Week 8 Blog

Based on your experience putting your lesson into the Canvas LMS, what do you feel are the benefits of using such a structured space for teaching and learning? How well does the structure of an LMS fit with your theory of online learning?

I am a Canvas learning management system (LMS) administrator and a student of learning technologies. I think organization and delivery of content are important to provide the environment for learning. Structured space like Canvas reduces cognitive load for learner. Canvas structured that space very well for teaching and learning. All the features in any learning management system are important and help facilitating learning and teaching. It has all methods to deliver instructions such as text, images, audio, and video to meet the needs of different styles of learning. It also provides the interactive environment for students and teachers to communicate, collaborate, and assess learning.

I personally like Canvas in comparison with other LMS because of its flexibility and customizability. It provides extensive open APLI that open opportunity for third party apps to plug into canvas. There are hundreds of LTI apps that can be used in canvas for teaching and learning. One of the great features is video recording on the go. Student and instructor can record video in canvas and link to any page. Outcomes is also an important feature to align learning outcomes and competencies with course objectives and run a report for student’s mastery of any competency which is important for accreditation purpose as well. All types of statistics and analytics are also better than any other LMS. The most advantage over other LMS is the Amazon cloud service which ensures 99.99% uptime. Also, it costs comparatively less than other LMS which are big concern for any user. It’s usability is also better than other LMS.

Having the above discussions I do believe Canvas and any other LMS has limitations too. It is a tool which facilitates learning. I think actual learning happens when students take their own initiative to participate in learning through discourse within, with other students where instructor takes part as moderator.