Emergency Remote Teaching Resource
Adapting Studio Courses for Emergency Remote Learning:
This resource has been created to share resources, links and information on how to pivot, change and adapt studio courses to an remote/online format. While the focus is on studio courses, we have also included general resources that would benefit other modes including lectures, seminars, graduate teaching, and so forth.
This resource has been compiled, in part, with reference from a survey that was distributed to instructors in the Faculty of Communication and Design. The resource acts as a toolkit to workshop creative studio courses into inclusive, diverse and sustainable models for remote access learning and teaching.
Please note that some of the tools listed in this resource have varied costs. The resources below are not recommendations but rather a listing of common or potentially useful tools. Instructors are responsible for their use of non-Ryerson supported tools and communicating any potential privacy/security issues.
This resource is developed by Joseph Medaglia, Associate Professor, School of Fashion and Alysia Myette, Research Assistant and Contract Lecturer.
Pivoting, Changing and Adapting:
Instructors indicated key factors to success in online teaching including a) time to prepare their courses to be offered remotely b) flexibility in delivery and c) regular communication with students. Although classes may be offered at a physical distance, multiple forms of software are available to offer both audio and video course delivery. While the resources are plentiful, it is advised that departments try to develop some common tools which will alleviate stress for instructors and students alike. In addition, understanding the privacy and security of this software is integral when adapting courses for online delivery.
Teaching remotely, even with accessible software and tools, can present many challenges. Many problem areas and common issues with adapting studio courses to an online format include a) not having access to physical space and materials b) a lack of in-person communication with colleagues and students and c) student’s inability to self-direct in studies.
Common issues faced by students:
• Lack of physical or private space
• Access to equipment
• Financial insecurity
• Disruption in lifestyle faced during COVID-19
• Access to a steady and reliable internet connection
• Difficulty in being self-sufficient
Common issues for instructors:
• Lack of physical or private space
• Access to equipment (both studio equipment and audio/video recording devices)
• Difficulty tracking individual project progress and maintaining engagement with their online delivery of courses
• Handing in physical projects and assignments
Benefits to Online Courses (written by Alysia Myette):
Although hands-on learning can be one of the most effective teaching and learning styles for creative studio courses, there are also many benefits to learning remotely as well. Offering studio courses digitally disrupts the ideas of what a classroom looks like. This disruption is not only physical (where the classroom is located) but temporal (when the class takes place). A benefit of this disruption is that it can transform your studio classroom into a diverse and inclusive learning environment.
This disruption can also be an act of disability justice when a class is held on “crip time” and is grounded in human needs. "Crip time" is defined as ‘a reorientation to time’ that requires reimagining our notions of what can and should happen in time, or recognizing how expectations of ‘how long things take’ are based on very particular minds and bodies (Katzman, Kinsella and Polzer 521,532). By offering classes online and on crip time, we are allowing for all bodies to access the class on their own time. This also allows for flexibility and autonomy for students.
Incorporating a “crip time” learning strategy into a studio course may look like posting a series of accessible video tutorials for students to watch on their own time or audio recorded lectures with a corresponding PowerPoint or Google Slides presentation that students can listen to.
Additionally, offering online formats to studio courses can offer an aspect of sustainability. Without the need to commute or travel between home and the university, both instructors and students are reducing and even eliminating the amount of vehicular transit to classes. By removing travel time from the commute to and from an institution, this maximizes the time you have to both interact with students and other faculty as well as your free time.
- AODA (Accessibility for Ontarians with Disabilities Act)
“Based off the 2001 Ontarians with Disabilities Act, the Ontario government decided to further elaborate on this Act. In 2005, the Accessibility for Ontarians with Disabilities Act (AODA) came into effect, making Ontario the first province to enact such ground-breaking legislation. This new Act’s purpose is to create accessibility standards that organizations from public, private, and non-profit sectors must follow and to make an accessible province for all Ontarians.” For more information, please visit www.aoda.ca
- LMS (Learning Management System)
Ryerson University uses D2L Brightspace as their chosen Learning Management System (LMS). Other institutions may use programs such as Blackboard, Canvas, EduMe, etc.
- MOOC (Massive Open Online Courses)
A massive open online course (MOOC) is a Web-based distance learning program that is designed for the participation of large numbers of geographically dispersed students.
The Digital Media Projects (DMP) Toolbox
Ryerson supported tools, including GSuite, Zoom, D2L Brightspace, are listed on the website above. There is technical support available at Ryerson for these tools, and they have been vetted for privacy and security.
The resources beloow are from the Ryerson University Library and Archives (RULA).
Online Streaming Resources (Film and Video)
Blended Learning Tools for Teaching (includes open textbooks, educational videos, etc.)
