Running Head: ESU COMPOSITION PROGRAM FINAL REPORT 1

ESU Composition Program: Restructuring Canvas for GTAs Final Report

Theresa Hier

Emporia State University

IT899XA: Masters Project In IDT

Ms. A’Kena Long

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ESU Composition Program: Restructuring Canvas for GTAs Final Report

The Department of English, Modern Languages, and Journalism Composition Program at

Emporia sought to create a new Canvas hub for incoming GTAs who would be teaching

Composition 1 and 2 to act as a repository of basic teaching and course set-up, curriculum

lessons and assignment examples, and educational resources. The designer, with an instructor of

the department, reworked materials for the new Canvas hub and organized everything in such a

fashion and style that the material is uniform and easy to find and use for the GTAs with

minimum upkeep from the department.

The ADDIE model fits this project in regards to the flexibility needed: “It’s important to

note that the ADDIE activities typically are not completed in a linear step-by-step manner, even

though for convenience they may be presented that way by various authors (Reiser & Dempsey

2012, p. 10-11). While the designer has had weekly meetings with the department, evaluations

and revisions have been made during the development of the project, not just at the end of the

project timeline. The ADDIE method permits for revision within each of its stages, allowing

changes to take place throughout the process (Reiser & Dempsey, 2012).

Pilot Implementation Report

The pilot implementation of this project was fairly simple, because it only consisted of

two members: the instructor who aided the designer throughout this project and the Interim

Composition Director. They met with the designer once a week during the project, evaluating the

current progress on the new Canvas hub weekly on Thursdays. They made suggestions on areas

that needed more detail and modification, style issues, and usability problems. This allowed the

designer time to modify the content and design of the project as they move through project time

frame (not waiting until the end to make changes).

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Reflection of Evaluation Results

Overall, the evaluation results from the weekly meetings were usually positive, and

effective suggestions were made to the designer for content and stylistic changes for the Canvas

hub for the new GTAs coming to the department. The Interim Composition director and the

instructor who aided the designer were the primary participants within the pilot study. Originally,

there were supposed to be more instructors involved, but with Covid-19 issues and work

schedules, the department was only able to have these two working with the designer on this

project. In the future, the department plans to have a small group of GTAs from the department

review and complete an evaluation survey of the new Canvas hub, being allowed and encouraged

to offer suggestions for improvements. This will be done, however, through the department, after

the designer is finished with the project; the department will then make final updates based on

the GTAs’ evaluation.

Overall, their suggestions were small and effective, only requiring minor changes to the

content, formatting, or usability of the new Canvas hub. These suggestions were minor based on

the frequent amount of times the designer met with the pilot study participants (weekly) and the

frequent numbers of emails sent between both parties. The feedback usually consisted of the

things they liked about the current status of the Canvas hub and the small suggestions they had

for improvement. They liked the fact that the designer grouped independent assignments into

single pages (for each section) with generic assignments with embedded links to more specific

examples submitted by those from the department. The participants also enjoyed the fact that the

designer was organizing all data and files into an effective and easy to use format, which could

be effortlessly continued in the future when the department was in charge of updating content on

the Canvas hub. Most of the suggestions were minor and fell into two categories: formatting
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issues and content suggestions. Basic formatting issues include a few editing mistakes, a few

broken links, and a few spacing or text issues. These were easily fixed and caught right away.

Content suggestions included asking if a page could be added to explain something more in

detail (differences between Composition 1 and 2 in relation to the first week or two of class) or

asking if a page section could be clarified or defined. These were all suggestions that were easy

to correct and expand upon.

Reflection

In general, I am quite pleased with how this project has progressed and my ability to meet

the needs of my client. When I first read about this proposed project, I was already interested

because of my background of teaching Composition 1 and 2 at the college level online and from

my knowledge of Canvas. When I received more information about the project, I was a bit

worried I bit off more than I could chew, based on the amount of work to be done. I essentially

was asked to organized and create a new Canvas hub for the department for the incoming GTAs,

which has several files I had to go through and rework into an effective repository for new

teachers to use.

