Covid-19 Updates

Find the latest departmental information on the Covid-19 here!

Dear All –

I wanted to get in touch with all of you (figuratively!) to thank you for your commitment and your patience. We are facing the most significant health crisis in recent memory and we are all concerned about how this situation surrounding COVID-19 is going to evolve.

In order to keep everyone safe and discourage foot traffic in the building, the Psychology main office will close its doors on Friday, March 20th, at 1pm, until further notice.

By now, we all have switched our courses, tests, and exams from in-person to online. Many of us had to change their marking schemes, design new assignments, record online classes, and hold online office hours while their children were out of school or daycare or they had to self-isolate out of a fully-justified abundance of caution. I am not going to pretend that any of this has been easy. I am also not going to pretend that there is an easy roadmap ahead of us. But I do want you to know that we are here to help. Brenda, Ashley, and I will monitor our emails and please do not hesitate to contact us:

Any questions related to undergraduate teaching, please contact Ashley:

waggonerdenton@psych.utoronto.ca

Any questions related to administrative issues, please contact Brenda:

chow@psych.utoronto.ca

Any questions related to IT support, please contact:

psych.helpdesk@utoronto.ca

We will be in touch next week with some contact information and guidance on outstanding financial transactions (ie expense reimbursements, accountable advances, invoices etc). Information about payroll for casual employees and the work study program will also be communicated as needed.

Any questions that do not fall into any of the above categories, please contact me:

ferber@psych.utoronto.ca

We do our best to get back to you as soon as we can. I am sure many of you have questions regarding the future, what the impact of the current situation will be on the next academic year. The honest answer is that we don’t know. We will deal with it when the time is right. But we do know that we all care deeply for each other and our students, so I am sure we will find solutions that are in everybody’s best interests. We haven’t received any indication that academic processes will stop, so many of you will receive emails regarding promotions and reviews and PTR. If you have any questions about this, please contact me.

We will spend the rest of this week trouble-shooting issues related to internet access, working from home, and ensuring that students have all the information they need to complete the semester.

I would like to take this opportunity to extend a special thank you to Ashley, Brenda, and our IT team who have all worked tirelessly to ensure that the transition to online teaching and working from home can proceed without any major hurdles.

As this situation evolves, we will continue to do everything to serve you and the Department. Stay home, stay healthy, and stay connected. While we are coming together by staying apart, we can still look out for each other.

All the best,

Susanne

Announcement, June 8, 2020

Dear colleagues, we hope you are doing well during these exceptional times. As we continue to work from our home offices, we would like to let you know that the university is now preparing for re-opening campus, in a staged approach. Please read on for more details about this as well as some important announcements about NSERC and SSHRC grant reports and reminders and updates about various departmental processes. We understand that this is a long email but we are trying to minimize the number of emails we are sending out.

Phased Re-Opening, Research Activities

The university and the Faculty of Arts and Science are now planning the re-initiation of on-campus research activities. Re-initiation will occur in stages:

Stage 1: Research requiring immediate on-campus activity Stage 2: Research requiring on-campus activity

Stage 3: Ongoing research in the longer term

Details about each stage can be found here: https://research.utoronto.ca/covid-19-research-innovation- updates/approach-research-recovery-adaptation

The timeline for the initiation of each stage is as of yet undetermined. All personnel should continue to work remotely until the Faculty of Arts and Sciences initiates Stage 1.

Principal Investigators whose research falls into Stage 1 will need to complete a form to request research re-initiation, and the request must be approved first by the department and the Dean’s Office prior to re-starting research. A draft form, for your information only, can be found attached. We suggest you familiarize yourself with the information requested on the draft form, so you will be prepared once the form has been finalized. SGS has released an attestation graduate students and non-employee postdocs. Your graduate students and non-employee postdocs can start working on those forms and send them to you. Once you have collected all forms from your graduate students and non-employee postdocs and the finalized FAS form for re-starting research has been released and you have completed it, please send everything in ONE email to chair@psych.utoronto.ca. Please note that there will be no approval in the absence of these forms.

Please be aware that we take the health and safety of all personnel very seriously and re-opening will only occur once the facilities and appropriate supports are in place to ensure a safe work environment.

Tri-Agency Grant Reports

Tri-agency statement of accounts (also known as Form 300) are usually distributed as hard copies in early May. This year, the statement of accounts has been converted to PDF form and uploaded to a Sharepoint site for your review. Faculty members who hold a tri-agency council grant should have received a Sharepoint link on Thursday June 4. This link was sent to your utoronto.ca email address. Please review the report, electronically sign where indicated and upload the signed report into the same folder. Changes can only be made for grants ending on March 31, 2020. If you cannot access your report, or would like changes, please contact Brenda Chow at chow@psych.utoronto.ca. Signed reports are due on June 22, 2020.

University Assets

As we all continue to work remotely, you may wish to re-configure your home workstation to be more ergonomic. If you wish to take items from your university office to your home office, please do so. If you borrow university assets valued at $1000 or more, please contact Brenda Chow (chow@psych.utoronto.ca), as we will need to document what has been borrowed.

