University of Toronto Online Learning Strategies Online Learning

Responding to the need for managing anxiety globally due to COVID-19 pandemic, Professor Steve Joordens launched an open course on Coursera titled: “Mind Control: Managing Your Mental Health During COVID-19” in March 2023. So far, more than 65,000 learners have signed up for this self-paced course that has already been offered in two different versions. Learners in the “Mind Control: Managing Your Mental Health During COVID-19” MOOC represent a diverse geographical scope spanning North America, South Asia, Africa, East Asia, Europe, and South America. Later, 6,500 U of T alumni participated in an exclusive alumni version of this course. 

Professor Joordens has structured this course into three themes: understanding anxiety; managing anxiety; and managing the effects of isolation. Each theme includes short videos; quizzes; and guided mediation sessions. With U of T buildings closed due to the pandemic, the course production leveraged creative strategies with minimal production equipment, yet the result has excellent good sound and video quality. 

“Mind Control: Managing Your Mental Health During COVID-19” emphasizes a community approach to learning with an active moderated discussion forum. Learners are also encouraged to upvote their favorite posts so that the instructor comments on them. Engaging students in peer interaction is an integral component of Professor Joordens’s approach to teaching. In 2013, Professor Joorderns was among the first U of T instructors to offer a popular Massive Open Online Course, Introduction to Psychology, on Coursera. He successfully integrated Peer Scholar and Digital Labcoat educational technology applications in the Introduction to Psychology MOOC, thus enabling learners from a variety of background and knowledge in reviewing their peers’ work and in experiencing the process of scientific research.

Originally offered in English, Professor Joordens’s team of students has translated the course material into Hungarian, Spanish, Arabic, and Serbian to facilitate access to the course to non-English speaking learners.

As the University of Toronto shifts to increased online learning activity in response to COVID-19, we are fortunate to have an Online Learning Strategies portfolio with a strong track record in exploring and evaluating emergent learning technologies and practices. Since 2012 we have been supporting transformative initiatives that enhance the learning experience and build momentum for a digital learning innovation mindset.

Online Learning Strategies fast tracks capacity development, leveraging the work of a community of instructors who have already introduced effective approaches to course activities in a digital format.  At a recent round table it was acknowledged that the “most important consideration is keeping a connection between the instructor and the student to build community and ensure engagement.”

In collaboration with other units on campus, our portfolio has been building momentum across the following dimensions:

• Flexible access through fully online, hybrid, and MOOC courses that leverage our academic technology tools
• Digital content design featuring interactive modules, open educational resources, virtual reality, peer feedback and community-building activities.

University of Toronto instructors are able to access the resources and the know-how to provide a rich learning experience for all our students, regardless of modality of course delivery. We are “ready to reach out” to ensure that our students never stop learning at the University of Toronto.

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Support within a range of digital learning contexts is illustrated in the innovative initiatives featured below.

French Language Collaboration with Wikis: Business writing activity focused on authentic and meaningful tasks. [Read more]

Rosa Junghwa Hong, Assistant Professor, Teaching Stream, Department of Language Studies, UTM

Symbolic Logic Video and Discussion: Supporting learning at own time and pace. [Read more]

Alex Koo, Assistant Professor, Teaching Stream, Department of Philosophy, FAS

Environmental Science Virtual Office Hours: Live online drop-in question and answer sessions using Bb Collaborate. [Read more]

Barb Murck, Member of the UofT President’s Teaching Academy and Professor, Teaching Stream, Department of Geography, UTM

Operations Management Randomized Quiz Questions: Online assessment tool that generates, presents and automatically marks sets of randomized algorithmically generated questions. [Read more]

Gerhard Trippen, Associate Professor, Teaching Stream, Rotman School of Management and Department of Management, UTM

For more information visit About Online Learning Strategies.

Photo by John Schnobrich on Unsplash

Last year, the University of Toronto Libraries (UTL) and Online Learning Strategies (OLS) announced the creation of a 中国电脑如何上youtube for the adaptation and use of Open Educational Resources (OER) in University of Toronto courses.

