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Booking uOttawa Science's Viewsonic interactive screens (for TAs only)

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Booking uOttawa Science's Viewsonic interactive screens (for TAs only)

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Réserver les écrans interactifs Viewsonic dans la Faculté des sciences à uOttawa (pour AEs seulement)

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Booking the Viewsonic interactive screens

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Elyse - Zoom Training

***Live Training - http://zoom.us/livetrainingZoom Support - http://support.zoom.us***Please let us know how we are doing and share your thoughts with us. We are always looking for ways to improve our training and support services; your feedback is crucial to that process. Thank you for attending our training session today! Sincerely, Elysehttps://www.surveymonkey.com/r/LCG8Q6M

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Video example - explaining central concept

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Video example - explaining central concept

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"In the preparation phase, I decided to focus on a specific, highly central concept taught in the course (Ampere's Law). I then constructed a homework-style problem and solved it step by step on a piece of paper, making sure to clearly draw relevant figures in advance.

In the execution phase, I first solved the problem on the whiteboard while narrating my explanation without the camera on. This allowed me to catch any holes in the explanation and to spot potential points of confusion. I then set up my phone so its camera caught the whole whiteboard and began recording.

Subsequently, I uploaded the video on my personal YouTube channel, where it would be accessible to students whenever they needed it. I made sure to give it a title that clearly states the central concept being explained.

I made a couple of videos using this method. I highly recommend making multiple, short videos on the same concept. Seeing a solution strategy several times can be very helpful and keeping the videos separate prevents "viewing fatigue"." – Ole Krarup, Physics

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Filmed using an iPhone and edited in iMovie.

Our philosophy has been to keep the videos quick and to the point (under 30 seconds if appropriate), and to let the Professor who is using them pause the video and provide the explanation rather than including a lot of dialog in the videos. –Credit: Ben Barlow (Physics)

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Filmed using an iPhone and edited in iMovie.

Our philosophy has been to keep the videos quick and to the point (under 30 seconds if appropriate), and to let the Professor who is using them pause the video and provide the explanation rather than including a lot of dialog in the videos. –Credit: Ben Barlow (Physics)

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Filmed using an iPhone and edited in iMovie.

Our philosophy has been to keep the videos quick and to the point (under 30 seconds if appropriate), and to let the Professor who is using them pause the video and provide the explanation rather than including a lot of dialog in the videos. –Credit: Ben Barlow (Physics)

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Online community for Faculty of Science Teaching Assistants

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Online community for Faculty of Science Teaching Assistants

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If you are TAing this semester and want a way to connect with fellow TAs in the Faculty of Science, make sure to join the Microsoft Team for Faculty of Science Teaching Assistants.

This conversation space arose from recent conversations and our collective need to teach virtually (or differently) during the pandemic. This is a space to ask each other questions, share resources, give suggestions, etc. Our hopes are that we can use this community space to answer each other’s questions quickly, share ideas, and learn from each other as TAs in the Faculty of Science.

All FacSci TAs are welcome! Please share with others who might be interested!

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Programme de Mentorat pour les étudiant(e)s en Chimie

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Programme de Mentorat pour les étudiant(e)s en Chimie

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Slides for CBGSA orientation French Translation

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Mentoring: Buddy Program for Chemistry Students

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Mentoring: Buddy Program for Chemistry Students

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We are an elected group of graduate students from the Department of Biology at our beloved uOttawa! Our mandate is to support all graduate students in biology as they endeavor to complete their studies (with their sanity intact). We represent your needs and interests to the administration, so reach out to us! We are here to help, even if it's just to make you aware of the many different support services offered here at uOttawa.

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We are an elected group of graduate students from the Department of Biology at our beloved uOttawa! Our mandate is to support all graduate students in biology as they endeavor to complete their studies (with their sanity intact). We represent your needs and interests to the administration, so reach out to us!

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Whether remote or in-person, quality teaching is a two-way process: instructors give lectures to a class and they also work closely with students on homework and on understanding.

With classes now held remotely, Zoom has filled the need for teachers to broadcast their lectures. But how best can students share their work with their teachers, in a one-to-one manner that feels as familiar as writing on a shared notepad across a desk?

Michael Peshkin , Northwestern Engineering professor of mechanical engineering and Breed Senior Professor of Design, has come up with an inexpensive, back-to-school hack that allows remote students to use their laptop webcam as a doc cam that transmits their handwritten work in real time - at a total cost of 25 cents per component.

"I was trying to improvise a document camera that allows a teacher to see the student's thinking and their work," Peshkin said, "and the answer is you only need a mirror. The mirror redirects your laptop webcam."

The hack is done with a small plastic mirror and about a foot of bell wire shaped to hang the mirror on the top edge of laptop screen. A makeup compact with a small glass mirror can be used almost as well.

