Resource list
Setting up & organizing a Moodle course page
- Getting Started with Moodle Step-by-Step
- What can Moodle do? (video)
- How to Enrol Users in Moodle (use this to add your TA to your course; Moodle Login required)
Uploading files to Moodle
- Organizing Content (video)
Using Moodle communication tools
- Getting Started with Moodle (video: 3'40 mark)
Selecting an appropriate Moodle activity
Setting up Quizzes in Moodle
- How to Create and Manage a Quiz in Moodle: Step-by-step Instructions (video)
- Moodle Questions Types (Moodle Login Required)
- Setting Up a Quiz
- Giving Individual Students more time on Quizzes (for accommodation purposes)
Setting up Assignments in Moodle
- Using Assignments in Moodle (video: overview + technical set up)
- Using Moodle Assignments
- Moodle Assignment Submission Types
- Moodle Assignment Grading & Feedback
- Using the Assignment Activity - step-by-step instructions (Moodle login required)
Using Moodle Discussion Forms
- Using & Setting Up Discussion Forums in Moodle (video: Overview + technical set up)
- Using Moodle Discussion Forums
- Moodle Forum Types
- Ways of Using Forums in your Course
Providing feedback through Moodle
- Moodle Assignment Grading & Feedback
- Providing Feedback to Students Online
- Opportunities for Feedback
Planning interactive Moodle activities
- Using & Setting Up Discussion Forums in Moodle (video: Overview + technical set up)
- Using Moodle Discussion Forums
- Real-time Interactive Quizzing with the Active Quiz Plugin (Youtube video demo)
- Interactive Content - H5P in Moodle (YouTube video showcase - not technical)
Determining the best use of asynchronous class time
- Synchronous vs Asynchronous Activities
- Synchronous vs. Asynchronous Online Learning (University of Waterloo Centre for Teaching Excellence)
Breaking up weekly content into shorter segments
- Calculating Course Time for Online Teaching
- Getting Started with Your Online Course (video: 27:22 -30:52)
- Instructional Workflows
- Chunking Content into Modules (Center for Instruction and Research Technology, USF)
- Keeping Video Lectures Short (University of Michigan)
Preparing a narration script for a video
- Preparing a Video Presentation (University of Melbourne)
Writing clear instructions and guidelines for learning activities and assignments
- Clear Instructions, Great expectations: Creating Good Writing Assignments (Roger Graves, University of Western Ontario)
- Transparent Assignment Template (Mary-Ann Winkelmes, TILT Higher Ed)
Recording audio narration on PPT
- Adding Narration to your PowerPoint Slides
- Microsoft PowerPoint Training Page (to find instructions for your version of PowerPoint)
Recording lectures on YuJa
Uploading content to my YuJa account
Making YuJa videos available to students on Moodle
Creating educational media (demo, podcast, lightboard, etc.)
- Creating and Using Videos in your Teaching
- Screencasts (Centre for Teaching excellence, University of Waterloo)
- How to Make Video Lectures: 9 Best Practices (My Tech Classroom)
- How to make an educational podcast? Tips and tricks for your first educational podcast (Centre for Innovation, Leiden University)
- A DIY Lightboard to Create Engaging Educational Videos by Saltise
Finding online course resources (Library-subscribed, Open Educational Resources, Textbooks, etc.)
- Open Educational Resources
- Course Subject & Course Guides
- OER Commons
- Copyright Office (with List of OERs - Dalhousie University)
Providing access to online course resources (and ensuring copyright compliance)
Replacing printed textbooks and assigned course materials with electronic versions
- Replacing printed textbooks and assigned course materials with electronic versions
- Open Educational Resources
Preparing learning resource materials (websites, etc.)
Ensuring my course materials are accessible
(eg: Alt Text or descriptive language for all images that are not decorative. videos have closed captioning and transcripts, etc.)
- 20 Tips for Teaching an Accessible Online Course (University of Washington)
- Universal Design for Learning Guidelines (CAST)
- UDL in Higher Ed
- Tips for Making Your Courses More Accessible (Arizona State University)
- Guidelines for Accessible Course Materials and Online Courses (University System of Maryland)
Adjusting my assessment breakdown to reflect the online environment
Reviewing my assessment practices to ensure they are appropriate to an online environment
Converting my assessments to an online environment
Selecting the appropriate exam platform
- Introduction to Concordia's Online Exams (COLE) and Alternative Assessments (video)
- What is Remote Proctoring and do you really need it? (video)
Adapting exam questions for my chosen exam platform
Ensuring academic integrity for my exams
Scheduling Zoom meetings
Hosting Zoom meetings
- Starting a Scheduled Live Zoom Class
- Co-Hosting your Zoom Session with Another Presenter(s)
- Host and Co-Host Controls in a Meeting (Zoom Help)
Selecting an appropriate Zoom activity
Using Zoom Whiteboard
- Using the Whiteboard
- Sharing a whiteboard (Zoom Help)
Using Zoom Breakout Rooms
- Running Breakout Sessions
- Getting Started With Breakout Rooms (Zoom Help video)
- Managing Breakout Rooms
Using Zoom Polling
Planning interactive Zoom sessions
Determining the best use of synchronous class time
Writing formulas
- Using Microsoft Tools (Video)
- Connecting an iPad to zoom as a screen share to use a whiteboard (YouTube Video)
- Sharing your Screen (iOS) with the Zoom desktop Client (Zoom Help)
Writing languages with different keyboards
Drawing and diagramming
- Using Microsoft Tools (Video)
- Connecting an iPad to zoom as a screen share to use a whiteboard (YouTube Video)
- Sharing your Screen (iOS) with the Zoom desktop Client (Zoom Help)
Using online labs and simulators
- Adapting Labs and STEM Courses to the Online environment
- Teaching Lab Classes Remotely (CTL, University of Pennsylvania)
- JoVE (virtual experiments and simulation videos)
- LabXchange
- Simulations & Animations Directory (The Source Book for Teaching Science)
Selecting an appropriate tool to support my teaching
Converting my course into synchronous and asynchronous online activities
- Course Design Principles for Live and Online Teaching
- Online Activity Design
- Online Teaching: Instructional Workflows
- Designing Online Learning Activities (video)
- Example online Acitivies (living Google Doc)
- Keeping Video Lectures Short (University of Michigan)
- Teaching Live Online Courses (open teach)
- Instructional Strategies for Online Courses (University of Illinois Springfield)
Choosing the appropriate online tool to match the lesson/objective
- Moodle Activities & Resources
- Example online Activities (living Google Doc)
Designing & facilitating interaction between students
- Using & Setting Up Discussion Forums in Moodle (video: Overview + technical set up)
- Using Moodle Discussion Forums
- Ways of Using Forums in your Course
Converting labs, studios, experiential activities into an online environment
- Adapting Labs and STEM Courses to the Online environment
- Online Resources for Science Laboratories (POD) - Remote Teaching
- Science Labs (Derek Bok Center for Teaching and Learning, Harvard University)
- Lab-based Courses (McGraw Center for Teaching and Learning, Princeton University)
- Studio Courses (McGraw Center for Teaching and Learning, Princeton University)
Building a class community
Planning a schedule and mapping the milestones for producing my online course on time
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Re-envisioning my course to eventually be taught in a blended format
- Examples of Blended Learning Courses (The University of Waterloo)