 I just want to acknowledge that our work at EBC Vancouver takes place on the traditional ancestral and unceded territory of the Musqueam people. I'm fortunate to have been born and currently settle live and play and currently work where I am right now on the territories of the Musqueam slave with you and Scottish Peoples. As we begin to think about online learning experiences. I think it's really great to consider all of the different lands and their stories from where you and your learners study, live, work and play, and having a space where that might be shared. If you'd like to share your own land, where you currently reside and work, please do so in the chat. I'm just going to share the native land. Link, Marie will take us away with the session objectives and overview. So hi everyone so we're here to guide you through things that you're going to that need to be done for teaching an online course. I'm going to go over a lot of information, but don't worry about having to remember everything, because as part of this we're introducing a newly developed course, and you're going to have access to that course. So we've got one main objective today, and that's an awareness of what needs to be done before the course starts during the course and at the end of the course. So each of those three areas that includes creating or modifying canvas content, identifying strategies to help students achieve academic success, and communicating with students throughout the term. So quickly our session overview, and it follows along with the what the four modules are for the course. Going to start with an introduction and overview, and then go into the course modules so divided into what do you need to get ready before the start of the term, what needs to be done during the course and for concluding the course. So again, kept in mind that there are some instructors that are hired with, you know, maybe a week before the course starts so this is thinking that somebody has already got a course that's got some course materials and they're teaching a fully online course so it's like, ah, so this is the resources to help people get started. So it's been developed in collaboration with, while several people from the learning design team in CTLT, also with people from the LT hub like Eric Lee, it's also been reviewed by a few other faculty ISS people. And so Mina Callan from Arts ISIT, Jenny Wong who supports science, she is CTLT, and Fayezah Mufti from Education. And also we had a couple of distance ed instructors review the courses, Katie Lee Bunting from Occupational Therapy to remember that one. And Sirika Vos from English. So it's been an amazing process to go through and get this feedback from the people who have been right there helping the new instructors get started on what they need to do. So we'll just go on to the next piece then. So just very briefly, we're going to pause for questions at the end of each module, which includes in a few seconds. But feel free to ask questions in the chat while we're while we are speaking. And during the question time, you can ask questions either by turning on your microphone or by putting them in the chat and just as a reminder, the session will be recorded. So just to begin with, get you thinking, do you have any burning questions right now. Okay, I'll ask you that question again. I'll give you a little bit more information, give you time to think about that. So in the introduction and overview module. This module just introduces what the course is about. John, can you move to the next slide. So as I mentioned. Yes, John. The goal is to help instructors who are new to teaching fully online courses, quickly develop the skills and knowledge that they need to engage with their students and teach online. It's a self paced course and it has reflection activities and interaction activities, also examples from instructors that they've used in their courses. It'll take about eight to 10 hours to go through, and there's support available along the way so you can reach out to one of the educational consultants, which would be people from the learning design team, and also from the LT hub and of course faculty I assess support units, I know are always available to help. The actual course is open and will give you the link to the canvas course will post it in the chat a little bit later on. But you can access the course at any time as well. So are there any burning questions asking that again in the chat. No, I don't see anything in chat. Okay, I think that means we're good to go. Good to continue on then Eric. Thanks so much Marie. So yeah, I'll be going over the first module, what to do before the start term. Yeah, perfect. So canvas is UBC's learning management system. This is the central platform where you can put course content, assess your students, or just handle communications with your students as well. At the start of term, you will need to bring some form of content into your canvas course. And if you taught in canvas before canvas does have a handy tool where you can copy your content from our previous course to the live current course. And this tool can be found if you go into the settings of the course, and then there's an import course content button there. And we always advise you to start as early as possible. You can create the canvas courses around two or three months before the term start. So for the winter courses that start in September, we actually had it available sometime in June. So we had always advised students as early as possible to give you time to play with their course content see what you like see what you don't like. And also just reduces the crunch time that we often see happen the week before term start. And there's a couple settings that you can play with while you're importing course content to make it a little bit easier one that I always suggest using is use the events and do dates shift option. And on this option, if you check it under the tool, you'll be able to shift all your dates, all the due dates from prior term to the new term, just by adding in the dates from the prior term as