This blog is setup to provide access to materials presented at the Blended Learning
Learn@Lunch workshop – first delivered on Feb 16, 2012.
Topics covered included:
What's on the horizon for blended learning?
- Definition of Blended Learning
- What the data is telling us…
- Trends
- Why use it? What can it help to solve?
- What does it look like?
- Strategies & Tools
- Design Strategies
Be sure to download the the workshop presentation featuring loads of useful links!
Select Resources & References
- Simmons College – Blended Learning Case Studies
- The Sloan Consortium
- International Journal of Mobile and Blended Learning (VCC subscription pending)
- Educause – 146 Blended Learning Resources
- ELI Discovery Tool: Blended Learning Workshop Guide
- The Blended Learning Tool Kit
- Gartners Hype Cycle 2012
- Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. U.S. Dept of Education. 2009.
- The Horizon Report. Educause. 2012
Please contact cid@vcc.ca if you wish to attend a future session or additional resources.
Filed under: Curriculum Development
What makes good curriculum development?
For many people this might a difficult question to answer.
Interestingly enough, everyone knows what good curriculum looks like when they see a well-developed PCG and Course Outlines.
I was sitting in Curriculum Committee a few months ago, and Graphic Design was presenting their new program.
There was no question in anybody’s mind that the documentation that was in front of them was an example of good curriculum.
Tene Barber and Jessica Rush worked for six – nine months putting this together. The goal of the process was modularizing the content and ensuring that no matter who came in to teach the class at any point in time in the 9 months of the diploma, they would know where the class was and what they needed to teach.
The motivation was student centered. The result…
The documents presented at Curriculum were like a well-developed puzzle. All the pieces fit together so nicely, every piece has a unique place in the puzzle, and without any piece, the puzzle is not complete.
In curriculum development language you would call it alignment; if you read the Program Learning Outcomes, the Course Learning Outcomes, the Course Description, Evaluation and objectives…. Everything seems to work together, everything makes perfect sense. The course and program content guide would not be complete of any if those pieces was missing.
Design aside, this proposal was amazing.
We have attached their PCG and curriculum map… so you can see what we are talking about.
The Program for the Visually Impaired at VCC officially began its existence in September of 1981. The VI program currently features primarily self-paced studies with 26 FTE’s. The goal of the program is to give students the skills to enter employment or to enroll in mainstream programs with a primary focus on adaptive technologies. The program offers Braille, keyboarding, and CCA English and Math courses at the intermediate level. The VI Programs have a long history with teaching word processing and presently teaches Microsoft programs exclusively. In 2004, two certificates were introduced: Office Administration and Applied Technology. These programs involve a work experience and are at the Post Secondary level.
Making Moodle more Accessible
One never knows what someone else sees or hears until they put themselves into the other person’s shoes.
The Visually Impaired has a few courses in Moodle and they use them to teach their students how to use Windows and Office products. Those courses are popular, and provide students with a flexible way to keep up with their learning.
Betty Nobel, the Department Head for the Visually Impaired program is continuously looking for ways to serve the needs of her students. Moodle is only one tool they use.
Moodle as a Learning Management System is very versatile, but unlike Mac products, it does not come with accessibility functions. Therefore, the Visually impaired faculty and students have had to navigate a system that was made for people who have sight. On a couple of occasions during the spring term Betty, approached the CID and wanted to know if we could do something. Not really understanding the criteria of what the program needed, in the summer when things got a little bit quieter, we decided to give the VI a visit.
As we sat in Betty Nobel’s office and started talking, she tried to explain to us what some of the problems were. We took some notes, but not really grasping the profoundness… we asked her to demonstrate. She logged into Moodle, and with the screen reading software ‘Jaws‘ on, it took us only a mere 2 minutes to realize how inaccessible the layout of the VI courses were. To test our understanding of the problems, we asked Betty to let us do some changes on the course right there, and within a few minutes and with a couple of clicks we made the course more accessible.
So we pondered: if in so little time we could make such a difference, what would happen if we took a more detailed look at it.
The project was assigned to Kar- On, the new DLSupport person at the CID. She took this task very seriously: with a pair of earphones and working through the material like a Visually Impaired person, she worked on the course for one month. She consulted with the department every step of the way.
