Design Framework for the "Getting to Know Canvas" Course

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My name is Melissa Longoria-Goonan and I am currently a Masters candidate at Lamar University in Applied Digital Learning. This presentation is for course 5318 Instructional Design. I will be presenting the framework for the "Getting to Know Canvas" course which addresses technology anxiety that prevents many adult learners from succeeding in online education.

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Three categories of institutional documents shape my design process:

First, SACSCOC accreditation standards mandate quality online instruction and student success outcomes.

Second, Del Mar College's syllabus requirements establish learning objectives and assessment criteria while maintaining flexibility for diverse learners.

Third, program requirements from Freedom to Dream emphasize scaffolded support for non-traditional students who haven't engaged with formal education in years.

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Additionally, the Quality Matters rubric provides research-based standards for online course design. These documents aren't constraints—they're guideposts ensuring quality while allowing innovation.

I've chosen Understanding by Design (UbD)—backward design by Wiggins and Mic Tie. Why? Because online learners need clear roadmaps. UbD begins with identifying desired outcomes, then works backward to create assessments and learning experiences. This transparency is crucial for adult learners who need to see the "why" before engaging with the "how. My course's enduring understanding isn't just "how to use Canvas" but "I am capable of navigating any digital learning environment." This backward design reduces cognitive load and builds confidence by showing students exactly where they're going and how they'll get there.

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Who Controls the Learning

Learning control follows the COVA framework—Choice, Ownership, Voice, and Authenticity—creating a partnership-centered approach. Students control their pace through self-paced microlearning modules on the VikingGo Mobile app, choosing when and how to engage. Think GPS navigation: I provide the map and suggested routes, but learners choose their destination. This balance addresses adult learners' need for autonomy while providing expert guidance in unfamiliar territory.

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CBE Approach 

I'm implementing Competency-Based Education (CBE) because it focuses on mastery of demonstrable skills rather than seat time. Students don't complete X hours of training—they demonstrate they can submit assignments, participate in discussions, and navigate course materials.

CBE recognizes varied experiences—some master dashboard navigation quickly but need more time with discussion boards. Clear competencies include:

• Navigate Canvas independently

• Submit assignments successfully

• Engage in discussions

• Access feedback

• Utilize support resources

 

Each competency has multiple demonstration opportunities, reducing anxiety and building confidence through repeated success. It's practical, immediately applicable, and respects learners' time.

 

My assessment strategy balances three purposes:

Assessment OF Learning occurs through authentic performance tasks.

Assessment FOR Learning happens continuously through self-checks and AI chatbot feedback.

Assessment AS Learning develops metacognitive skills through reflection and self-evaluation.

Early modules emphasize formative assessment to build confidence. By course end, students primarily self-assess, having developed skills to evaluate their own learning needs. We're not just measuring learning—we're using assessment to drive learning forward.

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The Big Hairy Audacious Goal—transforming anxious technology users into confident digital learners—drives every decision. The course will cover foundational knowledge, participating in discussion forums, and gain confidence in their ability to use Canvas.

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This framework creates more than Canvas training—it's transformative learning. By aligning institutional requirements with learner needs through UbD, COVA, and CBE, we're not just teaching technical skills—we're changing lives and empowering adult learners to pursue their educational dreams.

Thank you.

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