a start date and the new term as a start date. And if you're, if you like some more support with this process, you're welcome to contact or instructional support unit for help with this. You're also welcome to contact the LT hub as well. I'll just introduce a lot of the tools that are available for you to use in Canvas. I'll go over each one shortly. But you're also welcome to explore it a little further as well. So the modules is I think the primary organizational tool in Canvas. This is where you can organize your course content based on weeks, days, topics or themes. You can think of a module kind of as a folder where you can then put other items in such as pages, announce assignments or discussions. But things are centered around modules. Typically, you don't have to use it, but it's very commonly used pages. This is where you can include text images videos onto a page. This is where bulk of course content lives. And to add content onto a page, Canvas provides something called a rich content editor. Looks a lot like Microsoft Word. And you can add your course content in that way. Announcements. This is a tool to broadcast messages to your students. An example announcement could be something regarding change assignment instructions, information about a final exam, or maybe some new course info. Assignments. Assignments is where you can have any gradeable item. Any gradeable item in Canvas course is referred to as an assignment. This tool used for accepting submissions from students, whether it be a file upload or text response. And once a student has submitted to an assignment, you can grade it using what Canvas calls the speed grader. This is where you can view the student submission, grade the student submission as well as provide feedback. And another place for students to contribute a submission is through discussions. Discussions is a space to hold discussion forum between you and your students. Discussions could be a place to discuss course content, course materials, or as well as a place for students to pose questions. It's very open-ended. Quizzes is another form of a gradeable item that you can use in Canvas. Quizzes, as you might expect it to quiz, is Canvas's examination tool. In contrast to an assignment, quizzes can have preset questions and has more quizzing settings and capabilities such as time limits and having different timers for different students. Stuff like that. Yeah. Now finally, groups. Groups can integrate with some of the above tools I just mentioned, such as assignments and discussions. If you want to set up some group work, this is where you're going to set those up. Groups can also be set up as self-sign up or you can manually put them into place. But this is helpful if you want to do like a group assignment or discussion where you're just splitting students off into pairs or groups of three or however. The other side of tools I'll mention are tools that are not exactly Canvas tools, but they may be integrated with Canvas. Well, we find that they're also very commonly used in courses. So the first I'll mention is Zoom. Zoom is typically used for lectures, delivering lectures online or maybe some office hours. There's a Zoom integration with Canvas where you can have your courses, meetings and recordings populated onto a single Canvas page. This is an integration that you'll need to enable in your course navigation if you want to use it. Caltura, this is UBC's primary media sharing tools, kind of like YouTube at UBC. We always recommend uploading videos to Caltura rather than Canvas because Canvas has a limited file storage. Caltura is unlimited. And there's also better playback in Caltura as well. So how it works is you upload the video to Caltura and then you embed it onto a Canvas page. And that's how you can get a video onto a Canvas page. If you happen to upload a lot of videos into your Canvas course rather than Caltura, you're going to run out of space and you won't be able to upload some simpler items such as like a PDF file or a document. So we always recommend using Caltura over Canvas for videos. Library online courses are we sure not to locker just say quicker, but this is the tool to add readings to your course. So how it works is you will have to request library materials from the library and the library will clear the copyright for those materials. Once they have cleared the copyright, a student can click on the locker link within your course to access those library materials. And this is another item that you'll need to enable in your navigation for students to be able to click into. So it's another setting to enable. Yeah, a lockdown browser. This is an option to secure a Canvas quiz while it's being written on a lockdown browser quiz. Students are not able to visit any other page except the quiz itself. If you're a little concerned about academic integrity, this is a way to lock down your quiz. Well, final one I'll mention is Microsoft Teams. Microsoft Teams is a team chat tool. It's not integrated with Canvas, but it provides a space for your students to all chat together as well as you to communicate with students through a team format. And there's more integrated tools as well, but these are the ones we see primarily used in online courses. Yeah, so I just included a quick little screenshot here to show you how modules work. So I think modules is the primary tool that's used in Canvas. As you can see here, there's a module one. Some people say some people put it as like week one or a theme one. But in this module, you can have like an overview page, a discussion, some assignments, quiz, as well as links. So this is just a quick way to, this is just a quick screenshot to show you how a course could look in Canvas. Yes. And now the next thing I'll go over is the settings of the course. This is by no means all the settings that we suggest using, but these are the most common ones that I see adjusted. So the first thing you only think about is availability. When will your course be available for your students to access and do work in the default term dates that we provide is typically