Remote Teaching Support

As you prepare to teach remotely, Arts and Science offers teaching support and practical resources to ease this shift in your teaching. Each department has dedicated staff, grad students and/or faculty who will support with basics onQ functionality, technology and pedagogical questions.

See our Remote Teaching Support: Practical Tips and Tricks website that Arts and Science Online (ASO) has created to support instructors during this transition period.

For general questions or to request a consult, please send an email ascremote@queensu.ca

Explore the practical tips and how-to guides designed to support your transition to remote teaching.

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Writing Effective Multiple-Choice Questions

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Writing Effective Multiple-Choice Questions Presentations

Guidelines for Writing Multiple-Choice Questions Handout

 

Preparing for midterms and final exams in onQ

Using Crowdmark

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Setting up Turn it in

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How to set-up timed midterms and exams in onQ

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onQ: Written Exam/test questions

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The complete resource for created timed exams and exams using Crowdmark and Turnitin

Setting Up Non-Proctored Timed Exams in onQ

Timed Exams in onQ Checklist

 

Examity Workshops: Information Proctored Exams for F20

October 22, 2020

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November 10, 2020

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No workshops are currently scheduled. Check back later for new workshops.

 

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Teaching and Learning

Remote Teaching: Where to begin?

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How students learn?

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Assessment: Online possibilities

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Creating inclusive Online Environments (UDL & AODA)

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Online Ideas for Language Courses

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Designing Seminars

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Best practices when using synchronous sessions

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Groupwork Ideas

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Asynchronous Ideas for labs and tutorials

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Assessment Strategy: Peer Review

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Designing Rubrics (June 24) 

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Content Creation

Content Creation Tool: Using RISE

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Designing Effective Powerpoints

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Multimedia: From PPT to video to onQ

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Camtasia 101

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Ensemble Streaming Server

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Technology Spotlight

Zoom

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FlipGrid

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Perusall

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FeedbackFruits

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Wanda Beyer, Arts and Science Online

Wanda kicks off the Teaching Voices series by explaining all the resources available to instructors transitioning to remote learning at the Faculty of Arts and Science, including workshops, a “how to” guide, and a demo course in onQ. In this video, Wanda pulls from her years of experience in online learning to encourage instructors to recognize their strengths, start from where they are at, and keep it simple and successful. Creating community and inclusive spaces is an important aspect of Wanda’s approach to course design, and she provides a few key ideas of how to do this in online teaching and learning.

Bill Nelson, Biology 

Bill shares his experiences in redesigning a large, introductory statistics course, shifting it from on-campus to online. Engagement is a central design principle for Bill, who asks, “Is what I’m doing working to engage students?” Though the learning may look different, Bill explains how he creates an engaging learning community with low tech solutions through a blend of asynchronous and synchronous activities, attention to consistency and clarity, scaffolding, and timely communication. 

Danielle LaGrone, Religion

Danielle talks about how she creates and maintains connections, inclusion, and collegiality with students online through strategies around online presence. Danielle fosters lightness and a personal, accessible tone, through various features of onQ, including course announcements, discussion forums, surveys, and messages around expectations. In this short film, Danielle explains how creating mutual expectations and recognizing everyone as colleagues creates an environment where everyone is able to learn from one another and is included.

Ian Fanning, Global Development Studies

Ian (Algonquin/settler) discusses his experiences in redeveloping two successful online courses in Indigenous studies.  He offers both advice and cautions relevant to all instructors. Ian reflects on his course design, where he centres community-based Indigenous voices, and integrates community-building, land-based learning, interactivity, and peer learning into content and assessments. Ian notes the importance of balancing flexibility and student-lead approaches with clarity and structure provided by the instructor. Ian celebrates the depth of students’ learning and explains how this was made possible through the scaffolding and supports built into design and delivery. Instructors who are Indigenous, engaged in decolonizing courses, and/or navigate difficult discussions in their courses may find this video, and Ian’s words, particularly helpful as they make the shift to remote learning.

Callie Callon, Classics

Callie tackles the sticky topic of online group work in this Teaching Voices video. Reflecting on what has worked in her large online course, Callie offers strategies to support other instructors. Her approach is student oriented, providing students the opportunity to work collaboratively or independently. Callie takes an open and transparent approach to communicating with her students, building a foundation for clear and meaningful guidelines for participation. To mitigate issues of unequal distribution in group work, Callie offers some effective strategies for fostering community and integrity in online group dynamics. Instructors who are seeking fruitful strategies for engaging in online assessments will find Callie’s scaffolded approach to online group work both manageable and effective.

Jacoba Lilius, Employment Relations

Jacoba offers strategies for building a caring and supportive learning community for her students in a remote setting. In this video, she provides simple strategies for being a responsive educator, focusing on fostering connections, listening to the learner, and responding to their needs. As Instructors prepare for the new semester, Jacoba also offers practical tips for managing their own wellbeing. Cognizant of the demands of students, and her own capacity to be present while balancing responsibilities, Jacoba models communication (via emails, discussion forums, and course announcements) that clearly outlines her expectations as an instructor and also what students can expect from her throughout the semester. Jacoba not only offers best practices for communication but also conveys past mistakes and how these were teachable moments for her. This video is an honest and compassionate look at being a present, responsive, and caring instructor—while still maintaining healthy boundaries with students.

Robert Hickey, Employment Relations

In this video, Robert opens by sharing his initial hesitation about online instruction and describes the strategies and techniques he has developed for adapting to this new environment. Robert discusses how he ‘warmed up’ to teaching online, offering a generous glimpse into his transition from in-person instruction to an online learning community. Robert emphasizes a learner-centred approach and attempts to anticipate the needs of his students. He focuses on fostering learning connections by creating engaging course materials. Robert shares how he pares down 50-minute lectures into more palatable eight-minute presentations – focusing on salient information and prioritizing learning objectives. This student-conscious video dispels the anxieties of the remote environment. Robert welcomes you to be curious and open minded, and offers a gentle nudge to get you started.

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