This blog is the first of many posts arguing for an adaptive approach to artificial intelligence and assessment design. Should you be interested to get into the conversation, please consider contributing a blog post (email us at teaching@yorku.ca) and/or joining Teaching Commons' new . The first virtual gathering will take place on October 3, but you are welcome to join at any time.

By Tyler Totten

If you have not yet had this uncanny experience, I assure you that you will have one like it soon enough. 

You’re reading through a student essay. It’s cogent, well-structured, well-argued, even thoughtful and nuanced at times. But something – something you can’t quite put your finger on – just seems a bit “off” about it. At first, it seems small: that claim is just a hair away from the truth, isn’t it? Then, it’s every third or fourth sentence that seems just not quite right – inaccurate in small ways that are starting to build up to something big. Maybe you should take a closer look at the sources the paper is citing?

A quick glance at the names of the authors in the bibliography doesn’t raise any red flags. But, wait: did those two scholars really write a book together? Isn’t that a journal about a completely different subject? Didn’t that academic author die a full 10 years before the article being attributed to her here was even published?

It’s a well-written essay, with perfectly formatted citations appearing throughout. However, as you may have guessed, this essay was not laboriously composed by a student; rather, it was produced in seconds by ChatGPT or similar generative AI. 

If you’re not familiar with Large Language Model (LLM) chatbots like these, think of predictive text and autocomplete when you’re messaging a friend on your phone. It “guesses” the next word you’ll want – and, a lot of the time, it’s right. When you tell ChatGPT to write an essay on a particular topic, the same thing happens at a much larger scale: it guesses what words would appear in what order in a full-length essay and instantly writes them out for you.

Yet, because ChatGPT is only ever “guessing” – because it doesn’t understand the words it assembles in a sequence – it puts together phrases that seem like they go together, but may have no basis in fact. As OpenAI (the company behind ChatGPT) has , ChatGPT “hallucinates” many of the claims it makes with apparent certainty. To that end, if an essay is replete with inaccurate statements and , chances are you have an AI-generated document in front of you.

When I first encountered the scenario I described at the beginning of this post, I sensed something along the lines of “academic dishonesty” was afoot (not yet realizing the potential of ChatGPT to have written the entire thing). I went through the essay with a fine-tooth comb. I found all the inaccuracies. I dug deep to try and find every source that was being cited. I produced the evidence to show that this paper was mostly full of inaccurate information and citing mostly fake sources. While I could not concretely prove it had been written by ChatGPT (which would certainly constitute “plagiarism” or “cheating” under York’s Senate Policy on Academic Honesty), it was undeniably a piece of work trying to pass false claims and false citations off as true. To this end, essays written by ChatGPT will often be prima facie violations of York’s policy against “dishonesty in publication.”

Importantly, if I were not a subject matter expert, I would not have known to look for any of this. The sneaky thing about ChatGPT is that it “guesses” just as well – or better, in most cases – as the layperson when stringing together the words of an essay on any topic imaginable. To this end, there is a over whether or not the advent of ChatGPT will “kill the student essay” – especially since, as , it will become harder and harder to distinguish student-written essays from AI-generated ones as generative AIs become better and better at what they do.

Yet, what if this apparent “obstacle” to the essay is actually an opportunity for something new?

Recall what I did when I was faced with an AI-generated essay. I had to go through it line-by-line to find the mistakes. I had to check every one of its sources to verify its existence or non-existence. In short, I had to fact-check something that would seem to the untrained eye to be a perfectly acceptable academic paper.

So, I asked myself: why not make that the assignment instead?

Like anyone with an Internet connection, I could to get ChatGPT to on one of my course topics within seconds. The task left up to a human being is not the writing of the essay anymore – it’s fact-checking it.

While I would never condone abandoning the essay completely, the value of teaching essay-writing as a skill is increasingly questionable in a world where an LLM can produce dozens of essays at a moment’s notice. As , our students will encounter these AI-generated materials out in the wild – websites, blogs, and even social media posts with seemingly correct and superficially well-cited arguments supporting whatever claim a person wants to advance. In such circumstances, the more important skill to teach is not how to produce such material, but how to question it. In other words, teaching fact-checking as a skill is more important now than ever before.

When it comes to ChatGPT and similar generative AIs, let’s see what these tools can do. Let’s treat near-perfect AI-generated essays not as an obstacle to the way we’ve always done things, but as an opportunity to teach something new.

(Check out my sample fact-checking assignment .)

About the author

Tyler is an Assistant Professor, Teaching Stream, in the Department of Social Science’s Law & Society program, as well as the Coordinator of the Foundations program in the same department. He regularly teaches courses that focus on contemporary social issues related to the law, fundamental learning skills, and my area of speciality: animal law. Complementing his academic background regarding other-than-human entities, he is also especially interested in digital pedagogies that interrogate the place of “the human” in technologically-mediated spaces.

The post From Obstacle to Opportunity: Reinventing Assignments in the Age of Generative AI appeared first on Teaching Commons.

by Imran Syed

Part One of this blog post discussed the impact of AI on students and its benefits for instructors. In Part Two, Imran will address common misconceptions about AI in education, and the role of educators in an AI-driven educational system as well as offer best practices and resources.

This blog is part of a series arguing for an adaptive approach to artificial intelligence and assessment design. Should you be interested to get into the conversation, please consider contributing a blog post (email us at teaching@yorku.ca) and/or joining Teaching Commons' new . The first virtual gathering will take place on October 3, but you are welcome to join at any time.

In an AI-driven educational system, the role of educators becomes even more critical. Teachers are no longer just providers of information but facilitators of learning. They guide students in their learning journey, help them navigate the vast sea of information, and inspire them to think critically and creatively.

Moreover, teachers play a crucial role in ensuring that AI is used ethically and responsibly in the classroom. They guide students in understanding the implications of AI, fostering a sense of digital citizenship and responsibility.

So, instead of fearing AI, educators should embrace it as a tool that can enhance their teaching and engage students in new and exciting ways. After all, education is not about fearing the future but preparing for it.

