Best Practices

This blog post reviews the session: Implicit Design, Explicit Function: Educational Developers on UDL Implementation Strategy Continuum. It includes a brief summary of a novel UDL implementation approach and the 4 case studies used to illustrate this approach. The slide deck used for the session as well as a link to the session recording are included at the bottom of this post. 

This blog reviews the session (the slide deck used for this session is included at the bottom of this post) and includes the rationale (why you might choose to translate the benefits of online chatting to your physical classoom), considerations for implementation (what do you need to think about before you do this?), its uses, examples of tools (we compare different vetted (and some un-vetted) tools you could implement in your course) and we end with some recommendations.

Thinking about using a un-vetted, third-party tool in your course? Give this post a read to ensure you are implementing these tools according to U of T guidelines. 

ETO member, Inga, shares her experience of presenting at her first online U of T conference. She details how she prepared (Before the Event), what she did during the presentation (During the Event), and connected with participants post-session (After the Session).

Creating strong instructional video content is defintiely labour intensive but also can be very rewarding (learners report that they value the self-paced nature of video and appreicate being able to review as needed). Not only do instructors have to carefully consider their content in a new modality, they often have to expand their skillset to recording. This means new software, new hardware, and the demand for more time (when time is already in very short supply).

Do you have students in your course that you're accomodating online until they can arrive on campus? 

Join us this summer the EdTech Office releases a series of self-directed modules, short demos, and hands-on workshops, designed to get you ready to teach your Fall 2021 courses. How much time you commit depends on what works for you! You're in charge of how this program works for you. The ETO's Senior Instructional Technologist, Anna Limanni, has designed a thoughtful and flexible resource to help you design a partially or completely online/remote course.

Discussing difficult subjects is challenging in both face-to-face and online/remote teaching contexts, but when done well, can result in a meaningful learning experience for you and your students!

Prof. Micah Stickel and Prof. Susan McCahan have been sharing Lessons Learned from the Pandemic in presentations (PDF file attached, below). What have we learned after a full semester online? Well, it has a lot to do with Goldilocks...

This list was compiled by the Division of Engineering Science (EngSci) Leadership Team. Links to resources were added by the EdTech Team. If you have questions about implementing a strategy suggested below, or any question really, we enourage you to book a consultation or send us an email at fase.edtech@utoronto.ca.