[Job Posting] – UBC: Instructional Designer / Project Manager

Position Identification

• Position Classification: M&P   Educational Programming, level C, Pay Grade 8
• Position Title: Instructional Designer / Project Manager
• Faculty: VP Academic
• Department: Centre for Teaching, Learning and Technology 

Position Summary

The instructional designer/project manager provides leadership in the application of educational technology and research to the design and development of distance education and flexible learning courses and other educational materials.  Develops and manages distance education and flexible learning projects from proposal through development to readiness for course delivery.

Organizational Relationships

Reports to the Senior Manager, Distance and Blended Learning.  Works with academic course authors, external clients and development teams.

Major Responsibilities

• Provides leadership, expertise and training in instructional design for distance education and flexible learning materials and methods;
• Initiates research projects related to the design and efficacy of distance education and flexible learning materials and methods;
• Participates in strategic planning for the development of distance education and flexible learning programs and courses;
• Develops and monitors budgets, schedules and resources for projects;
• Liaises with and provides instructional design expertise and media selection recommendations to course authors and external clients in the development of educational processes and materials;
• Liaises with UBC Digital Media Technologies;
• Manages and coordinates multiple projects and project teams within UBC;
• Manages and coordinates multiple projects and project teams external to UBC;
• Develops workshops and trains UBC staff and other interested parties in the use of educational technologies;
• Teaches/facilitates online courses and workshops for faculty and other interested parties within UBC and the broader community;
• Represents UBC distance education and flexible learning interests through provincial, national and international associations and liaisons;
• Performs other related duties as required. 

Consequence of Errors

Errors in judgment may result in the inefficient use of resources, and may damage the image and reputation of the University, and the Centre for Teaching, Learning and Technology.

Supervision Exercised

Manages project teams of varying composition, depending on the scope and nature of the specific project.  Project teams may include University faculty members and staff, colleagues within CTLT, external clients and specialist staff hired for specific tasks.

Supervision Received

Works independently with general direction of the Manager, Distance and Blended Learning, the Centre for Teaching, Learning and Technology

Minimum Qualifications

Education            

Masters degree in a relevant discipline, preferably in education, educational technology, distance education, educational psychology, or related field.

Experience

• Minimum six years of relevant experience in the design and development of educational materials delivered at a distance and use of instructional media.
• Teaching using on-line and multimedia technologies.
• Teaching and learning experience in post-secondary environments an asset.

Skills                  

• Proven project management skills;
• Ability to work under pressure;
• Proven leadership abilities;
• Effective diplomatic and interpersonal skills;
• Familiarity with a wide variety of instructional technologies;
• Proven teaching/facilitation skills.
• Some experience with media design and production background

 

Meet Lynda Beveridge from BCIT, Learning and Teaching Centre

Sarah Blackwell, Langara College and member of SCETUG contributed this Member profile from Lynda Beveridge, BCIT

Tell us a bit about where you work and what you do.

My job title is Instructional Development Consultant which means I am   an Instructional Designer at BCIT in the Learning and Teaching Centre. Additional aspects to my job include supporting faculty with program proposals as well as curriculum and program reviews.

How long have you been involved in teaching and learning and educational  technology?

For about thirteen years professionally but another 6 or 7 as a parent

What’s one thing you really love about the work you do?

The communication with the faculty. That and the collaborative work with the other professionals in our centre. It is the team stuff that I like.

How long have you been a member of ETUG?

About six months

What do you like best about this community and its activities?

I have only gone to one workshop and I am going to the one in June, but I really like the opportunity to hear what other institutions are doing and the sharing of practice

Do you have a favorite ETUG memory?

No. Not yet.

What would you like   ETUG to provide more of in terms of benefits/value to members? Any input or help you want to ask members to provide?

I don’t know what ETUG does entirely. But the workshops are really reasonably priced. I need to find out what else is available.

Do you have any special interests/hobbies?

I am a “professional student” doing my fourth degree in sixteen years. … so the answer to that is ‘no hobbies!’

Anything special you want to ask or share with members?

I am fairly new at BCIT so I am finding my way in my current position and just learning what ETUG might have to offer.  I’d be interested in hearing more about communities of practice and mentoring at a distance through technologies. There is stuff written on it, but it is usually focussed on nursing practice and I would be interested in how we do this in an authentic way for other professional practice disciplines.