Here are some of the Best Practices to consider for Using AI in Education:

• Use AI to Enhance, Not Replace, Human Interaction: AI should be seen as a tool that can enhance the learning experience, not as a replacement for teachers. It can provide personalized learning experiences, identify gaps in learning, and provide instant feedback. However, the human element in teaching is irreplaceable. Teachers provide emotional support, understand the nuances of student behaviour, and can adapt teaching methods in real time based on classroom dynamics.
• Prioritize Privacy and Security: When using AI tools, it's crucial to ensure that they comply with privacy and security regulations. Student data should be protected at all costs. Always use trusted AI platforms that follow stringent data protection laws. Also, educate your students about the importance of online safety.
• Continuous Learning and Adaptation: AI is a rapidly evolving field. As such, educators should stay updated on the latest AI trends and tools in education. Attend webinars, workshops, and conferences on AI in education. This will help you understand how you can use new AI tools to enhance your teaching methods.
• Encourage Student Interaction with AI: Allow students to interact with AI tools. This could be in the form of AI-based educational games, learning apps, or interactive AI experiments. Such interactions can make learning more engaging and fun for students.
• Evaluate AI Tools Before Implementation: Before implementing any AI tool in the classroom, it's important to evaluate its effectiveness. You can do this by testing the tool in a controlled environment, getting feedback from other educators who have used the tool, or reading reviews and case studies.
• Integrate AI in the Curriculum: AI can be integrated into the curriculum in various ways. For instance, AI can be used to teach complex concepts in a simplified and interactive manner. It can also be used to provide personalized learning paths for students based on their learning pace and style.

Some resources:

ClassPoint AI is an AI-powered tool designed to simplify the process of generating quiz questions from PowerPoint slides. With just one click, it uses advanced AI technology to analyze the content of slides and generate thought-provoking questions. Users have the flexibility to choose from multiple question formats, such as multiple choice, short answer, and fill in the blanks, to cater to diverse audiences. The tool also supports Bloom's Taxonomy Levels, allowing users to tailor the cognitive complexity of the quiz questions.

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Prepai is an AI-powered test generator that creates question papers instantly. It offers various question types, including MCQs, descriptive questions, fill-in-the-blank, true/false quizzes, and statement-based questions. Prepai removes human bias and error judgments, making the process of creating papers less hassled. It is affordable and capable of improving dramatically through cutting-edge algorithms. With its intuitive menu options, it saves time and effort by allowing easy upload of content, making it the go-to platform to streamline and maximize test preparation.

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Yippity is an AI tool that converts notes and websites into quizzes and generates flashcards automatically. The tool allows users to copy and paste the generated flashcards into an application or study directly from the website. Learn faster and study smarter with Yippity.

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Curipod is a free tool for educators that allows them to spark discussions and capture student voices. It offers a variety of features such as polls, word clouds, open questions, drawings, and Q&A to encourage student participation. The tool also provides ready-made templates that can be adapted to fit the teacher's needs. Curipod's aim is to ensure that every student is heard and that they reflect more when exposed to other's ideas and opinions.

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QuizWhiz is an AI tool that generates multiple-choice questions and answers quizzes based on provided text. It is available for free with a starter plan of up to 1000 runs per month and supports only the English language. It can handle input text of up to 3000 words.

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Quizgecko is an AI-powered quiz platform that generates quiz questions, flashcards, and notes instantly from any text. The tool is designed for businesses, educators, and students to save time on content creation and enhance student engagement with unique content. It allows users to generate multiple-choice, true or false, short answer essays, and fill-in-the-blank style questions and upload files like PDFs, DOCs, and PPTs to create quizzes.

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This AI tool helps users create, share, and embed webpages and mini courses. It offers AI assistance in creating accurate and comprehensive course outlines and suggesting titles. Users can add unique content, such as questions, images, and videos, and create interactive quizzes and surveys.

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Questgen is an AI-powered tool that generates various assessments such as multiple-choice questions, true/false questions, higher-order questions, Bloom's taxonomy quizzes, etc. It allows the user to edit and modify the generated worksheet and export it in plain text or JSON format.

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SchoolAI is an AI-powered tool for teachers that can save time in tasks such as email writing, marking, lesson planning, resource creation, and brainstorming. The tool offers personalized results based on the user's preferences and a time-saving counter to track efficiency.

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Vid2Txt is an offline transcript app that allows users to transcribe video and audio files quickly, accurately, and affordably without any monthly fees or subscription limits. It supports various file formats and generates .txt, .srt, or .vtt files, making content searchable and editable. It is ideal for content creators, journalists, students, business professionals, researchers, and hearing-impaired individuals who need accurate and readable transcripts.

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The AI tool generates high-quality lesson plans in seconds, complete with step-by-step guidance and engaging activities to help students learn and retain the material. It streamlines the planning process and allows for easily customizable, detailed, and personalized lesson plans in minutes for every grade level.

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MagicForm is an AI tool that can automatically generate quiz questions in seconds based on provided text. It can be installed for free as a Google Forms add-on and requires no credit card. Users can input text from sources such as Wikipedia or PDF books, enter the number of questions and select the question type, and MagicForm will generate the questions

Link:

AI Lesson Planner is an educational AI tool that streamlines lesson plan preparation. It generates templates for lesson plans, prompts, educational handouts, student reports, and project outlines. The tool currently offers 10+ tools to save time outside the classroom and is available in both English and Spanish. It aims to provide high-quality, structured lesson plans and resources to save educational time and effort, focusing on students. Users can try it for free.

Link:

Comprehensive AI tools -  Fobizz is a digital tool for teaching and learning designed to make teaching easy and secure. It offers a variety of versatile tools relevant to everyday school life, from ready-made teaching materials to lesson planning and multimedia content creation. Fobizz includes AI-assisted text creation and image and speech conversion features and allows for the secure sharing of student work and collaboration with peers.

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Wisdolia is an AI tool that generates flashcards from articles, PDFs, YouTube videos, webpages, and more to help with studying. The extension can create question-and-answer flashcards in any language and also has a feature to boost test performance by 50% on average.

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Jenni.ai is an AI-powered writing assistant that helps you create high-quality content quickly and efficiently. It can help you with generating ideas, organizing your thoughts, researching topics, and more. It also features a built-in essay writing assistant and generator that can help you create better essays in less time

Link:

The AI tool provides teachers with personalized teaching materials and exercises tailored to their students' needs and interests. Free and paid plans are available, with varying amounts of exercise, worksheets, and lesson plan creation. The AI system works alongside and enhances human teaching abilities, following a human-centred approach.

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Topworksheets is an AI-powered tool that helps teachers create digital interactive worksheets and exercises for their students, saving time and enabling progress tracking. It allows for the conversion of existing worksheets and offers a library of pre-made exercises and questions to use or draw inspiration from. The software also provides auto-grading and progress tracking features, eliminating the need for manual grade sheets.

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"History Timelines" allows users to create timelines of historical events. Users can create their own custom timeline or view pre-verified timelines.

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Quiz Wizard is an AI tool that helps in creating multiple-choice questions, flashcards and quality theory sheets on various topics. The tool generates unique questions and answers in a matter of seconds, taking care of the rest. It aims to save time and provide personalized training content for students.

Link:

Create colorful Presentation Slides with AI in Seconds! Say goodbye to tedious, manual slides creation. Let the AI write the outline and presentation content for you.

