This page provides links to advice and information on particular aspects of online teaching and moving our courses online. It is not intended to be exhaustive. There is an abundance of information available at Carleton and on the internet, two examples of which are included under General Information. The purpose rather is to take you directly to information on specific aspects of the process (recording lectures, conducting synchronous meetings, and so on).

The page is a work in progress. If something you would like to know about is not covered please let james.miller@carleton.ca know. Suggestions for further additions are very welcome.

Individual Advice

If you would like to consult with a course designer on particular aspects of moving your course online, you should complete the Teaching and Learning Services Intake Form, and someone will contact you.

General information

  • The EDC Course Design Express site has information and advice on all aspects of moving courses online.
  • Contact North is a community based online learning resource, funded by the Government of Ontario.

Advice from colleagues

  • Shawn Graham and Jen Evans. Shawn and Jen put together this document of suggestions.
  • Danielle Kinsey. This is the video and transcript of Danielle’s introduction to a session she did for Welcome to My Online Classroom, an ongoing series of talks and workshops organized by the EDC.
  • FASS Chats consist of weekly discussions, every Thursday, led by colleagues on campus, on different aspects of online teaching. The schedule is here, along with recordings of previous chats.

Specific Matters

Using cuLearn for online delivery

The likelihood is that you will deliver your course by way of cuLearn. It is not required that you do so, but probably the most convenient option for those of us not well-versed in creating alternatives to the existing learning management system. If you already use cuLearn quite extensively in your existing courses it should be fairly straightforward to adjust it for an online environment, especially if you are following the universal advice to keep things simple. If you are not so familiar with cuLearn, you can find general information about it here. There is also an option to use a course template developed by the EDC for use in the fall. Information on the template is here.

Delivering and Recording lectures

  • If you want to record lectures to post for asynchronous viewing, Kaltura is the university supported screen-capture program. You can find information on it here.
  • Screencast-o-matic is a simpler option (Shawn-Graham approved).
  • For those of you considering delivering your lectures live, the Big Blue Button web-conferencing tool is available in cuLearn. BBB can also be used for synchronous meetings and office hours. Note that BBB allows you to record your lecture if you also want to make it available for students to view at another time. You can find more information on BBB here.
  • There is also an option to record your lectures in one of the CUOL classrooms in Southam Hall, with technical support. There is a limit to how many people can be accommodated for this option. If it is of interest to you, tick the appropriate box on the Intake Form and send it to the EDC.

Class Meetings and Student Discussion

  • Asynchronous discussion groups usually consist of written contributions. You can divide your students into groups in cuLearn and have them make written contributions to the discussion. You can have students take turns starting the discussion, require a certain number of contributions per week, of a certain length, keyed to a particular reading or topic, and so on. Danielle’s Welcome to My Online Classroom introduction (see Advice from Colleagues) contains a good discussion of this approach and its strengths.
  • Synchronous meetings and discussions. For this you will need to use some type of web-conferencing tool, the names of which are increasingly familiar to us all! This page provides a useful comparison of Zoom, Microsoft Teams, and Big Blue Button. These tools allow for the class, a FYSM for example, to meet together and also to be divided into smaller break-out groups.