Casual Hiring

If you are hiring any casual staff, please contact Angelica Angeles (a.angeles@utoronto.ca) who will assist you with the onboarding process.

Invoices

A reminder that only essential purchases should be made at this time. If you need to make a purchase, please be reminded to contact Brenda Chow (chow@psych.utoronto.ca) or Josephine Domingo (domingo@psych.utoronto.ca) for assistance. If you have ordered directly with a vendor, please ensure that an electronic invoice is emailed to you and forwarded to us for payment. Mail is not being picked up and any hard copy invoices will not be received for processing.

New Email Addresses

We are implementing some new email addresses to reflect the different roles in the department. You are already familiar with psych.helpdesk@utoronto.ca, which is monitored by both Mike and Asma. A new email address for questions about TAs, course instructors, postdocs and sessional lecturers (psy.cupe3920@utoronto.ca) will also be rolled out soon. These email addresses will allow more than one person to monitor the account and will streamline our internal processes. Please watch for future announcements about the implementation of the new email addresses.

Secure Information Sharing

The Centre for Research and Innovation Support (CRIS) has released resources for remote research. Please visit https://cris.utoronto.ca/spotlight/home/ for more information.

Policy for Participant Fees

Many of you continue to collect data from study participants and are submitting expense reimbursements for participant fees. Please be reminded to submit the appropriate supporting documents along with your receipts, including transaction details for participant surveys such as Mturk and Prolific. Please see our previous announcement for more details: https://www.psych.utoronto.ca/covid-19-updates#departmental-update-1-accordion-5

This announcement, as well as other COVID-related announcements are posted here: https://www.psych.utoronto.ca/covid-19-updates

We hope you are staying healthy and safe. Please do not hesitate to reach out to any of us if you have any questions.

Dear Colleagues, we have recently received some updates that I’d like to share with you.

Procurement

At this time, we have been advised that all purchases should be suspended. Only urgent purchases that are required to maintain critical operations will be permitted. For urgent purchases, the uSource website has this advice: “The individual placing the order must ensure that a University representative will be available at a campus address to accept the delivery.  The supplier also needs to be notified that buildings will be locked and to ensure that delivery arrangements have been confirmed with the requestor.  Off campus deliveries are not permitted.”

Packages in Transit

Mail that has been sent via Canada Post or by internal mail continues to be processed through UofT’s central mail facility and, for now, this is being delivered to Sidney Smith. Any packages or mail that is usually sent by a private delivery service (eg UPS, FedEx, Purolater etc) will not be delivered as the loading dock doors are locked. If you are expecting a package, please contact the person who placed the order for you to determine the package’s status. Our expectation is that packages will be retained or returned to the vendor until Sidney Smith re-opens to the public. However, this should be confirmed with the supplier.

Please let us know if you have any questions.

Take care and stay safe and healthy.

Dear Colleagues,

In light of the recent announcement from the Provost’s office, most of the administrative staff will be working from home for the remainder of the week. We understand, however, that you may need in-person support as well, so the office will remain open with reduced hours of 10AM – 4PM and will be minimally staffed (Brenda and Susanne) from Wednesday March 18 – Friday March 20.

For now, email is the best way to reach us. We are working on switching our office phone numbers to operate at home, but this is not yet in place.

If you require IT support, please contact psych.helpdesk@utoronto.ca. This email will be monitored by our IT group during our usual business hours, 8:45AM – 5PM. If you have not already done so, I recommend installing Microsoft Teams on your computer. This program has an option to share screens and give control of your computer to someone else. This will allow the IT team to more easily diagnose and resolve computer issues. Instructions on how to install and use Teams is attached.

After today, all UofT buildings will be accessible by fobs only. If your fob has expired, please contact info@psych.utoronto.ca to request reactivation. When requesting a reactivation, please provide your fob number, UTORID and student number/personnel number and copy your PI on the email for approval. Reactivations for the fMRI facility or for any exterior doors to Sidney Smith or Ramsay Wright can be done remotely, but programming for access for interior doors is done in person, at the Psychology office. If you don’t have a fob, but need one, please contact info@psych.utoronto.ca to request a fob access form. After following the usual approval process, we will ensure that you can pick up the fob directly from the Security, located at 21 Sussex Ave.

Our finance group has been set up to process payroll, invoices and other financial transactions remotely. Until we are back into the office, please email us with your request. At this time, we will request email approval to process the transaction. Do not digitally sign the invoice; we will ask for these to be signed with your original signature later on. Information about casual employees and casual timesheets for future pay roll periods will be communicated by Angelica next week.

We will do our best to continue to provide the services you need, but may run into challenges as we navigate what is required by policy and what is practical. Thank you for your patience as we adjust our internal procedures.

Please do not hesitate to contact us if you have any questions.

If you are feeling sick or are self-isolating, please let us know.

Please stay safe and healthy. And stay in touch – figuratively speaking. As trite as it sounds, we are all in this together and if you need help, let us know.

Update: June 8th, 2020

Casual Hiring

If you are hiring any casual staff, please contact Angelica Angeles (a.angeles@utoronto.ca) who will assist you with the onboarding process.