Three currently ongoing projects were selected for their potential to save students money and to contribute to the growing movement towards open education at the University of Toronto, in Ontario, and beyond. The OER textbook projects engage with a range of disciplines that include: courses in Neurobiology, Spanish language comprehension, and Linear Algebra, respectively.

Read more about the ongoing awarded projects here.

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Aside from their obvious differences in subject matter and focus, the awarded projects all do have something important in common – the fact that students play a significant part in their production.

怎么在国内用电脑看YouTube:2021-6-9 · 电脑有下载Google的浏览器 也下载了插件 但依旧看不了YouTube. 外网也上不去 求助呀！！ 来自 豆瓣App 赞 × 加入小组后即可参加投票 确定 回应 转发 赞 收藏 只看楼主 张先生 2021-03-02 23:48:22 用upx吧，我昨天下载的，能用 删除 ...

• Creating content
• Coordinating tasks with content creation teams (usually other students)
• Creating and maintaining a consistent editorial style across all parts of texts which may come from multiple sources
• Finding or designing images and diagrams
• Creating test banks and other supplementary materials
• Managing team deadlines and coordinating review and quality assurance processes

Along the way, students gain experience in important areas and develop skills as practitioners in open education, pedagogy, and science communication.

In advance of open education week, the UTL and OLS grant team got in touch with a group of students working on funded projects and asked them to describe their experiences so far. Here are some of their responses, some of which have been edited for clarity and brevity.

中国电脑如何上youtube Benjamin Martin, Neuroscience and Astrophysics Majors, 3rd Year.

Future Plans: “I plan to go to grad school for research in either pure physics or some cross-over with human biology e.g. medical biophysics.”

电脑上youtube: Enhancing existing OERs for better adoption and adaptation in neuroscience courses. Project leads:  Dr. Bill Ju (Associate Professor, Teaching Stream, Human Biology), Jeff Newman (D.G. Ivey Library), Aneta Kwak (D.G. Ivey Library).

怎么能把网上的视频文件下载到自己的电脑上！ 怎么样把 ...:2021-6-7 · 怎样将网络视频下载到自己电脑上 如何将视频下载到电脑上？ 怎么样可伍将在电脑下载的视频在任意电脑上播放 怎么把腾讯网上的在线视频下载到电脑上啊 怎么网页上不能下载的视频，下载到电脑上 免费网络课程视频怎么下载到电脑上？ “Dr. Ju offered the position back in October and I decided it would be an academically beneficial opportunity.”

What surprised you about the open education resource you were adapting? “How consistent in format and style it was. Very impressive!” [See the resource Ben is talking about here.]

What was the biggest challenge in your project? “Finding consistent and fresh ways to present content.”

Student: Max Shcherbina, Graduate Student in Cells & Systems Biology.

Future Plans: “I am looking forward to pursuing a career in research and science communication!”

Project: “I am currently involved in the HMB422 Health & Disease companion textbook.” [Max was also involved in the creation of the Neuroscience: Canadian 1^st edition textbook.]

如何在没有广告的情况下观看YouTube：PC，智能手机 ...:2021-7-12 · 技术 电影 笔记本电脑 智能手机 作者 尼基丁·尤金纽斯 添加 15.06.2021 127 共享 在YouTube上投放广告对所有用户都非常厌倦。 即使在2秒钟之后可伍跳过它，也足伍激怒一个沉迷于看电影或在线广播的人。 Youtube服务提供付费并升级到高级版本。 这个 ...It’s been a challenge coordinating and collaborating with the whole class to create a cohesive milieu of topics. However, it’s incredibly satisfying seeing the finished product come together and be used by future classes!”

How about a success? “As a group we were able determine the design language of the entire textbook as it pertains to the figures that we will be using so that the audience that read the textbook will have a cohesive understanding of the material with the diagrams.”

What advice would you give to students considering working on OER? “Working on an OER does take a commitment but it is also incredibly rewarding to collaborate on a project and put it out into the world for all to benefit.”

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Future Plans: “I’m planning to teach at the university level.”

Project: Developing and Improving Students’ Listening Comprehension in Spanish for Beginners, Intermediate and Advanced Levels. Project lead: Juan Carlos Rocha Osornio (Assistant Professor, Teaching Stream, and Spanish Language Coordinator, Department of Spanish & Portuguese).

怎么在国内用电脑看YouTube:2021-6-16 · 实在没法子了 来豆瓣看看各位大神能不能有办法 .在国内上外网 看YouTube. 电脑有下载Google的浏览器 也下载了插件 但依旧看不了YouTube. 外网也上不去 求助呀！Once I got acquainted with H5P and found the material for our book was easier to develop different sections. I was motivated at all times thinking about how future students at the Department of Spanish and Portuguese would welcome and use the book to improve their listening skills in a foreign language.”

新闻中心 ——驱动之家：您身边的电脑专家:今天 · 曾经400亿市值的妖股暴风：2021年报无法披露、7月1日起停牌 上方文Q 23:28:48 6月18日晚，暴风集团发布公告称，截至目前，公司尚未聘请到首席财务官 ...? “I was invited by Prof. Juan Carlos Rocha Osornio, the Spanish Language Coordinator at UofT. I worked as his assistant from 2017-2018, so it was a pleasure to be involved in this project with him.”

What was the biggest challenge in your project? “Finding authentic and open access videos, pictures, texts, etc.”

Student: Beatrix Yu, 3^rd year, majoring in neuroscience and immunology.

Project: Enhancing existing OERs for better adoption and adaptation in neuroscience courses.

How did you get involved in your project? “I got involved by being a part of the work study program under the Human Biology department.”

What were some of the biggest challenges in your project? “One of the biggest challenges in the project for me was ensuring that the figures I’m designing are able to visually communicate scientific information to a wide audience and be understood intuitively no matter the depth of prior scientific knowledge they may have. Although challenging, it was a very important learning experience for me as I was able to transfer this skill into my own studies by making simple visual summaries of concepts that were discussed in class to facilitate my own learning.”

win10最新爬墙方法_pc端如何上外网_如何在电脑上看YouTube:2021-3-20 · 电脑怎样翻墙上youtube(win10最新爬墙方法)-发迹车 2021年3月20日 - 电脑怎样翻墙上youtube(win10最新爬墙方法)2021-03-20 20:31:57 作者:会员如果你还在自学平面的话,我推荐你去youtube,重点就是youtube上面的每个PS教程都有完整...“I was pleasantly surprised that open educational resources are becoming more common recently, as I wasn’t aware of the availability of such resources during my time in undergraduate studies so far. Now that I have participated in working with open educational resources, I’d like to promote this more to other students so that they are more aware of such resources and are hopefully able to find them useful in their own studies too.”

Student: Daniela Maldonado Castaneda, PhD Candidate in Hispanic Literature

Project: Developing and Improving Students’ Listening Comprehension in Spanish for Beginners, Intermediate and Advanced Levels.

What advice would you give to other students involved in OER projects? “I think training is good, but my advice is that doing the work yourself with the tools that are available will give you enough practice to make something great.”

What surprised you about working with OERs? “It gets easier once you are used to doing it. I think it is a very helpful tool to use with our Spanish students.”

Tell us about a moment of success in your project? “Finishing it!”

Last year was another exciting period of growth in online and hybrid learning at UofT.

• Undergraduate and graduate fully online courses remained steady, with over 11,000 learners enrolled in at least one online course offering.
• Hybrid course design is a recently funded OUCI initiative and we are seeing an uptick in the development of hybrid courses across faculties
• Massive Open Online Courses (MOOCs) continue to grow as well and we have passed a milestone in having well over 2,000,000 learners explore a MOOC from UofT.

Have a look at our infographic for the full story of online learning “by the numbers.”