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EducationGenius is an AI-driven platform designed to revolutionize content creation for educators, researchers, and institutions. It provides a user-friendly platform and advanced AI technology to help users craft exceptional educational content tailored to their needs.

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Cephadex is a free learning tool that allows users to create custom decks, worksheets, and tests from a variety of inputs such as pdfs, ppts, docs, mp3s, wikipedia pages, or youtube videos. It also features a spaced repetition system and other study tools to help users master their subjects and achieve academic success.

Link:

Additional resources:

• Century Tech - https://www.century.tech/
• Content Technologies, Inc. - http://www.cram101.com/
• NetSupport DNA - https://www.netsupportdna.com/education/
• EducatorKit - http://www.educatorkit.net/
• BrightBytes - https://www.brightbytes.net/
• GoGuardian - https://www.goguardian.com/
• AI for Education - https://www.coursera.org/learn/ai-for-education
• Microsoft AI School - https://aischool.microsoft.com/en-us/home

The post Embracing AI in the Classroom (Part Two) appeared first on Teaching Commons.

By Imran Syed

Part One of this blog post discusses the impact of AI on students and its benefits for instructors. Part Two addresses common misconceptions about AI in education, and the role of educators in an AI-driven educational system as well as offer best practices and resources.

onversation, please consider contributing a blog post (email us at teaching@yorku.ca) and/or joining Teaching Commons' new . The first virtual gathering will take place on October 3, but you are welcome to join at any time.

Embracing AI in the Classroom

Artificial Intelligence (AI) - it's a term that conjures up images of futuristic robots and high-tech computer systems, often seen in sci-fi movies. But did you know that this cutting-edge technology is not just about creating autonomous machines or super-intelligent computers? It's about designing systems that can mimic human intelligence, learn from experiences, make decisions, and even correct themselves.

Now, imagine this technology stepping into the realm of education. No, I am not talking about robots replacing educators. I am talking about a revolution that's set to transform the way we teach and learn.

AI in education is like a backstage conductor, orchestrating a personalized learning journey for each student while empowering educators to deliver more effective instruction. It's like a 24/7 tutor that can provide instant feedback, a smart assistant that can automate grading and a keen observer that can identify and fill learning gaps.

But why should we embrace AI in education? What's the logic behind this argument? Well, the answer lies in the power of personalization, efficiency, and engagement that AI brings to the table. It's about leveraging technology to make education more relevant, engaging, and effective in the 21st century.

So, let's dive in and explore the world of AI in education - a world where technology enhances human capabilities, not replaces them. A world where educators are empowered, students are engaged, and learning is truly personalized.

The Case for AI in Education

As we step into the heart of the matter, let's first address the elephant in the room - why should we even consider AI in education? Is it just another passing fad, or is there a solid case to be made for its integration into our classrooms?

Imagine a classroom where every student is given individual attention, where lessons are tailored to each student's pace and style of learning, and where no one is left behind. Sounds like a dream, doesn't it? But that's precisely what AI brings to the table. It's like having a personal tutor for each student, a tutor who knows the strengths, weaknesses, and learning preferences of each student. This personalized learning approach not only makes learning more engaging for students but also more effective.

But the benefits of AI don't stop at students. For educators, AI can be a game-changer. Grading assignments, tracking student performance, and identifying learning gaps - these tasks can take up a significant chunk of an educator's time. But with AI, these tasks can be automated, freeing up time for educators to do what they do best - teach. Moreover, AI can provide valuable insights into student performance, helping educators identify where a student might be struggling and intervene accordingly. It's like having a smart assistant that can provide real-time feedback and actionable insights, making teaching more effective and efficient.

So, the case for AI in education is not just about keeping up with the latest technology trends. It's about enhancing student engagement, empowering educators, and making education more personalized and effective. It's about preparing our students for a future where AI will be an integral part of our lives. And most importantly, it's about making learning a more enjoyable and fulfilling experience for our students.

A. The Impact of AI on Student Engagement

Personalized Learning

Artificial Intelligence has the potential to revolutionize the way we approach education by offering personalized learning experiences. According to a study by the U.S. Department of Education's Office of Educational Technology, AI can adapt educational content to meet each student's unique needs, making learning more engaging and personalized. This means that each student can learn at their own pace, focusing on areas where they need improvement, which can significantly enhance student engagement and overall learning outcomes.

Interactive Teaching Methods

AI also introduces more interactive and immersive teaching methods. A report by Stanford University's Center for Research on Education Outcomes (CREDO) suggests that AI-powered teaching tools can transform traditional classroom lectures into interactive sessions. For example, AI-powered chatbots can engage students in a two-way conversation, making learning more interactive. Similarly, AI-powered virtual reality tools can provide students with immersive learning experiences, making complex concepts easier to understand and more engaging.

B. The Benefits of AI for Educators

Efficient Administrative Tasks

For educators, administrative tasks like grading assignments and managing student records can be time-consuming. However, AI can automate these tasks, allowing educators to focus more on teaching. A report by McKinsey & Company suggests that AI can automate up to 20-40% of administrative tasks, thereby significantly reducing the workload for educators and allowing them to spend more time on student interaction and lesson planning.

Enhanced Student Performance Tracking

AI can also provide educators with valuable insights into student performance. According to a study published in the Journal of Educational Data Mining, AI-powered analytics tools can track student performance in real time, identify learning gaps, and provide actionable insights. This means educators can intervene when a student is struggling, provide personalized feedback, and tailor their teaching strategies to enhance student learning outcomes.

The post Embracing AI in the Classroom (Part One) appeared first on Teaching Commons.

1) Utilisez les titres à votre avantage

Les titres hebdomadaires sont quelques-uns des premiers éléments d’information que les élèves recueillent depuis qu’ils sont surlignés et sectionnés. C’est aussi un moyen pour les étudiants d’identifier rapidement la progression du cours. Ainsi, l’utilisation des en-têtes pour relayer l’information pertinente au cours peut faire une différence. Selon les commentaires reçus des étudiants, les numéros de semaine, les dates et les sujets pertinents sont des informations essentielles qu’ils recherchent dans le titre. Dans ces sections, l’ajout de documents de lecture, de contenu et de devoirs spécifiques ajoute également beaucoup de valeur.

« Il y a eu de nombreuses occasions où je cherchais des sujets précis à examiner dans un cours. Avoir les noms des sujets sur ces titres m’a aidé, car je n’ai pas eu à passer par plusieurs semaines de contenu pour trouver ce que je cherchais. »

« Les titres hebdomadaires et les bons renseignements dans les onglets hebdomadaires sont très utiles, parce qu'ils aident à organiser la classe en ligne. Sans eux, je me perds souvent dans le cours et j’ai du mal à naviguer dans ce sur quoi je suis censé travailler chaque semaine. De plus, en veillant à ce que les sections soient extensibles et pliables, il est facile de tout voir sur une page plutôt que d’être redirigé vers un autre onglet. »

2) Les systèmes de notation sont importants pour la réussite des étudiantsSuccess

Les systèmes de notation sont importants pour soutenir la réussite des étudiants. Ils fournissent un moyen pour les étudiants de suivre leurs progrès scolaires sans l’anxiété de l’incertitude. Des mises à jour opportunes sur les notes des étudiants leur permettent  d’évaluer leurs progrès et de planifier leur amélioration.