Invoices

A reminder that only essential purchases should be made at this time. If you need to make a purchase, please be reminded to contact Brenda Chow (chow@psych.utoronto.ca) or Josephine Domingo (domingo@psych.utoronto.ca) for assistance. If you have ordered directly with a vendor, please ensure that an electronic invoice is emailed to you and forwarded to us for payment. Mail is not being picked up and any hard copy invoices will not be received for processing.

Policy for Participant Fees

Many of you continue to collect data from study participants and are submitting expense reimbursements for participant fees. Please be reminded to submit the appropriate supporting documents along with your receipts, including transaction details for participant surveys such as Mturk and Prolific. Please see our previous announcement for more details: https://www.psych.utoronto.ca/covid-19-updates#departmental-update-1-accordion-5

Tri-Agency Grant Reports

Tri-agency statement of accounts (also known as Form 300) are usually distributed as hard copies in early May. This year, the statement of accounts has been converted to PDF form and uploaded to a Sharepoint site for your review. Faculty members who hold a tri-agency council grant should have received a Sharepoint link on Thursday June 4. This link was sent to your utoronto.ca email address. Please review the report, electronically sign where indicated and upload the signed report into the same folder. Changes can only be made for grants ending on March 31, 2020. If you cannot access your report, or would like changes, please contact Brenda Chow at chow@psych.utoronto.ca. Signed reports are due on June 22, 2020.

University Assets

As we all continue to work remotely, you may wish to re-configure your home workstation to be more ergonomic. If you wish to take items from your university office to your home office, please do so. If you borrow university assets valued at $1000 or more, please contact Brenda Chow (chow@psych.utoronto.ca), as we will need to document what has been borrowed.

Update: April 9th, 2020

û Accountable Advances – No longer processed

Contact person: Nazma Shahria, nazma.shahria@utoronto.ca

Accountable advances are commonly used as a cash advance to researchers to allow them to pay participant fees. An upfront payment is made to the researcher from the PI’s grant and the account is settled after 3 months. That is, any unspent money needed to be returned to the front office and if the costs exceeded the amount of the advance, the grant would be billed for the additional costs. Since this process relies on cash or cheque payments, we can no longer initiate new cash advances. Similarly, any cash advances that were issued prior to the office closure must be settled once we re-open.

Once the office re-opens, we will settle any outstanding accountable advances. If this applies to you, you must:

  • Bring in your original receipts
  • Sign any forms with an original wet-ink signature

ü Participant Payments – Processed as Expense Reimbursements

Contact Person: Nazma Shahria, nazma.shahria@utoronto.ca

Without the ability to obtain cash advances, many of you have asked how study participants should be compensated for their participation in your research. The best way to do this is to use PayPal, e-transfer or e-gift cards as forms of participant payment. These payments are not allowable on your P-cards, so the researcher must pay out of pocket and submit an expense reimbursement form to recover the funds. We will process the expense reimbursements as soon as possible, but please ensure that all supporting documents are submitted to avoid any delays in processing your claim.

Your supporting documents need to show the following:

1. Proof of payment. You will need to provide:

  • E-receipts for e-gift cards, or e-copies of the e-transfer or PayPal transaction

              AND

  • E-copy of the bank statement or credit card statement showing the transaction. The statements may be redacted, but the name of the account holder and the relevant transactions must be visible.

2. Proof the payment was received by the participant. You will need to provide:

  • E-receipt for the payment, digitally signed by the participant

             OR

  • E-confirmation that the participant that accepted the e-transfer or PayPal payment

For all participant payments:

  • The payee name should match the participant’s name.
  • The specific research study must be indicated.

The screenshot below is the official guidance from Financial Services regarding participant payment.

​​​​​​​​​​​

ü Expense Reimbursements – Processed with E-Approvals and E-Receipts

Contact Person: Angelica Angeles, a.angeles@utoronto.ca  

We are continuing to process expense reimbursements. Please see  Reimbursement Template.xls ​​​​​for instructions and the expense reimbursement template.

There are two main changes to our usual procedure:

  • Submit e-receipts. Please ensure that your scanned copy or photograph is of high enough resolution to be readable. Please keep the original receipts.
  • E-approval is required.

Once the office re-opens:

  • Submit the original receipts.
  • Provide a wet-ink signature on the expense reimbursement form.

ü Invoices – Processed with E-Mail Approvals

Contacts:

For most grant-related invoices: Josephine Domingo, domingo@psych.utoronto.ca

For CFI-related, fMRI and departmental invoices: Brenda Chow, chow@psych.utoronto.ca

Please continue forwarding e-invoices to your usual contact person. We will request email approval to pay the invoice and confirm the account to be charged. Your original ink signature, as well as any packing slips, will be requested once the office re-opens.

û Purchases – Not Processed Unless Urgent

Contact: Brenda Chow, chow@psych.utoronto.ca

As mentioned in a previous announcement, no new purchases should be made, as the office is not open to accept shipments. However, if you require any goods or services to continue your research remotely or to support working from home, please contact me to determine the best way to place the order.

