Colour and Learning Design

Various shades of white are displayed along with their names and corresponding paint codes. It's positively overwhelming.

After going through all the heavy lifting of research, curation, planning and the like, asking yourself questions like “but what colours am I going to use?” can sometimes feel like the last thing you want to think about.  It can be a surprisingly nuanced decision point: thinking about use of colour too late into a project leaves you with constrained options; commit to certain colour schemes early on though, and you might find that you’ve painted yourself into some awkward looking corners. Fortunately, you can guide your thinking on the subject by focusing on different forms of application: functionally, in service of accessibility, and rhetorically. Let’s dig in!


We can see how colour functionally drives user navigation in the 2008 Electronic Arts title Mirror’s Edge (the gif below is from a 2016 reboot). The game often has you leaping and running around rooftops, so, naturally, things can move kind of quick. For the game to function as an entertainment product, it needs to find ways to quickly communicate itself to the player while they’re performing these breakneck parkour maneuvers. This is accomplished by using colour, usually bright shades of red and orange, to guide the player through an otherwise washed-out cityscape.

A person grabs onto a cable and rides it to a nearby rooftop, letting go and touching down down with a tuck-roll.
Mirror’s Edge: Catalyst (2016) via Kotaku

It’s an example of what we would refer to as ‘signaling’: using colour and contrast to flag something for a learner, guide their attention, or highlight something of interest. Colour is a huge part of signaling, and often times during course design we’ll find ways to incorporate and combine it with other visual aspects to establish emphasis. This usually happens by way of titling, headings, or symbols and shapes that can denote course specific activities or attitudes.


You’ll want to make sure that your colour scheme is clear and legible. While a monochromatic or complementary colour scheme might look great, it might also make text more difficult to read—especially in large quantities. Things like the Adobe Contrast Analyzer (a tool we’ve covered before) will allow you to play around and see what works, giving you the opportunity to tweak and experiment before creating your visual resources.

While it’s important to pay attention to how you use colour, you’ll also want to consider what happens when you don’t have any of it. If critical information is being communicated exclusively through colour it likely won’t convey the intended messaging to learners that have low vision or possess some form of colour-blindness. The same goes for certain types of graphic content like diagrams or maps that rely on colour to visually distinguish key details. In these cases, you can use image alt-text to clarify information for learners with fulsome descriptions.


Check out this clip from Silicon Valley that pokes fun at the kind of conversation one might expect to have at a ‘design meeting’.

It’s easy to laugh, but a large part of design really is about developing a shared, aesthetic language—not just with collaborators, but with the audience as well. If you’re creating a course that deals with somber subject matter, you might not want a lot of bright colours that could conflict with the tone or the messaging. Just as well though, leaning into convention or going too hard the other way might defang the content to the point of feeling disingenuous or hokey. It’s the kind of nuanced interplay that a learning designer will be able to help you negotiate. If you’re looking to give your own course a facelift, take the content you know you’ll be working with and see if you can spot existing patterns either in colour (a lot of my visuals come from literal fieldwork, so there’s already a lot of green) or in context (a lot of the books we’ll be reading are written by Spanish authors, the national flag of Spain has red and yellow). You can also take it a step further and start thinking more conceptually. Does the content feel warm or cold? Would it taste sweet or spicy? Thinking along these lines can help you arrive at a combination of colours from which you can start experimenting and testing.

So Now What?

Hopefully you’re excited, and I haven’t scared you away from the work of colour design! Trying stuff on and experimenting with different hues, shades, and combinations can be a fun process. While you might find certain things work better than others, rarely if ever will there be one single perfect answer when it comes to that interplay between form and function. Keeping your target audience in mind (how will they use your resources; how can you use colour to make things clearer or easier) is a great way to stay accountable while exploring the ways that you can enhance an experience.

For additional reading when it comes to colour you can check out this freely available colour theory resource from RMIT University to learn about about colour’s historical contexts and scientific underpinnings. If you want to read more musings about what it takes to design and cultivate wonderful courses, you can read about how to fail your way to success. And of course, now and forever, you can get in touch with Trent Online, the technologists, and the elearning designers whenever you like by booking an appointment.