[T.E.L.L. May] Growing an Open Educator Community

When: 12 Noon (PDT) Tuesday, May 21, 2013
Where: T.E.L.L. sessions are held in the ETUG Blackboard Collaborate Room
Who:  Brian Lamb, Thompson Rivers University and  Will Engle, University of BC, Centre for Teaching & Learning

Brian Lamb is Director of Innovation Open Learning, Thompson Rivers University. Prior to moving to TRU earlier this year, Brian was a Strategist and Emerging Technologies Manager at UBC’s Centre for Teaching, Learning and Technology for more than a decade. His work focuses on participatory online tools, open practices, student and community engagement. He co-founded blog and wiki platforms that were among the earliest such campus services. He’s been a Research Fellow at Utah State University’s Center for Open and Sustainable Learning (COSL), and a Visiting Researcher at Barcelona’s Open University of Catalonia.

Will Engle is a teaching and learning strategist at UBC and he is engaged with projects that are leveraging emerging technologies, approaches, and pedagogies to support flexible and open learning.  With a background in library science, Will is interested in understanding and supporting the removal of barriers to accessing education, information, and knowledge. He can be found on twitter at @infology.

 

Why: Lunch n’ Learn sessions are opportunities to learn together about current topics of interest to educational practitioners. Participants are encouraged to remix and repurpose materials used in these sessions for use at their own institutions. There is no charge or registration required. Grab your lunch and join us!

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Session Description: Growing an Open Educator Community

As open education continues to evolve, new challenges emerge in terms of supporting a growing community of practitioners. As we work to adopt open textbooks, share resources, and develop more dynamic and effective learning environments, how can we help one another to ensure the best prospects for realizing the promise of open education?

This session will describe some of the ongoing strategies for cooperating here in the province, as well as an upcoming series of initiatives. We hope the session will generate discussion that will inform and facilitate the continued development of a community of practitioners in the region.

 

[Job Posting] – Online Learning Systems Specialist at UBC

Job ID:           15484
Location:           Robson Square
Employment Group:           Management&Professional (AAPS)
Job Category:           Information Systems & Tech Classification
Department:            Continuing Studies
Salary:           $44,685.00 – $53,644.00 (Annual)
Full/Part Time:           Full-Time
Desired Start Date:           2013/07/02
Job End Date:           2014/06/30
Possibility of Extension:           Yes

Job Summary
The Online Learning Systems Specialist is responsible for the management, administration, and support of online learning systems as a component of one or more Certificate Programs and related educational offerings within UBC Continuing Studies Technology, Media and Professional Programs, a cost-recovery operation.

 
Organizational Status
Reports directly to the Program Manager and indirectly to the Associate Director and Managing Director of the Division. Expected to work cooperatively with other Online Learning Systems Specialists, Instructional Designers, other clerical and management staff across UBC Continuing Studies, contractors, and consultants. Expected to demonstrate initiative and creativity in achieving set goals. Work will be reviewed in terms of completeness, accuracy, and timeliness.

 
Work Performed
Support and Maintenance: Provides leadership and knowledge to clients, service contractors, instructors, divisional staff, and contractors in regard to online learning technologies. Responsible for building, uploading, editing, modifying, and maintaining online courses using current learning technologies and other technologies as required. Modifies course content based on revision documentation and direction provided by instructors, divisional management, or clients. Manages regular system of course archiving. Determines file structure for all online content. Provides professional and technical support pertaining to online learning technologies.

Research and Reports: Researches and evaluates different or new online learning technologies and provides recommendations and reports to senior management. Prepares documentation and manuals for online learning projects using standard programming development techniques such as flow-charting, remarks, etc.

Communication: Provides consultation and develops creative solutions for and between online learning clients, divisional staff, and instructors. Provides online learning notification postings and/or emails of upcoming work, modifications, or outages.

Policies and Procedures: Creates time-lines and procedures to manage contracted technical support for online learning systems. Develops policies for use and management of online learning technologies. Provides quality assurance testing.

Training and Presentations: Works with instructors and contractors to produce online content. Develops and conducts training sessions and workshops for use of online learning technologies along with documentation and training manuals.

May share an office or occupy single person workstation. Must be able to handle interruptions and plan changes, and readjust priorities accordingly. Generally expected to work Monday-Friday, and to work flexible hours as program or project related events occur during evenings and on weekends.

Performs other duties related to the qualifications and requirements of the job.

 
Supervision Received
Receives direct supervision from the Program Manager or designate. Will ultimately report to the Associate Director and Managing Director of the Division.

 
Supervision Given
May provide supervision and guidance to support staff.

 
Consequence of Error/Judgement
Incorrect or poor decisions will have a significant impact on the Division’s ability to provide successful educational programs. Poor judgments could result in legal liability of the University.