March 18th, 2020 Update

ProcurementAt this time, we have been advised that all purchases should be suspended. Only urgent purchases that are required to maintain critical operations will be permitted. For urgent purchases, the uSource website has this advice: “The individual placing the order must ensure that a University representative will be available at a campus address to accept the delivery.  The supplier also needs to be notified that buildings will be locked and to ensure that delivery arrangements have been confirmed with the requestor.  Off campus deliveries are not permitted.”

 

If you require IT support, please contact psych.helpdesk@utoronto.ca. This email will be monitored by our IT group during our usual business hours, 8:45AM – 5PM. If you have not already done so, I recommend installing Microsoft Teams on your computer. This program has an option to share screens and give control of your computer to someone else. This will allow the IT team to more easily diagnose and resolve computer issues. Instructions on how to install and use Teams can be found in this document:  Downloading and Screen Sharing on Teams.pdf

Dear Researchers,

Hope you are doing well and staying safe during this time of social distancing and staying at home.

You will notice that the Department of Psychology has transitioned over to SONA for the Summer semester to conduct studies. Some of you have used SONA before. Mike Markovich sent out an email on April 3rd, 2020 regarding the replacement of PSYNUP on SONA. The new website for OMT and Studies will be https://utsgpsych.sona-systems.com.

Some notes about SONA Accounts:

Researchers: All non-Faculty members of UTSG Psychology who plan to use the PSY100 pool

  • There will be many accounts to setup as we setup the site for the first time. To streamline the
  • process, Mike will be creating Researcher accounts in batches. Just use this request form.
  • Sona uses your UTORid/password to login
  • Anyone at UTSG Psychology can have an account, including undergraduate students from 2nd Year onward. 
  • Researchers can integrate outside surveys and studies.  Integrated options are listed here: http://www.sona-systems.com/help/

Please connect with Mike Markovich (mike.markovich@utoronto.ca) if you would you are having issues relating your account.

OMT on SONA:

Creating and Submitting OMT Questions

This process has been streamlined: create an Online Internal Survey Study.  Name the study "OMT Questions - [Lab Name]," include your PI in the drop down menu, and leave other settings at defaults.  Then add questions as you normally would (see guides linked below). I will be able to see and import those questions to the OMT. 

Sona Knowledge Resources

Sona Master Documentation (PDF)

Researchers Tutorial Video (YouTube)

Please submit your questions to SONA no later than end of day on April 30th, 2020. The OMT is scheduled to open on the afternoon of May 7th, 2020 and will run until May 10th, 2020. Please contact me if you have any questions: psy100pool@psych.utoronto.ca.

The process for PSYNUP Studies remains the same. If your study can be conducted remotely (online surveys, quizzes etc…), please follow the instructions below:

PSYNUP Studies:

  1. Please list your study on the SONA website:
  2. Please submit all the documents for any new studies with the study #
  • a copy of the approval form for your study from the Human Ethics Committee
  • a copy of the Participant Consent Form approved by the Human Ethics Committee
    • if recruiting participants by phone or email,
  • a copy of your phone/email script approved by the Human Ethics Committee
  • a copy of your Ethics approved Debriefing Letter
  • a copy of the six questions and answers
  • the Checklist, with Part I, II and III  filled-in. The checklist is available here
  1. Please ensure you create the study on SONA.
  2. After receiving approval of these studies, they will automatically open on the afternoon of May 14th, 2020.

PSYNUP is scheduled to open on afternoon of May 14th, 2020 and will run until June 16th, 2020. Please contact me if you have any questions: psy100pool@psych.utoronto.ca.

If anyone has questions about how to use the site, please review the documentation above to see if your answer is there. If not, please reach out to me or Mike Markovich with your questions.

All the best recruiting participants this semester!

Documents:

PSY 100 Pool Summer Checklist.

Additional information on the PSY100 Pool for the Summer 2020 semester can be found here: https://www.psych.utoronto.ca/resources/department-resources

Teaching Remotely and Online Resources for Psychology Instructors – June 17th, 2020

FALL TERM TEACHING RESOURCES

Introduction

In the June 17 meeting with the Online Learning Academy, Psychology instructors raised questions in several areas related to moving their courses to remote, online and HyFlex delivery. Below, we offer a curated list of resources developed by the Teaching Technology Support team, the Teaching & Learning Office, as well as advice from the Online Learning Academy and links to other University of Toronto resources that reflect the questions raised and the wider pedagogical and technological needs identified by the unit.

The Online Learning Academy has a helpful overview of Delivery Models and Guiding Principles for Online Learning , which we encourage all instructors to read. This resource contains additional information on the HyFlex model of teaching.

Instructors are invited to join the Online Learning Academy SharePoint site. Any instructors who are not able to access any part of the OLA site should e-mail onlinelearningacademy@utoronto.ca for a prompt resolution. We also offer small group and individual consultations with instructors who have specific questions or would prefer to go over their course design and technological needs with a faculty liaison. Please see the bottom of this document for this consultation request form.

Instructors raised concerns regarding student privacy and recordings. The Faculty of Arts & Science is developing statements for instructors to include in their syllabi if they determine there is a need to record their courses. These will be circulated to units directly.

