INTRODUCTION

1. Welcome

2. About Us

3. Introduce Yourself!

4. Workshop Learning Objectives

5. How to do well in this workshop?

6. Workshop Learning Activities

7. Synchronous Sessions

8. Your Presentation: Collating and sharing your week’s work

9. Timeline and Schedule

10. Transitioning to Online Teaching at UBC: Where does the TOT fit?

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Welcome

Welcome to this workshop about Transitioning to Online Teaching! We are looking forward to getting to know you and helping you make this shift to online learning using an online blended learning approach. This is the second time we are offering this workshop in this format and will learn a lot from you as we progress through this course design process together.  

Welcome Aboard

We have included short welcome videos below. If you are accessing these from your mobile device click ‘Launch External Tool’ to view each video.  We created these videos using the built-in Kaltura video tool. 

 Kari Grain, Welcome Video 

Manuel Dias Welcome Video 

 Lucas Wright, Welcome Video 

Charly Black, Welcome Video

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About Us

Welcome to this workshop on Blended Learning in a Changing Environment! We are looking forward getting to know you and helping you make this shift to online learning using an online blended learning approach. This is the first time we are offering this workshop in this format and will learn a lot from you as we progress through this course design process together.  

Charlyn Black

Dr. Black is a Professor and Associate Director, Education in UBC’s School of Population and Public Health (SPPH). She began her career as a practising physician, but her interests in prevention took her into the field of public health.

Her research has focused on creating population-based information systems to understand patterns of health and health care, using administrative data to monitor the quality and effectiveness of medical care, and developing data-driven tools to improve health care delivery.

She was recruited to UBC in 2002 to serve as UBC’s Centre for Health Policy and Research (CHSPR) Director, and served in that role from 2002 to 2007. In 2015, she was appointed as Associate Director of SPPH, where she works closely with program directors and education staff to deliver and improve SPPH’s 6 graduate programs, medical residency program, and undergraduate offerings.  

Lucas Wright

Lucas supports faculty and staff in integrating technology in their teaching and learning practice. He is an adult learning instructor with more than 15 years of experience teaching adults online, face-to-face and in blended contexts.

He has a keen interest in blended learning, open education and the role of learning portfolios in teaching and learning.

Lucas supports professional development programs at CTLT including the Instructional Skills workshop, Teaching in A Blended Learning Environment, the Learning Technology Hub and the edX Studio sessions. 

Kari Grain

Kari Grain is a practitioner-scholar at the intersection of higher education, social justice, and community engagement. She currently works as an educational consultant in UBC’s CTLT, focusing on experiential education and the scholarship of teaching and learning. Grain is also a sessional instructor in UBC’s Faculty of Arts and Faculty of Education. She earned her PhD in UBC’s Department of Educational Studies, supported by the Vanier CGS Scholarship, where her research focused on local community impacts of international service-learning in Uganda. Her research has been published in the Journal of Experiential Education, the Michigan Journal of Community Service Learning, and the Canadian Journal of Studies in Adult Education. She is also the Assistant Editor of the Wiley International Handbook of Service-Learning for Social Justice. For more information on her recent experiential education project, see blogs.ubc.ca/experiential.

Manuel Dias

Manuel is a Faculty Liaison with Science and is cross-appointed between the Centre for Teaching, Learning and Technology and the Skylight Team in Science. He has more than nine years of experience in educational development, instructional and learning design where he supports faculty members develop face-to-face, blended learning and fully online experiences.

Manuel is a trained facilitator and facilitates various professional development programs at CTLT including the Instructional Skills Workshop, the Summer and Winter Institutes, as well as the Teaching in a Blended Learning Environment course. Manuel is part of the Learning Technology Hub and of the Edubytes editing committee.

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Introduce Yourself!

What should you include in this introduction? You could take a bare-bones ‘name, rank and serial number’ approach that would tell us your name, rank, educational background and department or faculty. On the other hand, you could share that information along with your reasons for enrolling in this course and your hopes, fears and expectations about teaching in an online blended learning environment.

What you reveal is, of course, up to you. It’s your chance to meet, greet, mingle, and network with new and old friends and colleagues.

Bonust Points for Creative Intros: Examples include an intro video, a picture of your ideal learning environment OR…

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Workshop Learning Objectives

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How to do well in this workshop?

Communication in an online blended learning environment is critical to complete the activities on time and be prepared for the face-to-face sessions. We will be using Announcements, Discussions and follow a 10-minute rule to ensure successful completion of the course for all the participants. 

Time Commitment

• 6 hours total time commitment
• Two 1.5 hour virtual meetings
• 3 hours of online activities

Announcement

We will be sending course announcements  to communicate with you about the course. To receive announcements, please ensure that you have set your notifications to receive announcements immediatly or as a daily digest.

Facilitator Participation in Discussions

While we will stay up to date on your discussion posts and responses – and will read every one of them – you’ll note that we are seldom the ‘first responders’ to any message unless, of course, it is a direct request for assistance or information.

We’ve deliberately adopted this ‘let someone else go first’ approach to give you all an opportunity to respond to your colleagues in the course. Past experience has shown us that responses from instructors can truncate an otherwise promising discussion. So we will be there reading and responding, but rarely as the first person to respond.