Virtual Vulnerability

A Virtual Chat about Vulnerability in Teaching & Learning by Michael Jorgensen

During the Fall 2021 semester, I was invited to participate in the Online Learning Digital Fluency Fellowship. This fellowship involved a series of discussions around the topic of humanizing online learning. My reflections on these discussions are captured in the following video. In this, I sit down with Christian Metaxas and James Bailey from Trent Online to discuss my experience. My reflections revolve around vulnerability, expertise, and experimentation as an educator. The conversation attempts to connect these themes to the digital spaces we facilitate for our students. We chose a fireside lounge in virtual reality as the setting for our discussion – a digital space embodying the very spirit of these concepts we discuss. With Christian as the host and James as the curator of this digital space, this reflective conversation comes alive.

The Case for Space(s)

Last week an impromptu conversation I had with officemates had me thinking about the rhetoric of digital spaces—specifically the attitudes embodied by dating apps. The most popular dating apps, to me anyway, each seem to strike their own distinct tone: Tinder is for swipin’, Hinge is for something more serious, and Bumble kind of seems to operate in between. Depending on what you’re looking for, one space might be more conducive to your search than another—which is an interesting notion given that all three applications serve the same purpose (more or less).

It’s an idea I explored while working through the curator Extend module and the same could be said of learning in a sense—in person, online, on a boat or a plane—learning can happen anywhere, but depending on the tone of the space, some components of that activity might get accentuated or mitigated. It’s a concept worth considering, especially given the speed and scale with which we’ve pivoted online. While I’m definitely probably not qualified to give anyone dating advice, I do have a few recommendations for digital spaces worth considering.


Padlet has proven to be a total workhorse for us. We’ve seen it get utilized as an announcement style pin-board, a space for low-stress discussion and feedback collection, even as a way to compile notes at the end of workshops. Within Blackboard (or any LMS, really), Padlet signals a visual distinction that can offer a friendlier vibe than your nuts and bolts discussion forum is generally able to achieve. The flat space offers students a different way to engage with material that asks them to visually organize it, rather than passively receive it. In addition to a number of slick looking templates and presets, Padlet also lets you do a little window dressing yourself should you feel compelled to upload your own imagery. Signing up for a free account gets you 3 padlets, with the option to pay and upgrade for more capacity. If you’re curious what Padlet looks like in action, you can check out our OERx21 conference presentation embedded below.

Made with Padlet

Microsoft Teams

Since pivoting online, we’ve had some time to iron out wrinkles in process and offer different kinds of online solutions to instructors and students. In addition to YuJa and Zoom, students and faculty can take advantage of Microsoft Teams which comes locked and loaded with your Trent login. Whether you’re looking to curate the experience yourself, or let students take control and do their own thing, Microsoft Teams lets you chat with text and video, swap files, and get organized. Teams functions as a bit of a liminal space: it’s not bolted onto Blackboard, but it’s still considered ‘in-house’ when it comes to institutional software support (Trent Online and IT will be there to help you if things get weird). Perfect for collaborating on bigger projects, students can get to Teams with Trent’s offering of Office 365.

Microsoft Teams’ Desktop Environment


You might have heard about how they walked away from Microsoft’s billion dollar offer, and with over 100 million active users it’s safe to say that Discord is kind of popular. Originally marketed as Skype for gamers, Discord has evolved over the years into a one-stop-shop that combines voice chat with streaming, screen sharing, texting, and a robust assortment of management tools to help cultivate your community (stuff like custom emojis, for example). It’s a piece of software we’ve written about before, and since then Discord has put even more effort into shoring up how users get onboarded and communities get created within their platform. While setting up an off-site space might seem intimidating, having a soft place to land that’s outside the LMS can help build camaraderie in a bit more of a laid back atmosphere.

Discord’s Desktop Environment

So there you have it: the in-house, the on your own, and the in-between. What you do with it is up to you! While all 3 of these tools offer different spaces in which we can communicate, they all tackle communication from different angles. Have you used one of the things mentioned above? Got one you can’t live without that you’re dying to tell everyone about? Feel free to leave a reply below and tell us what time it is.

Image Sources: Pixabay, Discord, Microsoft Teams,

Ontario Extend mOOC: The Penultimate pre-mOOC Check In

I am of the opinion that you never pass up an opportunity to use the word penultimate, so what we have here is the next to last post reporting in on our pre-mOOC Learny Journey through the Ontario Extend modules. To give you the bigger picture, in this post we are each around half way through our respective modules, and the next post will (hopefully) be us celebrating us receiving more badges (yay!). Blog posts after that will be coming to you from the real actual Ontario Extend mOOC 2021 hosted by Trent Online!