fine for most cases. And how the default term dates works is the first day of class is when the course will be available. The last day of class. Sorry. The last day of the course will be available is eight weeks after the last day of class. So you get that little time range. If you do want to open your course early, you will have to put in a custom course start date. And how you do that is going to the settings of your course and you change your participation setting from term, which is the default setting to course. Once you do that change, you can enter in a custom course start date. Now, if you do enter a custom start date, make sure you ask also enter an end date. Because if you only have a start date and no end dates, the course will be open forever. And we definitely want courses to end. And publishing your course. What publish means is that it will be available for students to access once the course date starts. We always recommend publishing as early as possible, even a week or two in advance if you could. If you publish it early doesn't really release it to students early, it will make it automatically release at the course start date. But if you don't publish it, it won't be available automatically at the course start date. So you might as well just publish as early as possible. The next thing I want to go over is grade book. So I think this one is just a little bit complicated to understand when you first look at what manual or automatic grade posting policy means. The title isn't very descriptive, but what an automatic grade posting policy means is grades will release the students as soon as you provide a grade to them. A manual grade posting policy means that you will have to manually release these grades to your students when you choose. And instructors who choose the manual, they tend to release the grades after they've graded all students. And the default is automatic. So you'll have to change it to manual if you do want to have more control over when students see their grades. The last setting I'll mention is navigation setting. So this is where you can reorder your course navigation where you can put assignments above discussion or announcements, or you can even remove some Canvas tools entirely, or add the tools that I mentioned prior that are not on by default. Another thing you want to check over before the start of term is accessibility. It's very important to incorporate accessibility checks because it removes any burden from students having to ask for help. Some students may choose not to request help even if it compromise their ability to learn because of this burden. Some students may not know to ask for help because not all students realize their accommodation needs, qualifies for assistance. It will save time for you to consider accessibility checks from start rather than later. It's quick to do and you won't have to spend any time redoing any work later. And I'll do a quick mention of what each of these checks mean. If you add alt text to an image, this allows a screen reader to read an image. So you want to be a little descriptive of what the image is showing or saying, and that's how you can add more functionality for screen readers. Close captions for videos. This will make videos easier to follow without sound, for example. Making your hyperlinks descriptive this one is not as commonly understood, but you want to describe any links that you include in your course content. A link that just says click here without much context isn't very descriptive. You want to be very descriptive when you link to something just so then people understand where they're clicking into. And you want to also ensure that the font, the text that you use, appropriate size and contrast, I think black and white is typically very good and just using the standard font is fine. But if you do choose to make things a little fancier using your own design, just make sure there's appropriate contrast and size. The last one is using headings where appropriate. So headings is a little function that you can use to mark a piece of text as a heading. Some people choose to just make larger font rather than using the heading option. The heading option is better because it allows accessibility tools to jump within the page and understand the hierarchy of the page better than if you just made fonts bigger. Now canvas provides also an accessibility checker at the bottom of their little bridge content editor. And if you click on that it'll give you a little message of whether they found any accessibility issues but it's good to consider these on your own because I think the accessibility checker can't check for everything. It's just a pre-programmed tool. The last thing I'll mention is just checking over your course and how you can do that. Canvas provides a student view where you can see how things operate from the student perspective. Now this tool is available from the home page in the top right corner of belief. If you click on that you'll enter into a different screen where you are now accessing your course as a student. So you won't see the things that you will see as an instructor such as settings and things like that. You'll be entering as a few, you can even do submissions as a student and see how that works on their end or do quizzes to see how they might see the quiz. There are some tools that are not compatible with Canvas student views usually integrations because that doesn't exactly mesh well with Canvas always. The biggest one I would say is Caltura. Any Caltura videos will not appear in student view. If you do want to test things like Caltura or Lockdown Browser or Locker Library on the course reserve. I would suggest contacting your instructional support unit or us the LT Hub to help with testing these tools. We will have to provide what's called a true student view through a different student account. The last little tip I'll mention is that Canvas provides a link validator and this is available from the course settings. If you click on the link validator and you start the link validation, it's an automatic process to check for broken