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EdTech 2019 Sessions
Session Title Stream Session Leader(s) Session Description Presentation Files
From Flat to Fab: Creating Interactive Textbooks with Pressbooks Content Management Lillian Hogendoorn, Emily Carlisle

In this workshop, participants will learn how to use Pressbooks, a wordpress-based textbook authoring tool available to all Ontario educators and students for free.

0 to 100: Coordinating and teaching a large introductory First-year Engineering course at UofT (from your living room) Prof. Chirag Variawa

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?

Adapting group projects and software development skills training to online teaching: CIV550 Case Example Prof. Jennifer Drake

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.

Adventures in SCORM Files Content Management Dr. Graeme Norval, Parnian Jadidian, Dr. Jeffrey Castrucci

We are using SCORM, to add active content, and then reduce lectures.

PDF icon Adventures in SCORM Files Presentation Outline
Asynchronous video lectures as real as they get Prof. Michael Stumm

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.

Better than paper exams Mr. Kia Shakiba

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

Can ungrading be a mainstay in assessment? Dr. Jennifer Harris

The practice of "ungrading," that is, equipping students to evaluate their own work according to instructor-designed guidelines and rubrics, has be gaining some momentum.

Design with Purpose: Pedgagogical Underpinnings that Strengthen New Spaces Carol Rolheiser, Susan McCahan

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.

PDF icon TIL CTSI Assessment Handout
Enhancing the Individual Learning Experience via Class-sourcing and Teamwork Content Management Elham Marzi

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.

From online teaching back to a TEAL classroom Dr. Olivier St-Cyr

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.

Hitting repeat: Lessons learned from teaching music theory online Dr. Daphne Tan

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

iPads in MY150 Teaching Team Management Sarah Mayes-Tang , Bernardo Galvao-Sousa

In 2018-19 we both used student iPads while teaching Calculus in MY150. We will briefly explain our motivation and how we used them, before opening the floor for questions and discussion."

PDF icon iPads in MY150.pdf
KEYNOTE: Keep, Toss, or Re-purpose? What are the post-COVID trends that will shape higher education? Susan McCahan

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.

Learning Through Podcasts Prof. Lisa Romkey, Prof. Robert Irish

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.

Learning together: What my online synchronous course has taught me about the classroom Prof. Alana Boland

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.

Mapping the TEAL Teaching Experience: Presenting User Research Findings Teaching Team Management Erin Hanlon

After conducting user research into the end-to-end experience of Engineering professors teaching in TEAL rooms, we will be presenting the experience map we created to capture this journey. 

Image icon TEAL Classrooms: Future State Map, Image icon TEAL Classrooms: Experience Map
MY Manual – A user’s guide to UofT’s Jumbotron Activity Management Scott Ramsay, Shai Cohen

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)?

PDF icon MY Manual - PDF.pdf
One Size Fits All?: Designing for and Adapting to New Spaces Activity Management Lydia Wilkinson, Jennifer Farmer

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.

PDF icon One Size Fits All?
One Year of Teaching Online: Lessons Learned Prof. Sanjeev Chandra

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?

Onscreen vs In-hand: Delivering a Hands-on Design Course During the Pandemic Miss Crystal Liu

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

Our experience running tutorial in Myhal TEAL rooms Teaching Team Management Jason Bazylak, Peter Weiss

We taught our large (~800) first year engineering design course in the Active Learning classroom Myhal 150. The year was filled with amazing satisfaction, unexpected pains and what were we thinking moments. We are here to share.

Our experience teaching ESC103F in the Myhal TEAL rooms: the Good, the Bad, and the Ugly (not really)! Teaching Team Management Will Cluett, Niema Mohammad, Valentin Peretroukhin

In this presentation, we will review our experience running ESC103F tutorials pre-2017 in “old-style” tutorial rooms found in buildings like Bahen and Wallberg, our transition year in 2017 where we ran tutorials in both “old-style” rooms and the pilot TEAL room in Sandford Fleming, and our move into the Myhal TEAL rooms in 2018.

Pandemic or not, virtual has value Prof. Philip Asare

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.

Quercus Road Map 2019-2020 Content Management Avi Hyman

We have moved into Phase II of the University's Academic Toolbox Renewal process - How Do We Add New Tools to the Toolbox? This session will highlight aspects of this phase, and future phases, and engage participants in a conversation about the future of the toolbox.

Responsiveness in the Classroom: “Backchanneling” and other methods of incorporating real-time student feedback into your teaching Activity Management

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

PDF icon Backchanneling Workshop