A reminder of the different paths we are on:

So without further ado, let’s hear about the progress that’s been made in the last couple of weeks!


It is that time of year. The snow has melted away, green shoots are beginning to appear on the landscape and many people, including yours truly, are thinking about the joys of creating a kitchen garden over the coming weeks and months. Soooo, my most recent activity for the Extend Collaborator module – titled Cultivate Your PLN – was quite inspirational and definitely on theme! To learn more about my plans to tend to my personal and professional development “garden”, take a look at my Collaborator – Activity #3 Response.


Because the questions of engagement with my SoTL were pretty rapidly done, I decided this time to bounce excitedly onward to my official Scholarship of Teaching and Learning plan! I decided to chew into the challenge that is always part of my work as I educate learners around the trans-Atlantic slave trade: how do you teach trauma without minimizing or retraumatizing? Having a plan was a very helpful way to come at the problem, and think my way through pedagogical approaches to address it. On my Google Document workspace, I’ve laid out the Extend Activity 2 and linked through in Extend Activity 3 to my plan. Check it out!


For my next activity in the Experimenter module, I thought I’d tackle A Serious Use for Silly Media and create a GIF! I use GIFs daily but always in casual messaging and for the purpose of conveying emotion and evoking smiles only. I’ve never used it as an education tool so the challenge was on. This was also the activity I thought I would try to complete using my phone (a suggestion in the module criteria) because actually has an app, and I thought it would be pretty straightforward. Epic fail! I got completely frustrated on my phone only to find out that it’s not even possible to create the kind of GIF I wanted to on the app. I was able to create it really easily using my laptop, but it was certainly a great reminder to always consider limitations when designing activities in online spaces!

Here is my GIF – a quick Blackboard lesson on why it’s important to use Student Preview mode when designing your online course. 



What I’ll say after attempting this second Curator activity is that the process of ‘searching’ most definitely feels like diving underwater for extended lengths of time. You have to be down there long enough to give yourself the time to scour the seafloor and find the shiny things, but if you take too long it becomes a tiring exercise–don’t suffocate yourself! The ‘Find your fit’ activity (which I’ve linked to up above) asks us to put our newfound skills to the test and explore both repositories (places have the stuff) and referatories (places pointing you to the places with the stuff) and bring 3 useful things back to shore. I’ve documented my adventure in the usual place.


In a brilliant move to attract the busy modern educator, the Technologist module activities both build off of each other and result in the creation of something you can use in real life. By the end of it, you have identified a need or a gap that your students have and developed a technological solution to help. If you were to take the time to head over to my Extend workspace, you’d see that I worked my way through the Empathy Map, Learner Challenge #1, completing the SECTIONS model and finally Learner Challenge #2. You’d also see that the tech solution I believe I need is actually ridiculously simple! But effective, I hope. We shall find out. All I have left for the module is a prototype plan and to actually create it.

What’s Next?

Next week we’ll each be tackling some more activities in each of our modules. Don’t forget to add your name to the list if you’re interested in joining us in the spring. See you next week!

Photo by Markus Spiske on Unsplash

Ontario Extend mOOC: Heading off in Different Directions

The Gang Decides to Scatter

The last you heard from us we were celebrating our achievements as we each received our Teacher for Learning Badges from eCampusOntario. WOOT WOOT!

Teacher for Learning Badge

In our 2nd episode of Extend Radio 2021, however, we may have cranked up the drama too much, making believe that we were worried that our work wasn’t good enough to achieve the badge. But it was all in the interest of radio drama. We knew we were good enough, just as we know you are more than good enough to be successful in the mOOC. And we can’t wait to get started with you in May!

So, with that being said, it is time for another update on the learny journey that we are on, as we continue to model the experience for you. If the analogy is that we’re trying to reach the summit of a big ol’ mountain, completing the teacher for learning module together was like reaching a spot to camp out. And this camp happens to have a helicopter pad that we’ve made use of as Kristine is flying off to climb other mountains, and Maureen and Katrina are flying in to continue up from here. Welcome to the team, Katrina and Maureen!

Oh and also we’re each going to head up the rest of the mountain taking a different route. From now on you’ll be seeing:

So without further ado, let’s see those reports!


