Extending the Academic Toolbox
What is the Academic Toolbox?
At the University of Toronto, instructors have access to a curated set of supported tools, known as the Academic Toolbox, that work alongside Quercus (Canvas), our learning management system. The Academic Toolbox includes teaching and learning technologies that have been selected, vetted, and supported for use at the University of Toronto.
Educational technology refers to the digital tools and platforms that support the achievement of learning outcomes in teaching and learning. Informed by pedagogy, available technologies help instructors build courses, connect with students, assess learning, support inclusive teaching, understand student engagement, and beyond.
As teaching and learning needs and technologies evolve, new tools and integrations may be considered for the Academic Toolbox. Decisions about adding tools consider pedagogical need and institutional value, as well as accessibility, privacy, security, integration, licensing, cost, and ongoing support.
How are tools selected for the Academic Toolbox?
There are two pathways by which tools are added to the Academic Toolbox:
Pathway 1: Institutionally Selected Tools
Institutionally selected tools are vetted tools that address teaching and learning needs that are shared across the University and, if adopted, are made available institution-wide. Ideas may come from anyone in the U of T community and are considered through a structured process that looks at the underlying need, existing capabilities, institutional value, and factors such as accessibility, privacy, security, licensing, cost, integration, and ongoing support. While this pathway takes more time, the institution assumes responsibility for the tool, including funding, licensing, training, ongoing support, and sustainability.
Pathway 2: Divisionally Selected Tools
Divisionally selected tools are vetted tools that address disciplinary, programmatic, or other needs specific to a faculty or division and, if implemented, are available only within the sponsoring division. These requests must be sponsored at the divisional level, with the support of both academic leadership and divisional educational technology/IT leadership. While this pathway may offer quicker integration, the division assumes responsibility for the tool, including funding, licensing, training, ongoing support, and sustainability.
Not sure which pathway applies? Your divisional educational technology team can help you determine whether an existing tool might already meet your needs or whether your idea is best considered through an institutional, divisional, or instructor-selected approach.
Can I use a tool outside of the Academic Toolbox? Not every teaching and learning tool used at U of T is part of the Academic Toolbox. Instructor selected tools are chosen independently by instructors and are not institutionally or divisionally integrated or supported. Instructors may use these tools where appropriate, but assume responsibility for assessing considerations such as privacy, accessibility, security, and student expectations. Review CTSI’s guidance for using unvetted tools in your course.
Pathway 1: Suggest an Institutional Tool
Who should submit an idea for an institutional tool?
Instructors, staff, librarians, and other U of T community members.
Anyone in the U of T community can submit an idea for a teaching and learning need that could be addressed through an institutionally selected tool. We are particularly interested in identifying gaps in the Academic Toolbox that affect teaching and learning across multiple disciplines, programs, or divisions.
Rather than requesting a specific product, we ask you to describe the need or capability you are looking for. For example, instead of requesting Mentimeter, you might identify a need for a classroom response tool. This helps us understand the underlying teaching and learning need, consider whether existing tools can address it, and explore potential solutions where a gap exists.
Submitting an idea helps inform priorities for the Academic Toolbox; it does not open a service request or guarantee that a new tool will be adopted. Ideas that demonstrate a shared institutional need may move forward for further consultation, assessment, prioritization, and, where appropriate, procurement and implementation.
When submitting an idea, you can indicate whether you would like to participate in future consultation or receive updates if the idea progresses.
How are ideas for institutionally selected tools considered?
Ideas are reviewed on an ongoing basis to identify shared teaching and learning needs, gaps in the existing Academic Toolbox, and opportunities to improve or extend available capabilities.
Review and consultation take place within the University’s Institutional Academic and Student Applications (IASA) governance framework. Depending on the nature of the idea, discussions may involve the Curriculum Delivery & Learning (CDL) Portfolio Group and its supporting groups, the Academic Technology Reference Group (ATRG), which brings instructor and pedagogical perspectives, and the Stewardship Table for Educational Technology Ecosystem Review (STEER), which brings operational and divisional educational technology perspectives. Additional consultations with relevant institutional partners and communities may also take place as appropriate.
Ideas are considered based on factors such as:
- the teaching and learning need and potential benefit across the University;
- existing tools and capabilities, including potential overlap or duplication;
- accessibility, privacy, security, and data requirements;
- technical, integration, and implementation requirements;
- licensing, procurement, cost, and ongoing support; and
- institutional priorities, dependencies, and available resources.
Pathway 2: Integrate a Divisionally Selected Tool
Who should sponsor a request for a divisionally selected tool?
Educational Technology or Information Technology Staff and/or Academic Leadership.
Faculties and divisions may sponsor a tool or integration to address a specific disciplinary, programmatic, or local teaching and learning need. If implemented, the tool is made available to the sponsoring faculty or division rather than across the University. This pathway is for requests submitted on behalf of a faculty or division through its educational technology or IT leadership, with the support of divisional academic leadership. It is not an individual instructor request pathway nor will all academic units decide to offer divisional tools to their communities.
Submitting a request begins a conversation. Divisional sponsorship does not guarantee that a tool can be integrated with Quercus. Where a request is appropriate to move forward, the sponsoring faculty or division will work with institutional partners to complete the necessary reviews and determine an implementation approach and timeline. Approved tools will be made available to the sponsoring faculty or division and will remain the responsibility of that division to fund, support, and sustain.
Before submitting a request, the sponsoring faculty or division should have identified the need and proposed tool and be prepared to take responsibility for areas such as funding, licensing, training, ongoing support, and sustainability.
To start a divisional sponsorship, connect with your divisional EdTech contact. If you are the divisional EdTech contact, access the divisional tool request form via the STEER team or email q.help@utoronto.ca to get access to the form submission.
How are faculty and division sponsored requests considered?
Requests are reviewed in partnership with the sponsoring faculty or division and relevant institutional teams. Review may also draw on the Curriculum Delivery & Learning (CDL) Portfolio Group and related groups within the University’s Institutional Academic and Student Applications (IASA) governance framework, where broader consultation, coordination, or prioritization is needed.
Requests are considered based on factors such as:
- the teaching and learning need and intended users;
- divisional academic and educational technology/IT sponsorship;
- existing Academic Toolbox tools and other institutional or divisional solutions, including potential overlap or duplication;
- accessibility, privacy, security, and data requirements;
- technical feasibility and integration requirements;
- licensing, procurement, and cost;
- the faculty or division’s plan for implementation, training, support, and sustainability; and
- institutional and divisional capacity, dependencies, and timelines.
Using Tools Beyond the Academic Toolbox
Instructors may choose to use teaching and learning tools outside the Academic Toolbox to address a specific pedagogical or disciplinary need. These instructor-selected tools have not been institutionally or divisionally selected, vetted, or supported.
When using an instructor-selected tool, instructors are responsible for addressing requirements related to privacy, accessibility, security, alignment with University policies, and any implications for students. Instructors should also be prepared to communicate expectations to students and provide appropriate guidance or support for use of the tool.
Before adopting an instructor-selected tool, particularly one that involves student data or required coursework, we encourage you to consult your divisional educational technology team or CTSI for guidance.
Review CTSI’s guidance for using unvetted tools in your course.