Modes of delivery & engagement resources

We offer distinct resources for teaching online, in-person, and blended, including for course design and student engagement. There are also Faculty-specific and York supports.

The Vice-Provost Teaching and Learning office's Technology-Enhanced Learning page offers descriptions and guidance for choosing between the various modes of delivery at a program-level. Guidance for choosing a mode of learning at the course-level, is also available. Resources per modality:

BOLD (Blended and Online Learning Development) open session - An opportunity to gain theoretical understanding, practical examples, and a whole host of highly useful resources for the pedagogy, planning, and hands-on production involved in designing, creating, and assessing eLearning activities in fully online or blended courses. All members of the York University community are welcome to check it out; access is granted automatically based on self-registration (followed by agreeing to a consent agreement).

Preparing for teaching online - This checklist is meant to help guide you in preparing to teach online, whether synchronous or asynchronous, blended or fully online.

Designing blended and online learning with impact - An ebook in support of learner-centered, thoughtful design of blended and online learning. Topics include design principles, designing for impact, and evaluating for impact & evolving your practice.

Frequent and concise communication with students is critical in a remote environment.
Being ‘seen’ online is important when there is no opportunity for face-to-face interaction.
Learning is often social, so encouraging virtual communities of learning can strengthen motivation and break isolation.
Everything takes longer and more effort online. Students will need more time or a greater amount of energy to manage demanding self-management skills and stay cognitively focused.
Content delivery may need to be adapted to formats better suited for remote learning. You may need to make choices about the amount of content or number of activities, or making some of it optional.
The learning environment needs to provide structure and a consistent navigation experience for students to navigate your course with ease
In the end, aim to deliver your courses remotely in a manner that creates a satisfying experience for you and your students.
Seek student feedback early on to know what works well and what could be enhanced
And reach out to us at teaching@yorku.ca

Audio Visual Services and Technology (AVST) supports technology in classrooms and other spaces on campus. The classroom technology tab on the AVST page has extensive resources including:

The Learning spaces page has a list of the classrooms on both the Keele and Glendon campuses, that offers room type, capacity, an image of the space, and information.
Instructional videos for using the classroom technology in various types of rooms.
Instructions for using single screen classroom technology
Instructions for using double screen classroom technology

Teaching in-person may incorporate technology and digital tools in your course design. Consider the following approaches:

Doing digital humanities and social sciences in your classroom - Samantha Cutrara (Office of the Vice Provost Academic) created an instructor’s guide for integrating digital humanities and social sciences into your course design. The guide includes sections on theory, practice, and assignment guides.

Recording lectures - A detailed but easy-to-follow page from Learning Technology Services (LTS) dedicated to assistance with recording lectures, including everything you ever wanted to know about Panopto (how to use it, how to migrate to it, etc.) as well as to legacy questions and concerns with TechSmith Relay.

In the blended mode, also known as ‘hybrid’, class time is a combination of in-person and online.

External resources

Learning module: Blended learning from the Taylor Institute for Teaching and Learning at the University of Calgary

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Envision YU: Tools for student success

Envision YU is a pedagogical approach supporting students to gain the skills necessary to successfully transition into, through and beyond their university studies.

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Pedagogy that Aids Transition for Higher-Ed Students (PATHS)

The PATHS instructor toolbox offers resources to support first and second year students transition to university.

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The SDGs-in-the-Classroom Toolkit

The Toolkit will enable the pan-university interdisciplinary infusion of the Sustainable Development Goals (SDGs) into classrooms at York University.

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Student engagement is driven by motivation. What better way to set a tone for student engagement than with a motivational syllabus!

Did you know that the way you set up your eClass site affects student engagement? Learn from York students what works best for them.

We have strategies and tools that you can use in any mode of delivery (online, in-person, or blended courses):

Many Faculties and Schools at York have their own teaching and learning supports:

Faculty of Health

Faculty of Liberal Arts and Professional Studies (LA&PS)

Faculty of Science

Schulich School of Business

Other offices/units at York University offer teaching and learning related support:

Learning Technology Services

eClass support

ONCE - Online Course Evaluations

York University libraries

YULearn

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tutorial leader engaging with a small group of students — For teaching assistants

Aerial view of diverse individuals working together at a picnic table with various devices including laptop, tablet, smartphone, and paper and pen. — For teaching assistants