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One-on-one Support and Advice​

Whether you have general questions or faculty-specific questions, we're here for you!

Learning Opportunities

We offer courses and webinars for instructors and TAs.

Central Support Units

Teaching Commons

We provide expert guidance about how to make your remote or online pedagogy effective and satisfying for you and your students.

  • Drop In Hours: 
    Monday - Friday 10am-11am:
  • Please note that the Virtual Drop In Zoom Helpdesk will be unavailable on Thursday November 30, 10am-11am. Please join us on Friday December 1, 10-11am.

Learning Technology Services (LTS)

We provide expert advice on learning technologies used across the university, including eClass, Zoom, Turnitin, Adobe Connect, and iClicker.

Your Faculty Support

Liaison Educational Developer (Teaching Commons)

Your liaison Educational Developer can assist you with the the design, delivery, and assessment of online/remote teaching activities and advise you on workshops and courses designed to assist you in your transition to remote and online teaching.

Point of Contact for Faculty-specific Support

This point of contact can answer questions about remote or online teaching specific to your Faculty and connect your with technical and course design support available at the Faculty-level.

Technical Support

Your technical support contact can assist you in navigating York-supported teaching technologies, including eClass (or Canvas), Zoom, Turnitin, Adobe Connect, and iClicker.

Experiential Education (EE) Coordinator

Your Faculty EE Coordinator can assist you in navigating, developing, and facilitating various forms of EE activities.

Courses for Instructors

Instructional Skills for Remote Delivery

In this course, instructors learn about an evidence-based lesson planning framework to help plan their course in a remote environment and try it out in brief lessons presented to a group of peers in Zoom.

Certificate in Teaching for eLearning​

This certificate includes five courses focused on the practical pedagogy of eLearning in which core principles and best practices for online learning are discussed and practiced in eClass.

Courses (5-6 hours each over 3-4 weeks; can be taken as a standalone):

BOLD Institute

The BOLD Institute takes participants through an eLearning course design process informed by instructional design principles. Each module focuses on a different eLearning topic or design component, followed by collaborative working sessions, and culminating in the conceptual design and hands-on development of an eLearning module/lesson optimized for eClass.

Webinars for Instructors​

Webinar Series Showcasing eLearning Instructors

Co-hosted by the Teaching Commons and York instructors with previous experience with online teaching, each webinar focuses on different aspects and features of online teaching.

  • Recordings and additional resources from the webinars can be found as resources throughout the Going Remote site
  • An archive of past webinar recordings is also available on our Teaching Commons eLearning page

eClass Support

Courses for TAs

For TAs that teach online, or are interested in eLearning, you can take part in courses for the Certificate of Proficiency for Teaching in eLearning.

List of courses particularly relevant for TAs:

  • Engagement Strategies for Teaching Remotely
  • The Art of Online Conversation
  • Assessing Learning Online: Grading, Evaluation, and Feedback
  • Caring to Teach: Supporting Student Transitions between Teaching and Learning Environments
  • Beyond eClass: Interactive Pedagogies Using Zoom, H5P, and More

Check the Teaching Commons events calendar to find out when the next courses are scheduled.

Webinars for TAs


Web-based Resources for TAs

Creative Commons License

© Blended and Online Learning (BOLD), Teaching Commons & Learning Technology Services, York University. Unless otherwise stated, all content on the Going Remote - York University site is licensed under a Creative Commons Attribution-NonCommerical 4.0 International license. If you reuse this work, please attribute BOLD, York University and include a link to

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