Thanks to everyone who filled out the faculty and instructor needs survey.

Overall, we had 116 responses, which is about 20% of the faculty and instructors surveyed. I know you all are busy, so again, thank you for taking the time to let me know what you’re thinking about Canvas.

I’m using the information you provided to design a seminar series that begins this week. Once I have something set up with your department, your fantastic Lead Staff people will send you information about the seminar for your department. I will post announcements and information here as well.

Now, I want to begin sharing the results of the survey with you. This week I will answer the questions that came out of your open-ended comments. I grouped your comments and questions into the following categories: Migration, Assignments & Grading, Media (Audio & Video), General, and Communications.

MIGRATION [back to top]
Will I have access to my RamCT courses if I don’t teach until 2016?
You will have access to all of your migrated courses in Canvas dating back to Spring 2014. RamCT courses from spring, summer, and fall 2014 have all been migrated/copied into Canvas for you, and while you will not be able to access those courses in RamCT after Spring 2016, you will have access to those migrated courses in Canvas. If you create a new course in RamCT for Spring 2015 or Summer 2015, those courses will also be migrated to Canvas. Since the goal is to have all CSU courses taught using Canvas in Fall 2015, you will not have to worry about migrations after SM2015.

How well do quizzes migrate from RamCT to Canvas?
Not everything in quizzes migrates successfully from RamCT to Canvas. You can, for the most part, get all of your quizzes, exams, and test pools. However, there are several things that don’t come over well, or that don’t come over at all, and so I’m sad to report that you will have to do some work reviewing, and in some cases revising, parts of your quizzes. The things that don’t come over include:

  • Feedback text
  • Hot spot questions
  • Either/Or questions
  • Quiz bowl questions

In addition, the matching questions may not migrate correctly. You will want to double check them and revise if necessary. Question Pools in RamCT will come over as Question Banks, and the links between questions in a quiz or exam and the bank will be broken. Finally, you may have to re-enter the correct point values for each question.

ASSIGNMENTS & GRADING [back to top]

Can I post an assignment that will not be graded without getting a grade book column for that assignment?
When you create a graded assignment, Canvas automatically creates a grade book column for that assignment. If you create an assignment that is not graded, then that assignment will not have a grade book column. In Canvas, the Assignment, Calendar, Grade Book, dynamic Syllabus, and messaging tools are all linked, and activity with one of these tools will trigger updates or other activity in the other tools. Whenever you create a graded assignment, for example, you will always get a grade book column, a calendar entry, a listing on the schedule in the syllabus and both student and instructor notifications related to the assignment.

Will Canvas use SafeAssign?
Canvas does not use SafeAssign. In February 2015, ACNS announced that CSU will integrate the anti-plaigiarism tool VeriCite. VeriCite is not a native Canvas tool; it’s a 3rd-party tool that is currently being developed by Longsight.

Who can I talk to about my concerns with VeriCite?
VeriCite does have some nice features, but I have also heard that you have some concerns, and I share those concerns. If you have concerns about VeriCite, I encourage you to reach out to ACNS. I have been relaying all of what I hear, and I believe that it will help if the good folks at ACNS hear your concerns from you as well. The more we share the issues we have with this tool, the better ACNS will be able to represent our concerns when they work with the Unizen consortium and Longsight to improve the tool, or if necessary, to select a different tool.

Is there a way to excuse a student from completing an assignment without affecting the students’ overall grade?
I hope that by the time everyone starts using Canvas this fall that the ability to excuse a student from an assignment will be in place. According to Canvas’ product discussion board, this feature should be available this May or June. For now, an imperfect solution is to leave a dash in place of the score for any excused assignment. If you do this, you must not select “Treat ungraded as 0.” Unfortunately, this solution only works while the class is in session. Once you download your grade book to a csv file, all dashes (or blanks) are automatically treated as 0s in the “Final Score” column. You can, however, delete the Final Score column and use the “Current Score” column when you submit your final grades. The current score column reflects the students’ correct scores.