« Le cahier de notes sur eClass est quelque chose que je vérifie régulièrement, car il est très important pour moi de suivre mes progrès et sans cela, je me sens anxieux. Avoir des mises à jour constantes sur mes notes est super utile car je sais où je dois m’améliorer. Le système de notation est un outil qui doit être utilisé parce qu’il est important pour ma réussite. »

« J’ai personnellement vécu des situations où je n’ai pas obtenu de note avant la fin du semestre, et cela m’a amené à ne pas faire de mon mieux parce que je ne pouvais pas suivre mes progrès et voir où je devais m’améliorer. Par exemple, avant d’aller à un examen, il peut être utile de connaître ma note afin que je puisse calculer la note requise pour atteindre la note que je veux. »

3) Renseignements importants en haut de la page d’eClass

En incluant les informations essentielles en haut de la page eClass, l’information est facilement accessible aux étudiants! Lorsque les étudiants l'ouvrent, leur apprentissage est mieux soutenu lorsque les informations essentielles sont en haut. Les renseignements essentiels comprennent le nom du professeur, le courriel, les heures de bureau, les liens de zoom, l’emplacement du bureau et le programme.

Plutôt que de faire défiler vers le bas pour trouver l’information dans différentes sections, ils peuvent la voir dès qu’ils ouvrent le site Web de la classe.

« Avoir des renseignements importants en haut de la page d’eClass facilite la vie puisque je n’ai pas à chercher dans les courriels ou le site Web du cours pour trouver ce que je cherche. Plutôt, je le vois dès que je clique sur le cours. J’ai eu des expériences où les étudiants n’ont pas pu trouver le lien Zoom du cours parce qu’il n’était pas en haut de la page, alors ils ont demandé aux personnes du groupe de la classe. »

« Chaque fois que je panique pour communiquer avec un professeur ou que je souhaite les rencontrer pendant les heures de bureau, les renseignements généraux au sommet de la eClass sont très utiles! Parfois, dans la panique, je ne peux pas penser droit et j'oublie où trouver l’email du professeur! Lorsque l’information est au sommet, je sais toujours où la trouver. »

4) Humanisez votre page eClass avec une section d’accueil

L’intégration d’une section d’accueil à votre page eClass peut aider à développer des liens personnels avec les étudiants, et ils peuvent se sentir plus à l’aise pour communiquer avec eux s’ils ont besoin de soutien. Une section d’accueil peut être personnalisée et livrée à travers un court paragraphe ou une vidéo qui vous présente. Cette information peut être utile aux étudiants tout en les aidant à se sentir plus à l’aise avec le professeur, en particulier au début de l’année ou si tout l’engagement avec les étudiants est en ligne.

« Je me sens souvent intimidée par les instructeurs, surtout au début de l’année, parce que je ne sais pas à quoi m’attendre du cours. Avoir une section d’accueil ou une vidéo, en particulier pour les cours dispensés en ligne, donne l'idée pour le reste de l’année. J’avais l’impression qu’il était plus facile de parler à l’instructeur. »

« Une section d’accueil ou une vidéo aide à personnaliser et à donner vie à la page d’eClass. Sans elle, eClass est remplie de matériel de cours. »

5) Les aspects visuels sont essentiels

L’utilisation d’une bannière personnalisée pour le cours rend le cours accueillant et aide votre cours à se démarquer dans la grille des autres tuiles de cours sur eClass! Un peu de couleur et de personnalisation aide les étudiants à trouver leur cours plus rapidement. Les étudiants adorent quand les sections d’eClass sont remplies d’informations et de ressources. Un bon conseil est de tout télécharger à l’avance et de le cacher aux étudiants jusqu’à ce que vous soyez prêt à l’utiliser. De cette façon, les étudiants ont accès à des diapositives et des informations sur le contenu du cours toute l’année. Si vous utilisez une bannière ou des images, nous vous encourageons à ajouter un texte de remplacement à des fins d’accessibilité.

« Je trouve génial que mes professeurs utilisent une photo de couverture qui se rapporte au contenu du cours pour leur eClass; cela aide le cours à ne pas se fondre dans tous les autres! Cela rend également le cours plus accueillant et plus réfléchi. »

« Le fait d’avoir différents aspects visuels rend eClass plus attrayante. Souvent, il est plein d’informations et de documents, ce qui peut le rendre ennuyeux. Cependant, l’aspect visuel peut le rendre plus excitant. »

6) Sections de devoir : Rationaliser le succès dans votre eClass

Pensez à consacrer une section dédiée aux devoirs sur votre page eClass, et pour un accès rapide, placez également chaque tâche dans sa semaine respective. En incluant des liens directs vers le portail de soumission, eClass est plus organisé et simplifie le parcours des étudiants grâce à une navigation fluide. Envisagez de mettre les devoirs dans leur propre section et de les inclure dans la semaine où ils sont dus dans le portail de soumission.

« La création d’un espace de devoir désigné a transformé le chaos en clarté pour mes étudiants. Ils ont navigué facilement, en respectant les délais sans effort. Il s’agit de les préparer au succès dès leur entrée dans la classe virtuelle. »

« Il est utile d’avoir des devoirs dans leur propre section. Parfois, si je termine une tâche juste avant son échéance, je cherche frénétiquement le portail de soumission parce que eClass est désorganisée. Lorsque eClass est organisée, elle suscite moins d’anxiété et me permet de trouver des devoirs et des portails en temps opportun. »

7) L’accessibilité est importante pour ma réussite

L’accessibilité scolaire est cruciale pour la réussite des étudiants. La conception des cours est améliorée lorsque les vidéos sur eClass ont des transcriptions. C’est une excellente ressource pour les étudiants qui ne peuvent pas saisir l’information par le biais de vidéos ou d’enregistrements. Certains étudiants trouvent cela difficile, et les relevés de notes les aident dans leur compréhension. De plus, l’ajout de renseignements sur la façon d’accéder aux locaux d’apprentissage, dans , est un excellent moyen de guider les étudiants vers le soutien dont ils ont besoin!