In Zoom sessions, students show their homework by placing their notepad on top of their laptop keyboard, where the redirected webcam can see it. The student can continue to write on their paper while talking to their instructor because the notepad is lying flat on a horizontal surface. Both the student and the instructor also see a vertical image of the paper on their laptop screen. The instructor can write on that image using Zoom's annotation tools as they discuss the work.

"It feels very personal to have your instructor's notations showing up on the image of your paper," Peshkin said. "It's as if your laptop screen is a big magic mirror reflecting your actual homework paper - a magic mirror that has answers."

On Zoom, the student screenshares a built-in camera-viewer app such as Photo Booth or Camera, which does the left-right reversal necessary to correct for the mirror reflection of the webcam. The student can use fingers, put pen on paper, or use the mouse cursor to point or draw for the instructor. The instructor, using the Annotation toolbar in Zoom, can draw with pen or highlighter on the image of the student's paper. There is also a click-to-apply arrow which is useful as a pointer as the pair talk.

"We've been thinking mostly about how teachers can use tech to teach online, which is new to most of us, as if teaching is a one-way process of sending out information. But all teachers know better," Peshkin said. "Students and teachers want a way to work on paper together in real time."

This is particularly important for science, technology, engineering, and math students.

"For STEM subjects - for equations, drawings, diagrams, sketches, graphs, and all the things we do in STEM for which the 26 letters on your keyboard are not a sufficient language - this camera makes it possible for a student to show their work on paper, draw on it live while in conversation with a teacher, and allow a teacher to respond by annotating it," Peshkin said. "It's the remote-learning equivalent of meeting at the teacher's desk over a notepad."

The McCormick School of Engineering is laser cutting thousands of mirrors for students whose professors think the hack would be useful. The component will be mailed out for free, and Peshkin is also talking with nearby Evanston Township High School about their students using the device.

"Every remote-learning student should have one, every student who can hold a crayon," Peshkin said.

Instructions for building and using the hack are available . This video shows how to use the hack with a teacher, how to build it, and how to scrounge the parts.

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Back-to-School Hack Shares Students' Handwritten Work - and Teacher Response - in Real Time

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Whether remote or in-person, quality teaching is a two-way process: instructors give lectures to a class and they also work closely with students on homework and on understanding. With classes now held remotely, Zoom has filled the need for teachers to broadcast their lectures.

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Example: General Chemistry DGD- Haber Process (equilibrium)

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Example: General Chemistry DGD- Haber Process (equilibrium)

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Notes are just the beginning. Create and annotate anything, from study guides to storyboards.

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Note replay captures audio and automatically syncs it to notes.

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" I draw diagrams for study guides and create test questions using Notability. I love being able to mix my own drawings with other imported images. Whiteboards aren't easy to read, especially for students with learning disabilities. Rather than sending out a blurry picture of a whiteboard, I can present my Notability notes in class and send out the same PDF to my kids later.

" We had almost 132 auditions. I have to decide the best voice for the role. Note Replay allows me to record every audition and take notes. When I tap on any person's name in my notes later, I can listen to that specific audition. I save hours not having to sort through audition audio. I even use Notability to capture quick composition ideas!

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Take your notes to the next level! Enjoy unlimited note taking, exclusive technology, and content with an annual subscription.

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Take inspiration from this weekly planner on ways you can keep track of your time and boost your productivity!

Notability can be your digital canvas for your next artistic idea. Try mixing pen and highlighter tools to get this shaded effect.

Chemistry class notes covering Benzene, the simplest arene!

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Available for iPad, Mac, and iPhone. Download now and unleash your ideas on all platforms.

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Best PDF markup and collaboration tools for Windows, iOS, macOS, Android and your web browser. Download today.

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Instructors often focus on content when embarking on course design, but it's equally important to think about the net result of a course: student learning. Intended Learning Outcomes (ILOs) focus on just that - they articulate what students should be able to know, do, and value by the end of a course. They're also the key to creating an aligned course, or a course in which content, context, instructional strategies, learning activities, and assessment all work together to support students' achievement of these outcomes. This tip sheet outlines key principles to consider when creating learning outcomes and includes a variety of examples. The principles discussed here can also be applied at the program level for more global outcomes as well as to individual modules within your course.

Instructional goals vs. learning outcomes

Consider the following intended learning outcomes:

Articulate design considerations that reflect both individual and societal concerns

Formulate conjectures and discover proofs

Analyze the behaviour of realistic nonlinear systems

Identify all major syntactical constructions of the Latin language

Critique a variety of methodological approaches to the study of literature

Each outcome focuses on the learner, specifically stating what each student should be able to know, do, and/or value by the end of a course.