On a related note, Canvas has Differentiated Assignments. If you have multiple sections attached to a single course, this feature allows you to create different assignments and due dates for each of your sections while still keeping them all linked to one “parent” course. In some cases this removes the need to excuse students from assignments.

Does Canvas have something like “Inline Grading” in RamCT?
Yes, Canvas has SpeedGrader, and SpeedGrader makes use of an annotation tool called Crocodoc. When you use SpeedGrader, you will be able to open and read your students’ files, and you will be able to annotate and comment on those files. SpeedGrader also provides an easy to use rubric tool for fast grading, and you will be able to add comments based on each rubric criterion. You can also add a final comment that will be delivered with the final grade. Your comments can be text and they can also be video or audio comments.

The one gotcha related to Crocodoc is that you have to restrict the assignment file submission types to doc and pdf. The annotation tool does not work with any other file type, and it also doesn’t work with text that is typed directly into Canvas. You can restrict the file formats in each Assignment’s settings.

Does Canvas have an attendance tool?
Yes. Canvas has an attendance tool called Roll Call. You can activate Roll Call by adding it to your menu. Go to Settings and select the Navigation tab. Drag and drop the Attendance tool into the menu list at the top of the Navigation page. Take a look at this guide to learn more about the attendance tool.

MEDIA (VIDEO & AUDIO) [back to top]

Does Canvas provide the ability to create assignments that allow students to record themselves (video and audio) and to review each others' recordings?
Yes. One of the great features in Canvas is the media tool that allows both students and instructors to create short video and audio clips using your computers’ built-in camera and microphone. Instructors can create and embed video and audio on any page that has a rich text editor. Students can record video and audio clips in response to assignments and discussion prompts. They can also record video from within their collaboration wiki sites where they have their own collection of course tools. Finally, both instructors and students can record video or audio comments using the Conversations messaging tool.

Will Canvas allow you to stream video?
Canvas does not have a companion video streaming server. Canvas does have a great media tool that allows students and instructors to record short video and audio, and all of that video will be stored in and served from Canvas. If you want to upload or use video that is longer, then you will have to consult with one of the many video services available on campus. Some of these include:

  • ACNS Online Classroom Video Delivery—http://videoplay.colostate.edu - you have to log in with your eid
  • ACNS Video Lecture Capture Echo 360—http://help.echo.colostate.edu
  • TILT and Online Plus offer video streaming support for their courses.
  • Your department IT shop may offer video streaming support, or may be able to assist you with finding the right solution.

GENERAL [back to top]

Is there a way to embed PDFs in Canvas so that students can read them without opening or downloading them?
Yes, there are two ways to embed and display PDF (and other) files in Canvas. Both file preview functions are powered by “Box,” and overall, the work really well. It is important to use Firefox when you create these inline previews. I was not able to setup inline preview using Explorer. Once they are set up, however, most working browsers will show the embedded files.

Will students and teachers be able to access their courses after the completion of the course?
At the present time, courses are set to open the Friday before each semester begins and to close a few weeks after each semester ends. These are the dates that students can actively participate in the course. You are able to override these dates. Follow the instructions in this guide if you want to set different dates.

COMMUNICATIONS [back to top]

Can we use class rosters to send email to individuals and groups? Can messages sent to us from within Canvas be forwarded to our @colostate.edu email?
Yes and yes. The messaging tool in Canvas, called Conversations, allows you to send messages to individuals, groups, and your entire class. Click on your Inbox at the top right of your screen to get to Conversations. The Conversations Inbox is like an email inbox. You will want to set your notification preferences to receive messages at any email address you choose. Go to your profile settings to set your notifications. Before you decide to forward your messages to an external email, keep in mind that Conversations has a filter that allows you to sort your Canvas messages by class.

Why isn’t there a phone number for the College of Liberal Arts LMS Coordinator?
The LMS Coordinator position for CLA is a part-time position, and I am often away from my desk, so it will be more difficult to reach me by phone. You can call 970-491-2537 on Tuesday in the morning or Wednesday and Thursday from 8:00-4:30. You will always be able to reach me by email, and I will make every effort to reply within 24 hours Monday through Friday if you email me - kathy.zellers@colostate.edu.

