Object Development Overview
The Challenge
Students new to Canvas often struggle to locate assignment feedback, including rubric scores and instructor comments, because these features are not intuitive within the LMS. As a result, critical feedback is often overlooked, limiting opportunities for learning and improvement. To address this, a short, annotated video was developed to demonstrate how to access and interpret feedback in Canvas. The video provides a clear, visual walkthrough aligned to student needs, supporting immediate application.
The Design Approach
This learning object was designed as a short, focused video (under one minute) to support quick, just-in-time use. As part of a larger series, it functions as a modular resource that can be easily reused and paired with other supports.
- Excluded background music to reduce auditory distraction
- Narration clearly describes on-screen actions for accessibility
- Targeted annotations highlight key interface elements to guide attention
- Content chunked into two steps: viewing the rubric and viewing instructor comments
- Structure mirrors Canvas organization, reinforcing alignment between system and instruction
Outcomes and Impact
This video reduced confusion around accessing feedback while providing consistent, just-in-time support for both students and faculty.
- Reduced student confusion, especially when linked in grading announcements
- Provided just-in-time guidance at the moment feedback was released
- Targeted annotations highlight key interface elements to guide attention
- Reusable by faculty, reducing repeated explanations
- Promoted consistent directions across courses
- Supported transferable LMS navigation skills (rubrics and comments)
- Reduced cognitive load by focusing only on essential steps
Learning Object
Reflection and Transferability
This project reinforces the value of chunking content and designing just-in-time resources that align with how users engage with support materials. Short, flexible learning objects are more likely to be used than longer, prescriptive resources.
Technically, it demonstrates intentional use of video editing, AI voiceover, and annotations to improve clarity, with visual cues and precise narration guiding users without ambiguity. It also reflects faculty feedback on my ability to create practical, reusable resources that support real teaching needs, while modeling clear instructional communication through specific, explicit directions.
This approach is transferable across contexts, including onboarding and workplace training, where short, annotated videos can support tool use, reduce support needs, and scale consistent guidance.
Relevant Testimonials
Click on bard to expand for details.
Social Media Training Tiffany Asher Marketing Digital Content Specialist, Western Wyoming Community College
I worked with Rhonda Gamble while developing a social media training video for Western Wyoming Community College. While I designed the training, she helped guide the structure, incorporated an interactive questionnaire throughout the video, and assisted with uploading the training and enrolling staff in Canvas, helping make the training more engaging and effective. Her collaborative approach with Marketing and attention to detail helped establish a solid foundation for future training initiatives within our department. I greatly valued the work we accomplished together and her commitment to improving internal processes.
Select the card title to collapse.
Fulltime Faculty Dr. Joshua Holmes Department Chair Science & Outdoor Recreation, Associate Professor of Microbiology Western Wyoming Community College
I am writing to offer my higher recommendation for Dr. Gamble, whom I have had the pleasure of working with for the past three years in her role with the Center for Teaching at our college. During this time, she has been an exceptional resource, collaborator, and colleague whose impact on my teaching and course design has been both significant and lasting.
Dr. Gamble has played a critical role in helping me develop and strengthen my curriculum through thoughtful, effective integration of instructional technology. She guided me in incorporating tools such as Kahoot to enhance student engagement, and she had consistently provided expert support in improving both the visual design and functional organization of my Canvas courses. As a result, my courses are more accessible, intuitive, and effective for students.
One of Dr. Gamble’s greatest strengths is her ability to navigate emerging challenges and opportunities in higher education, particularly in the rapidly evolving area of artificial intelligence. She has been instrumental in helping faculty thoughtfully understand, adapt to, and responsibly incorporate AI-related consideration into course design and instruction. Her guidance in this area has been both practical and forward-thinking, and it reflects her deep commitment to teaching excellence and student success.
Beyond her technical expertise, Dr. Gamble is an outstanding colleague. She serves as a trusted sounding board for ideas related to course design, pedagogy, and innovation, always offering insightful, constructive feedback. She approaches her work and her interactions with warmth, professional, and genuine care, marking her a pleasure to collaborate with. Her ability to combine expertise with approachability sets her apart and strengthen every team she is a part of.
I give Dr. Gamble my strongest possible recommendation. She would be a tremendous asset in any role focused on faculty development, instructional design, or teaching and learning support, and I am confident she will continue to make meaningful contributions wherever she goes.
Select the card title to collapse.