In contrast, instructional aims or goals tend to focus on what we will do as instructors and the opportunities a course will provide to students:

Present various human resource challenges and explore the implications for business decisions

Offer students the opportunity to participate in open dialog about the impact of technology on society

Cover the following topics: Euler's Formula, Complex Numbers, and Factoring Polynomials

Enhance students' understanding of phase transitions and Landau Theory

Provide a broad introduction to microbiology to non-biologists

Rather than focus on what an instructor will do in a course, ILOs focus on what learners can achieve, and thereby can shift the focus of instructional design efforts to student learning. They can prompt us to ask, "What assignment or learning activity will help my students reach the intended learning outcomes of the course?" In this way, ILOs are valuable because they aim to describe what would constitute evidence of student learning - they help instructors think through how best to asses that learning.

Characteristics of effective learning outcomes

To make your assessment decisions easier, ensure that these three principles are represented in the outcomes for your course.

Specificity

There is a fine balance between too generic and overly specific. Consider an outcome related to writing:

By the end of the course, a student should be able to write an essay.

Unless this outcome is for an introductory composition course, the problem with write an essay is that it is too vague to be easily assessable. This learning outcome is not connected to the desired analytical skills you may want students to demonstrate in their essays or to the content of the course.

At the same time, it is possible to be too specific:

Summarize War and Peace in a 5-page essay

The specificity of this outcome makes it rather rigid for a course-level outcome; it would be more appropriate as part of an assignment description. Again, what do you actually want students to be able to do? Could they achieve the intended outcome if the essay were based on a different book? Is the 5-page essay a critical component of assessment? Are there other ways to accomplish the writing task other than through an essay?

To improve this outcome statement, consider what your students need to achieve in the course. Are they expected to simply comprehend the text or do they need to analyze it? Perhaps the focus is on the skill of developing an argument in an essay and the text to be analysed is a secondary component. Here is a more specific outcome that emphasises analysis rather than writing:

Appraise character development in 19th century Russian literature

The wording of ILOs is also important to consider: action verbs such as write, summarize, and appraise connect to clearer learning behaviours than understand or know. Specific learning outcomes help students to make sense of the kinds of learning they need to demonstrate in a course as well as help you to streamline your course design.

Attainability

An attainable outcome describes a realistic expectation of your students. For example, first-year accounting students would not be required to analyze a complex tax case study because they would not have the needed prerequisite knowledge. Similarly, engineering or math students would not study differential equations before they have completed first-year calculus. In both cases, a fairly linear progression through the program's curriculum is required. In other disciplines, the content might not change as much as the required learning activity. Consider the review of journal articles by second-year students and master's students. While the second-year student might be expected to find credible sources within the discipline, the master's student is expected to critically evaluate those articles. It is valuable to understand where your course fits into the broader curriculum to assist with identifying what your students can reasonably achieve.

When writing outcomes, Bloom's Taxonomy (1956) is a useful tool in defining the level that students need to attain. Bloom and his colleagues divided learning into three domains: cognitive, psychomotor, and affective. Today, we expand psychomotor to include a broad range of skills (e.g., problem-solving, critical thinking, communication, etc.).

Within each domain, a learning hierarchy demonstrates the increasing complexity associated with learning. In the cognitive domain, for example, there are six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. In 2001, Anderson and Krathwohl modified the original hierarchy suggesting, for example, that creating something requires a higher level of thinking than evaluating someone else's creation. The resulting cognitive domain hierarchy is presented in Table 1.

Remember

Recall, remember, match, select, identify, choose, order, outline

Understand

Plot, define, summarize, classify, describe, present, explain

Apply

Propose, audit, edit, predict, construct, use, show, solve, compute

Analyze

Distinguish, differentiate, investigate, scrutinize, consider, question

Evaluate

Appraise, assess, judge, critique, comment, examine, interrogate

Create

Develop, design, devise, generate, propose, build, form, assemble

Table 1: Anderson and Krathwohl's revision of Bloom's cognitive domain hierarchy

Bloom created hierarchies for the psychomotor and affective domains as well. These scales try to capture the increasing complexity associated with learning in each domain.

There are thousands of learning outcome examples available online. A search on the term "Bloom verbs" yields a variety of example verbs to select based on the domain and the level of the hierarchy. The verbs chosen can also help to make the ILOs more specific.

As you select the right level for your students, another consideration is what is achievable in a twelve-week course. Additional contextual factors that may influence your ILOs include: class size, whether or not the course is required or an elective, whether or not students are from the same program or a variety of programs, year of the course, level of the program, number of instructors, TA support, etc. These factors may require you to re-think what you can help your students to learn and how you can assess your course learning outcomes in a sustainable way.

Measurability

ILOs must be measurable. You need to evaluate whether - and how well - each requirement has been fulfilled. Each ILO, then, needs to relate to particular assessment questions or activities as a means of collecting evidence of learning. Using an alignment table or matrix can help you to determine whether all ILOs are assessed in your course.

Specificity can also assist with measurement. For example, if an ILO indicates that students will understand electrical circuits, how might that be measured? Should they be able to build and test a circuit or simply draw a diagram of one? The actual learning that is to be assessed is not very clear from a vague ILO statement. Identifying the assessments that you want to use can help you to sharpen your ILOs.

Given that ILOs can relate to different learning domains and different levels within those domains, they are not all equally easy to measure. Some types of ILOs are straightforward to measure (e.g., those on the lower end of the cognitive domain or specific behaviours in the psychomotor domain). For example, measurement is clear when assessments have right versus wrong answers. In math, students can demonstrate their ability to apply certain equations through assignment or test questions; they get marks when they are correct and no marks when they are not. However, not all ILOs are so easily assessable. An ILO that asks students to analyze a text according to a particular theory of literary criticism may be assessed via an analytical paper or seminar presentation, but there is not one optimal end product. In such cases it is typically possible to create criteria for a rubric that can be used to assess how well the various criteria have been met.

Measuring outcomes that look for changes in attitudes or values rather than specific behaviours can be even more challenging. These ILOs typically stem from the affective domain. It may be more productive to think of what evidence can be collected as indicators of a change than to focus on measurement. For example, what evidence could you collect to demonstrate that the following outcomes have been met:

Appreciate works of art from the 20th century

Value lifelong learning in their profession

Question the impact of socioeconomic status in relation to access to higher education

In the lifelong learning example, if a student researches continuing education courses and makes a professional development plan for the future, this could demonstrate that they see value in lifelong learning. Journaling or other types of learning documents like ePortfolios may provide students with a means to explain or show changes in how or what they think. They are not guarantees of a change, but they can capture reasonably robust indicators of learning. As ILOs become less concrete, direct measurement becomes more challenging. Again, developing rubrics that identify key characteristics of new or changed values or approaches to thinking can help to assess such ILOs.

References

Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: D. MacKay.

Resources

CTE teaching tips

This Creative Commons license lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format: Writing Intended Learning Outcomes. Centre for Teaching Excellence, University of Waterloo .

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Writing Intended Learning Outcomes | Centre for Teaching Excellence

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Instructors often focus on content when embarking on course design, but it's equally important to think about the net result of a course: student learning. Intended Learning Outcomes (ILOs) focus on just that - they articulate what students should be able to know, do, and value by the end of a course.

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600 free minutes per month

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Otter.ai uses artificial intelligence to empower users with real-time transcription meeting notes that are shareable, searchable, accessible and secure.

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Tech giants Google, Microsoft and Facebook are all applying the lessons of machine learning to translation, but a small company called DeepL has outdone them all and raised the bar for the field.
Its translation tool is just as quick as the outsized competition, but more accurate and nuanced than any we've tried.

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DeepL Translate: The world's most accurate translator

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Translate texts & full document files instantly. Accurate translations for individuals and Teams. Millions translate with DeepL every day.

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Slack is a new way to communicate with your team. It's faster, better organized, and more secure than email.

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...where you can belong to a school club, a gaming group, or a worldwide art community. Where just you and a handful of friends can spend time together. A place that makes it easy to talk every day and hang out more often.

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Discord | Your Place to Talk and Hang Out

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Discord is the easiest way to talk over voice, video, and text. Talk, chat, hang out, and stay close with your friends and communities.

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Please add in songs you love! They can be from your childhood, current favourites, from your country, etc.

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Hopes and Concerns, with comments and suggestions

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Hopes and Concerns, with comments and suggestions

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TA Workshops 1 - Welcome and core skills

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Here's an example of a DGD, created by Meredith Allen, PhD candidate, chemistry

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Videoconference software with breakout rooms. Free using your employee email; sign up through uottawa.

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How to schedule a live session in brightspace?

We recommend that you use the Zoom integration within each of your Brightspace courses to schedule your class meeting. This will ensure that the students associated with a specific course will have access to their particular meeting easily.
To schedule a session, complete the following steps:
1. Access the Virtual Campus (Brightspace) course that you would like to schedule a meeting for.

2. In the default Navbar, click on " Zoom".

Warning! If you had replaced the default Navbar, you will need to add the " Zoom" link in your custom one. Here how to modify your custom navigation bar and add zoom:

Click Course Admin in your Navbar.

Select Navigation and Themes.

Click the title of your custom Navbar.

To add links to your navbar, click Add Links. Use the search box to find the link you want to add (e.g. Zoom), check the box next to it, and click the Add button.

To rearrange the order of your new Navbar, hover over the button you want to move, left mouse click it, then drag and drop it into its new location.

To delete unwanted items from the Navbar, hover over the button and click the X.

Click the Save and Close button.

3. When the Zoom page opens up, click on the blue " Schedule a New Meeting " button.

4. Set your meeting details in the " Schedule a Meeting " page. Use the following as a guide.

6. You will be directed to a new page with the meeting settings. Your students will be able to find the link to the meeting in the course. Also, if you want to share the invitation by email, click on " Copy the invitation" to the right of the web address, then paste it into an email.

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We recommend that you use the Zoom integration within each of your Brightspace courses to schedule your class meeting. This will ensure that the students associated with a specific course will have access to their particular meeting easily. To schedule a session, complete the following steps: 1.

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Enseignement à distance : un guide pour les assistantes et assistants d'enseignement - Simple Book Publishing

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Enseignement à distance : un guide pour les assistantes et assistants d'enseignement by Meredith Allen, Alisha Szozda, Jeremy Kerr, and Alison Flynn is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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Voici les diapositives et les notes de cet atelier. Les notes sont partagées afin que vous puissiez voir la planification de chaque partie et utiliser tout ce qui vous est utile dans votre propre travail. Nous avons utilisé une taille de fichier réduite pour faciliter les téléchargements.

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Une description de chaque atelier, l'horaire, les lectures associées, et le lien d'inscription.

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Survol - Ateliers pour assistants d_enseignement

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A description of each workshop, schedule, associated reading, and registration link.

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About

About Us

Whiteboard.fi is created by Sebastian Laxell and Jaakko Virtanen, and is run by Digital Teaching Tools Finland Ltd - a Kahoot! company. We have experience in teaching and IT-management - so we know the struggle in finding good digital tools.

Certificates

FERPA Certified

COPPA Safe Harbor

California Student Privacy Certified

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Whiteboard.fi - Free online whiteboard for teachers and classrooms

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Whiteboard.fi is an instant formative assessment tool for your classroom, providing you with live feedback and immediate overview over your students.

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Create tomorrow together, today

Miro empowers 60M users to shape the future by providing a place where they can create together seamlessly, regardless of location.

Next big thing? No big deal. Three simple keys to the future.

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Design customer-centric solutions

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Accelerate time to market with a full suite of capabilities designed for innovation, including diagramming, real-time data visualization, and workshop facilitation. Miro also gives you built-in support for common product development processes, with agile practices like estimation and retrospectives.

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With enterprise-grade security at its core, Miro helps organizations approach a Zero Trust Security philosophy. We offer advanced security integrations, robust data residency, governance solutions for sensitive data, and an accessibility program targeting Level AA Success Criteria of WCAG 2.1.

Six core capabilities. Six ways to accelerate innovation.

Miro offers sophisticated bundles of capabilities built for all stages of innovation, from diagramming to workshops to code reviews, in a single integrated workspace designed for large-scale collaboration, eliminating tool silos and costs.

Workshops & async collaboration

Unlock faster, more engaged and more productive feedback cycles for deep collaborative work. By bringing together slides, real-time data visualizations, action items, and diagrams, you'll have everything you need to make good decisions, collected on a single board.

Diagramming & process mapping

One user-friendly, intuitive workspace to visualize complex systems, ideas, and organizational structures, allowing teams to: get started faster, automate time-consuming tasks, and bring products and software to market more efficiently.

Integrated with your favorite tools? Of course.

To make work more efficient, Miro connects dynamically with over 130 tools across your stack. Jira, Azure DevOps, Asana, Zoom, Teams, and Slack are just some of them.

Explore what others like you have created within Miroverse

Discover the proven workflows, projects, and frameworks of the Miro community - or share your own!

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Miro | The Visual Workspace for Innovation

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Miro is a visual workspace for innovation where teams manage projects, design products, and build the future together. Join 60M+ users from around the world.

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Your browser either doesn't support Javascript, or you've turned it off. To use Mentimeter, please make sure to turn Javascript on. How do I enable Javascript?

Gain valuable insights from everyone around you with Word Clouds, Polls, and Quizzes.

Unlocking success with Mentimeter

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Maximize the value of your work-related meetings. Gather valuable input, feedback, and insights from your colleagues to make better decisions together!
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Enhance learning outcomes and engage every student in the classroom. Experiment with modern teaching methods using Mentimeter's features!
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Create an interactive experience letting everyone vote, ask questions, and interact throughout.

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"Mentimeter allows everyone to ask questions, to get clarification or a clearer understanding on subjects resulting in a more fulfilling learning experience." Teresa Delfin, California State Polytechnic University Explore more stories

Want to become a better presenter?

Impress with Interactive Presentations

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Interact with your audience using real-time voting. No installations or downloads required and it's free!

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Zoom is a video/audio web-conferencing and collaboration tool​ that lets you meet with students in real time. Zoom is an alternative to Adobe Connect or Teams, that can accommodate higher numbers of participants and the ability to see more video feeds at once.

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The session's recording will be posted here when ready. :)

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Workshop 2 - Planning DGDs and lab tutorials

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The session's recording will be posted here when ready. :)

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Here are the slides and notes for this workshop. The notes are shared so that you can see the planning behind each part and use anything that's useful to you in your own work. We've used a reduced file size to make downloads easier.

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What are your hopes and concerns as a TA for the upcoming semester?

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What are your hopes and concerns as a TA for the upcoming semester?

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Français (passer à la version française de cette page) English (switch to the English version of this page)

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Remote teaching: a practical guide with tools, tips, and techniques - Simple Book Publishing

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Remote teaching: a practical guide with tools, tips, and techniques by Authors is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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Messages

HIGH CALL VOLUMES

We have been experiencing unusually high call volumes in the last 2 weeks and some callers are unable to get through. If you're calling to book or cancel your appointment, please use our online appointment request form or cancellation form. If you're calling to renew your prescription, please have your pharmacy fax the clinic a request at 613-564-6627. We are actively working at addressing this issue. If you have left a message on our voicemail, we will attempt to return your call in the next 2-3 business days. We apologize for the inconvenience.

Important Notice for Patients of Dr. Geneviève Davignon

Dear Patient,

Dr. Davignon will be on a leave of absence from August 2020 until summer of 2021. During her absence patients can continue to call the clinic to book an appointment for their health care needs.

Patients who call to book an appointment will be offered an appointment with one of the providers assisting Dr. Davignon in managing her patients' care during her absence.

WE'RE MOVING...TO A COLLABORATIVE HEALTH RECORD SYSTEM

On August 10th, 2020, the University of Ottawa Health Services is moving from our current Electronic Medical Record (EMR) System to a Collaborative Health Record (CHR) System. The Collaborative Health Record (CHR) is the next iteration of the electronic medical record built for a connected world.

As a patient you will notice many benefits of this new system including:

Receiving appointment reminder & rescheduling notices by email or SMS or both.*

Completing electronic questionnaires prior to the appointment. Once completed, these questionnaires are automatically uploaded to your patient record.*

Receiving communications from your provider via a secure patient portal.*

Upon arrival at the clinic, registering for your appointment on your smart phone.

Booking a virtual visit with your provider.**

Access to your provider's availability when requesting an appointment online.**

*Upon receipt of the notice, patients will be required to provide date

SERVICE INTERRUPTION

The team from the CHR Service provider ( InputHealth), along with the UOHS team, have been working hard to ensure a smooth transition from our current EMR to the new CHR system. The final phase of this transition will begin end of day on August 7 th and the work should be completed by end of day August 9 th. As such the Walk-in clinic at 100 Marie Curie will be closed on Saturday August 8 th.

We will resume our regular clinic hours on Monday August 10 th.

To help our staff and providers navigate this new CHR system we have limited the number of available appointments in provider schedules for the first 2 weeks post go live. We apologise for any delays in services as we start using our new CHR and thank you in advance for your patience and understanding during this transition.
If you need to renew a prescription, please ask your pharmacy to fax the prescription renewal request to your provider at 613-564-6627. It may take up to 2-3 business days for your provider to process the request.
NOTICE OF OFFICE RELOCATION

There are lots of Exciting changes happening at the University of Ottawa Health Services!

In the next few weeks and months, UOHS will be making some BIG changes that align with our Mission, Vision and Values, particularly our values of Quality of Care, Collaboration and Innovation.

As a first step in ushering these changes, we are consolidating some of our clinic services by relocating some of our health care providers to our other clinic locations.

Effective July 6 th, the listed providers will be providing health care services at the following locations:

For information regarding parking at your providers new location go to: www.uottawa.ca/health/registration-and-appointments#parking

Please be sure to check the location of your provider before your next appointment.

We'll be sharing details about additional new developments in the next few weeks. Stay posted for updates and go to our website to see what's happening at the clinic.

Important Notice for Patients of Dr. Louise-Marie Tétrault

Dear Patient,

As many of you already know, I will be retiring from my practice at UOHS as of April 30th, 2020. I'm sad, but grateful!

If you would like an appointment after May 1 st, you can request it now by mentioning the name of your new physician (indicated in the letter that was sent to patients on April 4 th). No other action will be required on your part. Your new physician will have access to your medical file which has been compiled over the years.