Library e-Reserve Faculty Guide (course readings that are available in a digital format)
Supplementary Course Materials (includes ebooks, open educational resources, pocasts, etc.)
Ryerson Library Books on Web Based Instruction (most are available online)
Fashion and Design Databases:
Berg Fashion Library (Authority on world dress)
Material ConneXion (Eclectic collection of materials)
WGSN (Trend analysis and business intelligence)
Proquest Research Library (Scholarly articles and news)
Ryerson Library Fashion Resources (Access books, articles, images)
google docUsing external tools or apps for remote teaching, external link (Ryerson) Note: includes a checklist for reviewing non-Ryerson supported tools and apps for use in your teaching.
Zoom, external link (video conferencing)
Loom, external link (video and messaging)
Padlet, external link (Collaborative)
Spatial, external link (VR collaborative workspace)
Flipgrid, external link (Social Learning)
Vidgrid, external link (similar to Zoom)
Calendly, external link (Scheduling)
Slack, external link (Team Discussions)
Discord, external link (Team Discussions)
Miro, external link (team discussions)
Camtasia, external link (Screen Capture and Webinar Recording Software) Note: good for capturing short software demos but can be problematic with long recordings of 30+ minutes. Also, files need to be converted before sharing.
Flickr, external link (photography, documentation, process work)
Google Slides, external link (Presentations, images, process work)
google sheetOnline Tech Tools for Educators , external link(list of tools)
Note: smartphones and webcams are usually sufficient for demos and video lectures and conferencing.
google docRecommended audio-video technology for teaching, external link (Ryerson) Note: includes many good recommendations for various technology components related to teaching remotely.
Drawing.Chat, external link (drawing chat room)
Online Life Drawing Classes, external link (online community and livestreams)
Croquis Cafe , external link(free artist model resource)
The Art Assignment , external link(art exercises and book)
Linkedin Learning: Online Fashion Tutorials Collection, external link (by Alysia Myette)
Art Prof , external link(Youtube art education and tutorials)
Photographing Creative Work, external link (Youtube video)
Alternative Photography, external link (analog and digital resources)
Reframing Photography, external link (analog and digital resources)
Printmaking Resource, external link (by Kathryn Combs, Indiana University)
RULA Open Educational Resources (OER) (Ryerson listing)
Fashion and Race Database, external link (by Kimberly Jenkins, Assistant Professor, School of Fashion)
Art 21, external link (art videos)
Smart History , external link(Art History Resource)
Guggenheim Museum , external link(texts and artwork)
Experimental Films and Video Art , external link(Hyperallergic list)
National Film Board of Canada (NFB), external link (online streaming)
SHOWstudio , external link(Fashion film, reports, essays)
Google Arts and Culture, external link (Virtual Museum visits)
Google Arts and Culture, external link (Artwork in HD)
google sheetOnline Artist Studio Visits, external link (Artists and Designers available for online talks, lectures and studio visits)
google sheetVirtual/Online Tours, external link (Additional Resource Listing)
google docRyerson (FCAD) Studio teaching in a virtual environment, external link (Ryerson: Notes from the June 4th, 2020 panel discussion at Ryerson)
Online Studio Culture , external link(blog with resources for online studio teaching)
Distance Design Education, external link (website with resources for online design education)
google docVCU Arts Resource List, external link (Additional Studio-based list)
Ryerson University Remote Teaching Guide and Resources (Ryerson) *Key resource
Best Practice for Working Remotely (Ryerson)
Teach with Brightspace by D2L (Ryerson)
Teaching with Podcasts: A conversation with Dr. Lorena Escandon, Wendy Garcia and Angela Glover, external link hosts Curtis Maloley and Chelsea Jones have recorded the first podcast of the pandemic on the topic of podcasts.
google docPodcasting: Tips for Teaching, external link - Sally Goldberg-Powell, has put together this guide for getting started with podcasting, from suggestions for equipment and recording software, to ideas for how to use it in the classroom.
Teachonline.ca, external link (Resource for post-secondary faculty and instructors in Ontario)
Teach Online Journals, external link Directory
Designing Blended and Online Learning with Impact , external link(eTextbook from PressBooks)
UNESCO Online Educational Resources, external link (list of tools for digital and remote education)
PDF fileUniversity of Calgary Online Assessment (pdf download)
Distance Education Listing, external link (blog format with resources)
Workload estimator, external link (estimates student workload)
How to create accessible documents (Ryerson)
Captioning and Description (Ryerson
Zoom for Audio Transcriptions, external link (not AODA Compliant)
Captioning Youtube Videos, external link (unsure if AODA Compliant)
Accessible Teaching in the Time of Covid-19, external link (article with resources)