The first step of the Technologist Module is to complete an unofficial Extend activity. It doesn’t count towards your badge, so if you live life on the edge, you could skip it. I for one live life with the edge in sight, but like not anywhere near it. That simple activity is to share your own definition of digital literacies. Here is what I came up with. It’s not heading to Oxford any time soon, but it works for me. Next up is what I consider one of the most important Extend activities of all, The Empathy Map. I should be able to get real input from my students on it, so I’m excited to see what they come up with!


I imagine that I’ll soon expand my personal learning network (PLN) with a whole new crew of fellow travelers on this Extend journey, so I’m excited to be working through the Collaborator module. I decided to jump in with the first two activities, which the module directly suggests might be shared via Twitter – one of the greatest places around to grow your PLN. Here are my activity responses including their related Twitter links.


I took a swing at the first activity in the Curator Module, which asks us to find an openly licensed image and explain how the process unfolded while making use of different strategies and spaces. After having aced the h5p quizzes testing my understating of the Creative Commons and Boolean operators, I felt geared out, tooled up, and ready to give it my best. From mirrors and movies to artificial bouquets, sometimes you don’t know what you’re looking for until you find it. As per the continuation of our explicit understanding, you can read about the beginning of my new adventure at the link.


“All life is an experiment. The more experiments you make the better.”

-Ralph Waldo Emerson.

I have always loved that quote and am very excited to be jumping into the Experimenter Module. Not only does this module encourage you to try new tools and design with new approaches, but it also offers a lot of flexibility. For this module, you need to complete three activities from a list of ten options. Who doesn’t love having options?! I chose to use Padlet for my first activity as a way of gathering some reflections on the past year of teaching remotely. I included five different reflection prompts and would really love to hear from you on one or all five – Remote Teaching: A Year in Review!


Learning how to bring my methodology from my research work into my teaching is an exciting step, and one I’m thrilled to be taking. Going through the thinking process and reflecting on what my motivations and methods are has been very important in this first activity. Here is what I got up to this week, in the interest of ‘showing my work’ – I began with expectations, and then you can see my notes as I went through each learning activity.

What’s Next?

Next week we’ll each be tackling some more activities in each of our modules. Don’t forget to add your name to the list if you’re interested in joining us in the spring. See you next week!

Stepping into the open…

A door opening with a view to a green and open space beyond

At a time when we all feel that so many of the things that we used to take for granted are “closed off”, or at least temporarily on hold, it is more important than ever to find ways to open ourselves to new and positive things. Did you know that next week is Open Education (OE) Week? Open Educational Resources (OER) and Open Educational Practices encompass a range of tools and approaches for teaching and learning that have steadily gained traction over the past decade or so, but, given the massive changes brought on by the pandemic they are now even more critical to our work as educators .  OER benefit students greatly due to the removal of cost barriers and ease of access. For faculty, OER offer ease of distribution as well as the opportunity to modify or add content to a resource based on context and unique expertise.

Want to learn more about OER and open pedagogy? Here are some primers that you might find helpful:

Looking to catch some of the excellent sessions planned across the globe in recognition of OE Week? Here are some of our top picks:

Want to know more? Feel free to stop into our “Ask us anything about Open Education” drop-in next Thursday, March 4th at 2 pm. We’ll have lots of resources and ideas on hand to share and look forward to fielding all or your burning questions!

Register here for the drop-in: “Ask us anything about Open Education” Registration

Image credit Photo by Jan Tinneberg on Unsplash

T-minus 3…2…1…Liftoff!

rocket launch

This week we all embarked on the Thought Vectors and Nuggets activity. This activity is taken from the Thought Vectors in Concept Space syllabus designed by Dr. Gardner Campbell for an undergraduate research and writing course at Virginia Commonwealth University (VCU). If you’re new to thought vectors, you might enjoy this short video explanation of what thought vectors are by Jenny Stout, Teaching & Learning Librarian at VCU.

Our first step was to choose an article from  The Open Faculty Patchbook, a collection of overviews on specific pedagogical skills. Once we selected an article that resonated with us, we then had to choose a passage or nugget from the article that evoked some kind of response in us – good or bad.

The thought vector aspect of the activity is to make the selected passage as meaningful as possible. The instructions “use your imagination” seem deceptively simple in length yet also complicated by their vagueness. It was time to get creative!

Start the countdown because we’re ready to launch each of our thought vectors into the concept space below!