 
Qualifications
Undergraduate degree in a relevant discipline. (i.e., Computer Science, Commerce or Business Administration). Minimum of one (1) year of related experience, preferably in an online learning environment, with experience in adult learning an asset. Proficiency with web design tools such as HTML, HTML5, Dreamweaver, Flash, and Photoshop. Minimum of one year experience or the equivalent combination of education and experience. Working knowledge of relational database structures, SQL, Apache, PHP and Linux. Knowledge of effective instructional design and learning technologies is preferred. Effective oral and written communication, interpersonal and organizational skills. Ability to provide supportive leadership and be a team player. Experience in a cost-recovery environment an asset. Ability to exhibit tact and diplomacy. Ability to work evenings and weekends as required.
UBC hires on the basis of merit and is committed to employment equity. All qualified persons are encouraged to apply. We especially welcome applications from members of visible minority groups, women, Aboriginal persons, persons with disabilities, persons of minority sexual orientations and gender identities, and others with the skills and knowledge to engage productively with diverse communities. Canadians and permanent residents of Canada will be given priority.

To apply click here and search for job id 15484.

[T.E.L.L April Summary] Online Instructor Professional Development for a Continuing Studies Unit

Here’s the scenario: At University Victoria, the contracted instructors for the Continuing Education Unit  are typically subject matter experts. They may have little or no previous experience teaching or teaching online and may not have been involved in the development of the course they are to teach. How best to prep them for teaching an asynchronous online course?

For our T.e.l.l. Tuesday on April 30th Emily Schudel, Distance Education Consultant/Instructional Designer at the University of Victoria, shared with us an interesting session on the strategy, planning, and development behind the design of a professional development workshop for online instructors in the UVic Continuing Studies Unit and how they designed and piloted a solution using BB Collaborate that brought together and motivated this diverse and distributed group of  learners.

Recording

Slides

 

 

[Spring Workshop 2013] Meet you on Crowdvine!

For the past few years, ETUG has been using Crowdvine as a place  for participants to connect with each other prior to and during the ETUG workshop.  This year we will be at SFU Burnaby June 6th and 7th for ”Tell it on the Mountain: Teaching, Engaging, Learning and Leading”. Our program looks fantastic (if we say so ourselves)!  So we really  hope to see you there and on Crowdvine.

[Spring Workshop 2013] Schedule

*Schedule subject to change.

Thursday, June 6, 2013 – ETUG Workshop Day 1
7:30 am – 8: 45 am	Welcome Breakfast Diamond Alumni Club (DAC)
9:00 am  – 10:00 am	Keynote: Nancy White
10:00 am  – 10:30 am	Morning Networking Break Diamond Alumni Club (DAC)
10:40 am  – 11:30 am	BC Open Textbook Project: Crowdsourcing Your Input! Mary Burgess and Clint Lalonde, BCcampus	Possibilities & Constraints to a Flipped Classroom Approach Amrit Mundy, UBC Diane Goosens	Bringing Open Lab Science Courses to Life, (or Not) Ron Evans, NIC Takashi Sato, KPU
11:40 am – 12:30 pm	Making Breaking the Ivory Tower Gina Bennett, COTR	My Flipped Classroom: A Case Study Judy Larsen UFV	Blackboard Collaborate… Terri Bateman, RRU BJ Eib, RRU
12:30 pm – 1:45 pm	Networking Lunch Diamond Alumni Club (DAC)
2:00 pm – 2:50	Unpacking the Badges Backpack Zack Lee, UBC	Breaking New Ground: Write Away Collaborative Online Tutoring Services (Interactive Demo) Leah Hopton, SFU	Engaging Communities of Practice Reflections on Course Design for Experiential Learning  (Case Study) Kim Lemieux, VIU
3:00 pm –3:50 pm	Ownership of Learning: Who holds the deed? (Thinking Session) Esther Tiessen, KPU	Transferring live lecture into online lesson Maristela Petrovic-Dzerdz Carleton University	ePortfolios in Assessment Gail Morong,TRU Donna Desbien, TRU
4:30 pm – 6:00 pm	Poster Sessions Diamond Alumni Club (DAC)
6:00 pm	ETUG Dinner Buffet Diamond Alumni Club (DAC)

Friday, June 7, 2013 – ETUG Workshop Day 2
8:00 am – 8:50 am	Continental Breakfast  Diamond Alumni Club (DAC)
9:00 am  – 10:30 am	Conference Posters: How to Make Them… (Hands-on) Linda Apps	Designing for Touch: Not Just for Mobile Anymore (interactive activities) Paul Hibbitts	Mozilla Web Tool – Popcorn Maker Hack Jam (hands-on lab) Helen Lee, RRU Clint Lalonde, BCcampus
10:30 am – 10:50 am	Morning Break
11:00 am –11:50 am	Learning Spaces (Unconference) Michelle Harrison, TRU	Rolling out streaming video on campus (Case Study) Michael Paskevicius, VIU	Online Instructor Professional Development Emily Schudel, Uvic
12:00 pm – 1:10 pm	Lunch
1:15 pm – 2:05	Toward Open Education  (Thinking) Will Engle, UBC Brian Lamb, TRU	Journey in Accessibility (Canvas) Kar-On Lee, SFU Matthew Menzies, Student	Transition to Moodle2: How we Supported Faculty (Case Study) Sandra Rogers, RRU Terri Bateman, RRU
2:10 pm -2:30 pm	Refreshments Diamond Alumni Club (DAC)
2:30 pm – 3:30 pm	Plenary Finale Diamond Alumni Club (DAC)

