Designing Remote Activities to Spark Student Engagement

Overview

While there are many strong programs and models for experiential learning at U of T, the current context requires a creative re-design effort to support experiential learning success despite the impacts of COVID-19. In the webinar recorded below and the subtending resources, we revisit foundational experience design principles for teaching, social and cognitive presence, as well as practical strategies using case examples suggested by participants. Workshop activities will include discussion of specific program challenges and ideation on innovative technology-mediated solutions.

Session Facilitator

  • Dr. Laurie Harrison, Director, Online Learning Strategies

Session Speakers

  • Professor Fiona Rawle, Associate Dean, Undergraduate, and Associate Professor, Teaching Stream, Department of Biology, University of Toronto Mississauga
  • Professor Kosha Bramesfeld, Assistant Professor, Teaching Stream, Department of Psychology, University of Toronto Scarborough
  • Professor Safieh Moghaddam, Assistant Professor, Teaching Stream, Associate Director, Linguistics and Languages, Centre for French and Linguistics, University of Toronto Scarborough
  • Willow Cabral, Third-Year Undergraduate Student, Specialist in Human Geography with a Double Minor in Urban Studies and Geographic Information Systems (GIS), Faculty of Arts and Science, University of Toronto
Recording of Webinar

By clicking the image below, you will be able to access the video recording of the webinar session.

Student Engagement

Download Slides

You can download a .pdf version of the slides here.

Other Resources

Download and/or access other resources discussed in this session below:

Tools Beyond Quercus

CTSI support site for use of alternatives to institutionally supported learning environments.

Online Privacy Protection

CTSI support site for privacy considerations guided both by university policy and the Ontario Freedom of Information and Protection of Privacy Act (FIPPA) regulations.

Teaching Online/Remotely

CSTI resource for exploring key considerations and providing examples and how-to guides for course planning online.

Comparison Tables of Available Teaching Technologies

FASE’s Education Technology Office has created an array of comparison tables ranging from a table outlining in-person assessments and their online equivalent to a table explaining video production formats and their strengths and weaknesses.

Facilitating Synchronous Remote Experiential Events

Slide deck detailing best practices for remote and virtual facilitation

Remote Experiential Learning Design Considerations

Resource outlining a series of questions and considerations for instructors who are thinking about moving an experiential learning course, co-op, internship, placement, or other practically-oriented curricular activity into an online / remote setting.

Supporting Students Navigating Remote Experiential Learning

Guidance for course instructors and staff supporting students in an experiential learning opportunity during the course of their academic studies.

Student Success in Online Environments

A guide for students to help navigate online learning and working.

Remote Experiential Learning Profiles

Engineering Strategies and Practice, ESP

Engineering Strategies and Practice (ESP) is a foundational design course sequence that uses the engineering design process as a context for developing skills essential to the practice of engineering. Students work with clients facing problem in their workplace, community, or organizations. These are real world problems that students are tasked to solve through the utilization…

Understanding the Role of Pharmacology & Toxicology in Society, PCL389

Pharmacology and Toxicology in Society (PCL389) expands student knowledge regarding the science-behind and societal views of drugs with a focus on street and recreational drug use and substance abuse disorders. Classes focus on the science associated with drug use and class discussions integrate health/drug policy, socio-cultural and media views. Students spend 20 hours with a…