Documentation:Online Teaching Program/Module 4
| Home | Module 1 | Module 2 | Module 3 | Module 4 | Module 5 | Module 6 | Module 7 | Module 8 | Module 9 |
| Online Teaching Program | |
|---|---|
| |
| 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. | |
| Modules | |
| |
 | |
Module 4: Designing engaging learning activities
Well-designed online courses include activities that encourage learners to interact with the course content, their peers and the instructor. This module presents a variety of ways to encourage student engagement in the online environment while creating equitable and inclusive online spaces.
Using the UBC Wiki to Enhance Student Learning Through Open Assignments
The UBC Wiki is an excellent tool that can enable student collaboration, host online discussions and support open assignments that involve students as co-creators of knowledge and learning resources. This session explores different approaches to using the UBC Wiki for courses, including supporting open assignments, best practices for course and project organization, and enabling student collaboration.
Facilitators
- Will Engle, Strategist, Open Education Initiatives, CTLT
- Rie Namba, Educational Resources Developer, Open Resources, CTLT
Resources
- Session Slides
- Additional resources, slides, contact info, and links to example courses
- Session Recording
Facilitating Effective Asynchronous Discussions
Discussions are (potentially) a great way to engage students in online learning environments. They can be designed to cultivate a learning community and to scaffold content achievement in many ways, e.g., un-/graded, student-/instructor-lead, or group/individual. Asynchronous discussion activities allow students flexible time to reflect and opportunities to learn from peers. When an instructor knows how to use and facilitate discussions effectively in course contexts, they will be able to create a more active and engaging course. This session is for the instructors who are new to online teaching and want to incorporate discussions into their course in order to foster student learning.
Facilitators
- Namsook Jahng, Educational Consultant, Learning Design, CTLT
- Bosung Kim, Educational Consultant, Learning Design, CTLT
- Lucas Wright, Senior Educational Consultant, CTLT
- Isabeau Iqbal, Senior Educational Consultant, Educational Leadership, CTLT
- Judy Chan, Faculty Associate/ Faculty Liaison, Land and Food Systems, CTLT
Resources
Facilitating Active Peer-to-Peer Engagement in Online Spaces
For those of us who facilitate group work and student discussions during our face-to-face classes/sessions, the idea of moving to an online environment can seem daunting. In this session we will explore how to adapt to the online space and continue with peer-to-peer engagement. We will use Collaborate Ultra's breakout rooms to model some common active learning techniques while teaching synchronously.
Facilitators
- Kari Grain, Analyst, Experiential and Integrated Learning, CTLT
- Sue Hampton, Educational Consultant: Facilitation and Process Design, CTLT
Resources
- Session Slides
- Session recording
- Effective Discussion Design and Facilitation: Canvas Self-Enrol Course
Introduction to Community Engaged Learning Principles, Pedagogy and Practice
In this session you can expect to get involved in thinking about how CEL tools and principles can be put to use in your context by engaging in discussions in small groups, and working with the syllabus from a course you are teaching. You’ll also learn where you can find the Centre for Community Engaged Learning and connect with their services in planning CEL courses. While this session will not focus on virtual CEL, we will provide examples of how CEL is possible and necessary even in a virtual world, as many community partners will need even more support in the recovery from the COVID-19 situation and many students will likely be enthusiastic about applying their classroom learning to relevant societal issues in this new era.
Facilitators
- Madeleine Zammar, Community Engaged Learning Specialist, Centre for Community Engaged Learning
- Special Guests
Resources
Learning Beyond the Computer: Place-Based Experiential Learning in Remote Contexts
In this interactive session, participants will be introduced to the fundamentals of place-based experiential learning through a mix of content delivery, guided reflection, and experiential techniques that can be applied across diverse disciplines. Of particular importance in this session are connections to Indigenous relations and place-based knowledge, as the session will guide learners to engage with Indigenous histories of the lands where they reside. Participants will also have an opportunity to collaborate with peers in small breakout groups to brainstorm viable place-based experiential activities for specific courses or disciplines.
Facilitators
- Kari Grain - Analyst, Experiential Learning, CTLT, Sessional Instructor, Faculty of Arts
Resources
Designing courses with Care: Did I miss any student in my online course?
Supporting the student learning experience when using online course materials starts with the visual design and structure of the course and materials (Eom & Ashill, 2016; Reyna, 2013; Yang & Durrington, 2010). As there are several fields of research that provide guidelines or recommendations for achieving these goals, determining where to begin can be confusing. In this session we will introduce a course set-up checklist that combines research from the fields of Universal Design for Learning (UDL), student wellbeing practices, and accessibility. Applying these techniques will help you to create online courses and materials that are easy to navigate, emphasize consistency across course materials, encourage safe and supportive learning environments, and are accessible to all students.
Facilitators
- Louise Longridge, Lecturer, Earth, Ocean, and Atmospheric Sciences
- Marie Krbavac, Educational Consultant, CTLT
- John Cheng, Educational Consultant, CTLT