Just what is a fully online, hybrid course or MOOC? See a full list of definitions of online, hybrid, MOOCs and more at http://teaching.utoronto.ca/ed-tech/online-learning/

Successful applicants have been confirmed for a new Data-Driven Design: Quercus Analytics (D3:QA) initiative, funded by the Vice-Provost, Innovations in Undergraduate Education. This program, facilitated by ITS Online Learning Strategies, extends course design programming to examine opportunities provided by the Quercus New Analytics module. We welcome a cohort of instructors from across various divisions/departments, including:

• Laura Dempster (Dentistry)
• 中国电脑如何上youtube (Faculty of Medicine – Department of Occupational Science and Occupational Therapy)
• Lynn Ellwood (Faculty of Medicine – Department of Speech-Language Pathology)
• William Ju & Jessica Pressey  (Faculty of Arts and Science – Human Biology)
• Sandra Bjelajac Mejia (Leslie Dan Faculty of Pharmacy)
• Safieh Moghaddam  (UTSC – Arts and Science)
• Karen Mundy  (OISE – Leadership, Higher, and Adult Education)
• Heather Thomson  (Lawrence S. Bloomberg Faculty of Nursing)
• Kathy Vu (Leslie Dan Faculty of Pharmacy)

These pioneers will explore use of student data to make design decisions in hybrid and online courses, meeting quarterly over the course of a year for facilitated workshops related to extracting and making meaning of Quercus data patterns. Instructors will participate in evaluation of tools, and practices, with an expectation of sharing and dissemination of outcomes within the broader university community. This initiative aligns with strategic directions articulated in the IT@UofT strategic plan and the priorities of the VP-IUE, focusing on evidence-informed planning to support the teaching mission of the university.

By the end of the program the instructors will have:

• Participated in cohort workshops and program evaluation activities
• Redesigned a fully online or hybrid course
• Shared examples of use of the Quercus New Analytics module
• Presented a poster or presentation at the annual Teaching and Learning Symposium

We look forward to beginning the program this November. Stay tuned for updates.

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Barbara Murck has been teaching fully online courses for many years and in a recent survey of her course, she found that 93% of her students identified that they felt as connected with her, and their peers, as a regular face-to-face course. Her key to success is varied communication. She offers many ways for students to engage with her as she engages and messages them in multiple ways and through multiple channels.

Some of her techniques to communicating with students and encouraging community include:

Taking a consciously informal approach to lecturing online

Although she has much experience teaching online Barbara admits that she is not that technologically inclined. She embraces that and produces online lectures that are somewhat informal and low-tech. However, she sees that students relate more to her videos when, for example, her dog wanders into the room and she says hello to him.

‘Clickbait’ material that offers fun connections to the course

Barbara tried a number of – what she refers to as – “clickbait” approaches to engage students. These were intended to get students to click through to course-related material, some of which was fairly serious but much of which was just for fun (e.g. “Test yourself…” links).

Virtual office hours

A staple in her course is to hold virtual office hours every week. Using webinar software she finds they have been well attended. She notes that she has set up the virtual office with a picture of her actual desk at home, which feels “homey” and welcoming to the students.

电脑上youtube

Barbara also utilizes Announcements on Quercus. She delivers a lot of the course structure by way of timed announcements. For example, she has timed announcements every Monday, Wednesday, Thursday, and Friday at 9 am. These really help guide the students to where they should be in the course at that point. Monday is “what’s happening this week”; Wednesday is the “Challenge” for the week; Thursday is “see you soon in my Virtual Office; and Friday is a “Weekly Checklist.”

Responsive to questions

Finally, she is also responsive to student questions in discussions. Being responsive means students feel that if they reach out that she’s going to answer them quickly which also means that they understand that she’s there with them.

Of course, a balance of some or all of these techniques can help any instructor connect more fully with students. While communication is key, it is also important to manage expectations with students at the beginning of the semester (e.g. indicate how long students should wait before they can expect a response). Understanding the when, where and how of communication goes a long way to establishing a teaching presence and connection with your online students.

The University of Toronto continues to promote Open Educational Resources (OER) and Open UToronto is our initiative that promotes the discovery, use, creation and sharing of open content, resources and courses. We have produced dozens of Massive Open Online Courses (MOOCs), made available numerous open modules and published several open textbooks.

Through eCampusOntario, we are now thrilled that two pioneering UofT instructors have been accepted as Open Education (OE) Fellows. A total of six new partners were recently welcomed, to lead action research focused on open education and contribute to the broader development of the open community in the province.