I want to thank you for entrusting me with your care and the health of your family over these years. In return, by sharing your experiences, you have been mentors to me. You've given me advice in many areas, including my children's education. By sharing your life experiences, you have taught me invaluable lessons of true love, courage, resilience and optimism. I am grateful that you let me be part of your lives and let me mature as your doctor.

Thank you and my best wishes to you.

Sincerely,

Dr. Louise-Marie Tétrault
Note: This is an abridged version of the communication sent by email on April 4th, 2020, for patients with an email address on file and by regular mail for those without an email.
Important Notice for patients of Dr. Susan Fisher

To all my patients:

After much careful consideration I have decided to relocate my practice to the Cassleman Medical Center on June 1, 2020.

Casselman is a small town about a half-hour drive east of the University of Ottawa along the 417 in the direction of Montreal. The Casselman Medical Center is right beside the highway, has lots of free parking, and is located in the same building as a pharmacy, a laboratory and an X-ray & ultrasound clinic.

The Casselman Medical Center asks each Ontario patient to sign an OHIP contract stating that you will not seek primary medical care elsewhere except in the case of medical emergency. This means that to remain enrolled in my practice you will not, for example, go to walk-in clinics in the Ottawa area. Please confirm that you will remain in my practice after I move to Casselman by calling 613-764-5440 or by emailing casselmanmed@gmail.com.

If your preference is to continue to receive primary medical care at the University of Ottawa Health Services (UOHS), we are working to find a doctor to fill my space there and will notify you once this happens. If a new doctor has not begun working in my place at UOHS by June 1, 2020, and if you have decided not to continue to be my patient once I relocate to Casselman, you may attend the UOHS Walk-In Clinic when you need medical care.

I have greatly valued our relationship and thank you for the privilege of allowing me to serve as your family physician.

Sincerely,

Susan Fisher MD, CCFP
Note: This is an abridged version of the communication sent by email on February 28th, 2020, for patients with an email address on file and by regular mail for those without an email.
Important Notice for Patients of Dr. Derek Rajakumar

Dear Parent(s),

To begin, I would like to thank you for entrusting me with your child's health as their primary care pediatrician.

It is with bittersweet regret that effective as of April 20, 2020, I will be closing my medical practice at the University of Ottawa Health Services as I will be relocating to another province.

Please be advised that your child's medical records will remain in the custody of UOHS for a period not less than 10 years (after the day on which the child has reached or would have reached the age of 18 years). To send a copy of their medical records to another physician UOHS requires your written authorization. An administrative fee for this uninsured service will apply. A consent to release personal health information form can be found on the UOHS website at: http://www.uottawa.ca/health/forms.

Thank you for the opportunity to be a partner in your child's medical care and I extend my best wishes to you.

Sincerely,

Dr. Derek Rajakumar
Note: This is an abridged version of the communication sent by email on November 18th, 2019, for patients with an email address on file and by regular mail for those without an email.
Important Notice - Walk-In Clinic (100 Marie Curie) Access

Dear patient,

Due to the increase in demand and limited resources, access to our walk-in clinic services at the University of Ottawa Health Services (located at 100 Marie Curie) will only be available to patients who meet one of the following criteria:

*University of Ottawa and Saint Paul University students and staff

All patients, including Quebec residents, who are currently registered with a primary care provider at the UOHS

Ontario residents

*Please remember to bring your valid student or staff ID when accessing UOHS services.
This change in access is effective as of Monday, January 6th, 2020.

To find a walk-in clinic near your location go to the following website:

https://www.ontario.ca/locations/health/ (services in Ontario)

http://sante.gouv.qc.ca/en/repertoire-ressources/consultations-medicales-sans-rendez-vous/ (services in Quebec)

For additional information regarding UOHS walk-in clinic services please go to the Walk-in clinic page on our website at www.uottawa.ca/health/services/walk-in-clinic.

We apologize for any inconvenience this may cause you.

The University of Ottawa Health Services

Important Notice for Patients of Dr. Lisa Lezack

Dear patient,

I am writing to inform you that, for personal reasons, I will be on a leave of absence from February 3, 2020 until November 2, 2020.

We are very fortunate to have the support of two locums, Dr.Cassandra Shipp from February 3 to June 30, 2020 and Dr.Danielle DeBanné July 1 to October 31, 2020 to care for you during my absence.

These locum physicians will have the full support of the University of Ottawa health care team and will take great care of your medical needs during my absence.

Please continue to book your appointments as needed by contacting UOHS by your preferred booking method. If booking an appointment after January 31, 2020, you will be seen by my replacement.

Thank you for the opportunity to be a partner in your medical care. I wish you all the best in the new year.