10-Minute Rule

Please, do not spend more than 10 minutes trying to get something to work, or looking for something. If you have spent 10 minutes trying to resolve something without any success, please post a note or send an email to your course facilitators and we will try to resolve your issue as quickly as possible.

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Workshop Learning Activities

In this workshop we have included 4 learning activities and 2 optional course development challenges. The purpose of the course activities are two-fold, firstly to help you connect with and apply the course content and to share your experience and thoughts about online teaching and learning with your colleagues.  We have designed each of the discussion activities to build towards your group presentation that you will complete on Day 5 of the workshop.

Discussion Activities

There are three discussion activities in this course. For each of the activities, you will be applying the course readings and content and integrating these into the plan for your online course. You are encouraged to comment on your colleagues posts if you have resources, strategies or suggestions that you can share them.  

Discussion Activity 1

Online blended learning may be relatively new topics for some participants, while others may be seasoned veterans in this realm. On Day 1, we aim to situate you to key ideas and create space for you to reflect on and articulate where you are (current state) and where you’d like to go (goals for the week). To achieve the reflective component, we offer the following reflective writing exercise, which you will add to Day 1’s discussion boards. Writing prompts:

Discussion Activity 2

Discussion Activity 3

Many educators worry that their teaching presence will be diminished through online delivery and especially through asynchronous online teaching. Having gone through the resources from today that focus on teaching presence, reflect and share how you will approach teaching presence and communication in your course.

As we approach the end of this five-day program, you have likely gained a sense of specific aspects of your course that you would like to work on in order to apply your learning. Recognizing that everyone will be at a different stage of this process, we offer you two options for an activity. By the end of this activity, you should be prepared to share your work from this week with a small group of peers on Day 5 (See below for more info).  Here are two options to choose from:

1) The first option is a more Structured Mini-Project aimed at transforming your syllabus for Blended Online Learning. 

2) The second option is an Open Mini-Project in which you begin or continue the first stage of changes to your course based on what you have learned so far (You may wish to work on your Canvas course with attention to a/synchronous distinctions, film a welcome message focusing on teaching presence, or perhaps you would rather write a “to do” list for yourself to begin next week). This mini-project aims to hold time/space for you to work on whatever would be most useful at this time.

In the Discussions, please post briefly about what you decided to work on (you can draw on that content on the final day 5 when you share your work with your peers). 

Presentation / Share-back

Presentation

The final day of Blended Learning in a Changing Environment offers you a chance to share what you’ve worked on and gain valuable insights and feedback from your peers. This will be divided into Small group presentations/discussions (60 minutes) and afterwards, in a large group share-back and wrap up session (for 30 minutes).

Course Development Challenges [Optional]

We have included 2 course development challenges in the course. These challenges are optional. We have included them for those of you who want to use this workshop as an opportunity to develop elements of your course in a supportive environment.

Course Development Challenge 1: Adjusting 3 existing synchronous course activities to asynchronous activities

Course Development Challenge 2: Creating a course welcome video

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Synchronous Sessions

During this workshop we will be facilitating two real-time sessions and a optional synchronous learning lounge. These sessions will give us a chance to interact with one another in real-time and explore some of the course topics. Most importantly these sessions will be a venue for you to connect in small groups, and share your strategies and ideas about learning online. 

Session 1: Balancing Asynchronous and Synchronous Teaching

In this session we will share and discuss how we can integrate asynchronous and sychronous activies in our teaching. You will also have an opportunity to share your plans for online course development and some of your initial thinkng about how you will approach your course. 

Session 2: Presenting your work

The final synchronous session will be focused on each of you sharing your work so far with your peers. We will also touch on some final topics of the course, in-particular available supports for your course development and teaching. (See
Instructions: Small Group Presentations
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for more details)

The Learning Lounge 

The Learning Lounge is a half day drop-in session we are offering on day 4 of course. Come for support and consultation about your syllabus, teaching, course or presentation. Stay for the open atmosphere, connection and virtual refreshments. 

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Your Presentation: Collating and sharing your week’s work

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Timeline and Schedule

This workshop is divided into 5 modules, one for each day. The table below provides an overview for each day, with a theme, learning objectives, readings and resources, and activities.
 

At a Glance

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Transitioning to Online Teaching at UBC: Where does the TOT fit?

The ToT is an experiential workshop that will help you consider how to balance synchronous and asynchronous teaching in your course, how to boost your teaching presence in an online environment, and give you a focused opportunity to begin the process of moving your course online. The workshop also will provide you with a chance to learn from your peers from across UBC about how they have designed and taught online. However, while it will provide you with a jumpstart, it is only one piece of the puzzle in moving to online teaching and learning. It is also only one resource within a larger suite of resources available to you in the more extensive CTLT Online Teaching Program.

The Online Teaching Program has been developed to help you adapt your course for the online environment and prepare you to teach online. The program consists of a course with self-paced modules in Canvas, multiple online workshops with experiential learning opportunities, and one-on-one consultation support with an educational consultant.  It provides a much more extensive set of resources that you will be able to access as you consider additional aspects of moving your course online (e.g. course design, student assessment etc.) In the TOT, we will suggest additional content and workshops that you can take to learn more about different aspects of online teaching, learning, and design. We will also point you to other resources. Please explore the links below to see the full set of resources available to support you in your transition to an online environment at UBC. 

The Online Teaching Program Main Page

OTP Content Modules

OTP Workshops

OTP Consultations

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