She then:
• Removed blocks that were unnecessary or inaccessible
• Consolidated information across weeks
• Changed links and labels so everything starts with a number to correspond to the week
• Removed formatting in the content to read more smoothly in a screen reader
• Organized content to view in pop-up windows so it is easier for navigation by the visually impaired.
She also considered some best practices:
• Simplicity
• Screen reading capability when designing text and content
Currently the course is a good model and template for other accessible courses and future development. We know that if we develop Moodle courses with these guidelines in mind, they will be accessible and won’t need a complete overhaul in the future.
Filed under: Centre for Instructional Development, Curriculum Development, Instructional Development
VCC’s Kitchen and Bath Design program has had a makeover! This past year Bernie Lyon, Program Coordinator for the Kitchen and Bath Design Program, has taken her curriculum to a whole new level – literally! What was formerly a certificate program is now a diploma program, combining the rigorous and highly regarded Interior Design Certificate with new and updated Kitchen and Bath courses to give students the opportunity to learn cutting-edge design techniques, qualify for National Kitchen and Bath Association (NKBA) licensure and ladder into degree programs at other post-secondary institutions.
The field of Interior Design and its specialized niche in Kitchen and Bath Design require graduates with a professional and forward-thinking approach. Bernie and her team of award-winning instructors have worked hard to ensure students become innovative and knowledgeable professionals in this highly competitive field.
The project began in November 2010, when instructors gathered at VCC to identify their collective vision for the program. From there they worked with Anne Larson of Compass Adult Learning Solutions to define the learning outcomes that would enable graduates to occupy a variety of entry-level positions and to map the curriculum in its entirety. The process not only provided instructors with the opportunity to collaborate and share their expertise, it also enabled them to design a curriculum in which learning activities, assessments, and instructional activities complement one another across courses. The result is a coordinated and well-aligned curriculum that is supported by the shared vision and expertise of its instructional team.
The new program introduces learners to sustainable and state of the art technologies including the 3D modeling program SketchUp to create their designs, and OLED lighting (incredible!). Students are initiated into the profession via numerous field trips, competitions (including the prestigious GE Charette), and events, including the annual IDSwest international tradeshow. They also attend NKBA local Chapter meetings that include dinner, networking, and attendant speakers. Once graduates earn their NKBA Associate Kitchen and Bath Designer credential, it takes seven years of industry experience to be certified as a Kitchen Designer or a Bathroom Designer and another three to earn the uppermost Certified Master Kitchen and Bath Designer credential.
“We are both thrilled and grateful to be able to offer a Diploma in Kitchen & Bath Design at Vancouver Community College. Thrilled, because this is the first program of its kind in British Columbia, and grateful because without the tremendous support and assistance of Susie Findlay and the Centre for Instructional Development it might never have happened. While working on the curriculum over the past several months, Susie has acted like the Captain of a ship taking us through the swirling waters of Active Pass. Her knowledge, kindness and patient guidance made the challenging work glide smoothly along to our final destination.”
Bernie Lyon, Program Coordinator
Filed under: Conferences and Events
Fourteen Vancouver Community College (VCC) Department Heads and Deans completed the Chair Academy Worldwide Leadership Training (the Academy) for Post-Secondary Leaders in April 2010 and 2011. Many of us attended due to the vision and support of VCC President Kathy Kinloch and the Common Professional Development Fund Committee.
The Academy’s mission is to design and promote world-class training programs and services to advance academic and administrative leadership for post-secondary institutions world-wide in an era of change. The Chair Academy Leadership Training was an empowering process for VCC Education and Department Leaders. Participants networked, read, studied, reflected, journaled and problem-solved many issues both independently and in groups. There were two, fast paced, educational and inspirational, week-long facilitated sessions hosted by the Academy. The VCC group also met on a regular basis to discuss the assignments, readings and surveys that were recommended. For many of us it was an opportunity to mentor with other Leaders and learn skills that informed common issues around change in post secondary education.
The Academy offered opportunities to acquire and understand major research and theoretical developments in leadership. Participants developed proficiency in selecting, integrating, and applying appropriate concepts from social and behavioral science and adult education in formulating and implementing approaches to leadership problems and issues…The program is dedicated to long-term change. There were many opportunities for self-reflection and peer-feedback both during and between sessions and at the practicum. Advanced credit towards graduate degrees is also conferred in specific cases from some institutions.