Sincerely,

Dr. Lisa Lezack

Renovations

Please note:

December 21 st to January 6 th

During renovations to the Walk-in clinic waiting room, the clinic will be temporarily moved to the 2nd floor at 100 Marie Curie. We apologize for any inconvience this may cause.

Important Notice for Rideau Clinic Patients

Walk-in clinic services/appointments will no longer be offered at the Rideau Clinic location as of January 2, 2020. Due to the unpredictability in demand (which has increased in the last few years) and limited availability, we are unable to provide consistent and reliable access for this service.

For all health related issues please contact the clinic at 613-564-3950 or go online at www.uottawa.ca/health/appointment to request an appointment. If you believe your concerns are of an urgent nature, starting in January, your provider has reserved appointments specifically for these types of requests. If we are unable to accommodate your request due to limited availability, patients can access walk in services at our 100 Marie Curie Walk-In clinic location.

To help you better determine the best option for your medical condition or need, please go to our Access Standards page on our website www.uottawa.ca/health/appointments-access-standards to find a list of available appointments at UOHS.

We thank you for your understanding and we look forward to working together towards your health and wellness.

The University of Ottawa Health Services

Important Notice for Patients of Dr. Lucille Poisson

Dear Patient,

Thank you for the honor and privilege of being your family physician as I have worked at UOHS over 20 years.

This is a time for new projects in my life and I am writing this letter to inform you that I will be retiring from general practice and Dr. Paula Tchen will be managing the practice from March 1st, 2020.

In the interim, Dr. Shawn O'Donnell is available for consultation. In addition, Dr. Tchen will start some shifts as she transitions into the practice.

Dr. Paula Tchen is an experienced, bilingual and caring family physician educated at the University of Ottawa. She is a dynamic and dependable physician. She values comprehensive care and she looks forward to meeting you and being a partner in your health.

I am grateful to have been involved with your medical care and I wish you the best of health in the future.

Sincerely,

Dr. Lucille Poisson
Note: This is an abridged version of the communication sent by email on November 25th, 2019, for patients with an email address on file and by regular mail for those without an email.
Important Notice for Quebec Students

Effective June 1, 2019, University of Ottawa and Saint-Paul University Quebec students will be required to pay the non-refundable RAMQ visit fee when accessing services at UOHS.

Fee for patients registered to a UOHS primary care provider: $25

Fee for patients not registered to a UOHS primary care provider:

Walk in clinic visits........$35
Some specialty visits.....$25

Vaccine shortage

There is currently a global shortage of the following vaccines: Yellow Fever, Hepatitis B (Engerix B, Twinrix, and Recombivax).

Although the clinic receives ongoing shipments of these vaccines (except Recombivax), the supply is very limited and shipment dates vary. Since the clinic's supply for these vaccines is often depleted prior to the next shipment, it is possible that the vaccine may not be available at the time of your appointment.

As such, please book your appointment at least 8 to 10 weeks prior to travel, if not sooner, as we will put you on a waitlist (to book a 2 nd appointment) to receive the vaccine when the clinic receives a shipment.

If you are a student requiring a vaccine for clinical placements please contact your faculty and/or the Office of Risk Management at uOttawa. Please accept our sincere apologies.

Important Notice for Patients of Dr. Hafsah Al-Azem

Dr. Al-Azem (UOHS Rheumatologist) will be on maternity leave from April 2019 to December 2019, returning January 2020.

Dr. Susie Duff will be caring for her patients during her absence, from May to December 2019. If you are an existing patient in need of an appointment, you may be scheduled to see Dr.Duff at UOHS by contacting reception at ext 321.

For all urgent matters, please contact your family physician's office or visit your nearest walk-in clinic or emergency department, as it may not be possible to schedule urgent follow up appointments during this time period.​

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We have been experiencing unusually high call volumes in the last 2 weeks and some callers are unable to get through. If you're calling to book or cancel your appointment, please use our online appointment request form or cancellation form. If you're calling to renew your prescription, please have your pharmacy fax the clinic a request at 613-564-6627.

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Brightspace (discussion forums, assesssments)

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Teaching and Learning Support Service, uOttawa

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This website uses cookies

We use cookies to enhance your experience to recognize your preferences. To learn and how to change your settings, view our Website Privacy Statement. By using our site, you consent to use cookies unless you have disabled them.

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This website uses cookies We use cookies to enhance your experience to recognize your preferences. To learn and how to change your settings, view our Website Privacy Statement. By using our site, you consent to use cookies unless you have disabled them.

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Remote teaching: a guide for teaching assistants - Simple Book Publishing

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Remote teaching: a guide for teaching assistants by Meredith Allen, Alisha Szozda, Jeremy Kerr, and Alison Flynn is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.