Comments

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  22. Se obtuvieron 116 respuestas del profesorado en la encuesta sobre necesidades de Canvas. El texto detalla los resultados de la encuesta, el proceso de migración de cursos desde RamCT a Canvas, las limitaciones al trasladar cuestionarios (texto de retroalimentación, preguntas de punto activo y preguntas binarias no se migran bien) y una próxima serie de seminarios para docentes. Crea materiales audiovisuales educativos con IA nano-video.io.

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  23. We’ve been testing krea 2 for generating course visuals and lecture slides — the krea 2 prompt generator makes it surprisingly easy to get consistent, clean images without spending hours tweaking. A nice addition for anyone doing remote teaching content.

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  26. Thanks for sharing such a clear breakdown of the faculty survey results and Canvas transition details. Practical guides like this really help streamline the adoption of new digital workflows. For anyone looking to polish their online visual presence and profile pictures, utilizing AI dating photos offers a convenient and high-quality solution.

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  28. Grain dying on the next generation is why I stopped using text-to-image for approved stills. The editor side that’s built on Krea 2 is closer to how a CD actually works: same frame, different hour of day. If the film look holds, it saves a reshoot conversation.

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  29. Thank you for sharing the survey results and addressing migration concerns. It’s reassuring to know that courses from Spring 2014 onward will be available in Canvas, even if taught later. I appreciate the transparency about quiz migration issues, as it helps set realistic expectations. I’m curious about the seminar series—will there be recordings for those who can’t attend in person? Also, could you elaborate on what specific aspects of quizzes tend not to migrate well, so we can prioritize our review efforts? Looking forward to more updates on this transition.

    Reply

  36. The 116 survey responses provide a useful foundation for shaping the Canvas seminar series. I’m especially interested in seeing how the sessions address the needs identified by faculty and instructors across departments.

    Reply

  37. The list of quiz elements that don’t survive migration—feedback text, hot spot, either/or, and quiz bowl questions—is the kind of detail that can quietly break a high-stakes exam. I’d add that instructors should test migrated quizzes in Student View and re-check matching questions, question-bank links, and point values before the term starts; otherwise the cleanup lands during grading. Building a short pre-semester checklist with your lead staff could save that scramble.

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  39. The 116 survey responses provide a useful foundation for shaping the Canvas seminar series. It’s great to see the feedback being turned into department-specific training with support from the Lead Staff.

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  42. Interesting that even quiz migrations don’t come over perfectly — matching questions get scrambled and point values need rechecking. It makes me wonder if the same thing happens when you try to turn a wild headline into a song without losing the punch. Have you checked out ScoopRYM to see how they handle that transformation?

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  43. I appreciate the transparency about quiz migration—knowing that feedback text, hot‑spot, and matching questions may not transfer correctly helps us plan extra review time. It’s reassuring that all 2014 courses will remain accessible in Canvas, even if we pause teaching until 2016.

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  44. It’s interesting how even after migration, some quiz content needs a careful review to see what actually made the cut — kind of like checking your yard to see which visitors actually showed up. The Local & Seasonal guide on birdlyyard.com lets you select your state and month to discover exactly which birds are in your area right now.

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  45. It’s interesting to see how institutions are navigating the shift between platforms like RamCT and Canvas, especially when it comes to academic integrity tools. The mention of VeriCite replacing SafeAssign really highlights how quickly the landscape of plagiarism and AI detection is evolving. With so many changes and third-party integrations, it’s no wonder faculty and students alike want to double-check their work before submission. That’s exactly why tools like Turnitin AI checkers have become so valuable—running a quick scan can save you from surprises later. If you’re submitting papers soon, it’s worth verifying your content first at aiturnitinchecker.com. Turnitin AI checker

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  46. It’s great that the 116 survey responses are being used to shape a Canvas seminar series rather than sitting unused. I’m especially interested to see how the sessions address the needs identified by faculty and instructors across departments.

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  47. This kind of faculty survey recap is a great reminder of how much time instructors spend juggling course tools and content. While everyone sorts through Canvas migrations and quiz quirks, it’s worth noting that AI image generation can now live right inside Claude via MCP, which pairs nicely with the text-heavy workflows educators already use. Whether it’s building visual aids, slide graphics, or quick concept illustrations, tools like Nano Banana 2, Flux 2 Pro, and GPT Image 2.5 make text-to-image and image-to-image creation feel like a natural extension of the platform rather than another login to manage. For anyone curious about adding visuals to their teaching materials without leaving their existing workflow, it’s a surprisingly smooth fit. AI image generation for Claude users

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  48. Super helpful and thorough breakdown! Addressing the messy quiz migrations, VeriCite quirks, and SpeedGrader constraints head-on shows real transparency. The practical workarounds (like handling dashes for excused grades) make a massive university-wide LMS transition feel far more manageable.

    Reply

  49. It’s interesting that the migration of quizzes is marked with an ‘N/A’. I wonder if that’s due to specific complexities in how quizzes are structured or graded in RamCT versus Canvas. For those dealing with complex media needs, having a flexible platform for text and image driven video creation can be a lifesaver. Slightly off topic, but if you ever deal with AI video generator, AI video is what I ended up settling on and it has saved me a fair bit of time.

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  50. The survey results mention specific categories like ‘Migration,’ ‘Assignments & Grading,’ and ‘Media.’ It would be helpful to know if the ‘N’ for quiz migration means it’s not supported at all, or just that it’s not a straightforward process. For instructors dealing with complex media, having a robust system is key. Managing large-scale content creation for e-commerce has similar challenges, and I found solutions like PixBulk bulk generator really streamlined the process for generating hundreds of on-brand product photos from a spreadsheet.

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  51. The survey’s ‘N/A’ for quiz migration is intriguing. I wonder if that means it’s simply not feasible or just requires significant manual adjustment. For those of us who often need to create diverse media assets, having reliable workflows is crucial. Anyone exploring advanced multimedia content generation might find value in exploring various generative AI video tools for their projects.

    Reply

  52. 116 responses—about 20% of the faculty and instructors surveyed—is a helpful foundation for shaping the Canvas seminar series. I appreciate that the survey feedback is being turned into department-specific sessions and communicated through Lead Staff.

    Reply

  53. The survey’s ‘N/A’ for quiz migration is intriguing. I wonder if that means it’s simply not feasible or just requires significant manual adjustment. For those of us who often need to create diverse media assets, having reliable workflows is crucial, and anyone exploring advanced multimedia content generation might find value in exploring various tools for professional visual content creation, which has been a game-changer for my own projects. Slightly off topic, but if you ever deal with AI art generator, professional visual content creation is what I ended up settling on and it has saved me a fair bit of time.

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  55. The media section is a useful reminder that the audio and video material instructors reuse in Canvas often needs the same careful review as migrated quizzes. When a short public video clip is reused for teaching, tracing the background music back to its source is usually the first step toward proper credit, and a browser-based lookup such as SongByLink can identify a track from a public video link without adding another app to the workflow. Pairing that quick check with a pre-semester review checklist could make the cleanup far less painful for everyone involved.

    Reply

  57. The 116 survey responses provide a useful foundation for shaping the Canvas seminar series. I appreciate that the feedback is being translated into department-specific sessions and shared through Lead Staff.

    Reply

  58. The survey’s ‘N/A’ for quiz migration is intriguing. I wonder if that means it’s simply not feasible or just requires significant manual adjustment. For those of us who often need to create diverse media assets, having reliable workflows is crucial, and anyone exploring advanced multimedia content generation might find value in exploring bulk image generation services for their projects.

    Reply

  59. It’s interesting to see the breakdown of survey results into categories like ‘Media (Audio & Video)’. While this article focuses on faculty needs and Canvas features like SpeedGrader which can handle audio/video comments, I’m curious if any of the discussions touched on tools for generating Instagram audio to text. That functionality could be really useful for instructors needing to transcribe video lectures. Instagram audio to text

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  60. It’s interesting to see how Canvas handles quiz migrations from RamCT, noting that not all question types transfer perfectly and might require manual review. The detail about question pools becoming question banks with broken links is a specific point that would require attention. This kind of granular detail in system transitions is often overlooked in broader discussions. real-time AI roleplay

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  61. It’s interesting to see the migration issues between RamCT and Canvas, especially with quizzes and question pools. The description mentions that not everything migrates successfully and that question pools become broken links. Reviewing and potentially revising parts of quizzes will be necessary. Build Roblox games with AI

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  62. It’s interesting to see the breakdown of comments into categories like Migration, Assignments & Grading, and Media. The details about how quizzes migrate from RamCT to Canvas, specifically that not everything comes over well and that matching questions may need revision, are particularly noteworthy. This kind of information is useful for anyone planning a similar transition, and for understanding the nuances of data migration in educational platforms, which i

    Reply

  64. The survey’s ‘N/A’ for quiz migration is intriguing. I wonder if that means it’s simply not feasible or just requires significant manual adjustment. This raises questions about how complex course elements truly transfer. For instance, are there specific limitations regarding embedded media or interactive quiz types that cause this issue? It would be helpful to know if this ‘N/A’ is a temporary placeholder or a permanent technical hurdle. For those of us who rely on efficient content generation, exploring tools for AI song creation has been a practical way to manage project assets, offering a different kind of efficiency.

    Reply

  65. I grouped your comments and questions into the following categories: Migration, Assignments & Grading, Media (Audio & Video), General, and Communications.
    Teaching courses in structural design, architecture, or project management? Make sure your online Canvas modules include links to practical industry tools—such as an online Concrete Estimate calculator—to assist students with technical coursework and real-world estimating exercises.

    Reply

  67. Thanks for sharing the survey results and the migration details—super helpful for anyone juggling Canvas updates. On the media side, I’ve found that repurposing recorded lectures into bite-sized clips really helps with student engagement, especially for mobile review. For that, the Video to Shorts app has been a lifesaver: it converts long videos into 9:16 clips with captions and no watermark, and the free account gives you three clips without a card. If you’re already recording lectures, it’s an easy way to create quick previews or social-friendly summaries.

    Reply

  68. Thanks for answering the survey questions in such detail. The Media section is the one I’d expand today: once instructors and students start recording audio and video clips for assignments and discussions, accessibility comes up quickly. A transcript next to each recording helps students who are deaf or hard of hearing, students on a slow connection, and anyone reviewing for an exam who wants to search instead of rewatch. Tools that convert video to text make that a quick step now. I use transcript.im for longer lecture recordings and keep the timestamps, so students can jump back to the exact moment in the video.

    Reply

  69. Useful overview of the support pathways for instructors — the site manager introduction is especially helpful for new faculty navigating governance policies. A clearer note on typical turnaround times for service requests would be even more useful when planning a semester. Thanks for collecting all of this in one place.

    Reply

  70. A 20% response rate on a Canvas survey is actually pretty solid, considering how hard it is to get instructors to pause grading and prep work just to fill out IT forms. Hopefully the feedback gives you a clear sense of the friction points around organizing course media and modules.

    Whenever I put together short supplemental clips for online modules, sourcing quick visual b-roll is usually where things slow down. With Kling 4.0 AI Video Generator, the video generator I’ve been using, feeding in a clean reference still helped keep a slow macro pan of lab glassware steady without the motion drifting all over the place.

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  71. The 116 survey responses provide a useful foundation for shaping the Canvas seminar series. It’s great that the feedback will be organized through departments and shared by Lead Staff.

    Reply

  72. The survey data mentions 116 responses, representing about 20% of faculty. It would be interesting to see if there’s a breakdown of responses by department or by faculty rank. Understanding potential biases in participation could offer further insight into the reported needs. For managing diverse content assets across different projects, I’ve found that having a streamlined workflow is essential, and exploring tools for opusvideo.org has significantly improved my own content creation efficiency.

