Documentation:Online Teaching Program/Module 1

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Online Teaching Program
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Workshop Resource Wiki
Welcome to the Workshop Resource Wiki for the Online Teaching Program. Here you find slides, links, and other resources that were shared in workshops.

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Except where otherwise noted, these wiki pages are licensed under a Creative Commons Attribution 4.0 license.

Module 1: Introduction to Online Teaching

Although online learning is growing in popularity, it is still new to many instructors. Despite myths that online learning is inferior to in-person learning, studies have shown online courses can yield learning gains consistent with in-person courses when online courses follow good course design (Magda, 2018).

Transitioning to Online Teaching (TOT): A Blended Approach

This is a one-week intensive workshop that focuses on balancing and blending synchronous and asynchronous learning components in an online format. During this workshop, you will learn about the relative strengths of each approach, and consider how to optimally utilize each within a course you will be teaching.


  • Charlyn Black, Faculty, Centre for Health Services and Policy Research Associate Director, UBC School of Population and Public Health
  • Kari Grain, CTLT
  • Lucas Wright, CTLT
  • Manual Dias CTLT


Creating and Sharing Instructional Videos on Kaltura

This workshop presents some valuable information on planning, creating, editing and sharing asynchronous content for your courses using Kaltura.


Lucas Wright, Lucas Wright, Senior Educational Consultant, CTLT


Session Recording Creating and Sharing Instructional Videos on Kaltura

Blended Learning from a Different Focus

With the transition to online learning, instructors are confronted by an unfamiliar environment and are responding with agility to emerging questions: Where do I start? How can I teach online effectively? How can I engage my students online and make sure they achieve the learning objectives? In this session, we will discuss ways of developing an online course based on a blended learning approach with a mix of real-time teaching (synchronous) and course material that students can complete at their own pace (asynchronous).


  • Jocelyn Micallef; CTLT
  • Manuel Dias, CTLT;


Supporting Student Bandwidth in Online Learning Environments

What can we do to support students and instructors as they learn online? When we consider student learning in online environments, it is not enough to be learner-centred. How can we support the whole student? How can we focus on activities that are accessible to students within limitations of time, bandwidth and devices?

In this session we will explore how instructors can create space for themselves and their students to lead less stressful lives, while acknowledging that learning and living at this time are very closely intertwined.


  • Emma MacFarlane, Learning Commons Coordinator, Irving K Barber Learning Centre
  • Dave Gaertner, Assistant Professor, First Nations and Indigenous Studies
  • Alex Kushowski, Learning Services Librarian, Irving K Barber Learning Centre
  • Chloe Erlendson, CTLT
  • Janey Lew, CTLT
  • Lucas Wright, CTLT


April 22, 2020 Session

Part 1: Land Acknowledgement + Context for Learning

Dr. Dave Gaertner starts off the session by addressing how we understand and articulate Indigenous territory in digital spaces. Emma MacFarlane follows with a discussion of our contexts for learning and pre-pedagogical concerns to consider when making the switch to teaching online, during a pandemic.

Learning Outcomes

  • Increase awareness of the impacts that the rapid transition to online learning is having on both instructors and students
  • Decrease the stress on bandwidth for both students and instructors
  • Illustrate minimal computing entry points to online learning that are less stressful, allowing us to learn better and live better lives.
  • Acknowledge that learning and living are coupled together right now

Humanizing the Online Classroom

Consider what sorts of challenges your students are experiencing right now, or the challenges your students have shared with you. Find more student accounts in this blog post from the Chapman Learning Commons.

"I find it much easier to articulate myself on a Canvas discussion board when there aren’t 50 other eyes on me! Also, the virtual space provides a sense of anonymity when it comes to asking questions on Collaborate Ultra."

"I did not enjoy the online environment because it was missing the human interaction element. It became harder to concentrate on the lecture with a lot more distractions present in sight."

"It has been indeed difficult to take care of myself and my family. I have both my parents living in Vancouver, which is great but at the same time very scary. My dad still works and interacts with people because of his job. I don't even want to think what would happen if he caught the virus. My worrying gets intensified knowing that both of my parents may also be at risk. I hope that everyone can keep the safety of our friends and family in mind so that we can work towards building a safer community."

Part 1 Resources

Decolonizing Digital

UBC Student Experiences of Remote Teaching - Survey

Online Learning - in the COVID-19 Pandemic - Presentation by Maha Bali

Part 2: Bandwidth Tax

In this section, bandwidth is used as a double metaphor to refer to both the amount of data needed to participate in an online course, and the increased cognitive load of learning online for both students and instructors.

Part 2 Resources

Understanding and Supporting Indigenous Students- Presentation by Benjamin Y. Cheung, Jennifer Doyle, Hanae Tsukada

Part 3: Gentle Pedagogies

Dr. Gaertner discusses gentle pedagogies in the context of COVID-19

Part 3 Resources

#COVIDCAMPUS (blog post by David Gaertner)

Additional Resources

August 24, 2020 Session