This was challenging at times because it was time consuming and demanding. However,

as I worked through it, it brought me great joy to know that as I worked to create an easy to

navigate Canvas hub for GTAs that I was developing materials that might make their transition

into teaching easier. This project also gave me an insight into my own students, both in high

school and early college classes. As a teacher, I always try to find ways to engage my students in

the topic at hand and instill within them my expectations and hopes for their future. This

experience has reminded me that there are times when teachers need to step back and appreciate
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what their students have accomplished and celebrate that. They do not always have to look to the

future for the next assignment. It is good to take days to celebrate.

Conclusion

This project has helped me develop my skills as an instructional designer. Designing a

project proposal, developing a plan, and implementing the pilot program for a real client has

allowed me to see what being an instructional designer is actually all about. I am proud that I

was able to provide my client with t the department wanted for their GTAs. While it was time

consuming and hard work, I am glad that I went through it. I am proud of the work I did for my

client and the product we came up with. It helped me to develop the skills needed to be an

instructional designer.
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Appendix
ESU: Composition Canvas Hub Survey: Department Instructor
After exploring the new Canvas Hub for GTAs who will be teaching Composition 1 and 2,
please answer the following questions. A Likert Rating Scale will be used for questions 1-10.
The Likert Rating Scale measures include 1 (Extremely Agree), 2 (Agree), 3 (Neutral), 4
(Disagree), and 5 (Extremely Disagree). The remainder of the questions will be presented with a
text box for comments.
After viewing the Canvas hub, is its organization and structure clear?
1 2 3 4 5
After viewing the Canvas hub, is each section/ module clear in its purpose?
1 2 3 4 5
After viewing the Canvas hub, is each module's content clear and understandable?
1 2 3 4 5
After viewing the Canvas hub, is content easily found and opened?
1 2 3 4 5
After viewing the Canvas hub, is the content easy to understand and clear?
1 2 3 4 5
After viewing the Canvas hub, does the course have a uniform design and style?
1 2 3 4 5
After viewing the Canvas hub, do the contents of each module match its title subject?
1 2 3 4 5
After viewing the Canvas hub, is the site easy to navigate?
1 2 3 4 5
After viewing the Canvas hub, do you consider the hub useful as a GTA?
1 2 3 4 5
After viewing the Canvas hub, would you recommend this site to GTAs starting out in the
department?
1 2 3 4 5
What do you like about the new proposed site?
I believe this site will help orient our GTAs effectively when they begin teaching Comp. 1 and 2.
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What do you not like about the new proposed site?

I like everything so far

What changes would you recommend and why?

We have discussed these changes in person via Zoom.

ESU: Composition Canvas Hub Survey: Interim Composition Director

After exploring the new Canvas Hub for GTAs who will be teaching Composition 1 and 2,
please answer the following questions. A Likert Rating Scale will be used for questions 1-10.
The Likert Rating Scale measures include 1 (Extremely Agree), 2 (Agree), 3 (Neutral), 4
(Disagree), and 5 (Extremely Disagree). The remainder of the questions will be presented with a
text box for comments.
After viewing the Canvas hub, is its organization and structure clear?
1 2 3 4 5
After viewing the Canvas hub, is each section/ module clear in its purpose?
1 2 3 4 5
After viewing the Canvas hub, is each module's content clear and understandable?
1 2 3 4 5
After viewing the Canvas hub, is content easily found and opened?
1 2 3 4 5
After viewing the Canvas hub, is the content easy to understand and clear?
1 2 3 4 5
After viewing the Canvas hub, does the course have a uniform design and style?
1 2 3 4 5
After viewing the Canvas hub, do the contents of each module match its title subject?
1 2 3 4 5
After viewing the Canvas hub, is the site easy to navigate?
1 2 3 4 5
After viewing the Canvas hub, do you consider the hub useful as a GTA?
1 2 3 4 5
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After viewing the Canvas hub, would you recommend this site to GTAs starting out in the
department?
1 2 3 4 5
What do you like about the new proposed site?
Discussed via Zoom

What do you not like about the new proposed site?

Discussed via Zoom

What changes would you recommend and why?

Discussed via Zoom
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References

Reiser, R.A. & Dempsey, J.V. (2012). Trends and issues in instructional design and technology.
(third ed.). Boston, MA: Pearson.