« J’apprends tellement mieux en lisant qu’en écoutant. Lorsque mes professeurs me fournissent la transcription d’une vidéo, cela appuie absolument mon apprentissage. Cela aide également lorsque je ne peux pas écouter de vidéos dans des lieux publics. Parfois, j’ai de la difficulté à trouver un endroit où renouveler mes mesures d’adaptation scolaire, alors lorsque mon professeur fournit ce lien dans son eClass, cela m’aide à demander mes mesures d’adaptation à temps, et cela me donne aussi l’impression qu’ils se soucient de mon apprentissage. »

« Pendant la pandémie, lorsque l’école était en ligne, je me sentais frustré d’essayer d’écouter des enregistrements de conférences de deux heures. Parfois, je perds le fil ou je ne comprends pas quelque chose, et il m’est difficile de rester sur la bonne voie. Le cours aurait été plus facile si on m’avait fourni des notes de lecture ou des transcriptions. »

8) Un changement réfléchi mais percutant : passer de Word à PDF

Passer de Word à PDF sur votre eClass est un moyen important de rationaliser l’information. Si un document Word est téléchargé sur eClass, chaque fois qu’un étudiant souhaite y accéder, il doit le télécharger à nouveau. À la fin du terme, ils pourraient avoir 20 téléchargements du programme! Le navigateur interagit avec les PDF d’une manière beaucoup plus accessible, où lorsque vous interagissez avec un PDF sur eClass, le document est simplement ouvert sur un autre onglet.

« Lorsque les professeurs téléchargent des fichiers PDF plutôt que des documents Word, il est beaucoup plus facile de faire le suivi de tous mes documents, car ils s’ouvrent sous forme d’onglets au même endroit! »

« Avoir une version PDF est une excellente chose, car je n’utilise pas le système d’exploitation Windows. Chaque fois que j’essaie d’ouvrir des fichiers DOCX, la mise en forme est différente car je n’ai pas accès à Microsoft Word. Un fichier PDF est excellent, cependant, car il ressemble à tous les systèmes. »

9) Communiquer avec les étudiants pour connaître leur expérience

Les commentaires des étudiants sur ce qui fonctionne et ce qui ne fonctionne pas peuvent vraiment aider à organiser eClass d’une manière qui met l’accent sur les expériences des élèves. En fin de compte, la classe en ligne est un outil pour aider les étudiants dans leur parcours d’apprentissage, il est donc précieux d’avoir leurs points de vue intégrés. L’une des façons de le faire est d’avoir un sondage qui demande aux étudiants ce qui fonctionne pour eux, ce qui ne fonctionne pas pour eux et ce qu’ils aimeraient voir à l’avenir. Cela pourrait même être lié à 1% de leur note pour ajouter une certaine motivation pour l’exercice. Nous encourageons également les professeurs à demander des commentaires pendant le cours pour mettre en œuvre des idées pendant que ces étudiants suivent le cours. Par conséquent, l’enquête peut être utilisée au début, au milieu et à la fin du cours.

« Dans bien des cas, je tenais à féliciter mon professeur d’avoir fait plus que son devoir sur sa page eClass. Malheureusement, je n’avais pas d’endroit où le faire, car un courriel me semblait trop formel pour une telle discussion. J’aimerais avoir un endroit où ajouter mes commentaires. »

« Avoir un endroit où donner de la rétroaction sur un cours me montre que l’instructeur se soucie vraiment du point de vue de l’étudiant et de la façon dont il peut améliorer le cours pour le prochain groupe d’étudiants. Les sondages peuvent être une excellente façon de le faire! »

10) Forum Fusion : Améliorer l’engagement dans eClass

Revitalisez votre expérience eClass en tirant parti des forums de manière stratégique. Utilisez les forums de discussion comme une occasion attrayante pour les notes de participation facultatives. Parfois, les étudiants peuvent se sentir mal à l’aise et nerveux de participer à haute voix en classe. Offrir des forums de participation est un excellent moyen de garder la participation accessible. Les forums peuvent favoriser les liens grâce à des fils d’introduction, garantissant que seuls les étudiants et les assistants techniques peuvent partager leurs idées.

« Libérer la puissance des forums a donné vie à ma communauté eClass. La participation est devenue un choix, pas une tâche, et les discussions sont devenues une exploration partagée. Il s’agit de créer un environnement où chaque interaction ajoute de la valeur au parcours d’apprentissage. »

« Les forums de discussion sont un excellent moyen de favoriser la participation. J’ai parfois de la difficulté à participer en classe, et d’avoir la possibilité de participer en ligne me permet de me sentir plus à l’aise avec mes réponses de participation. »

Construire une eClass accessible et centrée sur l’étudiant est un excellent moyen d’améliorer l’apprentissage dans vos cours. En tant que directeurs de cours et membres du corps professoral, eClass est votre plus grand outil pour guider vos étudiants vers la réussite. Après tout, les étudiants dépendent d’eClass chaque semaine! Tous les conseils mentionnés ci-dessus sont de petits changements qui peuvent avoir un grand impact sur vos cours.

Ce poste a été créé par notre groupe inaugural de consultants étudiants sur l’apprentissage et l’enseignement qui ont travaillé dans l’enseignement Commons dans l’année scolaire 2023-24. Vous pouvez en apprendre davantage sur nos anciens consultants étudiants en apprentissage et en enseignement, ainsi que sur nos autres initiatives Étudiants en tant que partenaires, en visitant le site Web de Teaching Commons.

Traduction française fournie par Anshika Aggarwal, Assistante de Traduction.  

Ce travail est sous

The post Maîtriser eClass : Conseils d’initiés par les étudiants pour la réussite des étudiants appeared first on Teaching Commons.

This 2024 eClass blog post was carefully curated by five Student Consultants at the Teaching Commons. Student Consultants work closely with faculty through partnership to share their experience, and to work towards a shared goal of improving education at �첥��Ƶ. They have compiled 10 tips to optimize your eClass and support student success through online learning management systems. All quotes and testimonies are from the Student Consulting team.

1) Use Headings to Your Advantage

The weekly headings are some of the first pieces of information that students pick up since they are highlighted and sectioned. It is also a way for students to quickly identify the progress of the course. As such, utilizing the headings to relay information pertinent to the course can make a difference. According to feedback received from students, week numbers, dates, and relevant topics are key information they look for in the heading. Under these sections, adding specific reading materials, content, and assignments also adds a lot of value.

“There have been many occasions where I was looking for specific topics to review in a course. Having the topic names on these headings helped me as I did not have to go through multiple weeks of content to find what I was looking for.”

“Weekly headings and the correct information within the weekly tabs are a huge help because they help keep the eClass organized. Without them, I often get lost in the course and have issues navigating what I am supposed to work on each week. In addition, ensuring the sections are expandable and collapsible also makes it easy to view everything on one page rather than being redirected to another tab.”