For access to additional Quercus sandboxes, instructors should email tts.artsci@utoronto.ca.

Teaching Remotely and Online: Resources for Psychology Instructors

Areas of Support

Resources

Engaging students in an online course

The Teaching & Learning Office has developed a resource on Supporting Student Learning in Online Courses. This resource includes information on building community, engaging students, and supporting student interactions.

To familiarize students with the tools being used in the course, instructors can consider developing “test” assessments, and starting the class with a Course Tour, which teaches students how the course is organized.

How to:

 

Areas of Support

Resources

 

  • Using MS Forms to collect information from students

   o Engineering has an example: https://forms.office.com/Pages/ShareFormPage.aspx?id=JsKqeAMvTUuQN7R tVsVSEGg2g4ccq49OsUMPakzPOQBUNzMzRDNUOUZHOFFPQzY1SUVNV zZZRzhQRi4u&sharetoken=y1qeWJ20vUIflVjugdp9

For courses delivered in the HyFlex mode, we recommend having all group discussions take place on Bb Collaborate, regardless of the students’ enrollment (in- person or online). Using institutionally-approved tools that are integrated into Quercus is helpful for students, as they have one point of entry.

Discussion - Using discussion boards effectively and hosting synchronous dlscussions

Effective practices & tools

  • Invite discussions through targeted questions and reflection – for example, have students choose readings, post them for discussion, and ask other students to directly engage with the posted material
  • Be transparent with how you expect discussions to proceed – outline what you hope to achieve through discussion boards, and explain the pedagogical goals of the exercise
  • Be present in the discussion – engage with student comments. Showing you are actively reading and participating in discussion incentivizes students to do the same.
  • Tracking discussions for grading purposes:

The following suggesttions are excerpted from Chapter 3, Ten Best Practices for Teaching Online, in the book, The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips, by Judith V. Boettcher and Rita-Marie Conrad.

The chapter is reprinted with permission at the following link: https://tomprof.stanford.edu/posting/1091. The full e-book is also available through University of Toronto Libraries.

  • Create open-ended questions that learners can explore and apply the concepts that they are learning.
  • Model Socratic-type probing and follow-up questions. "Why do you think that?" "What is your reasoning?" "Is there an alternative strategy?"
  • Ask clarifying questions that encourage students to think about what they know and don't know.
  • Stagger due dates of the responses, and consider a midpoint summary or encouraging comments.
  • Provide guidelines and instruction on responding to other students. For example, suggest a two-part response: (1) "Say what you liked or agreed with or what resonated with you," and (2) "Conclude with a follow-up question such as what you are wondering about or curious about."
  • Provide choices and options. Providing choices for students in questioning follows the recommended design principle of encouraging personalized and customized learning. Working professionals are often grappling with many issues; providing choices and options makes it possible to link the learning more directly with their work experiences, interests, and needs.

 

Areas of Support

Resources

 

  • Don't post questions soliciting basic facts or questions for which there is an obvious yes-or-no response. The reason for this is obvious: once one student responds, there is not much more to say. Specific fact-based questions that you want to be sure that your students know are good items for automated quizzes or for students to record in blogs.
  • Log on to your course a minimum of four days a week to answer e-mail, monitor discussions, post reminders, and hold online office hours. For higher satisfaction for you and your students, log in every day.

Large online courses

The Online Learning Strategies Office has created a web page with a draft document with strategies for developing and facilitating high enrollment (200+) online/remote courses.

Information on academic integrity and assessment options.

  • Academic integrity online.
  • Using assess ment methods to mitigate academic integrity issues.

Assessment design

  • Rethink assessments for courses - consider everything as open-book and assume that people are going to be working together
  • Change weighting of final assessments to be less heavily weighted; if possible, redistribute weighting throughout the course over different types of assignments
  • Require students to move beyond recall (to synthesize, analyze, interpret) - Bloom’s Taxonomy – move toward questions that are based more on higher- order thinking skills
  • Set windows for assessments (e.g. 12-hours, 24-hours) with time-limited assignments (e.g. once the assignment is begun, students must complete it within 3 hours) [this can be done through Quercus Quizzes]
  • Develop variations of questions for multi-section courses

Tools

  • Consider using Quercus Quizzes and Assignments for the majority of assessments
  • Don’t allow students to go back to look at previous questions in online tests – this can be set up through Quizzes
  • Through Quizzes, use Question Banks feature for random question assignment and randomize options
  • Quiz settings with no backtracking – when applying this setting, instructors should give warning and practice with this type of assessment; include guidance on timing for questions so students could keep on track
  • How to view student quiz logs: community.canvaslms.com/docs/DOC-26377- 4152295598
  • Crowdmark Versions and Crowdmark for Multiple Sections
  • Identity verification: Instructors are permitted to ask students to turn on their webcams and show their student cards to verify their identity. However, intructors may not record this, and must have let students know at the start of the course that webcams are necessary for assessments.
  • Proctoring tools: The University of Toronto has an agreement with ProctorU to provide online proctoring for assessments. Contact Phil Rudz for more information about using ProctorU in your course.

