ETUG 2015 Spring Workshop

ETUG_Spring_2015_Logo

On June 4th and 5th 2015, members of the Centre for Instructional Development attended the ETUG Spring Workshop at SFU.

ETUG 2015 Spring Workshop, SFU

Here are highlights and observations from the fun and informative presentations:


Day 1

Keynote Address: “Anatomy of 21st Century Educator”

Simon Bates, UBC

In his slide show, Simon described different aspects that make up a 21st Century educator:

  • Teacher for Learning: design effective instructional activities to support active learning
  • Research-based investigation
  • Technology in delivery/assessment
  • Curator (facilitator) of existing resources
  • Collaborator (work wi others; share)
  • Experimenter (how we incorporate new ideas/methods)

Another aspect Simon emphasized was student control in constructing content and context. In contrast to a Learning Management System (like Moodle), which  is an institutionally-controlled learning space, Students could use other online tools, such as PeerWise to collect and curate their own course content.

Peerwise is a course-based question repository, developed by students, that leverages student creativity and collaboration to develop course content. In effect, it is a student-moderated space, and is particularly effective for larger classes. Students can also tag content, creating their own keywords (or use teacher’s own taxonomy).


Basic iPad Training Session for VIU Forestry Students

Michael Paskevicius, Vancouver Island University

Michael’s presentation was a”broad overview of the iPad and basic device management for students entering a program which requires the iPad.”

Preferred Mobile Platform

From the perspective of the project and institution, it was easiest and most practical to support only one brand of mobile device, and the participants were encouraged to buy their own device.

For this project, iPads were selected as the preferred platform to:

  • Reduce textbook purchase costs for students: students will be offered free and/or openly licensed digital textbooks access through the device.
  • Mirror industry standard practices from the field: iPads are emerging as an industry-standard device for the collection of data in the field.
  • Enable collaborative learning in the classroom: allow students to use iPads for group work in class and to share to the projector via AppleTV.

Polling and Quizzing in the Field

Real-time online polling tools (such as Socrative and Polls.io) also played a big role in gathering student feedback and facilitating discussion. QuesTinSitu was used for its geolocationing ability, allowing questions to be asked that relied on knowledge of geography or a physical presence in a particular location.

Mobile let’s students access more text + documents, and easier to transport than many expensive texts.

Additional Resources:


Day 2

Marginalia Annotation Tool

Lannie Kanevsky, SFU
http://www.sfu.ca/education/faculty-profiles/lkanevsky.html

Marginalia is defined as “scribbles, comments and illuminations in the margins of a book.” This old human habit has been found in manuscripts dating back to the 4th Century AD.

Lannie Kanevsky’s Slideshow:
http://scope.bccampus.ca/pluginfile.php/52542/mod_resource/content/1/ETUG%20Marginalia%20Slides%20Kanevsky.pdf

Prior to putting 75% of one of her courses online, Lannie had her students respond to assigned readings in a printed “triple-entry journal” format in order to critically engage them with the texts prior to each class meeting.

Offline, a “Triple entry notebook” can engage students offline, before class so you don’t have to lecture. (Kooy + Kanevsky)

In a Triple-entry Notebook, Students write in margins, working in groups of 3-4, not talking, but interacting by writing in margins of a page of prepared writing.

Lannie resisted pressures to move this process online until she could find a way for students to interact with the assigned readings and each other with the same pedagogical richness and learning outcomes.

This finally became possible when she found Marginalia, a free, friendly, downloadable tool that can be embedded in Moodle discussion forums. It enables students to select portions of a text posted in a discussion forum on a Moodle (a learning management system) and annotate it with their comments appearing in the margin beside the text they’d selected.

As they had in printed responses, active conversations among classmates, the author of the posting and the instructor emerge as others comment on the comments that accumulate in the margins. Lannie demonstrated Marginalia, shared student guidelines for this process, and her students’ work, and encouraged participants to play with Marginalia on their laptops.

Marginalia integrates with the Moodle LMS, and was designed by Jeff Glass with support from BCCampus.

(Note: This tool is Javascript-based, and must be used on a laptop. Unfortunately, touch-based devices such as tablets or smartphones will not work.)


Keynote Address: Exploring Learning Ecologies: Models and Experiences So Far

Paul Hibbitts, SFU

Given that mobile access is now the new baseline, what is the next step for us to help better support our students in this age of networked information?

For Paul Hibbitts it starts with anytime/anywhere access, utilizes a development process where learning and technology are complementary partners, and evolves into the support and creation of learning ecologies. With a learning ecology, learners have an environment and tools to help better foster their own growth and meet their individual needs.

In this discussion-style session, Paul presented a learning + technology development model and a learning ecology framework for group discussion and feedback. He also shared a recent course where he leveraged both of these models as he undertook the creation of a learning ecology for his students.

Paul Hibbitts’ Presentation: 
http://slides.com/paulhibbitts/etug-spring-2015-plenary-keynote-exploring-learning-ecologies/embed

 


More about the ETUG 2015 Spring Workshop:

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Technology Trends and the Courage to Adapt: CID Learn@Lunch with Tony Bates & Gary Poole

Higher Education Institutions are paradoxical places when it comes to change. On the one hand, they have long-standing traditions dating back centuries. On the other, they are expected to be drivers of innovation, new practices and new thinking. Nowhere is this paradox more clearly demonstrated than in our teaching, where time-honoured practice meet rapid change. This change may be brought on by economic realities, shifts in student characteristics,research on pedagogy, or the introduction of new technologies. Whatever the reason, change can be difficult for those of us who teach in higher education in an era of greater demands to teach effectively.

The technology isn’t letting up. As well as new technologies outside the LMS, such as blogs, wikis, e-portfolios, mobile learning, now LMSes are undergoing some radical changes. What does this mean for the faculty member? In this session, we look at a few of the more significant developments, in particular how some instructors have incorporated some of these technologies, and suggest some simple steps or strategies for instructors to be innovative without getting overwhelmed by the changes in technology.

Put simply, change takes courage — to step outside our comfort zones, to risk the uncertain, and to embrace the unfamiliar with our students. In this April 24, 2012 session, Dr. Bates and Dr. Poole delivered an inspiring and insightful look at how educators and institutions can approach change in constructive and thoughtful ways.

Feel free to download the presentations and recorded videos of this session:

The CID would like to thank Dr. Poole and Dr. Bates, as well as Leva Lee at BCcampus, Jason Toal at SFU, and Grant Potter at UNBC for their support of this event.

TESOL gets Funding from BCCampus

In the 2008 Online Program Development Fund Anita Schuller from TESOL got funding from BCCampus to develop Online Multimedia Resources for TESOL.

TESOL's Anita Schuller

TESOL's Anita Schuller

The end product will be a dynamic, interactive and accessible website containing text, graphics and video links. The videos will consist of four 20-25 minute segments of compressed videofiles in QuickTime or Flash Movies.

This teaching tool will serve as a resource for learners and faculty at Vancouver Community College and other public post secondary institutions offering courses in ESOL teacher training, such as UBC’s English Language Institute and Thompson Rivers University, as well as a professional development resource for the hundreds of BC institutions that provide English as a Second Language classes. Demand for these classes is growing and government funding for adult ESL programs has remained constant or, in many cases, increased in recent years.

Congratulations Anita!