Key points we'll take with us
From guided AI use and oral assessments to screen-free classrooms and in-person communication, many of the sessions at these two events highlighted the value of interaction, collaboration, and human connection in creating meaningful learning experiences. We each picked one (or more) standout moments from the sessions we attended. Below, expand the accordion items to read our key takeaways.
Session Information: Teaching students to work critically with AI: Vibe coding as a model for AI-augmented learning | Bill Ju, Professor, Teaching Stream, Human Biology Program/Cell and Systems Biology
(from the TechKnowFile 2026)
Reflection by: Inga Breede
Session Highlight:
The instructor is experimenting with vibe coding to critically evaluate AI outputs to better understand key concepts. He stressed that he and his students are not coders, and that the purpose of the course is not to learn how to code, but to use vibe coding simply as a tool to test the student's current knowledge about the course material.
Key Takeaways:
I can see the benefits of using vibe coding to create simple simulations or to test out a prototype. I also like that it's a tool that depends on human input, creativity, and critical evaluation.
Session Information: U of T IT Jeopardy! challenge | Allison Van Beek, Executive Director, Centre For Teaching Support & Innovation
(from the TechKnowFile 2026)
Reflection by: Marisa Curmi
Session Highlight:
One key point I remember from the session was how much shared context we often assume exists across teams, when in reality people are solving similar problems using different tools and different language. The Jeopardy format made that visible in a very fun and low-stakes way. A question about an acronym or a U of T tool would land differently depending on who you were sitting with, and to me, that gap itself was the lesson.
Key Takeaways:
This session was a reminder that community and engagement matter just as much as the content being delivered. I will be thinking more about how I can build opportunities for fun interactions and participation, whether that's adding a fun game to a team meeting, or finding ways to use friendly competition in a workshop setting to get people talking and learning together.
Session Information: Guided Use of Claude: Undergraduate Research Practices from the session Teaching with Claude: Lessons from a Cross-Disciplinary Pilot – Filtering the Noise: Tools, Trends, and Tensions| Sophia Bello, Assistant Professor, Teaching Stream, French, FAS
(from the 2026 Teaching & Learning Symposium)
Reflection by: Anna Limanni
Session Highlight:
One key point that stood out from Professor Sophia Bello’s portion of this session, Guided Use of Claude: Undergraduate Research Practices, was her observation that students with stronger prompting skills were able to generate more meaningful outputs from Claude. In her sociolinguistics-focused assignments, she encouraged students to use at various stages of assignment support, including brainstorming, source discovery, and evaluating source validity and observed that Claude worked best as a starting point. I also found it interesting that Professor Bello intentionally limited use of Claude to one-hour in-class sessions using shared laptops (three total sessions over the course). This was done to support a collaborative context and frame Claude as a tool for guided exploration rather than for isolated individual work.
Key Takeaways:
I appreciated Professor Bello’s approach of restricting AI-supported activities to in-class collaborative sessions. From an instructor perspective, this model reinforces the importance of intentional and structured AI integration into course and assessment design. From a learner perspective, it encourages transparency in AI use, peer discussion, and guided experimentation. Moving forward, I can see myself recommending a similar approach during faculty consultations, especially for instructors who are interested in experimenting with generative AI for assessment design while maintaining a strong focus on process and collaboration.
Want to learn more?
Session Information: About binomial theorem I am teeming with a lot of news: oral tests in a first-year math class: Oral tests in a first-year math class | Shai Cohen, Assistant Professor, Teaching Stream, ISTEP, FASE
(from the 2026 Teaching & Learning Symposium)
Reflection by: Inga Breede
Session Highlight:
Without any presentation slides, Prof. Cohen gave a compelling narrative about how he introduced a oral test to his course. The approach involved having a 15 minute conversation with each student, to give them an opportunity to demonstrate their understanding of a concept that was once challenging for them.
Key Takeaways:
This approach gave the students the opportunity to "teach back" what they learned, and for the professor to provide instant feedback, while also gaining a deeper understanding of each students' thought process. Having that 1-to-1 interaction is a lot of work and takes a lot of time, especially if it's a large class, but it was clear to see the benefits it had for the students who were struggling with certain concepts.
Session Information: Back to the 90s: Investigating Engagement, Interaction, and Thinking in a Screenless First-Year Writing Class | Mustafa Siddiqui, Assistant Professor, Teaching Stream, Institute for the Study of University Pedagogy, UTM; Ryan Shuvera, Sessional Lecturer, Institute for the Study of University Pedagogy, UTM
(from the 2026 Teaching & Learning Symposium)
Reflection by: Marisa Curmi
Session Highlight:
I found it interesting that a session centred around removing technology actually highlighted how much students value connection and interaction. It challenged the idea that more technology leads to better engagement.
Key Takeaways:
When it comes to education technology and creating content, this session was a helpful reminder that the focus should stay on the learning experience itself. Sometimes the most effective approach may be creating opportunities for people to participate, interact, and connect rather than adding more digital tools.
Interested in learning more?
Check out the article on this initiative that UTM published, which shares more details about the class design, the motivations behind the experiment, and the positive outcomes that came out of it.
Session Information: The Power of Presence: Centering In-Person Communication in a Digital-Heavy Era | Alexandra Motut, Assistant Professor, Teaching Stream, Rotman School of Management
(from the 2026 Teaching & Learning Symposium)
Reflection by: Yun Wu
Session Highlight:
Prof. Motut introduced the RSM210 Communication for Impact course she taught and how she designs the course to emphasize in-person learning, practice, and assessment. For example, her course encourages active learning through paired in-class activities, as well as student demos at the front of the classroom. She also uses a low-tech approach (i.e., no laptops or phones) in class (except for assigned note-takers) to encourage engagement and participation in the room.
One assessment design that I found very impressive asks students to schedule a coffee chat with a professional connection, audio-record the conversation, and submit the recording afterward as part of the course assessment for grading. Also, by listening to the recording later, students can identify the flow of communication and reflect on whether they were just asking questions or were able to maintain a smooth and natural conversational flow throughout the coffee chat.
Key Takeaways:
I resonated with Prof. Motut’s course and assessment design, especially the way she values in-person communication throughout both teaching and assessment. She mentioned that she is not against AI or technology, but she believes that face-to-face communication still matters a lot in the digitally driven era.
I had a chance to speak with Prof. Motut after the session, and I asked if she would consider incorporating more AI assistants (e.g., virtual AI tutors) into her course design in the future. She shared that although AI tools can be helpful for practicing language skills or improving fluency, they cannot replicate the tension and unpredictability that naturally come with real, in-person interaction. Those emotions are often what make communication difficult, but they are also what help students become better communicators.
I can also relate this perspective to my own work. Although we provide many virtual consultation services, we still encourage in-person consultations whenever possible. When planning and facilitating the Start Strong Learn Together workshop, we usually offer both in-person and online sessions, and I found that in-person sessions create opportunities to build stronger relationships with the teaching communities we support.
As technology play an increasingly important role in education, this was a great reminder not to overlook the value of face-to-face human communication, as it remains an essential part of personal growth.
Watch the video: ETO at TLS 2026
Want another glimpse of what TLS 2026 was like? Check out our video, ETO at TLS 2026, to experience TLS 2026 through the eyes of the ETO team!