links. And Canvas will also tell you why the link is broken, whether it's going to a broken link within the course or it's a broken external link. But it's a good thing to check right before you start course just to make sure there isn't any broken links that students will click into. And I think that's all I was going to talk about today. I don't see any questions in the chat, but feel free to unmute yourself and let me know your questions. All right, I'll take silence as there are no further questions, but feel free to keep those questions locked and loaded can bring them up at any time in the session. So I'll pass it over to John next to discuss what to do during the course. Thanks Eric. So I'll be discussing the next module during the course and teaching online requires different skills, strategies and tools than teaching in a classroom as you may know. Success in teaching online is related to how presidents and engage the instructors and in the course. And during the course, there are several things to consider in your practice, creating a teaching presence, implementing effective synchronous and asynchronous online teaching practices. How you create assessments and provide feedback online, possibly using rubrics to do that, and how we would encourage academic integrity. Providing opportunities for interaction between students instructors and course materials is key to enabling a rich, meaningful and engaging learning experience online. And a useful way to consider the interactions that promote student learning is something called the community of inquiry model, which is developed by garrison Anderson and archer. This model identifies three dimensions of presence that define learning interactions, their social cognitive and teaching. The model suggests that effective learning experiences occur when the three dimensions coincide. And so social presence is about interaction with peers. Cognitive presence is the extent to which learners are able to construct meaning through reflection interaction with content. And teaching presence is the design facilitation and direction of cognitive and social processes to achieve learning outcomes through interaction with instructors. The first week of the term can be really critical, critical time to connect with students in establishing a teaching presence in the course. So consider creating a text or video welcome message to introduce yourself, your background, perhaps a course overview to the class. Welcome message can be triggered through a canvas announcements, a page or a discussion post. You may also want to encourage students to introduce themselves through an introductory discussion thread. And then providing some flexibility how they do this. So maybe through text, video, audio. Think also about how you might use canvases course access report to reach out to students who have not yet accessed the course and how you will need to engage with teaching assistance to prepare for the delivery of your course. During the course. It's also important to maintain your teaching presence by continuing to connect with your students. This could be done through consistent asynchronous engagement activities such as using regular course wide announcements, emails or discussion posts on key messages and learning activities. Responding to student discussion posts providing feedback on that, checking student participation through analytics and engaging in off topic discussion threads. You might also want to think about ways you can engage synchronously with your students such as offering one on one flexible office hours through video conferencing. Such as through zoom or Microsoft teams offering group office hours and even sometimes a live synchronous session if that's available for you. Another way to gauge your students during the course is by collecting mid course feedback so that you can adapt and be responsive to any course improvements along the way. When assessing your students with formative or summative assessments we encourage you to provide feedback. Summative assessments such as polls of assessments discussion boards and quizzes can help learners gauge how well they've learned and where they need to focus additional studies to prepare for prepare for summative assessments. Summative assessments such as a midterm final exam, final papers, multimodal projects or presentations is to determine whether students have learned their expected learning outcomes. Feedback that you provide students can be both formal and informal formal feedback is usually planned and provided to all students in a consistent manner, whereas informal feedback tends to be more spontaneous and immediate. Feedback can also be formative or summative formative feedback provides students with opportunities to reflect and improve upon their learning whereas summative feedback is provided with an overall assessment of them. And so when providing effective feedback consider the content timing of your feedback as well as providing synchronous and asynchronous options and what that might look like. So using emails or assignment rubric discussion posts or your office hours. These are all options that you might want to consider. If you have any students who have accessibility accommodations that are approved by the Center for accessibility. It's also a good time to review your canvas quiz and assignment settings to accommodate students who require extra time, perhaps alternate due dates rubrics so a rubric is an assessment tool that indicates achievement criteria across can be used with all types of assessment including written oral and visual assessments rubrics can help students understand assessment expectations and how their work will be graded. Instructors might find that rubrics will are beneficial and providing feedback on marking assignments class participant class class participation or overall grades. The use of a rubric can help standardize instructor and TA marking, and they can be helpful for students to conduct self and peer reviews. Canvas allows you to add a rubric to an assignment, a quiz or a graded discussion. And doing