Recent updates
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Review of in-person Lecture Capture options
Updated onArticleThere are few different techniques that you can use to capture your live, in person activities (e.g. lecture, demonstrations, tutorials, etc.). The technique you choose will depend on:
- what classroom you are in
- what type of content you have
- how you'd like to share the content
- if you plan to re-use the content
- your technical aptitude
This guide will help you compare the options and select the appropriate recording option for you; you might even use a mix of solutions based on the type of activity you are completing. For example, OpenCast might work well for your lecture sections but you'll use SnagIt to self-record portions of your tutorials. Keep in mind that generally you do not want to include students in your recordings; we always recommend editing these sections out before sharing with others.
Teaching with Technology Resources / Self-Capturing (Video/Screen Captures, Filming-at-home videos, etc.) / Planning in person recording (e.g. lecture capture)
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How can students see their quiz responses and correct answers?
Updated onArticleSelecting "Let Students See Their Quiz Responses" allows students to see what they answered, any automatic feedback generated by the quiz for correct or incorrect answers, and which questions they got wrong. Quiz responses include both correct and incorrect answers.
"How to" Technical Guides (UofT's Academic Toolbox) / Quercus / Quizzes
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How to film in teaching labs
Updated onArticleThis guide aims to provide some guidelines when it comes to planning and executing the filming of lab videos (see specific safety guidelines for producing content and images in lab settings). Filming on location is more complicated than self-capturing or self-filming as you are often working with multiple people and filming a complex process. Having a plan for your video - equipment needed, storyboarding, creating a shot list, practicing editing, all are important to efficiently create videos filmed in teaching labs.
Teaching with Technology Resources / Assisted-Recording (e.g. filming including on location, lightboard, chalkboard, lecture capture) / Filming in Teaching Labs
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How can I verify that I'm using an UofT-licensed Zoom account?
Updated onArticleThe U of T Community (e.g faculty, staff, students, teaching assistants) can create licensed University of Toronto Zoom accounts. This guide is for those who have already activated their U of T Zoom account but want to verify that they are using their U of T Zoom account (many have more than one account, e.g. a personal account, an alternate business account).
If you do not have a U of T Zoom account, you can activate your U of T-provisioned Zoom account via the U of T Zoom Portal (using your UTORid and password).
"How to" Technical Guides (UofT's Academic Toolbox) / Zoom / Before you Begin
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Running an online deferred exam (Winter 2022)
Updated onArticleThis guide contains a subset of recommendations for online assessment planning, bearing in mind the limited time for planning and building your online deferred assessment.
Teaching with Technology Resources / Online/Remote Course Design / How to assess learning
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How do I administer Zoom in my course?
Updated onArticleThis guide provides an overview of how to manage Zoom in your Quercus course, starting from deciding whether Zoom is right for you and ending with sharing (and archiving) your recordings. To access and use Zoom, login to the UofT Zoom Portal.
Zoom is not integrated into Quercus and it requires more administrative overhead and planning to use effectively. For example, you will need to schedule and share Zoom sessions to Quercus and for each session that is recorded, you'll need to upload the recording to a video hosting service (see how to select a video hosting/streaming service).
"How to" Technical Guides (UofT's Academic Toolbox) / Zoom / Before you Begin
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Create a contingency plan for your online assessment
Updated onArticleThis guide details some elements you might communicate to students in advance of an assessment, should they run into technical issues during the assessment. This could range from alternate mechanisms to submit the assessment (e.g. email) to how to communicate the issue to you (do they need to provide some proof of the issue? What would that look like?).
When delivering online assessment, it’s important to take advantage of before the assessment practices that can make the assessment go as smoothly as possible. It’s equally important to have a backup plan in case things don’t work out as anticipated during the assessment.
Teaching with Technology Resources / Online/Remote Course Design / How to assess learning
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What does the ETO recommend for Zoom session(s) settings?
Updated onArticleAs Zoom is not integrated into Quercus, it is important to double check your session settings, particular those relating to security. This guide explains the different setting options (there's a lot!) you can make when creating and running your sessions. This guide does not cover every Zoom setting but it details the settings that have the most effect on your session (e.g how to avoid events such as Zoom-bombing, where uninvited guests disrupt your session).
"How to" Technical Guides (UofT's Academic Toolbox) / Zoom / Using Zoom
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Designing your formative and/or summative digital assessments
Updated onArticleAssessing student learning online can be challenging, but there are several tools that can help support your assessment strategy. There are a number of assessment tools that are available to you. Though often named very specifically (e.g. Quizzes tool), they can be used in a myriad of ways; don't limit yourself to think that a quiz tool can only be used for quizzes. It is important, before you decide on a tool, to map out what your assessment looks like and what outcomes you are trying to measure. Then, you can map a tool that supports the achievement of those goals.
FASE's summative assessment recommendations focus on three tools:
- Quercus Quizzes
- Quercus Assignments
- Crowdmark Assigned Assessments (see our guide to administering Crowdmark to get started; Crowdmark has been licensed for all FASE courses - it is available to you at no charge but does require some ahead-of-time planning if you plan to use it to adminstered (in person) assessments as these require scanning).
Teaching with Technology Resources / Online/Remote Course Design / How to assess learning
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Review how to administer OpenCast (OCCS) in your course
Updated onArticleThis guide provides an overview of to administer OpenCast within your Quercus course, throughout your course's life cycle. OpenCast is a lecture capture system implemented by the Office of Learning Space Management (LSM) and is currently installed in classrooms with full teaching podiums (see if your classroom has OpenCast using LSM's Instructor Portal).
OpenCast records your live sessions in a classroom automatically (based on your course schedule and it requires opt in). It ONLY captures your digital display (e.g. content projecting on the display, through the teaching podium) and your audio feed (please use the in room microphone for best quality audio). See our feature overview of OpenCast.
Before starting, ensure that OpenCast is the right lecture capture solution for you (see the ETO's overview of in class lecture capture solutions). Then, you can make sure that you've configured it according to your preferences, and finally, when your course concludes, confirm that you've securely archived your recordings for future use.
"How to" Technical Guides (UofT's Academic Toolbox) / OpenCast (Automatic Lecture Capture) / Before you begin