Topics Included but are not limited to the following. · Work Behavioural Styles · Complex Role of the Organizational Leader · Leading and Managing Effective Teams and Work Groups · Strategic Planning and Scenario Thinking · Managing Conflict Productively and Engaging in Crucial Conversations · Valuing Diversity & Culturally Competence · Facilitating, Integrating & Celebrating Strengths · Dimensions of Leadership · Leader as Manager · Hiring and Orienting for Excellence · Coaching, Developing &Talent Management · Recognizing and Celebrating · Leading Part-Time Staff.
Contact the Academy website if you would like to investigate upcoming programs and conferences.
I believe that the capacity that any organisation needs is for leadership to appear anywhere it is needed, when it is needed.
Margaret J. Wheatley
Filed under: Centre for Instructional Development | Tags: Vancouver Community College
On March 17th 2011, Karen Belfer , Dean of the VCC Centre for Teaching, Innovation and Applied Research (Centre for Instructional Development and School of Instructor Education) at Vancouver Community College was recognized as the recipient of VCC’s Employee Excellence Awards for Education. Service awards of recognition are also provided to employees whose service has exceeded 20 years at VCC and to recent retirees. VCC hosts this ceremony every year to honour members (or groups) who have made exceptional contributions within the institution or within the community in the categories of:
· Education
· Customer Service
· Leadership
· People Spirit
· Community Involvement
· Teamwork
Those who nominated Karen noted that there have been many improvements in support for instructional development, curriculum development, program renewal, the study of teaching and learning and distributed learning since the Centre for Instructional Development began under her leadership. Karen’s nominations exceeded the following list of criteria for the award.
· Demonstrates consistent and universal levels of excellence in area of achievement.
· Performs above and beyond what is required.
· Demonstrates enthusiasm and pride in all related tasks.
· Serves as a role model.
· Inspires others to attain higher levels of achievement.
Prior to VCC, Karen worked as an Educational Consultant for BCIT, UBC and TechBC. As a consultant, she managed projects internationally and in various Canadian institutions. Her focus is the implementation of educational technologies to enhance the learning process (e.g. eportfolios, social software, online learning). Karen did her undergraduate work in Informatics, her Master’s in Education, and Ph.D. in Educational Research at the Anahuac University in Mexico, where she taught for over 10 years. Karen has extensive experience in faculty training, research, development, design, implementation and evaluation of the use of technology in higher education. Her research interests are in the assessment of online social learning environments, teaching perspectives and teamwork.
Karen Belfer receives VCC Employee Excellence Award for Education from VCC President Kathy Kinloch
Meet Kevin Kovalycsik, instructor of Microeconomics, Macroeconomics, Law and Math in the Hospitality Management and University Transfer Departments at VCC. Kevin holds an MPA in Advanced Management and Finance from Columbia University; an MBA in Economics from Seton Hall University; and a BA in Journalism and Political Science from Rutgers.
Kevin’s interests lured him away from his hometown in New Jersey to Vancouver in 2008 to manage Venue Transportation for the Vancouver Organizing Committee for the 2010 Winter Olympic and Paralympic Games. Kevin is a successful veteran of global sport and entertainment facilities and events management with nearly 20-years of experience, including professional sports stadiums and arenas, harness and thoroughbred racetracks and convention centers and events management. Before relocating to Vancouver, Kevin completed his third-year as a senior director of the United States Tennis Open in Flushing, New York.
While Kevin’s accomplishments are too vast to list in this article we are showcasing his innovative use of technology for providing his students with the most current and relevant curriculum.
Dynamic information turbo-charges the daily lesson
Kevin subscribes to a vast array of global economic publications and continuously scans his sources for current material that relates to what his students are learning ‘today’. He then sends this info to his Twitter feed giving his students immediate access to the info. Kevin often teaches concurrent courses and therefore tags his tweets so his students know which ones are intended for them. Kevin notes that by the time his students get to class they have formed opinions and are ready to discuss and even challenge and debate issues relevant to the day’s lessons. Kevin points out that his use of technology models a professional application of the Internet as opposed to the social application for which most of them are familiar.