2) Grading Systems are Important to Student Success

Grading systems are important for supporting student success. They provide a way for students to keep track of their academic progress without the anxiety of uncertainty. Timely updates on student grades give students room to assess their progress and plan for improvement.

The gradebook on eClass is something I check regularly, as it is quite important for me to track my progress and without it, I feel anxious. Having constant updates on my grades is super helpful because I know where I need to improve. The grading system is a tool that needs to be used because it is important for my success.”

“I have personally experienced situations where I did not receive a grade until the end of the semester, and it caused me to not do my best because I couldn’t track my progress and see where I needed to improve. For instance, before going into an exam, it can be helpful to know my grade so I can calculate what score is required to achieve the grade I want.”

3) Important Information at the Top of the eClass Page

By including essential information at the top of the eClass page, information is readily accessible to students! When students open eClass, their learning is best supported when the essential information is right at the top. Essential information includes faculty member name, email, office hours, zoom links, office location, and syllabus.

Rather than scrolling down to find the information in different sections, they can see it as soon as they open the class website.

“Having important information at the top of the eClass page makes life easier since I do not have to search through emails or the course website to find what I am looking for. Rather, I see it as soon as I click on the course. I have had experiences where students could not find the course Zoom link because it wasn’t at the top of the page, so they ask people in the class group chat for it.”

“Any time I am in a panic to contact a professor or would like to meet with them over office hours, the general information at the top of the eClass is so helpful! Sometimes, in a panic, I cannot think straight and forget where to find the professor's email! When the information is at the top, I always know where to find it.”

4) Humanize your eClass Page with a Welcome Section

Incorporating a welcome section to your eClass page can help develop personal connections with students, and they may feel more comfortable reaching out should they need support. A welcome section can be personalized and delivered through a short paragraph or video that introduces you. This information can be useful to students while also helping them feel more comfortable with the instructor, especially at the beginning of the year or if all engagement with students is online. 

“I often feel intimidated by instructors, especially at the beginning of the year, because I don’t know what to expect from the course. Having a welcome section or video, particularly for courses delivered online, sets the tone for the rest of the year. I felt that the instructor was easier to talk to.”

“A welcome section or video helps personalize and bring life to the eClass page. Without it, the eClass is just full of course material.”

5) Visual Aspects are Key

The use of a banner custom to the course makes the course feel welcoming and helps your course stand out in the grid of other course tiles on eClass! A little pop of color and customization helps students find their course faster. Students love it when sections of the eClass are filled with information and resources. A good tip is to upload everything beforehand and keep it hidden from students until you are ready to use it. That way, students have access to slides and course content information all year round. If you use a banner or images, for accessibility purposes we would encourage you to add an alt-text.

“I find it awesome when my professors use a cover picture that relates to the course content for their eClass; it helps the course not blend in with all the other ones! It also makes the course seem more welcoming and thoughtful."

“Having different visual aspects makes the eClass more appealing to view. Often, it is full of so much information and documents, which can make it seem dull. However, the visual aspect can make it more exciting to interact with.”

6) Assignment Sections: Streamlining Success in Your eClass

Think about devoting a dedicated section to assignments on your eClass page, and for quick access also place each task in its respective week. By including direct links to the submission portal, the eClass is more organized and simplifies the student journey through seamless navigation. Consider putting assignments in their own section and including them in the week that they are due in the submission portal.

"Creating a designated assignment space transformed chaos into clarity for my students. They navigated their coursework with ease, hitting deadlines effortlessly. It's about setting them up for success from the moment they enter the virtual classroom."

“Having assignments in their own section is helpful. Sometimes, if I finish an assignment right before it is due, I frantically search for the submission portal because the eClass is disorganized. When the eClass is organized, it is less anxiety-inducing and allows me to find assignments and portals in a timely manner.”

7) Accessibility is Important for My Success

Academic accessibility is crucial for student success. Course design is enhanced when videos on eClass have transcripts. It is an excellent resource for students who cannot grasp information through videos or recordings. Some students find it difficult, and transcripts aid them in their understanding. Additionally, adding information about how to access learning accommodations, in the is a fantastic way to guide students toward getting the support they need!

“I learn so much better through reading than I do through listening. When my professors provide me with a transcript of a video, it absolutely supports my learning. It also helps when I cannot listen to videos in public places. Sometimes I have a tough time finding where to renew my academic accommodations, so when my professor provides that link on their eClass, it helps me request my accommodations in time, and it also makes me feel like they care about my learning.”

“During the pandemic, when school was online, I felt frustrated trying to listen to 2-hour lecture recordings. Sometimes, I lose focus or may not understand something, and it is difficult for me to remain on track. The course would have been easier if I had been provided with reading notes or transcripts.”

8) A Thoughtful Yet Impactful Switch: Shifting from Word to PDF's

Making a switch from Word to PDFs on your eClass is an important way to streamline information. If a Word document is uploaded on eClass, any time a student wants to access it, they need to redownload it. By the end of the term, they might have 20 downloads of the syllabus! The browser interacts with PDFs in a much more accessible way, where when interacting with a PDF on eClass, the document is simply opened on another tab.

“When professors upload PDF’s instead of Word documents, it makes it so much easier to keep track of all my documents because they open as tabs all in one place!”

“Having a PDF version is great as I do not use the Windows operating system. Whenever I try to open DOCX files, the formatting is different as I do not have access to Microsoft Word. A PDF is great, however, as it looks the same across all systems.”

9) Reach Out to Students to Hear About Their Experience

Having student feedback about what works and what does not work can really help organize the eClass in a manner that focuses on the students’ experiences. At the end of the day, the eClass is a tool to help students in their learning journey, so it is valuable to have their perspectives integrated. One way this can be done is by having a survey asking the students what works for them, what does not work for them, and what they would like to see in the future. This could even be tied to 1% of their grade to add some motivation for the exercise. We also encourage faculty to seek feedback during the course to implement ideas while those students are taking the course. As a result, the survey can be used in the beginning, middle, and end of the course.

“In many instances, I wanted to commend my professor for going above and beyond on their eClass page. Unfortunately, I did not have a place to do so, as an email felt too formal for such a discussion. I wish I had a place to add my comments."

“Having a place to provide feedback on a course shows me that the instructor really cares about the student perspective and how they can improve the course for the next set of students. Surveys can be great way to do just that!”

10) Forum Fusion: Elevating Engagement in eClass

Revitalize your eClass experience by leveraging forums strategically. Use discussion forums as an enticing opportunity for optional participation grades. Sometimes students may feel uneasy and nervous to participate out loud in class. Offering participation forums is a great way to keep participation accessible. Forums can foster connections through introduction threads, ensuring only students and TAs can share insights.

"Unlocking the power of forums breathed life into my eClass community. Participation became a choice, not a chore, and the discussions became a shared exploration. It's about crafting an environment where every interaction adds value to the learning journey."

“Discussion forums are a wonderful way to foster participation. I find it difficult sometimes to participate in class, and having the option to participate online allows me to feel more confident with my participation responses.”

Building an accessible and student-centered eClass is a great way to improve learning in your courses. As course directors and faculty members, eClass is your biggest tool in guiding your students to success. After all, students depend on eClass weekly! All of the tips mentioned above are small changes that can make a great impact on your courses.

This post was created by our inaugural group of Student Consultants on Learning and Teaching who worked in the Teaching Commons in the 2023-24 academic year. You can learn more about our past Student Consultants on Learning and Teaching, as well as our other Students as Partners initiatives, by visiting the Teaching Commons website.

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By Cathy Boyd-Withers

As a Learning Skills Specialist at York, I frequently hear the question: “How much study time is enough?”  Ask any professor, and the usual response is “2-3 hours per in-class hour every week”.  Tell that to students and they nod – they’ve heard this before – but inside, most are thinking “that’s not humanly possible, so I won’t pay any attention to it”.  Neither response is particularly helpful within the current context of post-secondary education.

Where did this unquestioned belief in 2-3 hours of study time per in-class hour come from? It appears to be linked to the “credit hour” or “Carnegie unit”, dating back over a century. (Shedd 2003). In the late 1800’s, the U.S. saw a sharp increase in high school enrollment, leading to higher college attendance, creating a need to standardize, measure and compare high school course offerings and student achievement from different schools. Thus, the “credit unit” was established, to represent 120 hours of class/ instructor time on one high school subject, over one academic year.

The translation of this credit unit into its university equivalent began in 1906, with the creation of the Carnegie Foundation and philanthropist Andrew Carnegie’s $10 million endowment to provide retirement pensions for college/university teachers. In order to fairly allocate these funds, precise definitions were needed to identify eligible post-secondary institutions, and to measure teaching time.  Building on the high school credit unit, the Carnegie unit was devised for universities, which has since proved indispensable for standardizing degree requirements, accrediting degree-granting institutions, and even supposedly measuring the productivity of teaching faculty, during the early 20^th century’s  fascination with workplace efficiency and productivity. The Carnegie unit still forms the basis of the university credit system.

Originally, the Carnegie unit only defined in-class time requirements, without mention of corresponding student study time. Somewhere over the past century, however, it became linked to expectations for study hours outside of class, although I have yet to discover when or how this connection was made, nor, more importantly, why 2-3 hours per in-class hour was selected as the appropriate amount of study time, and not, for example, 1 hour, or 4.

Although there’s clearly a correlation between study time and academic success, I haven’t found any solid research support behind this magic number of 2-3 study hours.  Regardless, it’s simply not happening for today’s students. One study reviewing academic time investment by full-time students in the US between 1961 and 2003 found overall time, including both in-class and independent study, had declined from an average of 40 hours per week in 1961 to a total of only 27 hours in 2003 (Babcock and Marks, 2010). Findings from the U.S. National Survey of Student Engagement (NSSE) show that from 2000-2010, full-time undergraduates spent on average about 1 hour of study time per in-class hour. Canadian students are similar – in 2009 and 2010, they were studying on average 14.3 hours weekly outside of class, which translates into slightly less than 1 hour per in-class hour (McCormick, 2011).

So where does this leave us, on the question of study time?  At Learning Skills Services, we work with students to help them build the organizational and academic skills needed to become successful independent learners. One of the most important prerequisites for success in any field, including at university, is time management. Although we follow a coaching model where we are not “the experts with all the answers”, students often ask us how much study time they need for academic success. We respond first by explaining the university’s “guided independent study” model of learning, where courses are designed to require more independent study time than in-class time. Next, we remind students that learning is very individual and they are the best experts on themselves.  Only then do we suggest a starting guideline number for study time.

Our recommendation is that students begin by scheduling 1.5 hours of independent study time per in-class hour, right from the beginning of term, then pay attention to how this works for them, and adjust accordingly. Why do we recommend 1.5 hrs per in-class hour, instead of the traditional 2-3 hours preferred by most professors?

First, basic math reveals the traditional rule to be not just unrealistic but unreasonable.  A typical full-time program calls for at least 15 in-class hours per week. Adding the “ideal” 3 hours of independent study per in-class hour translates into a 60 hour schoolwork week, every week of the term. Not only is that amount of work on a sustained basis unreasonable, it’s also unhealthy. And students simply won’t do it – nor should they have to. As a former colleague of mine used to say: “in Canada we have labour laws limiting the number of hours you are allowed to work in a week!” Even at 2 study hours per in-class hour, that’s still a 45 hour schoolwork week, 5-10 hours more than most full-time jobs. Expecting students to meet this old “2-3 hr guideline” is so unrealistic it pushes them into all or nothing thinking, where they ignore the guideline completely, viewing it as just another impossible, “pie in the sky” directive from adults completely out of touch with reality.

As educators, we must deal with the reality of life in 2019. Cutting back to a more attainable “1.5 hrs per in-class hour” guideline is still significantly more than most students are currently studying, and it also translates into the equivalent of a full-time job, at 37.5 hours per week.  That’s a reasonable expectation which makes sense to students.  Bear in mind, also, that most York students work part-time in addition to carrying a course load.  Adding a 20 hour part-time job to even the 37.5 hour school week we recommend also leads to a near-impossible workload to sustain, which is why we often recommend that students reduce their course load if they have to work part-time more than 10-15 hours a week.  No wonder so many students are anxious, and the most common word I hear from them is they are “overwhelmed”.  Creating conditions where a student must work at school and a job for 60+ hours a week is not a recipe for academic or personal success, nor for mental health. It promotes anxiety and causes students to look for shortcuts to speed up the learning process, when the deep learning required at university shouldn’t be rushed and takes time – but a reasonable amount of time, not an arbitrary standard dating back over a century that’s virtually impossible for anyone to meet.

References

Babcock, P.S. and Marks, M. (2010) The Falling Time Cost of College: Evidence from Half A Century of Time Use Data. (2010) National Bureau of Economic Research Working Paper 15954. Retrieved from 

McCormick, A.C. (2011) It’s About Time: What To Make Of Reported Declines In How Much College Students �첥��Ƶ.Liberal Education, 97 (1). Retrieved from 

Paff, L (2017). Questioning the Two Hour �첥��Ƶ Rule For �첥��Ƶing. Faculty Focus Higher Ed Teaching Strategies from Magna Publications. Retrieved from 

Shedd, J.M. (2003). The History of the Student Credit Hour, New Directions for Higher Education, 122 (Summer): 3-12.