    Reply

  73. The survey results mention 116 responses, representing 20% of faculty. It would be insightful to see if there’s a breakdown by department or rank to understand participation nuances. For individuals managing complex digital assets across various projects, streamlining workflows is paramount, and exploring new photo animation tools has proven to be a significant time-saver for me.

    Reply

  74. 感谢分享这份Canvas迁移调查的详细结果——116份回复的样本量很有参考价值，尤其是关于测验迁移的细节，比如反馈文本和热点题无法迁移、题库链接会断开，这些提醒对正在规划2015年秋季全面切换的院系非常有用。期待研讨会系列按迁移、作业与评分等五类问题逐一展开。另外顺带介绍一下：我们是LUMERUNE，一个主打黄水晶饰品的品牌，欢迎了解我们的 citrine jewelry 系列。

    Reply

  75. The survey’s mention of 116 responses, representing 20% of faculty, is a good starting point. It would be beneficial to understand if the response rate varied significantly across departments or experience levels, as this could influence the applicability of the findings. For instance, departments with heavier reliance on digital assignments might have different needs than those that do not. Streamlining workflows for asset management is crucial in our field, and I’ve found that exploring tools for Nano Banana 2 Lite has significantly improved my creative iteration speed.

    Reply

  77. The transition to Canvas will require reviewing and potentially revising quiz questions, as not all elements migrate perfectly. This impacts the migration of question pools, which will break links and require re-entry of point values. crafino.site

    Reply

  80. This migration update offers a practical teaching opportunity: have instructors audit migrated quizzes before reuse, since feedback text, hot spot, either/or, and quiz bowl questions may not transfer, and matching items need checking. Ask them to verify point values and relink question banks to quizzes. A short departmental workshop where faculty compare a RamCT quiz with its Canvas copy, then rebuild one affected question type together, would build confidence and surface recurring issues. Documenting these fixes in a shared checklist could also reduce repeated troubleshooting across courses.
    Related resource: https://slayer2.org/

    Reply

  81. Getting around a 20% return rate on an internal faculty survey is honestly pretty solid considering how packed everyone’s teaching schedules get, especially around LMS adjustments. Pinpointing where instructors actually hit friction in Canvas usually saves IT dozens of repetitive support tickets later in the semester.

    On the course content side, putting together quick visual supplements for modules has been my biggest time sink lately. I ended up looking into 시댄스 2.5 가격 while budgeting tools for lecture aids, mostly to generate short five-second contextual clips—like simple lab setup b-roll—from static diagram prompts. It certainly doesn’t replace real demonstration footage across the board, but having those quick motion passes ready to drop into weekly announcements helps keep students engaged without weeks of editing.

    Reply

  82. Getting a 20% response rate on an IT survey is actually pretty solid, especially when faculty are already overwhelmed with managing Canvas courses and grading. Most departments I collaborate with struggle to hit double digits whenever they audit digital tools.

    When updating our own instructional media last term, video content was easily the main bottleneck. I ended up testing Veo 3.1 Video Generator while evaluating options for an ии генератор видео to make quick 8-second visual transition clips for our lecture modules; rendering a short prompt for a clean laboratory setup took about three minutes, which kept us from having to schedule physical reshoots.

    Reply

  83. This migration update offers a practical teaching opportunity: instructors can use the listed quiz migration issues—feedback text, hot spot, either/or, quiz bowl, and matching questions—as a checklist for reviewing assessments before a new term. A concrete suggestion is to schedule a short peer-review session where colleagues compare migrated quizzes against originals, flag broken question-bank links, and verify point values. This turns a technical migration task into collaborative quality assurance, helping ensure assessments remain fair and accurate for students while reducing individual workload.
    Related resource: https://loottoforge.org/

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  84. A practical teaching suggestion is to treat the migration notes as a checklist for reviewing assessments before the term begins. Instructors can open each migrated quiz, verify question types such as matching, hot spot, either/or, and quiz bowl, confirm point values, and re-link question banks. Pairing this review with a short peer exchange, where colleagues compare migrated quizzes and share fixes, can reduce repeated errors and build shared troubleshooting knowledge across departments.
    Related resource: https://animebreaker.org/

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