Avoiding Overcrowded Modules
One of my primary goals when designing a Canvas course is to avoid creating overcrowded modules. These are modules so packed with items that scrolling through them feels endless, making it difficult to find the next section. While this can be frustrating for instructors, my primary focus is on the learners. Keeping the course structure clear and straightforward helps minimize confusion caused by an overwhelming number of items in a single module. Simplicity not only supports learners but also ensures the course is more approachable and user-friendly. However, there may be instances where modules become larger, particularly when differentiating instruction for specific groups of learners. Differentiation can sometimes lead to doubling or even tripling certain items in a module, depending on how learners are grouped and how the learning is presented. Balancing clarity with the need for targeted instruction is key to maintaining an effective course structure.
Reducing the Number of Assignments
When differentiating instruction, it’s common to assume that each version of the learning activity or assessment requires its own separate assignment. For example, if I’m working with a remedial group, a general instruction group, and an enrichment group, all focused on the same learning goal, the instinct might be to create three distinct assignments tailored to each group’s needs. While this approach ensures differentiation, it can lead to an unnecessarily cluttered module with multiple assignment entries.
Instead, I find it more efficient to create a single assignment for all groups to submit their work. Each group can still receive differentiated instructions and tasks that align with their learning needs, but by consolidating submissions into one assignment, the module stays cleaner and more organized. This approach simplifies navigation for students and reduces the number of items in the module while maintaining the flexibility to differentiate effectively.
One assignment instead of three means...
- All student submissions, regardless of differentiation, are consolidated in a single assignment, making grading in SpeedGrader more efficient.
- Fewer items clutter the module, keeping it streamlined and user-friendly.
- Reduces confusion for both students and instructors about where work should be submitted.
- Simplifies grading for the instructor.
- Minimizes the number of assignments appearing on the course calendar when due dates are attached.
- Requires the instructor to plan how differentiated instructions will be delivered to students effectively.
Considerations for Designing Content Leading Up to the Assignment
Please keep in mind that the ultimate goal of this streamlining process is to make the modules easier for the learners to navigate. Some of the next concepts may have more content in the modules that the instructor sees, but few module items that students will encounter.
Mastery Paths
Mastery Paths provide a powerful way to deliver up to three differentiated learning pathways based on student performance. Students first complete an initial assessment, and their scores trigger the release of targeted conditional content tailored to their learning needs. After completing their assigned pathway, all students submit their work to the same assignment, which can either be the final item in each Mastery Path or just placed at the end of the module where all students can access it.
For example:
- Student A scores low on the initial assessment. Their pathway includes content focused on reteaching and introducing foundational concepts.
- Student B achieves a mid-range score. Their pathway provides a mix of review and new learning opportunities.
- Student C scores high, unlocking enrichment activities and deeper exploration of the content.
While the instructor can view all module content, each student only sees the conditional content released for their specific pathway.
To ensure clarity:
- Include pathway-specific instructions within the conditional content to guide students on what to submit.
- The assignment itself should feature general instructions directing students to refer to their pathway for submission details.
By streamlining submissions into a single assignment, all students, regardless of their pathway, follow a consistent submission process. When grading in SpeedGrader, instructors need only be mindful of the learning pathway each student completed to provide appropriate feedback.
Hiding Some Pages
Not ready for Mastery Paths, but still want to give students an individualized targeted learning pathway? Consider using some "hidden" pages. There is nothing truly special about hidden pages. They are pages that are published in your course, just not added to a module. (Please keep in mind that the pages, assignments, quizzes, and discussions links are all disabled in my course navigation. Therefore, the only way to access published content in my course is to add it to a module or link to it from within other course content.)
Using the image below, the only items that I would include in my module would be the Introduction Page and the Assessment Submission. The Learning Pathways pages would be published pages, but would NOT be added to the modules. For this specific example, if all items would be included in a module the module would include fourteen items. "Hiding" the pages reduces the number of module items to two.
The Introduction Page
- All students start here.
- General introduction to the learning.
- Identifies where each group should begin and links to the first Learning Pathways page for each group.
- Should also indicate how students know which pathway to follow.
The Learning Pathways Pages
- Using pages for this example, but they could be other content types such as discussions or quizzes.
- Can be a different number of items for each pathway.
- Used for targeted learning and formative assessment.
- Each item NEEDS to at least contain links to the next and previous item in the pathway. Since these items are NOT in a module, the links would be the only way to access them.
- You may also want to include some details on each of the Learning Pathways pages showing student progress in the pathway. (ie. Page 3 of 6 in the Green Pathway)
The Assessment Submission
- Used for a summative assessment.
- Could be a Canvas Assignment where student submissions could vary based on instructions in their Learning Pathway.
- Could be a Canvas Quiz if the expectation is for all students to have the same assessment experience.
When you decide it is time to try Mastery Paths, you can add the same hidden pages to the module and incorporate them within the Mastery Path Pathways.
Disclaimer: If you use the "Hidden" Pages method and you want to copy this module to a different course, keep the following in mind. If you copy the entire course into a different course, the links to and on the hidden pages should be fine. However, if you only copy the module to another course, the links to and within the hidden pages are not processed in a way that will copy the hidden pages to the different course. The links from the Introduction Page in the new course will still be linked to the hidden pages in the previous course.
The “Assign To” Method
While it has been possible for instructors to assign assignments, quizzes, and discussions to specific students for as long as I have been using Canvas, more recently it has become possible to assign pages and even modules to specific students. This method is great when you have one or two assignments that you need to differentiate for a small handful of learners. Student will only see the items in the module that have been assigned to them. However, when you have numerous assignments throughout a semester and groups are changing on a regular basis, the process of assigning each item to every student in specific groups can become quite daunting.
Don't Confuse Course Groups with Differentiation Groups
Canvas Course Groups do not significantly impact the structure or content of modules. However, the topic often comes up when discussing differentiation with teachers, so I thought it would be helpful to address it here.
Over the years, I’ve frequently been asked whether Course Groups can be used to differentiate learning and assessments for targeted learning groups. The short answer is: generally, no.
Course Groups are designed to facilitate student collaboration on shared projects, where each group works on the same task or project alongside other groups. The primary purpose of Course Groups is fostering teamwork and collaboration, not creating homogeneous groups for assigning individualized work.
In Conclusion
Designing a streamlined and user-friendly Canvas course is essential for supporting both learners and instructors. By avoiding overcrowded modules, reducing the number of assignments, and leveraging tools like Mastery Paths, "hidden" pages, and the “Assign To” method, you can effectively differentiate instruction while maintaining clarity and simplicity.
Remember, the goal is to ensure that students can easily navigate their learning pathways without unnecessary confusion or clutter. Each approach discussed—whether using Mastery Paths to tailor learning experiences, minimizing visible module items with hidden pages, or strategically assigning content—helps achieve that balance between differentiation and accessibility.
Ultimately, these strategies empower educators to create courses that are both inclusive and efficient, providing students with targeted learning opportunities while keeping the course structure manageable and intuitive. As you refine your course design, keep the learner experience at the forefront, and you’ll create a Canvas course that meets diverse needs without overwhelming anyone involved.
If you have some additional tips, I would love to hear about your thoughts and experiences in the comments!
