Canvas Integrated Tools
| RSI Category | Instructional Purpose | Canvas / Technology Tool | Example Faculty Use |
|---|---|---|---|
| Regular Interaction – Category A (Course Structure & Presence) | Establish predictable communication and instructor presence | Canvas Announcements | Post weekly announcements summarizing the week’s tasks and highlighting upcoming deadlines |
| Regular Interaction – Category A | Provide course orientation and weekly guidance | Canvas Pages or Module Introduction Videos | Record a short video explaining weekly learning objectives and assignments |
| Regular Interaction – Category A | Clarify instructor availability | Canvas Syllabus or Welcome Page | Include communication policies, office hours, and response time expectations |
| Regular Interaction – Category B (Engagement Monitoring & Support) | Monitor engagement and reach out to students | Canvas Analytics / New Analytics | Identify students who have not logged in or submitted assignments and send outreach messages |
| Regular Interaction – Category B | Contact students based on participation patterns | Canvas Inbox / Message Students Who… | Send messages to students who have not submitted an assignment or who scored below a threshold |
| Substantive Interaction – Category A (Live Instruction) | Provide real-time teaching and clarification | Zoom or Canvas Conferences | Host live lectures, Q&A sessions, or review sessions for challenging concepts |
| Substantive Interaction – Category B (Individualized Feedback) | Provide personalized feedback on student work | Canvas SpeedGrader | Leave written, audio, or video feedback explaining strengths and areas for improvement |
| Substantive Interaction – Category B | Provide richer feedback formats | Video feedback tools (Canvas Studio, Loom, Panopto) | Record short videos explaining how students can improve their assignments |
| Substantive Interaction – Category C (Course-Level Instructional Response) | Address patterns in student understanding | Announcements, Pages, or Short Instructional Videos | Post a mini-lesson explaining common misconceptions from a quiz or assignment |
| Substantive Interaction – Category D (Embedded Activity Facilitation) | Facilitate discussion and guide student thinking | Canvas Discussions | Ask follow-up questions, highlight strong ideas, and guide deeper analysis in discussion threads |
| Substantive Interaction – Category D | Conduct real-time engagement checks | Polling tools (Zoom Polls, Mentimeter, Poll Everywhere) | Use polls during live sessions to check understanding and address misconceptions |
| Regular + Substantive Interaction | Support student reflection and progress monitoring | Canvas Quizzes, Surveys, or Reflection Prompts | Ask students to reflect on learning progress and identify areas where they need clarification |
Additional Tools and Technology
| RSI Category | Instructional Purpose | Online Tool | Example Faculty Use |
|---|---|---|---|
| Regular Interaction – Category A (Course Structure & Presence) | Establish predictable instructor presence | Loom / Panopto / Screencast-O-Matic | Record short weekly video updates summarizing course progress and expectations |
| Regular Interaction – Category A | Provide course orientation and guidance | YouTube (unlisted videos) | Share short videos explaining how to navigate assignments or expectations |
| Regular Interaction – Category B (Engagement Monitoring & Support) | Conduct check-ins about pacing or course experience | Google Forms / Microsoft Forms | Create quick mid-course surveys asking students about workload, pacing, or questions |
| Regular Interaction – Category B | Invite anonymous student feedback | Padlet / Mentimeter | Allow students to submit questions or concerns about course pacing or clarity |
| Substantive Interaction – Category A (Live Instruction) | Provide real-time teaching and clarification | Zoom / Microsoft Teams / Google Meet | Host optional live lectures, Q&A sessions, or concept review sessions |
| Substantive Interaction – Category B (Individualized Feedback) | Provide richer feedback on student work | Loom / Panopto / Vidyard | Record short video feedback explaining strengths and areas for improvement |
| Substantive Interaction – Category C (Course-Level Instructional Response) | Address patterns of misunderstanding | Short screencast videos | Record a mini-lesson explaining common errors from a quiz or assignment |
| Substantive Interaction – Category D (Embedded Activity Facilitation) | Facilitate collaborative learning activities | Padlet / Miro / Jamboard alternatives (FigJam, Mural) | Have students post ideas or analyze materials collaboratively during an activity |
| Substantive Interaction – Category D | Promote discussion and peer interaction | VoiceThread | Students post audio or video responses and instructors respond with guiding questions |
| Substantive Interaction – Category D | Check student understanding during instruction | Poll Everywhere / Mentimeter / Kahoot | Use polls or quizzes during live sessions to clarify concepts and address misconceptions |
| Regular + Substantive Interaction | Encourage reflection and metacognitive learning | Flip (formerly Flipgrid) | Students post short video reflections and instructors respond with feedback or follow-up questions |