so will allow you to comment in grade student work with the rubric and attached to the speed grader. In Canvas, you have three options to grade assignments or assessments. In general, the grade book, which Eric mentioned earlier, using speed grader to grade and write comments while viewing student work or grading offline exporting and exporting to a spreadsheet. Canvas style rubrics can also be embedded as part of an assignment or a quiz. So an effective rubric is transparent where the assignment criteria is aligned with your outcomes and your assessments. They're integrated with assignments, especially if they are peer, if there are peer or self assessments. They're used in teaching so that students can make decisions about their current work and where and how they can improve based on the rubric criteria. Rubric and effective rubrics are practiced. So if you teach a course where multiple teaching assistants share the responsibility of grading, have them practice grading these assessments using your rubric. Academic integrity. So when teaching a course, it's important to educate your students on academic responsibilities and building a culture of integrity in the online classroom. So make sure your students are aware of UBC's academic integrity website and UBC's policies on academic integrity and misconduct. Consider including your rationale for academic integrity on the course syllabus, as well as links to perhaps the Learning Commons academic integrity website. Also provide links to UBC guidelines for citation styles you might expect students to follow for assessments and things like that. Make integrity expectations clear to students on all assessments. So be very explicit and perhaps include sort of a personal message at the start of each assessment, like such as I expect all students will complete this quiz without consulting a XYZ. And finally encourage students to contact you if they have challenges with deadlines or technology, rather than to resorting to cheating. And so that's sort of the end of my section. Again, if you have any questions, please feel free to unmute yourself or type it in the chat and I'd be happy to respond. Also, if you think of any questions along the way, we can respond to them at the end of the session as well. We'll pass it on to Marie who will discuss the conclusion of an online course. Thanks John. So, as an instructor. There's you know you've gone through the course you've been doing the grading you've been connecting with your students. There's a couple of things that need to be done at the end of the course. And so, John, if you go to the next slide. Thanks. There are two pieces of communications to do with your students at the end of the course. So the first one is two weeks before the end of the course, invite students to complete the course evaluation survey, using the student experience of instruction tool. And so you'll get the link to this you'll get information about this from your faculty and when the dates are available for that each term. When you're doing this, you want to tell your students why you're asking for this. Let your students know that you might be making changes to the course as a result of their feedback. Let them know how the information might be being used at UBC. So as I said, it could be used to improve the courses. It could be used as part of a tenure or a reappointment decision, depending on what kind of instructor you are. Any evaluations could be used to support teaching awards. And they're sometimes used in aggregate so across a program to help better understand the student experiences across the entire program. So the information has impact and requesting this can be helpful for you and also potentially for the institution as well. I encourage you to send out the first information it's about first invitation it's about two weeks before the end of the course. And then also on the last day of classes, send out a final request for students to complete the student evaluation of instructor instruction. You can also check along the way to see what the response rate has been for your students for the number of people who have completed it. But you can see the percentage of people in the course that have completed it. On the last day of classes, you're also want to do a wrap up of the course so you've spent the time connecting with the students you've encouraged them. You started out by the class by sharing some information about what inspires you about the course. And you've gotten to know a few of your students in the class. So wrap up by sending a short summary of the key concepts and also some recommendations for next step so if it's kind of a part way through course what would be some follow up courses that students would be interested in. Or where else can they go so you want to encourage students to continue learning in this area. So really kind of you're wrapping up the community that you worked really hard to create at the beginning of the class and during the class. And the last thing that you're doing at the end of the course is looking at the grade deferrals and submitting your grades. So there are checklists. So we also want to check with your department policy department about any specific grading policies. Each department can be different. But in general the things that you want to do there's two of them. One is you're looking at handling the grade deferral requests so these would have come in. The academic concession requests and these would have been submitted to the faculty, at least typically at least three weeks in advance. But it does go through the faculty so the good news is that it's not up to you to make a decision on whether there's an accommodation for a deferred grade request. And then you'll also need to upload your final grades from Canvas to the faculty service center and this needs to be done two days within two days of the end of the class, which is the final exam. So that's as per the university policy. Yeah, that's a tough time at the end of the year to get all of that grading done. But yeah, those are that's the university policy on