The Teaching & Learning Office has prepared a resource on Supporting Academic Integrity While Teaching Remotely.

CTSI Guide: Academic Integrity and Teaching Online/Remotely

The institutional Academic Integrity site provides resources for instructors, students and staff, including advice on best practices, an overview processes, supports, etc.

 

Areas of Support

Resources

 

The TTS How to Keep Teaching site provides advice on operationalizing Quercus tools to support Academic Integrity.

Lectures

Instructors raised questions about engaging students in online lectures, especially in synchronous courses, where the lecture may either be streamed or posted as a long video file.

Lecture Design

  • In synchronous online lectures, include breaks with interactive components. For example, instructors can include quizzes that check knowledge, break out for discussion, or use polling.
  • When providing video to students to watch asynchronously, consider “chunking” the content – providing shorter video files that can be watched in pieces. Ideally, videos should be about 6-8 minutes long. These breaks can be introduced where the lecture naturally switches focus. Recording “chunks” allows for easier updating/replacement, as well, rather than re-recording a large lecture

Engineering has prepared a resource comparing lecture platforms for synchronous sessions.

Tools

Storage

Tools for effective discussions

How to:

Student access to technology

The Office of the Vice-Provost, Students has developed a guide to Recommended Technology Requirements for Remote/Online Learning for students. Instructors can require students to have additional technical requirements (i.e. a webcam) but this should be identified in the syllabus, and in the timetable notes if possible.

As described at the above link, students may contact their College registrar for information on financial support.

The Provostial Guidelines on the Use of Digital Learning Materials outline when instructors can ask students to purchase additional learning materials.

Equipment for teaching online

The Online Learning Academy has prepared a guide to Equipment for Teaching Online

 

Areas of Support

Resources

Guides to teaching online and course templates

Is there a good book for getting started with teaching online?

Webinar recordings – including an introduction to using BbCollaborate for teaching online, and flipped classrooms, synchronously and asynchronously

Additional Resources

Request Additional Support

For additional support, including small group and one-on-one consultations with instructors about their course design and educational technology needs, please fill in the Form at the following link:

Request a Consultation

Meeting 300/400 Level Courses – May 27th 2020

Ontario government released “A Framework for Reopening our Province”

  • 3 stages
  • Throughout each stage, continued protections for vulnerable populations must be in place, along with the continued practice of physical distancing, hand washing and respiratory hygiene, and significant mitigation plans to limit health risks.

Criteria to reopen:

  • A consistent two-to-four week decrease in the number of new daily COVID-19 cases;
  • Sufficient acute and critical care capacity, including access to ventilators and ongoing availability of personal protective equipment;
  • Approximately 90% of new COVID-19 contacts are being reached by local public health officials within one day, with guidance and direction to contain community spread; and
  • Ongoing testing of suspected COVID-19 cases, especially of vulnerable populations, to detect new outbreaks quickly.

Ontario government released “A Framework for Reopening our Province”

  • Stage 1: started on Tuesday, May 19, will last at least 2-4 weeks
  • more businesses open with physical distancing and limits on number of people
  • vast majority of population continues to be asked to stay home
  • no change to mass gathering limits

Ontario government released “A Framework for Reopening our Province”

  • Stage 2
  • More areas added to essential business list with physical distancing and limits on number of people
  • Some government and institutional services
  • Larger retails
  • Some entertainment
  • Populations allowed some degree of movement
  • Gathering limits raised to 25-50

Ontario government released “A Framework for Reopening our Province”

  • Stage 3
  • All business reopen
  • Physical distancing requirement remain in place
  • Free movement within local region
  • Gathering limits raised to 100-250
  • Athletic facilities, libraries reopen

Predictions for fall semester

  • no vaccine
  • physical/social distancing
  • accommodations for individuals with pre-existing conditions
  • travel/visa restrictions
  • self-isolation
  • second wave?

Consequences for fall semester

  • challenges re space; not enough rooms to move every course into larger classrooms
  • live-streaming associated with technical problems for instructor and/or students in classroom and those attending remotely

Our expectations for fall semester

  • no vaccine
  • physical distancing
  • no more than 100 (?) people can meet

Solutions for fall semester

  • move PSY 100 fully online
  • 200-level courses:
  • inverted/flipped classroom
  • lectures online
  • in-class component with smaller groups following ABBA schedule
  • all (!) tests/exams online

Solutions for fall semester

  • 300/400 level courses:
  • classroom booking is done centrally (mostly), they will proceed with finding a 50 person room for a course with a cap of 50 students – they are not taking physical distancing into account
  • it will largely be up to instructors to manage who is coming to class when (e.g., Last names A–L are welcome in class on these dates, M-Z on these dates…)
  • Quote: “You get what you get and you don’t get upset.”
  • You have to figure out what you can do with the classroom within the 3 hours you have it

Solutions for fall semester

  • 300/400 level courses:
  • first impressions matter! Students get a sense of how well they are going to be taken care of in these early weeks
  • for the first 2-3 weeks (at leas):
  • inverted/flipped classroom
  • lectures online (no more than 2 hours, post prior to scheduled day)
  • in-class component with smaller groups
  • all (!) tests/exams online

