Recent updates
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Develop strong learning outcomes
Updated onArticleDevelop strong learning outcomes. See CTSI's guide to developing learning outcomes. By identifying your learning goals, you'll be able to start to prioritize your development priorities.
Teaching with Technology Resources Online/Remote Course Design How to plan your course
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Quercus Course Building
Updated onArticleGeneral accessibility design guidelines (Canvas) Includes guidelines about the general layout and format of your page, adding descriptive headings, alt text and captions for images, colour ratio and size for text, and descriptive links Accessible documents tip sheet Accessibility options (Canvas) Keyboard shortcuts masterlist
Teaching with Technology Resources Accessibility (Captioning, Accommodations, etc.) How to
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Skip to the quick guide
Updated onArticleWhen moving from face-to-face to online/remote on a short timeline remember to focus on the essential learning outcomes. Online course design is a time consuming and intensive process; you might not have the resources to complete this process as fully as you'd like before your course begins. This quick guide focuses a few of the most effective (but easily implementable) ideas for you to use in your course. Remember: communicate with your students, reassure them of your support, and be flexible in the options provided where possible. Add to that a basic familiarity with Quercus and you'll be ready to go!
Teaching with Technology Resources Online/Remote Course Design How to plan your course
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Capture and Recording Equipment Setup (Prof. Scott Ramsay)
Updated onArticleWe wish we'd thought of it, but we didn't! Each capture set up is personal, depending on style and type of video that is being authored. We thought it would be valuable to share how different faculty use different combinations of hardware and software to produce their course content. Prof. Ramsay recently shared his technical setup during his webinar, "OneNote, two note, red note, blue note: Using OneNote for remote lectures" (please note that you will need to login via your O365 account to view the recording) where he discusses the ways that he has been using Microsoft OneNote for or lecture delivery in the remote learning environment.
Teaching with Technology Resources Examples from Colleagues Video Production (Screen captures, picture in picture, etc.)
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Frequently Asked Questions: Lightboard
Updated onArticleWe have one Lightboard at Engineering. It is located at the Bahen Centre in rm. 3116. If you'd like to film using the Lightboard, please send a request to [email protected].
Teaching with Technology Resources Assisted-Recording (e.g. filming including on location, lightboard, chalkboard, lecture capture) Lightboard Video Recording
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Create a content, activity and assessment adaption plan
Updated onArticleAn analogy that might work is that of adapting a movie from a book - you want to keep the best elements of the book but embrace and maximize the different features that the film modality introduces. When moving to an online environment, it is important to focus on the most important learning outcomes and identify the corresponding activities that will support students in their learning. It may be necessary to let go of some elements of a classroom-based experience that cannot be replicated in the online environment and introduce new components.
Teaching with Technology Resources Online/Remote Course Design How to plan your course
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How can I request access to REDCap?
Updated onArticleThis guide contains instructions on how to request an account for the University of Toronto's recommended survey and data analysis tool, REDCap. REDCap can be used for both academic research and administrative purposes. There is no cost to university staff or departments. Before you can access REDCap, you need to request an account from your Divisional REDCap administrator. At FASE, our administrator is Dr. Qin Liu (Senior Research Associate of ISTEP). If you already have a REDCap account, then general support for the tool is handled via [email protected].
"How to" Technical Guides (UofT's Academic Toolbox) REDCap Getting Started
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Running an online deferred assessment
Updated onArticleThis guide contains a subset of recommendations for online assessment planning for final high stakes assessments (like a mid-term or final exam), bearing in mind the limited time for planning and building your online deferred assessment. It will also be helpful to those running a not-online final assessment but who still want to provide access to their course (after the default course close date).
Teaching with Technology Resources Online/Remote Course Design How to assess learning
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Make key course format structural decisions
Updated onArticleContextual factors for your specific course will impact your design decisions, such as: level of the course (e.g. first-year, advanced, graduate?) nature of the subject (e.g. are there specific requirements for this course within the program?) learner characteristics (e.g. how many students in the class?) In the design process, focus on the most important learning outcomes for your students, and be prepared to adapt classroom activities to new types of activities that are appropriate to the online environment. Creating a simple course migration plan before you begin to move your course online will speed up the development process in Quercus.
Teaching with Technology Resources Online/Remote Course Design How to plan your course
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How can I share a recording?
Updated onArticleAfter you've recorded some content, you'll want to share that to your course (or perhaps to the EdTech Team, if you're participating in the remote editing process). You'll want to share your content by uploading it to an institutionally-supported video streaming service like Microsoft Stream or MyMedia. You can review the hosting options via our guide "Where should I host my large video files?"
"How to" Technical Guides (UofT's Academic Toolbox) TechSmith SnagIt Recording