that. So as we are wrapping up the overview of what the modules have, are there any questions that you have. First of all, this is like a quick round of questions. And then we're going to give you the opportunity to go into breakout groups. To ask any specific questions. John, I'm wondering if you want to show the course and just briefly highlight some of the things in the course. Hi Marie, feel free. Marie and Eric to jump in. Once I click here so I'm actually just in the courses in the student view because I actually have teacher access to the course and there are things that you probably shouldn't see and may not want to see. So this is the introduction to teaching online course. And perhaps maybe I can we can link it in the chat. Thank you Eric. Yeah. And so the course is broken down into sort of the three modules plus the introduction that we discussed today so the introduction overview before the start of the term during the course including the course. And also a link to a one on one consultation with a learning designer at CTLT. And so the introduction overview. Sort of provides you with sort of the overview of the course itself. An overview of the goals and the sort of the duration of the course and sort of any technical support that you might need. And then also some of the course outcomes. And then just an overview of the course structure and a breakdown of what you can expect each module and then it dives right into the course. It's to the modules themselves so before the start of the term, a little brief overview of that and then also some of the learning that you might expect or the outcomes that you might expect after taking each module and each module has a certain best practices guidelines about what you can expect before the course during the course and concluding the course, including some checks on your workload and checklists itself, including some of the aspects of canvas, setting up canvas configuring canvas that Eric went over and that we sort of briefly touched upon during the course while you're setting it up and while you're building your assessments, considering accessibility, considering how you enter grades and rubrics and also sort of your grading policy, the configuration of the course itself in terms of dates and how your content is released and sort of how things are organized and configured throughout canvas. So yeah, so what you'll see on this page is there's actually several steps that we recommend that you take just to get your course up and ready. So whenever there are the checklists there those are the kind of the concrete how to steps that link to tool guides and other resources to help direct you through things that need to be done. And so, yeah, there's well there's 1011 steps just in checklist one. And that's just the basics for reviewing and revising your, your course. And then there's also checklist to. So there's quite a few things that are need to be done just to get you up and going for the beginning of your term, but it's all laid out for you right here. So hopefully these steps will make it easy and a little bit less overwhelming. As I said they have been reviewed by three or four ISS instructional support the real that the wonderful techies that we rely on to get us started. So they'll help you out with it as well. And there's also some guidance on who to contact. Maybe we can highlight that before we engage in a maybe a discussion. Sure. Question from Ian. Oh. So the CTLT online teaching program is set of resources that were designed at the beginning of coven that were intended to support emergency online or emergency remote teaching. So we had a great audience where people who had to do a really quick switch from a traditional face to face course to suddenly teaching in sort of emergency mode for supporting the online courses. So we're no longer in emergency remote teaching. And so there's been a need to rethink and CTLT the resources that we are providing. So the course they piece here are specifically for people teaching the fully online courses right from getting started right through to concluding the courses it's also very a succinct piece. It'll take, you know, eight to 10 hours if you go through everything and do the application of things. We're also planning on that sunsetting and or relocating some of the resources that are in the online teaching program. And actually a lot of them are being some of them at least have been relocated into this course. So we haven't decided. We're going to start from our associate director, we're not sure how those communications will go out but things are going to be. Yeah, they will be communicated and the resources will be available in the form that's suitable to other people. John, if you don't mind just going to say module three, we can just kind of highlight the interactive activity that's there. So tools instead of going through all of them. Just highlight a couple of things that make it unique so well there's a, there's a faculty spotlight. So, once you've gone through all the information from the course. So, I think that Bunting has shared some of her course materials and also there should be a video that eventually loads here to hear directly from Katie about how she connects with her students. And also, there are in the apply to the course section. We're uploading maybe it's because we're. CalTura. It's a, it's Eric's note about CalTura not. Okay, if you go to the student view. Okay, if you go to the apply to your course section as well. There are example messages so the end of course message. And some of the screen are messages that Katie has sent to her students. So, some helpful tools that you can, you know, copy things. So you're not needing to recreate everything. So I just wanted to point those out. And then there's one more piece if you can go back to the modules piece, please. And it's a self test the knowledge self test. And so each of the modules has an interactive self test. Just a quick and easy review of the key points of the modules. And these were all created in H5P, which is newly available to UBC and you're also of course available or available can easily incorporate these into your canvas courses as well. So I just wanted to showcase the course and the knowledge, or should we go into the breakout groups now. We are thinking we have a small group. So maybe we can just leave it open to a large group discussion feel free to just unmute yourself or type your questions in chat. Since you have a nice cozy group. So Jose has a question, a bit of a technical question that might relate to module one setting up the course, how to share cultural media among courses with different owners. So Eric, I know you've had experience. Yeah, so is this situation where the course is taught by multiple instructors, and one instructor has created the media but they want all instructors to be able to have access to that video is that right Jose. That is one scenario. The other one is that faculty member created course last semester with videos and stuff. And then a session will teach us in turn to the copy the material but the ownership of the videos are still with the original creator. Mm hmm. Okay, good question. So the person who the person who uploaded the video to Kalchera will be classified as the owner of the video. That's kind of how we deal with copyright and ownership of course content. If there is need to transfer ownership to another person. You have to contact the LT hub to initiate that media transfer. Okay. There was an official channel to do that right so they have already know. That's right. LT hub will be your best bet to contact. Okay, because most of our transfers in geography they're approved, you know, like the original gives permission right but it just sometimes it happens like the week before classes starts and it takes a while to get it sorted out so. Right, yes, yes, yes. Yeah, that does come up a lot and, you know, try to get those done as soon as possible especially before course start. I have one question so I can get out of the way the technical part of it. Yeah, over the setting up the course as well. And I think that we have is sometimes we have teachers and ta is in the teacher might assign somebody to help manage the locker. So I assume that if you have a TA role in the in the course, you have access to the reserves that the teacher has as well can you modify those those locker those reserves. Let me double check on that for you. There's different mappings of how some role from Canada moves into a locker integration. Let me just check on locker really quick. I have an open right now. So a TA. So there's a TA role in locker. Yep. Okay, so that should allow them to modify or manage items in library only portion reserves as well. Yeah, that's good. That should be okay. Yeah, thanks. Yeah, no worries, Jose. And while we're waiting for some more questions I just like to point out a couple of different resource links to reach out to support staff across the university and CTLT, and one is the LT Hub support page, which I'll link to in the chat. And this provides a variety of different points of contact for any of your questions around setting up your course. Some of you might have instructional support units that support your faculties directly. There might be questions around media and learning analytics who have their own support links as well as like copyright. And then LT Hub also has their own support link for many other different types of questions around Canvas and the tools that are built around it. And the other support link that I want to also highlight is the online teaching program one on one consultations link. And so this is the link that you can use to reach out to our teams at university at UBC O and UBC Vancouver for learning, learning design support for questions around course design course design strategies. This form. And a member of our team will reach out to you. Or any of your questions. Marie. Also for teaching strategies so if you're teaching your course and it's just, you know, what should I do here this has come up. Anything on the sort of the teaching related side of things. Please do reach out to us. I have another question, if I may. Of course. I've been going through the CL the CT LT online teaching program and there's considerable emphasis that's given to for instructors to upload their synchronous lectures to record them and upload them onto the canvas site so that students can listen to them at another time. Now I realized that that was maybe more applicable to the, to the COVID crisis situation but is it still recommended that online lectures if they're synchronous or to be recorded and uploaded to the website. You know, it is up to you so the idea is that maybe you're offering flexibility to your students. So, if they're unable to attend, then they can listen to it later. You can also be helping out students who maybe require some screen captioning so if you've got some students who have some accessibility challenges. And giving them this option is something that can be helpful to it. So we do in general recommend giving people multiple ways of viewing the materials. But some of that you know comes at decision that you would make related to your particular context and your particular class. I have a question following up on that. Actually, are there resources I'm not sure if they would be in this canvas course that you've created or elsewhere but where can we learn how to properly set up a zoom lecture through canvas and make sure that that it's recording and and available to students. Yeah, there are links for that in this course. I think that Eric might be searching for a direct link right now so Eric can you jump in. Sorry, just find my unmute button. I was actually looking for our zoom instructor guide which does have some detailed instructions on how you can run a real time lecture zoom as well as put that into canvas. I'll throw them to the chat right now. Great thanks very much. No worries. I also just wanted to add that the tool guides on the LT help website are really great is a really great resource just for finding resources and guides on any sort of integrations within canvassing canvas itself. They