The eCampusOntario OE Fellows program has the following goals:

• Promote awareness and increase use of open resources and open practices by Ontario educators working at post-secondary institutions
• Support and advocate for increased diversity and choice in education content
• Reduce resource costs for Ontario learners
• Provide OE-focused professional development opportunities in partnership with post-secondary educators and learners
• Conduct and share an open scholarly practice project related to Ontario post-secondary use of OER

The two fellows from UofT are William (Bill) Ju and Xinli Wang.

William (Bill) Ju is an Associate Professor, Teaching stream in the Faculty of Arts and Science where he teaches courses in neuroscience and health/disease. He has a variety of different interests to improve student engagement in the learning process but is currently interested in social justice issues in STEM, educational equity, mental health in the classroom and, of course, how Open Educational resources can be used in all of these areas. You can often find him posting his thoughts, concerns and interests on Twitter using the ID @NeuroscienceUT.

Xinli Wang teaches entry-level mathematics courses at University of Toronto, Mississauga, and Mathematics of Business and Finance at Seneca College. Her love of teaching started when she was a graduate student. After she received her Ph.D, She taught full-time as a math lecturer at Singapore Polytechnic for five years. Her current interests include flipped learning, blended learning, problem based learning, student engagement and open education resources. She does acrylic paintings to destress. She can be found at mathrojak.ca.

See all of the OE fellows at http://www.ecampusontario.ca/oe-fellows/

Photo Image by Johan Larsson CC BY 2.0

To celebrate Open Education Week 2023 the University of Toronto Libraries and Online Learning Strategies will host two separate events. In the first you will hear a range of perspectives on the opportunities and challenges in creating or adapting new open resources from those involved in projects funded by eCampusOntario.  The second workshop will explore the Open Textbook creation platform Pressbooks. Faculty, undergraduate and graduate students, librarians, and staff from all three campuses at University of Toronto and beyond are welcome to attend.

[Event video archive]

The events:

Tuesday March 05: Open Textbooks: Open Minds
A Colloquium Exploring Re-Use of Open Resources to Improve Quality and Access

This event will showcase the findings of a recent University of Guelph study exploring the impact of cost and access to course materials on student success. In addition, University of Toronto instructors, librarians, staff and graduate students who have had first hand experience in the creation and adaptation of open textbooks will share their strategies and insights.

For more information and to register visit http://libcal.library.utoronto.ca/event/3490701

Friday March 08: Pressbooks Workshop
Learn How to Create, Adapt, and Publish Open Textbooks

Interested in creating, adapting, discovering, or publishing an open textbook? Curious to learn strategies for the discovery and use open resources others have created? Pressbooks is an online book and document formatting system that you can use to create books that are accessible on all platforms: in print and digital, including all smartphones, tablets, e-reader devices, and computers.

For more information and to register visit 新闻中心 ——驱动之家：您身边的电脑专家:今天 · 曾经400亿市值的妖股暴风：2021年报无法披露、7月1日起停牌 上方文Q 23:28:48 6月18日晚，暴风集团发布公告称，截至目前，公司尚未聘请到首席财务官 ...

We hope to see you there!

And, as always, enjoy Open Education Week

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Now, following an extensive review process involving consultation with our current users of online proctoring or “eproctoring” services, the university has identified two recommended vendors of these services and confirmed campus-wide pricing.

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These service providers use a combination of strategies to ensure academic integrity is maintained. Example strategies include:

• Students show photo identification to webcam to verify identity
• Live proctor observes student taking the test via webcam
• Screen-sharing technology allows proctor to view student computer screen
• Browser lock-down software used to restrict access to other computer applications
• Recording of student taking exam
• Automated video review and flagging processes to increase accuracy and efficiency

Each of these vendors has been thoroughly vetted to ensure that they meet our requirements for data security and privacy; reliability and accuracy; technical support services; and full feature platforms. While these providers provide a new option for online assessments, decisions regarding use of these tools and responsibility for follow up on any potential issues remains with our academic program areas. See: Online Proctoring Guidelines

eProctoring Listserv

Join our eProctoring-L list serve for regular updates and information sharing among current campus users of these services. The list is called ePROCTORING-L To subscribe please send an email to listserv@listserv.utoronto.ca and, in the text of your message, write: SUBSCRIBE onlinelearning-l.  You should then get a message confirming your subscription.

For more general information contact online.learning@utoronto.ca.