The nugget I selected was from Patch 34: Connecting the Design Dots by Nada Savicevic. I had a lot of fun thinking about and exploring the ways in which I could express myself. If you’re interested in my written thoughts, as always, you can read on at this link. Featured in the video below is music by


The article that resonated strongly with me was  PATCH TWENTY-THREE: (UN) PREPARED by Sherri Spelic. It was written two and a half years before COVID-19 ever came on the scene to turn our world and lives upside down. However, after I read it, I had to double-check the date it was written because it felt even more relevant now than ever before. I decided to use TikTok to create a video in an attempt to make these already meaningful words feel more profound with the addition of visuals and music. I suspect this might be my first and last TikTok, OR I’ll become a viral sensation overnight – it’s too early to tell which way it’s going to go. 😉 Check out my activity notes to read more on my choice of nugget and how TikTok failed me when creating this thought vector!


Words by Sherri Spelic

♬ Worship Instrumental – Instrumental – Adrian Jonathan


I chose the Colleague Swap article which discusses the relative importance of sustained communication skills and practice through a program for students, and outlines the use-value of a peer review activity as part of courses. 

I narrowed in on this passage: 

“Allowing students to critique each other’s papers also creates a more cooperative learning environment and increases student involvement in the content and flow of the course. It is only natural that students develop a greater vested interest in a class in which they believe their feedback matters.”

Using this, I have built out a Rise Module, which is visible here.


Wow those thought vectors up there were great! I’ll finish things off with a set of screencast GIFs, which I made using Gyazo. I chose to nugget up Patch 21 – Just Listen, by Chuck Pearson, which is about empathy in science pedagogy. Do yourself a favor and have a careful read of his post. It is epic. My attempt to make the piece more meaningful is to kind of make a preview walkthrough of what you’re getting into if you read through it. This is a bit of an experimental approach. All the GIFs may be overwhelming to see at once so just have a look at one at a time and remember that GIFs loop forever so you can take your time. You can find all this by clicking on Activity #6 in the table of contents on the left side of this page. You can even comment to let me know how much you (dis)like this approach!

What’s Next?

Can you believe we’re nearing the end of our first module already? Next week we’ll be completing the last activity of the Teacher For Learning module, which will bring us to the end of that journey and to the achievement of our first badge! Be on the lookout for our answers to the Your Metaphor activity and if you haven’t added your name to our list yet, please do so! We want to be able to keep you in the loop about the mOOC we’re launching in the spring. It’s a great opportunity to join our fun crew and learn alongside other educators from across the globe!

Featured Image Credit: Image by SpaceX-Imagery from Pixabay 

The Extend Radio Revival: Teacher for Learning – Part 1

Between Superbowl Sunday and this rollercoaster, it has been an exciting couple of weeks to say the least! Here at Trent Online, we’re looking to keep that energy alive with some excitement of our own. To start with, we’ve gone viral (kind of)! Our upcoming Extend mOOC has now, officially, generated interest both at home and abroad. We’re overjoyed by the initial enthusiasm and thought now might be a good time to kick off ‘Extend Radio 2021’.

As we work through the modules our goal is to publish a series of podcasts in which we explore and share our experiences with the activities. As well, once the mOOC officially kicks off this coming spring, it’ll serve as a platform which you can use to chat with us, each other, and everyone listening. In our first episode down below, we got together and chatted about our work so far with the Teacher for Learning module (along with some pretty rad song selections to round out all the pedagogy).

This week we tackled the “What’s in it for me?” (WIIFM) and the “Like driving a car” activities. WIIFM had us reinterpreting the relevancy of particular learning outcomes, while “Like driving a car” asks that we consider the component skills required of “mastery”. It’s all down below for your listening and reading pleasure. And if you’re interested in letting us know that you’re interested in being a part of the adventure later this spring, you can fill out our statement of interest form right here.


For the WIIFM activity, I tried to think through the process I use in Tech Tools to get students to complete one of their first assignments, a course conversion proposal (F2F to Online/Blended). A lot of students struggled at times with the idea of writing an essay in a tech tools class for elearning, but what I outlined was the central nature of good persuasive communication skills in the elearning field as something the assignment asks of students, and as skills for them to develop for their future jobs or work placements. I continued to focus on the Tech Tools class for the “Like Driving a Car” activity in which I breakdown the steps in order to develop a video recording from start to finish. See the WIIFM here and the Like Driving a Car here.


