Review the Sessions

The move to online delivery meant that the curriculum for CIV550 Water Resources Engineering needed to undergo substantial restructuring. Throughout the course, a Group Floodplain Mapping project served as a teaching tool that linked Lecture materials all term.

This presentation discusses the pedagogical challenges and rewards of adapting a large-enrolment undergraduate music theory course for the online environment.

Based on results from my PhD thesis on laboratory based learning, we’re embarking on a project to build a few chemistry and environment virtual labs. What makes this project different is that we’re developing the labs based on learning theoretical frameworks such as multimedia.

When you have to continually pivot, is it possible to plan with uncertainty in mind?

This presentation will provide an overview of the collaborative work underway between ACE, the Innovation Hub, and CTSI to better understand how instructors and instructional teams can be supported as they facilitate student learning in active learning classrooms.

I am going to talk about aspects of online teaching I learned about in the last year that I plan to keep once I move back to a TEAL classroom.

I will present how I created lecture videos that are as close to the real thing as possible. I will provide examples of the lectures and describe how they were created, including the technology used.

The recent shift to online learning, while stressful, may have been a necessary step in the overall improvement of how we conduct assessments.

Online learning in 2020 inspired some new thinking on the best ways for students to share their knowledge, and how to engage technology in new ways to create a meaningful learning experience.

I will highlight 'lessons learned' in the switch of my 200+ student geography course to a synchronous online format. Lessons here include the structure of the course, interactive dynamics, and the potential (and limitations) of various digital platforms.

Virtual/online components of a course seem to have value and advantages that cannot be replicated by in-person components. Having had experience with virtual work before the pandemic, I think the pandemic presents an opportunity to motivate the utility of online components.

I will discuss the overall trends in higher education and what we are likely to see post-pandemic. This will include trends such as blended learning, microcredentials, and a rise in learning analytics.

Transitioning to remote teaching is hard, delivering a hands-on design course remotely could be harder.

What have we learned from our experience in teaching online? What worked, and what did not? What can we use to improve teaching even as we go back to in person lectures? What would an online-course look like in the future, given time and resources to prepare?

I want to show you how you might use Miro to achieve your own collaborative learning activities. For example: I used dot voting to understand the rhetorical approach used in written proposals.

What's it like to welcome the first all-online class of First-year Engineering students to UofT? What's it like to do so having near-zero experience in online teaching, especially when you're doing so from your living room?

Many of us already make adjustments to class activities in real time based on student response, whether it’s by watching faces/body language to get a sense of what they’re understanding, using clickers, or using some of the free “backchanneling” apps available to get students actively involved in

Myhal 150 is a daunting room to enter on the first day of classes. It is far more frightening for the teacher. How do you use a room whose screens (at a total of about 750 sq. ft.) are larger than the average Toronto rental condo (724 sq. ft., according to the Financial Post)?

This year, the three panelists (collectively) taught courses in ten of the new Myhal TEAL spaces. Focusing on their experiences in the third and fourth floor classrooms, they will discuss how they planned and adapted lessons to overcome challenges and take advantage of opportunities provided by these new environments.

Your invited to explore technologies utilized in the Technology Enhanced Active Learning (TEAL) classrooms. Come learn about the wired and wireless presentation capabilities with advanced audio/video routing and screen sharing.

With quality teaching as one of the University’s core missions, instructional space plays a crucial role in fulfilling this aim. As a steward of these important facilities, Academic + Campus Events (ACE) is committed to developing accessible, innovative, and effective purpose-built classrooms that support the needs of all stakeholders.

This session will discuss a TEAL teaching strategy and approach. The intention of this teaching strategy is threefold, firstly to aim to further incorporate use of student’s personal devices as well as the technological tools available in the class to deliver content, activities, and expand the classroom and student capabilities. Secondly, to provide an opportunity for students to contribute in non-traditional ways. Thirdly, to utilize technology to preserve student’s efforts to support learning outside of the classroom setting.

By using Small Teaching strategies involving regular assessment features in Quercus and the newly available VEA tool integrated into Quercus, low English proficiency students become empowered to keep up with weekly course readings, and voluntarily self-train to improve their language skills. When students can use VEA to accelerate their language development with course content, they are able to participate actively in class.