Canvas news: 18/19 modules now available to teaching staff

Canvas update

We are pleased to announce that new module sites for the 2018-19 academic year are now available within Canvas for all staff registered as a module convenor, assessment convenor or tutor for modules that exist on the University’s database. These are blank sites which will enable you to create new content from scratch, allowing you to refresh your module content and update any materials, links and readings or alternatively to roll over (import) the migrated content from your 17/18 sites, ready for the start of teaching.

You can access your module sites by going to canvas.sussex.ac.uk and logging in using your Sussex username followed by @sussex.ac.uk (e.g. ano23@sussex.ac.uk) and your password.

A Guide to Module Rollover

Rolling over content is a straightforward process, TEL has created a step-by-step guide to take you through this. This guide is also available on our guides and FAQs page – www.sussex.ac.uk/tel/learningtechnologies/canvas/canvasfaq – where we will be adding further guides ahead of the new academic year.

You could also use Canvas’ own guide – How do I copy content from another Canvas course?. Please note that by default Canvas uses a different terminology, referring to modules as “courses”.

Canvas support from Technology Enhanced Learning

If you have any questions or would like help and advice preparing your Canvas module, please contact us at tel@sussex.ac.uk.

Canvas Training

Canvas Fundamentals training provides an essential introduction to the University’s new virtual learning environment. We strongly encourage all Sussex academic staff to sign up for a place. Attending the workshop will familiarise you with Canvas and your options for teaching with the new VLE. It also gives you access to your migrated modules from 17/18.

Professional Services staff are also welcome to book a place on this workshop, although we are in contact with several School Administrators to arrange specific sessions for School Office staff.

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