Questions about teaching online? Get support from UBC’s Learning Technology Hub:
Mon-Fri | 9:00-4:30 — LIVE virtual support for instructors »
If you teach primarily at UBC Vancouver, please contact your faculty’s Instructional Support Unit first.
You are also invited to call (604 827 4775) or email (LT.firstname.lastname@example.org) the Learning Technology Hub to reach central instructional support staff. You can receive assistance Monday-Friday between 9:00‑4:30 by accessing the LT Hub online or by booking an in-person appointment to take place at the IKBLC office.
If you teach primarily at UBC Okanagan, please contact the Centre for Teaching and Learning (250 807 9293 or email@example.com) for assistance.
Explore the Centre for Teaching, Learning and Technology’s self-paced Online Teaching Program, which is designed to help you adapt your course for the online environment and prepare you for teaching online. The program options include a Canvas course with self-paced modules, online workshops with experiential learning opportunities, and one-on-one virtual support with an educational consultant.
The program’s flexibility allows you to engage with all of these components or choose what fits your individual needs. The components are integrated into the main course, creating a clear pathway if you want the full, structured experience. You can also reference the standalone Online Teaching Program resources for guides covering inclusivity, academic integrity, assessments, open educational resources, and other online teaching topics.
Learn about UBC’s core learning technologies by attending CTLT’s virtual workshops. Sessions are held regularly, and you can use the registration links below to see upcoming dates and sign up for a time.
Zoom is a video/audio web-conferencing and collaboration tool that lets you meet with students in real time and moderate classes, meetings, or other group collaborations virtually. Register to learn more about Zoom and best practices for using it to teach remote classes.
Teaching Online with Canvas
Receive an introduction to setting up your course and teaching online with Canvas, UBC’s primary all-in-one platform for delivering online courses. With Canvas, you can communicate and exchange materials with your students, as well as facilitate assignments, assessments, group work, and more.
Creating and Sharing Instructional Videos Using Kaltura
Kaltura is a video platform that instructors and students can use to record and share video content in Canvas. Whether you want to create short videos to introduce yourself to your students, create lecture videos for your course, or record and share a synchronous Zoom session, this workshop will get you started. Register to attend a one-hour introduction.
One-on-one training can assist you in developing individualized strategies to meet needs specific to your online course.
Learning Technology Hub Virtual Drop-Ins
Monday – Friday | 9:00 – 4:30 | Join the online Learning Technology Hub
The Learning Technology Hub offers daily virtual drop-in support for all UBC learning technologies. Find one-on-one support for developing pedagogical strategies, training with individual tools, and troubleshooting technical issues by clicking the link above during the scheduled time.
WordPress and Wiki Virtual Drop-In Clinics
Thursdays | 1:00 – 3:00 | Register for an upcoming WordPress and Wiki Clinic
An alternative to using Canvas for putting your course online is to set up a website on UBC Blogs or use the UBC Wiki. Get one-on-one support using these flexible platforms for teaching and learning by clicking the link above during the scheduled time.
Do-It-Yourself Media Support Sessions
Last Wednesday of the month | 10:00 – 11:30 | Register for an upcoming media session
UBC Studios offers media support sessions with professional media specialists available to answer your questions. These sessions, typically held the last Wednesday of every month, are helpful for planning to produce any video content (e.g., lectures) for your course, especially if you don’t know where to start.
Individual Consultation with a Learning Designer
Thursdays | 11:30 – 1:30 | Register for a consultation
Learning designers can help you explore ways to enhance your students’ online learning experience. Connect one-on-one with a learning designer during the weekly studio to discuss questions or receive feedback related to effectively transitioning and running your course online. Alternative times are also available through the Online Teaching Program Consultations, using the link below.
Online Teaching Program Consultations
Flexible days and times | Book a consultation
Educational consultants from the Centre for Teaching, Learning and Technology (Vancouver) and the Centre for Teaching and Learning (Okanagan) offer one-on-one sessions, as a standalone part of the larger Online Teaching Program . Whether you’re seeking a sounding board for your ideas and strategies or looking for ways to increase student engagement with technology, these consultants are ready to help.
As UBC transitions to a safe return to campus, some students may be delayed in their return, due to self-isolation requirements, timelines around visa processing, or other circumstances. The Centre for Teaching, Learning and Technology has developed a resource guide that provides instructors with ideas and tips on how to support temporarily remote students.
