Using Discussion Boards to Teach CSS and Improve Canvas Course Layouts

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Published: Dec 10, 2024
DOI: https://doi.org/10.13001/jtilt.v3i2.8963
Keywords:
learning management system, online learning, higher education, coding, page layout, web design, CSS, HTML

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Craig Erschel Shepherd
University of Memphis
https://orcid.org/0009-0009-7838-6795
Andrea Hall
University of Memphis
https://orcid.org/0009-0001-4266-1857
Maxine Evans
University of Memphis
https://orcid.org/0009-0004-3325-3861

Abstract

In this three-week lesson, situated in a five-week, shortened summer course, instructional design graduate students learn basic cascading stylesheet (CSS) skills to facilitate page layouts within learning management systems. During Week 1, basic HTML tags (e.g., heading levels, lists, paragraphs, images, divider, span, link tags) and tag attributes, including style (used for inline CSS in Canvas), are introduced. In Week 2, learners are introduced to CSS attributes: background color, font color, borders, margins, and padding. During Week 3, they learn about block position, float, clear, and z-index. Throughout the three weeks, learners leverage low-stakes discussion boards to share ideas and refine skills.

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How to Cite
Shepherd, C. E., Hall, A., & Evans, M. (2024). Using Discussion Boards to Teach CSS and Improve Canvas Course Layouts. Journal of Technology-Integrated Lessons and Teaching, 3(2), 41–52. https://doi.org/10.13001/jtilt.v3i2.8963
Issue
Vol. 3 No. 2 (2024): Journal of Technology-Integrated Lessons and Teaching
Section
Article
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biographies

Craig Erschel Shepherd, University of Memphis

Craig E. Shepherd is an Associate Professor of Instructional Design and Technology at the University of Memphis with research interests regarding technology use in formal and informal settings to foster knowledge acquisition and community.

Andrea Hall, University of Memphis

Andrea F. Hall is originally from Albuquerque, New Mexico. She began her career in education as an English teacher and taught in both special and general education settings. She moved to Nashville to pursue her M.Ed. in Leadership and Organizational Performance from Vanderbilt University. She continued teaching English in Middle Tennessee and is now a design and content specialist for educational organizations within Tennessee. She is currently pursuing a Master’s degree in Instructional Design Technology at the University of Memphis.

Maxine Evans, University of Memphis

Maxine D. Evans is currently enrolled in the doctoral program at the University of Memphis pursuing studies in Instructional Design and Technology. Her research interests include technology integration in public schools. She has engaged with the school system as a parent, as an advocate for children with special needs, and as a substitute teacher. She can be contacted at maxyevans@gmail.com.