For this week’s activities, I continue to draw from my experience working with Trent faculty in assisting their transition to remote teaching. For the “What’s in it for me?” activity, the student perspective I am using is from the faculty members themselves as they have had to learn how to navigate from teaching in the face-to-face classroom to teaching in the online classroom. For the “Like Driving a Car” activity, I’m exploring the threshold concept in online learning design that online learning can be equal to or in some cases richer than face-to-face teaching. If that piques your interest or if you’d just like to see a GIF of Kermit the Frog riding a bicycle, please visit my responses and feel free to leave a comment. I’d love to hear your thoughts!


I used the WIIFM activity to try and brainstorm different directions for our professional development. Being able to move past the notion of “we need to do this because we have to” allowed me to nail down specifics and identify topics and outcomes that can build skills that will work beyond the LMS (things students will want to learn and build on). ‘Like driving a car’ got me to consider the importance of equipping people not just with “the answer”, but with the ability to creatively get to the answer in new and different ways. I tried a couple different things which you can check out at the usual place.


Head on over to my Teacher for Learning workspace to see my WIIFM list. It only really has two things (which is I guess the minimum number of things you need in order to be able to call it a list!) I think they are two pretty good ones so I’m happy with calling it a list. And below that, you can see how I think that creating a syllabus is like driving a car and how Maureen Glynn’s Online Course Design for Humans workbook is like the driver’s manual.

What’s Next?

Thought vectors is up next! An activity which Terry describes as “juicy”, we’ll all be reading through the award-winning Ontario Faculty Patchbook, extracting a choice passage that we feel speaks to us, and then creating something with that thought or feeling. It’s very iterative and very cool and we hope you’ll join us next week!

Interested in maybe joining us this spring? Add your name to the growing list of those interested in maybe joining us here!

Image Source: Sacha Verheij via Unsplash

The Not-So-Distant Learning Podcast – Ontario Extend

“It is the thing that it’s trying to teach us… it is what it wants you to be.”

Terry Greene (on the Ontario Extend Program)

In this episode of the Not-So-Distant Learning Podcast, Terry Greene chats with fellow Trent Online peers Stephanie Park and Christian Metaxas about their plans and schemes to host an offering of the Ontario Extend Program, which empowers educators in the digital teaching realm, in the spring time. We liken it to off-season training for teaching with technology. Listen in and consider joining us for the Ontario Extend mOOC (medium-sized Open Online Course) in the spring!

If you are interested in learning more and potentially joining us for all or part of the mOOC beginning in April, please add your name to the list here: Interest Form for the Ontario Extend mOOC 2021, hosted by Trent Online.

We hope you enjoy listening to our podcast. If you’d like to get involved in a future episode, let us know by emailing online [at] You can also comment below (and subscribe to this blog below, too!)

Stay tuned for the next episode coming soon!

For a version of this podcast with a transcript, listen on Stream.

Photo by Thomas Kelley on Unsplash

The Not-So-Distant Learning Podcast with Stephanie Park

“I think it’s really important that people don’t lose their voice in all of this…you can be personal with your students, build that relationship and still be super professional – and have a more successful experience with your students because of it.”

Stephanie Park

In this episode of the Not-So-Distant Learning Podcast, co-hosts Maureen Glynn and Terry Greene chat with one of their fellow E-Learning Designers, Stephanie Park, about her work supporting Trent faculty transition their courses to remote delivery over the summer and fall. It’s the last episode before Christmas break, so we also play a Christmas Ghost Game!

Some resources mentioned throughout the conversation:

  1. Save Me Dog Rescue is the organization Stephanie volunteers for and adopted her dog Cooper from!
  2. As a community-based organization, Contact North | Contact Nord helps underserved Ontarians in 800 small, rural, remote, Indigenous and Francophone communities get jobs by making it possible for them to access education and training without leaving their communities.
  3. Seven Fallen Feathers:  Racism, Death, and Hard Truths in a Northern City by Tanya Talaga.
  4. The H5P Studio from eCampusOntario is a great tool to help faculty create interactive activities.
  5. The Zoom Whiteboard and How To Use The Annotations Tool
  6. To play along with our Christmas Ghost Game, add these two classic holiday flicks to your must-see list: The Christmas Carol and Elf!

We hope you enjoy listening. If you’d like to get involved in a future episode, let us know by emailing online [at] You can also comment below (and subscribe to this blog below, too!)

Stay tuned for the next episode coming soon!

For a version of this podcast with a transcript, listen on Stream.

Featured image: