Weekly drop-in workshop schedule
Ongoing series workshops (registration required)
This four-module blended orientation series has been designed for faculty who are looking for support in preparing for the fall semester. These modules provide direction, where to start, and how to capture your students interest from the very beginning.
As a blended series, each module kicks off with a WebEx session (90 minutes) and take-away activities. The modules build on each other and as such, registration in individual modules is discouraged.
- Module 1: Orientation to WebEx and Blackboard
- Module 2: Getting started
- Module 3: Instructional design
- Module 4: Designing assessments
This series is being conducted twice in the fall.
- Tuesday, Aug. 24 from 10 to 11:30 a.m. (Module 1)
- Wednesday, Aug. 25 from 10 to 11:30 a.m. (Module 2)
- Thursday. Aug. 26 from 10 to 11:30 a.m. (Module 3)
- Friday, Aug. 27 from 10 to 11:30 a.m. (Module 4)
Series 2 (compressed)
- Monday, Aug. 30 from 10:30 a.m. to noon (Module 1)
- Monday, Aug. 30 from 1 to 2:30 p.m. (Module 2)
- Tuesday, Aug, 31 from 10:30 a.m. to noon (Module 3)
- Tuesday, Aug, 31 from 1 to 2:30 pm (Module 4)
Registration is through Halogen. You only need to register for Module 1. You will be automatically registered for Module 2, 3 and 4.
If you have questions or need help with registration please contact Deb Moore.
For more information about the modules, please visit the Teaching at Georgian page.
The Centre for Teaching and Learning (CTL) is proud to present a NEW drop-in webinar series, inspired by Dr. Michelle Pacansky-Brock, leader in higher education, shedding light on the value of humanizing in our remote learning environments.
Many representatives from the Georgian community pride themselves on their ability to connect with students, to help students connect with one another, and to help students connect in meaningful ways to content, resources, concepts and information. But what happens when the ability to choose online learning is removed, and both students and faculty are shifted from environments we’ve grown so comfortable with, and into remote teaching and learning? We adapt, we pivot, we shift!
The CTL team have felt so very inspired by the work that has gone into this monumental shift. We have witnessed faculty adapting, growing, shifting and persevering through what may be the most challenging season of our teaching careers.
As we prepare to jump into the fall term together, we invite you to join us for a series of drop-in webinars (no registration required) promoting, encouraging, discussing and engaging with the idea of humanizing learning. We hope that you’ll find some tools and strategies that will complement the work you’ve completed, and may help to create even more mindfully and carefully crafted spaces and opportunities to translate the connections that we (and our students) value so highly into our remote teaching and learning environments. If you would like to join us, please find more detailed information below.
Please note, you are welcome to attend the series as a whole, or any of the four sessions that align with your interests and schedule.
Making connections early (pre/early-course contact strategies)
In this session, we focus on the importance of being present for our students, and inviting them into our shared teaching and learning space early, and with sincerity and kindness. Two strategies for early connection are shared and demonstrated, as well as the value and logistics of implementing strategies like these.
Syllabus and academic integrity
In this session, we consider the traditional approach (e.g. style and tone) to two important aspects of a course that often send messages perceived as negative, administrative or punitive. We will have fun considering ways to rework your syllabus design and academic integrity conversations that engage rather than disengage students.
Creating inclusive spaces
In this session, we focus on choices we can make to establish a tone and climate for inclusion and equity that creates space for all students to feel included, supported, motivated, engaged, important and heard. A focus on communication in remote learning courses helps to provide methods of enacting, following through on, and modeling inclusion and inclusive policies and strategies for learning. Humanizing Remote Teaching and Learning: Connecting students early in the semester
Connecting students early in the semester
In this session, we focus on the importance of creating connection not only between faculty and students but also between students in order to facilitate a sense of community in our online environment. We explore two activities to help students introduce themselves to one another in the first week of class in order to develop relationships and create camaraderie.
This four-week series is completely online.
The overall goal of this series is to guide you through the process of designing and developing a remote course, and to support you in developing confidence as facilitators of remote learning at a beginner level.
This series has four modules with readings and activities to work through asynchronously each week. You will have one week to complete each module at whatever time works for you. We will also be offering optional drop in sessions throughout the week.
- An overview of remote teaching and your role
- Building your course
- Preparing for semester start
- What to do during the semester
You will have weekly assignments, tasks, and readings in a Blackboard shell where you are assigned a student role. You will also be directed to build components within your course shell that you are teaching in the upcoming remote semester. For any questions on course content, please email Amy Goruk.
How to register
LOTTR next steps is a combination of synchronous and asynchronous content that we hope will provide you with some additional information, model application, and allow for time to practice, collaborate, chat and ask questions.
Each week, there will a 1 ½-hour synchronous meeting where concepts, tools, and strategies will be introduced/discussed, and complementary material and resources will be posted online, as well as resources or answers to any questions or discussions that arise in our sessions. The synchronous sessions will include 60 minutes of concept/material introduction and discussion and 30 minutes to apply and try out the topics discussed with support from CTL staff and peers.
LOTTR next steps is an opportunity to connect with, learn from and share experiences with your peers, and to expand and build upon your understanding of learning tools and strategies. Topics covered include:
- community building
- learning preferences
- choice and autonomy in adult education
- WebEx (advanced)
- Blackboard (Bb) Adaptive release
- meta-cognition and reflection
- digital work space design
- groups and group work in remote teaching and learning
- building content (advanced)
- Open Educational Resources (OERs)
- optimizing files
- embedding in Bb
- Office 365 tools
- making documents accessible
- accessible course design
- Bb Ally accessibility tool
- synchronous/live feedback
- designing and grading assessments (moving beyond transactional learning)
- workflow, balance, and boundaries
- finding the joy in teaching and learning online
- and more!
About the workshops
This six-part series of workshops has been designed to help faculty continue to explore their teaching and learning practice with a particular lens on foundational principles of our profession and on connecting with our peers across disciplines in order to build our teaching community. It is suitable for faculty at any stage of their career and will offer faculty opportunities to connect with other teachers and increase skills and knowledge related to postsecondary teaching and learning. Through participation in these sessions, faculty will have the opportunity to:
- examine and apply principles of teaching and learning;
- share ideas and strategies across disciplines;
- interact with peers to discuss teaching practice;
- gain information on support resources for teaching; and
- connect with the Georgian community.
- Week 1: Postsecondary teaching and learning
- Week 2: Planning instruction
- Week 3: Active learning strategies
- Week 4: Intro. to postsecondary assessment
- Week 5: Designing meaningful assignments
- Week 6: Faculty evaluations and continuous growth
GC@3 is offered every Wednesday at 3 p.m. You can summit hump and give yourself the gift of mindfulness.
We know that mindful practice supports mental health and well-being. It helps us strengthen our focus muscle and helps us all increase our ability to pay attention. Share this gift with your students, your peers, your family and your community members. Anyone and everyone can participate in GC@3.
GC@3 is open to everyone in our Georgian communities. You can share this link or use it to join us. We’re now using MS Teams. You can add the GC@3 link to your BlackBoard! You can share the link with anyone who you would like to invite.
Interested in practising at a different time? Please check out the wonderful practices at Mindfulness without Borders.
Looking forward to connecting soon!
The link is also available on the student portal and the employee portal faculty toolbox.
Ongoing featured series
Time for Teaching podcast series
The new Time for Teaching podcast was born out of a desire to find alternate ways of connecting with our community in a time when we need connection, social interaction and support more than ever. It’s the product of combining our longing for collegial academic conversations with our love for podcasts and information sharing. This podcast aims to select topics and ideas, supplement them with curated research and resources, and put them into context of teaching and learning at Georgian.
@georgiancollege faculty are awesome! In this new Faculty spotlight series, we will shine a light on the creativity and innovative practices of our peers. Visit the faculty spotlight to see some of the inspirational activities happening around the college.
Teaching and learning definitions
This is used as a short- to medium-term solution when interruption of face-to-face class delivery occurs and the only option to continue delivery is through remote means. It is an alternate delivery mode that uses synchronous and asynchronous technologies to best meet the learning outcomes. Facilitating a course remotely in this manner helps provide continuity in the curriculum. However, it is not intended to replace the level of robust online course delivery that occurs when courses have been developed using a comprehensive online course development process.
The goal is to complete teaching and learning of the course learning outcomes through a variety of remote techniques leveraging Blackboard and other technologies (e.g., WebEx, Screencast, etc.) as much as possible. The understanding is that courses taught in this manner will eventually return to the delivery model for which the courses were designed.
An instructional delivery format where all material, interactions and learning occur in a virtual (not face-to-face, with the use of technology) format. Effective online teaching and learning requires careful instructional design and planning, using a systematic model for design and development. At Georgian, participation in the intense Online Course Development Program (OCDP) supports faculty in the effective execution and delivery for online learning following the Quality Matters requirements.
Online learning development occurs when a course is planned for this delivery well in advance and the intent is for the course to be consistently delivered in this manner.
An instructional delivery format which blends online and face-to-face teaching and learning strategies, where learning occurs in a combination of online and face to-face environments. Learning facilitation in online and hybrid environments requires appropriate and specific knowledge and skills to design, develop and facilitate high quality learning that mirrors or runs parallel with learning experienced in face-to-face teaching environments.
Remote teaching and learning supports
Remote teaching and learning supports
We have all survived the emergency experience of moving our teaching and learning to a remote delivery. We recommend you keep things simple and manage what you can. It is key that you find what works for you and balance quality, engagement and simplicity for both you and your students. Check out the link below for more resources and tips.
Remote and hybrid learning toolkit
The remote and hybrid learning toolkit has been assembled to help students be successful in a remote learning environment. It contains links to resources for remote learning and other Georgian College supports and services. Please feel free to visit this page and post a link to it within your Blackboard courses.
A WebEx meeting is an online meeting that allows you to virtually meet with other people, without leaving your home or office. WebEx meetings require a computer with internet access and a separate phone line. By logging into the meeting via the internet, you will be able to see the presenter’s computer screen.
Humanized teaching and learning
Humanized teaching and learning in the remote environment celebrates the humans behind the devices and stresses the importance of connections and relationships in order to facilitate teaching and learning. A humanizing lens contributes to the rigour of a course, the academic performance of students, and the joy of teaching. Check out this link to learn more about humanizing your remote course.
Screencasting and video support
A screencast is a digital recording of computer screen output, also known as a video screen capture, often containing audio narration. The term screencast compares with the related term screenshot; whereas screenshot generates a single picture of a computer screen, a screencast is essentially a movie of the changes over time that a user sees on a computer screen, enhanced with audio narration.
At Georgian we refer to self-care as taking action to improve one’s own physical, emotional, mental and/or spiritual well-being. Wisdom from our Indigenous community members teach us that it’s important to pay attention to all areas of our well-being. Although you may think that you don’t have time for this, it’s extremely important as self-care can help you manage stress and increase your ability to learn and succeed in your academics.
*Remote teaching: a practical guide with tools, tips, and techniques is licensed under a Creative Commons Attribution-Non-Commercial-ShareAlike 4.0 International License, except where otherwise noted.
At the CTL, our priorities are to:
- encourage and facilitate discussion about professional teaching practice at the post-secondary level through workshops, mentoring, online learning, and open dialogue materials for faculty on topics related to assessment, teaching strategies and teaching with technology;
- create instructional resources for teaching and learning;
- Implement a model for new faculty orientation and development;
- develop skills in academic areas for making and implementing informed curriculum delivery choices;
- provide support and facilitate continuous improvement in college curriculum;
- facilitate skill development for the effective use of technology for teaching and learning; and
- provide and support technological resources to enhance teaching and learning (e.g. student response systems, development software, digital camera, web links) and print resources (e.g. books, journals) to enhance teaching and learning.
Dean, Academic Quality Teaching
Instructional Design Technologist
Learning Management System Assistant
Learning Management System Technologist
Instructional Design Technologist
Instructional Design Technologist