Solutions for fall semester

  • 300/400 level courses:
  • for the first 2-3 weeks (at least):
  • no in-person component in the FIRST week of classes
  • during the first week, gather information on how many students will be coming to campus
  • split them in two groups (or more)
  • you have the classroom for the full three hours as indicated on the timetable

Solutions for fall semester

  • 300/400 level courses:
  • in-class meeting:
  • min: audio recording only
  • max: live-streaming with bb collaborate, zoom, MSTeams
  • alternate weeks for groups of up to 25 students and hold one hour meeting; discussion topics change every 2 weeks; groups follow ABBA schedule; or they come in the same week, one group for the first 45 minutes, then everybody leaves for just over an hour, then the second group attends for 45 minutes; make sure there is a long break between groups, so there won’t be issues with students leaving and arriving at the same time

above all:

  • honour academic freedom and emphasise academic integrity
  • if it is not safe to resume classroom teaching, we won’t do it
  • we need to make decision now to address the fall and we need to be prepared for the first 2-3 weeks

Course design for online teaching

  • revisit learning outcomes for your courses – if you are not familiar with these you can contact us chair@psych.utoronto.ca
  • given that tests/exams will be done online/remotely, what do you want your students to be able to demonstrate to you at various stages throughout your course? What knowledge and skills will your students need in order to do this? How will they acquire this?

Course design for online teaching

  • Focus on synchronous vs. asynchronous distinction rather than face-to-face vs. online
  • What course activities/lessons/etc. would be most effective delivered synchronously
  • Synchronous activities will occur either entirely online (depending on public health recommendations we have no control over) or in-person and online

Synchronous interactions help build a sense of community, increase student engagement and satisfaction, and remind students that you are a human person. Plan these well! Test them on someone.

Course design for online teaching

  • Break your videos into chunks rather than 2 hour long narrative
  • Easier to do (and easier to caption, if needed/desired)
  • More likely to be able to reuse!
  • Research quality content that is already available online and don’t be afraid to use other people’s stuff when it’s possible and appropriate to do so
  • Your time will be better spent on designing assignments and activities than on creating perfect videos

Course design for online teaching

  • tests/exams – must be done online
  • we do not support ProctorU – invasion of privacy
  • synchronous vs asynchronous
  • open book, not open google

To do list for Department:

  • survey summer course instructors – find out what went well and what didn’t go well
  • develop code of conduct re online testing (early July) – akin to a contract students will sign
  • develop best practice guidelines for online tests/exams (July)

Future meetings

  • June: meeting with experts from Online Learning Academy; we will ask them to focus on assignments/tests/exams
  • July: meetings re seminars and labs; if possible, we can move seminars into our lounge and we will make sure that we will have a set-up available in the lounge for live streaming

Reminder to all instructors: Send Ashley/Tamara any additions or edits to your “course delivery instructions” by June 10th

Upcoming CTSI Workshops:

https://teaching.utoronto.ca/events/
Connecting and Interacting with Your Students Online June 3, 11am-12pm
This webinar discusses tips and strategies for communicating with your students and for providing opportunities for connection and interaction online, including tools and methods of communicating available in Quercus.
 
Creating Equitable Classrooms June 11, 12pm-1pm
This virtual roundtable session is a broad discussion on equity issues and online teaching. This session focuses on how to engage international students in online learning and discussions.

Teaching from a Distance: Webinars and Lecture Recordings June 17, 2pm-3pm
This webinar explores the differences between asynchronous and synchronous modes of teaching from a distance and reviews how you can use Blackboard Collaborate Ultra to offer webinars and consider best practices for conducting a live session with your students

QUESTIONS:

Question:
Can I pre-record all lectures and post them online rather than meeting in person from the get go?

Answer:
You can pre-record all lectures. If possible, you should still include an in-class component for smaller groups, see ABBA schedule. We want to make sure that students feel engaged with the university.

Question:
How will students be able to acquire textbooks?

Answer:
Different options. Online textbooks. Preorder through bookstore. Make textbook information available to students as soon as possible.

Syllabus Service:
Our library staff will work with you to identify materials in our extensive digital collections that support course reading lists. We will make best efforts to acquire any digital content needed, such as e-books, streaming audio and video through purchase and other vendor agreements. https://onesearch.library.utoronto.ca/copyright/course-readings-and-rese...

Question:
When will we know if our course is online or in-person?

Answer:
There is no official cut-off date. We assume that it is best to plan for holding online lectures at the very least for the first 2-3 weeks. You can pre-record all lectures for the entire semester, if you still include an in-class component.

Question:
What will the cleaning schedule look like?
 
Answer:
If we only knew. Yes, there will be more cleaning. Will there be cleaning after every class? I am doubtful. We will provide every instructor with Lysol spray/wipes/etc., if they think that will be helpful.

Question:
How will the University deal with ventilation/recirculating indoor air issues?

Answer:
Good question. I don’t think there is a plan in place, best not to spend more than 45 mins in a room with students at a time. Not ideal but it’s an option. Ensure time gaps between groups of students coming in and leaving.