do have a number of tools that were not discussed today but you might be interested in diving into as you think about developing or redesigning at some point your online course. There are a number of tools highlighted on the LT page. I also wanted to like extend Marie's comments on sort of providing videos, pre recorded videos of lectures canvas and never just been doing some cursory reviews of some literature around that and you know the literature has said that it has helped. So do not even require any accessibility accommodations to review those materials at their own pace. And it does help them prepare for other teaching and learning activities and assessment so there is evidence out there that suggests that providing these materials. Accessibility for the rest of your course does help support students. Does it not mean that students are less motivated to actually attend the lectures if they know that they're available at a later time. It depends on sort of the design strategy you're using in your online course so if you're having perhaps your synchronous online teaching focus less on the didactic lectures and having those lectures pre recorded and having your synchronous more on perhaps active learning experiences connected connected learning experiences between peers. Then maybe sort of that's perhaps sort of a design approach that could be more ideal for using pre recorded lectures. Those kinds of materials rather than for those type of learning rather than purely just lecturing online synchronously. So I think from a design standpoint. There could be some choices that could be made around how a synchronous lecture could be made more of an experience for the learner in terms of an active learning experience experiential learning experience between peers, rather than simply just a didactic lecture. So I think it's just really a choice in the design. John is saying, so it would mean that when students are coming together there may be, you know, working on a problem as part of the lecture. So they can get that feedback as they work through the problem. So, could be, what do you, which discipline do you teach in Ian. geography. Okay. I don't know much about geography but you know some applied pieces so there may be a problem solving piece so as part of a lecture. It could be, you give a problem and start out with doing the answer on your own then you turn to a pair. And then you go into a group of people and as they go through this process. You as an instructor you could be checking into and maybe not revealing what the right answer is in this example I'm thinking of. But see how the decisions evolve, as you maybe go from a single to a pair to a group. So, you know you'll be teaching them those applied skills. And, you know, working in groups. So yeah so what John is saying just giving one example of what a lecture could be used for even in a class of, you know, 200 students. This kind of thing could happen. If you would like to discuss this further. So I'm very happy to give you some ideas and focus specifically on what you're looking at I also know I believe Joe Jose is also from geography. So, quite one of our people here so just want to let you know you've got a variety of people that you can call out on. Okay, thanks very much. In case you have any questions, but I'm on the technical side right so, but I agree with what they decide mentioned about them. I know a few faculty members here have used the recorded lectures in the set them out. It's kind of like a hybrid teaching right the put the lecture that the deductive part of it online and the, and then they use the, the synchronous time for q&a since it's self solving right so as a way of cementing the knowledge to see how he's being acquired. Okay, that makes sense. Thanks a lot. That's a great question though, because I think that's something we as learning designers get frequently is do these pre recorded lectures. What does that do in terms of motivation and how do we promote real active learning in a synchronous class in synchronous class time. So, a lot of instructors do use that these pre recorded lectures as pre reading or synchronous class time and really try to strive strategize around those materials and preparation for that synchronous class time so perhaps the synchronous class time is highlighting key messages from those pre recorded videos and using that synchronous class time for case studies. So, you're getting a group work formative feedback from the instructors TAs themselves so there's a, you could really leverage asynchronous and synchronous to your advantage in this case with pre recorded lectures. So you asked a question that gets people in our area excited. Okay. Well it's something that's been on my mind a lot in the transition from traditional classroom teaching it online format. And I thought that this idea of putting up pre recorded lectures gives them an advantage because in a classroom students don't have the options. They can go into the room and go to the lectures and if they miss it, then they have to ask their friends or colleagues to get the notes and so on. So, I wondered why is it available to an online student but not to a classroom student but what you said makes complete sense and I have a better understanding now. Okay, happy to follow up with you at any time. John as well. Wonderful. Any other questions. Before wrap up today and like to thank everyone for attending. And hopefully everyone has access to the introduction to teaching online canvas course. It's just been launched. Please do share it with your coworkers it's a brand new initiative. So we are in the process of doing some more communications about it but please do help us out by sharing the resource. And of course we'll always, you know any kind of feedback that you might have for us. There will be revisions made to it every once in a while. I've also posted a link to a feedback form in the chat feel free to click on a link and write some feedback by the summer Institute. And thank you all for joining as well. Thank you everyone will hang around in case there's any questions.