About the Author

Cathy Boyd-Withers has worked as a Learning Skills Specialist at �첥��Ƶ’s Learning Skills Services  for the past 13 years. An educator with a lifelong passion for the transformational power of education, her role as a Learning Skills Specialist is to “help students help themselves” by introducing them to research-supported learning and study strategies and by encouraging self-awareness and fostering a growth mindset where they can build on their own strengths and develop a lifelong love of learning. Her wide-ranging background includes a York PhD in Sociology as well as teaching part-time at the university and college levels earlier in her career.

The post How Much �첥��Ƶ Time Is Enough? appeared first on Teaching Commons.

By Robin Sutherland-Harris

Please note: This is as much a personal reflection as an imperfect resource, and we invite your comments, corrections, and reflections.

As higher education in Canada edges closer to our one-year anniversary of fully remote teaching and learning, I’ve been thinking about where we’re spending our time, both physically and mentally. With many of us working from home, teaching and learning communities that were once grounded in specific physical locations, rooted in the local, whether a classroom, a campus, or a city, are now scattered. We are no longer contained by place, but rather, as communities, contain many places within us and bring them into the online learning environment, students and teachers connecting across the country and throughout the world. And in our minds, this online environment is a space in which we increasingly move with ease, understanding its shapes, boundaries, and flow. It is in many ways a place-less space—it can feel as though it exists both everywhere and nowhere.

We have also just passed another significant anniversary, with December 2020 marking five years since the Truth and Reconciliation Commission released its . One widespread practice furthered by the Commission’s work has been that of land acknowledgments, seen by many as a necessary first step towards recognizing the relationships between Indigenous Peoples and their traditional territories, and honouring the original occupants of the land. Land acknowledgements have become increasingly common in higher education institutions, appearing not only at major events such as or but also in individual classrooms and courses. As such acknowledgments have become more common, they have also sometimes been criticized as rote and , or downright . Some Indigenous leaders who have been involved in crafting territorial acknowledgements, such as Ryerson University’s , now regret their contributions. Certainly, for many at �첥��Ƶ who have tried to find ways to integrate our into teaching, learning, or working contexts in ways that do not feel overly stiff or meaningless, this struggle is real. And for the past year, we have faced the additional challenge of doing so in the online environment. How can we make these important connections with the land, its original occupants and current treaty holders, and our teaching and learning communities, all in this place-less virtual space?

Before I offer some pragmatic suggestions for meaningful engagement with land acknowledgements in online spaces, I would like to raise a few points for consideration that pertain to all settings, whether online or face-to-face.

• First, despite the critiques of formal or set land acknowledgements shared above, there is immense value in the specific words and phrases laid out in institutional statements such as York’s. This wording was carefully and thoughtfully chosen by Indigenous leaders and Elders, amongst others at York. We should respect and honour this work.
• Second, regardless of the online or face-to-face context of a land acknowledgement, there is value in adding to the carefully chosen words of institutional statements with authentic and meaningful connections, whether to our own positionality, to our own location and relationship with the land, or to the content or topic of the course, class session, or meeting.
• Finally, consider reflecting on and incorporating a commitment to action. Why are you acknowledging the land and what is the relevance of Indigenous rights to you as an individual, to your discipline, or to your course? Can you speak to how you will seek to support Indigenous rights in the future? Some good resources for helping craft these more individualised components of a land acknowledgement, should you want them, can be found through and through .

Returning to the online context, I’ve been noticing land acknowledgements being brought forward in many ways in the virtual world, and have been exploring some of my own as well. The nature of the online spaces that we gather in, as well as our collectively changed circumstances due to COVID-19, mean that we have additional ways of positioning and engaging with land acknowledgements. Here are just a few ideas that have worked well to generate reflection, connection, and meaning in my recent experience:

• Indigenous rights, like online technologies, are global: In synchronous Zoom sessions, I often follow York’s land acknowledgement with a few words to recognise the original inhabitants and current Indigenous peoples of the land where Zoom is headquartered, in San Jose, California, the . I am currently drafting something similar for use in the asynchronous environment of eClass, to acknowledge the people of Perth, Western Australia, where Moodle is based. When we use these technologies, we are connected to the places where they are rooted, and are indirect participants in the ongoing extraction of resources from these lands. Acknowledging this has led to some fascinating and enlightening follow-up discussions, both about global Indigenous rights and global teaching technologies.
• Our teaching and learning communities are scattered but rich: One way to invite your students or colleagues into deeper engagement when sharing a land acknowledgement is to also make space for them to share from their own perspectives and locations. By inviting participants in a Zoom session to contribute an acknowledgement of the land where they are situated in the chat window, or a reflection on their connection to it, we can recognise our collective ties to many places. A minute for private silent thought in response to a well-chosen and relevant prompt following a land acknowledgement can also be powerful. In a similar way, an asynchronous land acknowledgement using a discussion forum can be a virtual space that invites many voices into an ongoing conversation. I have participated in some rich and heartfelt exchanges in such forums—they can lend themselves well to slow, thoughtful, and reflective discussion.
• Learning (and un-learning) is infinite: One of the advantages of teaching, learning, and working in the online environment is that the entire internet is right at our fingertips. As educators, we can use this to extend the scope of a land acknowledgement beyond a single moment. Connecting students with additional resources, or creating a space for the whole class to contribute to a shared resource bank, can turn a land acknowledgement from an introductory formality into ongoing and collaborative knowledge generation. Here are just a few resources that I have used to help expand the conversation. If you have favourites of your own, please share them in the comments!
  • (�첥��Ƶ) (Video 8m09s)
  • (Sara Rocque and Selena Mills) (Video 3m41s)
    • An from Local Love
  • (CBC News) (Interactive website)
  • (Interactive map)
  • (Website with maps on many topics)

As individual educators, we may not have the power to ensure that the Truth and Reconciliation Commission’s seven education-related calls to action are achieved (not one of them is yet complete, by the way), but we can take the relatively small and easy step of continuing to acknowledge the importance and true significance of the land on which we live and work. Despite the fact that we may feel distanced from both the land and our communities due to the restrictions of the pandemic and spending so much time online, I believe there are still ways to make land acknowledgements a regular, authentic, and engaging part of our virtual teaching and learning world.

We would love to hear from you! What land acknowledgement practices have you been continuing, adapting, or adopting for online contexts?

About the Author

Robin Sutherland-Harris is a white woman of settler descent, who grew up in Treaty 7 territory in Southern Alberta, traditional lands of the Blackfoot Confederacy, the Tsúūt’ínà First Nation, and the Stoney Nakoda. She currently lives and works in the area known as Tkaronto, which has been care-taken by the Anishinabek Nation, the Haudenosaunee Confederacy, and the Huron-Wendat. As an Educational Developer at the Teaching Commons, her work includes access, equity, diversity, and inclusion related support, amongst other things.

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