Question:
Will everyone be required to wear a mask? Can we enforce mask-wearing among students?

Answer:
We hope that there will be strict guidelines from the Province or the University by the time the semester starts.

Question:
Will there be any sort of voice amplification/microphone made available to instructors to make mask-wearing feasible?

Answer:
Ha, a question we can answer. Yes. We are currently looking into voice amplifiers/microphones (thanks, Molly!) and will get back to you as soon as we know what model will work best for us. Our plan is to make voice amplifiers available to anyone who wants one and we will try to get them sooner rather than later.

Question:
Issues related to commuting to campus

Answer:
You will not like this answer. For now, the assumption is that the TTC will implement safe physical and social distancing rules. This means that the commute may take longer.

Question:
Can we just call it a day and do the whole thing online?

Answer:
Not so fast… If it is not safe to hold in-person meetings, we will not do it. If it is safe, we will try our best to provide some sort of in-person teaching. Students prefer in-person teaching.
 
Question:
Issues related to sickness of instructor/TA/students

Answer:
Instructors: Please stay healthy! We will try our best to find a replacement. Again, our recommendation is to have at the very least the first 2-3 weeks of lecture material pre- recorded, maybe even the entire semester. That should help.
TAs: We will cross that bridge when we get there.
Students: Unclear as of yet whether or not current lenient rules will apply in the fall, we will keep you posted.

Question:
How should we format/design our online tests?

Answer:
Instead of high-stakes tests, consider opting for lower-stakes online quizzes (e.g., using the Quercus quizzes tool); for longer written responses, suggest that students use a Word doc to type out their answer and then paste into the quiz text box (in case their Internet drops out); consider creating multiple versions of the quiz so that students get a random set of questions NOTE: Online Learning Academy will host a session for our faculty in June (can help answer all your assessment – and other – questions!)

Question:
What about test review sessions?

Answer:
There are multiple options. Instructor or TA could host live sessions where you review the test/quiz and answer students’ questions. Can allow students to see correct answers after the quiz is scored (would have to assume these answers are now out in the world).
See also: https://community.canvaslms.com/docs/DOC-3313-quiz-settings-to-maximize- security

Question:
Issues surrounding accommodations for tests.

Answer:
See guidelines here (for timed tests, 24-hour take-home tests, 48+ hour take-home tests): https://ace.utoronto.ca/ats/forms/ACCOMMODATION%20CALCULATION%20INSTRUCT... f
Note: these are general guidelines, do not necessarily need to be applied across the board Side notes from Ashley:
 
Course descriptions: Letting students know what to expect with your class as much as possible so that they know if the class is right for them – for example: will they have to participate in synchronous activities etc.
Quercus adding new features – for example building a sign up feature so that students can sign up for different groups and will have Teams integration

Question: Will the same restrictions be in place for the Winter term?

Answer: FAS is assuming winter will be back to normal but that is not likely, so I would make plans for the winter semester to follow the plan outlined for fall teaching for at least the first 2- 3 weeks.

Question: How and when to best communicate what the course will look like to students?

Answer: Deadline is June 10th to submit course instructions. Students will start enrolling in July. We want to provide as much info as we can right now while knowing things might change a bit. Get your syllabus up as soon as possible, so they can see what the course looks like. FAS promised they are working on templates of text that instructors can use to communicate with students. Let students know there will be a hybrid model of online and in-person.

Question: Will the department purchase the business/organizational version of zoom? Can you recommend which platform is best?

Answer: If instructors feel it will be helpful to have the organizational version of Zoom, we can look into this. It comes down to personal preference, BB Collaborate is worth considering too. MS Teams can be accessed by all students and is another great option. Zoom is blocked in China, so that needs to be taken into consideration. CTSI website has good info/tutorials for navigating online platforms.

Question: Contract tracing to keep everyone safe?

Answer: How deep and far it goes will depend on public health. We are trying to keep the groups small so that it will be easier to track who needs to be contacted. It’s on the radar.
Question: Asynchronous vs synchronous?

Answer: I would personally prerecord all lectures for the semester and post them then decide how to use the in-class time.
 
Closing remarks:
We will be in touch regarding the June meeting with experts from Online Learning Academy; we will ask them to focus on assignments/tests/exams
We will prepare a survey for summer course instructors – find out what went well and what didn’t go well
decide on voice amplifiers/microphones and purchase them
July: We recommend holding a meeting to discuss seminars, labs
Please check out the CTSI website for information re online teaching
Keep in mind that if it won’t be safe to teach in person, we will not do it!

To do list for July:
analyze results of survey of summer course instructors
develop code of conduct re online testing (early July) – akin to a contract students will sign
develop best practice guidelines for online tests/exams (July)

Mike/IT team:
get lounge ready for live streaming
purchase laptops (start with 6 new laptops, assuming we have still have some), make sure we have enough laptops that they will not have to be used back-to-back

Brenda:
purchase Lysol wipes/spray/hand sanitizer, make sure that each fall instructor gets supplies; make sure staff get supplies