Making the investment in technology
Kevin encourages his students to make an investment in technology as an investment in their future and provides them with opportunities and incentive to do so. He ensures that his students are aware of e-books as an alternative to purchasing expensive textbooks. Kevin notes, “…accessing text and audio materials from online libraries can reduce the cost of a $160 textbook to $70” and subsequently, he encourages his students to apply these savings toward the purchase of mobile devices such as iPhones and iPads. Furthermore, he adds that the $90 savings combined with an additional student discount offered by some manufacturers can further reduce the costs. For instance, the Apple Store for Education offers a 14% student discount which further reduces the cost. This means students can potentially purchase an iPod touch for only $140 over the cost of a textbook purchase. Once inside VCC’s Wi-Fi environment students are able to access these web resources without having to pay additional data download fees to their mobile phone service providers.
Online bookstores and subscription
Currently, Kevin’s students access text and audio books from online sources such as CourseSmart and Overdrive, which typically gives them access to the materials for 180 days to 12 months.
Some resources feature online interactive learning experiences and in some cases complete e-Textbooks are available. Some allow a single download, which allows for access to the materials when web access in not available. All are viewable on any computer or browser-enabled device connected to the internet mobile or desktop device including Windows, Mac, iPhone/iPad, BlackBerry, Android and Windows Mobile.
Managing the flood of information
With a massive amount of information available Kevin uses Pulse, a free news feed reader application to filter select feeds directly to his iPad. New posts from sites like those maintained by popular economic bloggers such as Robert Reich, Paul Krugman, etc. are fed directly to Kevin’s Pulse application on his iPad where he can quickly and conveniently scan them all at once. Subsequently, Kevin finds that major economic and business information news sources such as the New York Times, Globe & Mail and Aljazeera, provide continuous updates (some every half hour) and therefore he checks such sites concurrently, along with his Pulse subscriptions. Relevant information from all sources is then ‘tweeted’ to his students in preparation for their daily lessons.
Student-created content
Kevin enthusiastically describes a popular assignment where his students post videos of their own reflections on their learning. He points out that students tend to get very creative here and sometimes add interviews with peers and relevant economic and business professionals. He further notes that this is a growing segment of his practice and anticipates an expanded use of mobile devices by his students in the future.
For more information regarding this post, please contact Kevin Kovalycsik at kovalycsik@vcc.ca or contact the CID at cid@vcc.ca.
Filed under: Did You Know...?, Instructional Development, Study of Teaching & Learning | Tags: Instructional Design, online learning, Online Teaching
Retired Camosun Instructor, Linda Cross, asked new instructors to give her a list of questions they would like to have answered by teachers who could draw on years of experience to provide realistic answers.
As a result six experienced teachers were asked questions about 6 topics related to teaching:
- Encouraging Student Participation
- Delivering Course Content
- Managing Classroom Behaviour
- Designing a Grading Process
- Evaluating Student Work
- Developing as a Teacher
Click here to see the insightful video responses…
Filed under: Did You Know...?
This Online Course Showcase event was hosted by the JIBC and organized by JIBC and VCC (with support from BC Campus).
The purpose of the event was to bring together post-secondary institutions in the lower mainland to showcase their “best” online courses. Each institution showcased one to two examples of their best online course from an instructional design perspective broken into two categories:
• Best extended LMS: how do you extend your institutional LMS to create a well-designed online course? Or, do you have a best example of a course built outside of LMS?
• Instructional Design: show your most creative instructional design or address a challenging teaching and learning context problem.
Submissions included presentations by: JIBC | VCC | UBC | Kwantlen | SFU | Emily Carr | BCIT
Thanks for those that attended and supported us!
For those that missed it this year you can read all about it in Tony Bates‘ and Tannis Morgan’s Blog Posts 1: Extended LMS and 2: Instructional Design, and even check out some of the sessions recorded by BCCampus.
The Metro-Ed group is planning on hosting this event every year, so stay tuned… there will be more.
Filed under: Centre for Instructional Development | Tags: constructivism, pedogogy
The Centre for Instructional Development proudly presented a special lecture on Vygotsky’s constructivist learning theory on Wednesday, October 6, 2010.
Dr. Natalia Gajdamaschko presented Lev Vygotsky’s cultural-historical activity theory of human development and its contemporary applications in education. Some of the concepts discussed included: mediation and development of higher psychological functions, language and consciousness, and “tool-and result” methodology.
Download the accompanying PowerPoint presentation in PDF format.
The videos are segmented in the following 6 parts:
