...
| Widget Connector | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|
|
| Expand | ||||||
|---|---|---|---|---|---|---|
| ||||||
UNDER CONSTRUCTION
|
Faculty Assignment Ideas
Have students analyze, critique, or respond to prompts (texts, images, or both).
Train academic paper reading skills. Reading academic papers can be challenging to read and learn from without training. Upload a paper (either relevant to this course, or perhaps in a similar field, but not exactly related to this course) and ask the students to read it. Have them use the annotation tools to highlight passages they consider important, make margin notes for questions that remain or their thoughts at that moment of reading, or to make commentary about the structure, flow, and formatting of the paper.
You can provide feedback on important information the student did not take notes on, extraneous highlighting, and other details.
Ask for self-reflection and/or start a class discussion of errors in papers. Use a sample assignment submission like students might hand in and ask them to mark it up. Optionally, you can include a rubric in the template document for the students to fill in. This will allow you to have a discussion with them about the feedback that they find most important. This can also help them to review their own submissions before submitting.
Post a “find errors and correct them” assignment. Especially useful for a language or coding course (but also can apply to others, like math or logic), create an assignment of statements or solutions that have errors in them, and ask students to mark up what the error is, and suggest corrections. Do keep in mind the limitations of annotations as small corrections; do not have problems that require a significant rework. “True or False, but, if false, make it true” assignments are a narrower sub-type of this activity.
Ask students to label a diagram or image as their submission. The student can use point comment tools to label individual parts, or box comments for larger structures that cover an area. This is comparable to a “hot spot” question in some ways. This is only recommended for identifying parts of a diagram, image or document; other assignment types are better for rote whole image identification. This can be used not only for low-level identification (“label the parts of this building’s façade and attribute it to a period”), but also higher-level analysis (“discuss your interpretation of this x-ray”).
Collect student feedback in a specific format, such as providing a form or template that you would like students to fill in for a “360 degree” peer evaluation after a group assignment, but you do not want students to need to download or upload files (and a survey is too much for what is needed).
Fill out “lab notebook” or “observation notebook” documents in a course that does not make heavy use of them to utilize another tool specialized to that purpose.
...
Limitations and Opportunities
Limitations | Opportunities |
|---|---|
These assignments are not currently available for use with with peer assessment, but this is planned for the future. | Being developed for the future. |
This type of assignment cannot be made a group assignment. | Please contact LTS@boisestate.edu if you would like to explore group work. |
This is not a multi-user live collaborative document (like Office 365, Google Documents, etc.). | Great for individual assignments. |
Keep in mind that most students do not have a stylus for detail drawing, and drawing with a mouse is imprecise at best. | Be thoughtful about the instructions provided to students - encourage them to use the tools that work best for them. |
All annotations exist as a layer in Canvas displayed over top the original; it is not actually editing the original document. You can export the annotations to a PDF file, where the annotations will exist on the PDF comment layer. | This preserves a copy of the student’s annotation for the instructor to grade. |
Student Instructions
How do I annotate a file as an assignment submission in Canvas?
...