Tool

• Students and instructors can create concept maps that help to visually integrate content from multiple mediums.

Classroom or group discussions are utilized to facilitate peer-to-peer learning and build community.

• Students can have asynchronous, topic specific online, threaded discussions.
• Content that can be shared include: images, files, video/audio.
• Instructors can grade these discussions and provide feedback using rubrics or comments.

Collaborative Learning Annotation System (CLAS)

• Students can have asynchronous threaded discussions through annotations to help them engage more meaningfully with course content (video, audio, PDF, image).
• Discussions can be organized in groups, or playlists.

CLNotes

• Students can have annotation-based discussion on texts uploaded as a CLNote. Because comments appear immediately, CLNotes works for synchronous and asynchronous discussions.
• Discussions can be categorized as Discussion, Question, Comment, Definition, Example, Change, Advice.

Zoom Breakout Groups

• The breakout room feature in these video conferencing tools can be used to break students up into smaller discussion groups.
• Students can share content to work collaboratively.

Students present in front of the class. After the presentation, the instructor and/or peers provide feedback.

• Students can join a session as presenters and do their presentation online. They can use their microphone, webcam, and share files.

Recorded presentations on Canvas Kaltura or the Collaborative Learning Annotation System (CLAS)

• Students can record their presentation using Kaltura (or create a webcam recording).

• Students can then upload their recordings to the Media Gallery on Canvas.
• Instructors can also request a CLAS course site to have students upload video recordings and engage in discussion through timeline annotations and comments.

Students are asked to create a personal reflection or portfolio of work.

• Individual students can submit their personal reflection as a discussion or assignment on Canvas (e.g., as a file upload or text entry).

UBC Blogs and UBC Arts ePortfolios

• Students can access UBC Blogs or UBC Arts ePortfolios using their CWL credentials
• These can be made public or private and shared with instructor and other students.
• ePortfolio’s evaluation can be done through Canvas as an assignment by using the “Submit site URL” field.

Students share their work with each other, to view peer submissions, and provide share feedback.

• Student submissions are shared with peers, to provide the opportunity for fellow students to view peer submission and provide feedback through Rubrics, comments and annotations.

ComPAIR

• Students rate peer submissions in relation to other submissions. Rather than providing grades or abstract ratings, students view peer submissions alongside other classwork.

Collaborative Learning Annotation System (CLAS)

• Students can share their multimedia (video, audio, image, PDF) work, so their peers can provide annotation based feedback.

Students are asked to solve a problem. Depending on the discipline, it may require an economic model, political simulation or a historical narrative. For example: “What do you think will happen?”

• Students are exposed to the problem online, where they have to read a document or watch a video. The content can be shared using modules.
• Students are then asked to provide their findings and submit them as an assignment.
• The submission can be done individually or as a group.

Grading can be done using SpeedGrader.

Students perform an experiment or run a simulation and share their findings.

• In cases where a simulation activity could replace a physical activity (e.g., electronics labs), modify the lab so students can complete it remotely using webcam and screen-recording software like Kaltura.
• Tip: Kaltura can be accessed from the course sidebar under My Media / Add New.

Instructors enact a sample lab for students on the Collaborative Learning Annotation System (CLAS)

If the lab uses unfamiliar or relatively familiar equipment and processes (from the student perspective) or requires close-up views:

• Use a webcam to record an instructor or lab technician doing the experiment. Share the video through a CLAS course site, so explanatory timestamped annotations can be added.
• If the experiment is difficult to capture on video, use CLAS’s image annotation features to provide detailed instructions through still images.
• Post the video and/or slides on Canvas Modules, along with any lab data.
• Ask students to write up a modified lab, based on what they observe through an Assignment.

Source: UBC’s Keep Teaching Group Work & Labs