- What copyright issues should I be aware of in sharing online course content?
- UBC's copyright considerations for transitioning courses online gives a comprehensive breakdown.
- How can I access UBC Library services and resources for help?
- Please visit the main library website for the latest information on how to access resources online.
- How can I replicate or replace my in-person lecture online?
- You can present real-time lectures using an audio/video web-conferencing and collaboration tool like Zoom.
Alternatively, you can record your lecture with tools like Camtasia and share the video in Canvas or wherever you are posting course content. UBC Studios has helpful video recording tips for getting started.
- How can I replicate or replace my in-person lab online?
- Some alternative suggestions for labs include running online simulations, enacting labs on behalf of students, and providing sample lab data. This list of alternatives was collaboratively generated by engineering deans, faculty, and staff across the country.
- How can I replicate or replace my in-person exam online?
- In March 2021, the UBC Vancouver and Okanagan Senates passed motions to restrict the use of automated remote invigilation tools like Proctorio that use algorithmic analysis of data recorded during invigilation, except where accreditation bodies explicitly require remote proctoring software. Most instructors will likely wish to look at alternatives.
If you have a sufficient number of teaching team members/invigilators to provide exam presence, you could invigilate with breakout rooms during an online session in Zoom. You and your team can continuously or periodically monitor the live stream of all students' webcams in each group/room and answer questions. You can also ask to see students' individual screens and photo identification. This approach is not the same as a professional proctoring service, though.
You can also consider other alternatives to in-person exams like open-book exams with an integrity pledge, closed-book "mini-exams" with an integrity pledge and tight time windows, equivalent learning activities (e.g., assignments, presentations, discussions), or oral exams. Note that all options still require making appropriate accommodations for any students with disabilities.
The Faculty of Science has developed a list of some constraints you can consider when choosing technology tools for exams.
- How can I make course materials and activities more accessible?
- To get started with accessibility at a high level, follow the recommendations below:
- When possible, provide content in multiple formats.
- Files you upload for sharing should be reduced to the smallest practical size.
- Let students know when apps are available to use on their mobile devices.
- Describe your visual content with good captions and descriptive alternative text (aka "alt text").
- Transcribe your audio content into a text format.
- For video, provide closed captioning and/or transcriptions.
- Use meaningful text when you link out to other content.
- Make text readable with good sizes and contrast.
- Structure your content with regular headings.
- For more details, read the Centre for Teaching, Learning and Technology’s quick accessibility tips and broader accessibility and inclusivity considerations for online courses.
For a deeper dive into accessibility:
- Read the Mapping Access Project's post on accessible teaching resource.
- How can I support my students in using new learning technologies?
- UBC's student guides provide application information, technical requirements, how-to instructions, and additional tips to support your students. All guides are linked from the Technologies page of UBC's Keep Learning website.
- How can I support my students' well-being while learning online?
- You may want to share the UBC Student Services mental health resources with your students to help them cope with feelings of stress, worry and isolation, and support their well-being. You can also direct students to the Self-Care page on UBC's Keep Learning site for support.
- How can I help students outside Canada with difficulties accessing course materials?
- You can suggest students use a Virtual Private Network (VPN) to connect to the course. For students studying from outside of Canada and experiencing issues, one option may be to use the UBC myVPN. For students connecting to UBC from China specifically, the Alibaba Global Accelerator VPN may help with connectivity.
- What does the UBC Vancouver policy on late syllabus changes say?
- You may need to change your syllabus unexpectedly when transitioning to online teaching. Section 9 of UBC Vancouver's Senate Syllabus Policy V-130 states:
9a). Should the course instructor wish to make a material change to the syllabus after the last day by which students are permitted to drop the course without receiving a ‘W’ on the transcript, the course instructor must explain the rationale to the class. The course instructor must ensure that registered students have access to the changed details in a revised and dated version of the syllabus and should send electronic communication to students to alert them that a change has been made.
9b). Any student who sees the change to the syllabus as detrimental to their academic progress is entitled to discuss the case with the course instructor and seek a resolution. Where student and instructor cannot agree, students are encouraged to take their protest to the head of the department concerned and then to the dean of the faculty responsible for the course in accordance with the Academic Calendar regulations on protests for academic standings.