[Spring Workshop 2013] Call for Posters

“Tell it on the Mountain: Teaching, Engaging, Learning and Leading”

Simon Fraser University, Burnaby Mountain, BC
Thursday June 6 and Friday June 7 (Pub night Wednesday, June 5)

We welcome Poster proposals from faculty, staff and students at this year’s Spring Workshop.

“The top is a great place for vision, for spotting new opportunities for growth and development”- Stacey Allison (the first American woman to reach the summit of Mount Everest)

This spring’s ETUG (Educational Technology Users Group) event asks you to consider Teaching, Engaging, Learning and Leading. We invite proposals that showcase thoughtful integration of technology into education; innovative approaches to teaching, learning, and professional development; use of open content and awareness of digital copyright issues; and plans, projects and predictions for the future.

While we now have a full lineup of  great sessions for the ETUG workshop but we still have space in our  program for Posters. Here are the workshop streams and some guiding questions and suggestions, but feel free to propose your own poster ideas:

Geo-caching: Share your Resources and Techniques

• Teaching and Learning Practices: Share innovative techniques and approaches in your teaching and learning. Have you found ways to inspire and engage students with technology tools? Have you enhanced the teaching/learning process with a particular technology?
• Faculty Training and Support: Has your institution implemented a novel approach to faculty development or support? Do you have professional learning initiatives to share?

Choosing a Trail: Routes taken in Flexible Learning, Blended Delivery and the Flipped Classroom

• Teaching and Learning: Do you have case studies to present? Can you share any lessons you learned? Are you working on innovative flexible learning/flipped classroom projects or specific tools?
• Institutional Issues: What institutional demands and concerns arise with changes in delivery? How is your institution encouraging flexible learning?
• Student Impact: What impact has your move into more flexible learning scenarios had on student learning? What strategies do you or your institution use to measure the impact on student learning?
• Support: If you work in a support area, how do you support the use of flexible learning technology (by both instructors and students)? Share any tips, plans etc. you have!

Orienteering: Navigating Open and Digital Content and Copyright Legislation

• Open Content: Do you have effective methods for researching and evaluating open resources? Are you involved in a project to develop open content?
• Copyright: The new copyright legislation and you! What issues are you facing at your institution? Share tips and best practices!
• Institutional Issues: How is your institution dealing with open content? Has your institution developed any strategies for mainstreaming open content?

Reaching the Summit: Looking Ahead

• Trends: The annual Horizon Report features emerging trends and challenges in the realm of educational technology. What trends are you going to be exploring or implementing? What emerging technologies are you enthusiastic about?
• Plans and Projects: How are you planning for the implementation and support of new innovations and technologies into the teaching and learning landscape at your institution?
• Predictions and Preparation: How do you build educational experiences in a way that allows for change and flexibility and/or sustainability?

Poster Session Format

A 90 minute time block is set aside for Posters: Share an exciting project or innovation at your institution at a poster session. The session is planned as part of the pre-dinner social Thursday June 6th, 4:30 pm – 6:00 pm. Participants will enjoy drinks, appetizers and lively discussion around your posters. We will provide a poster board and items to secure your board to the display board, access to power and the internet and a small table for equipment if requested. Educause has some tips on creating posters. Also be sure to join in on the upcoming April 16th T.E.L.L. session on “Creating Professional Conference Posters” with Linda Apps.

Criteria for Selection

Session proposals will be reviewed in keeping with the following considerations:

• Topic is of interest to our members
• Topic is well-aligned with our theme
• Topic is forward-thinking, is new/innovative, helps to move us forward/transformative
• Format is interactive, participative, or activity-based in a way that will help with networking
• Preference is for BC-based topics, presenters
• Session contributes to the overall workshop program, reflecting a good mix of representation of the diversity of ETUG membership from large or small institutions, and across regions

Sharing what we do

• All artefacts from ETUG events are licensed under the Creative Commons Attribution 2.5 Canada License. This includes photographs, audio and video recordings, and session materials.
• Facilitators and participants are encouraged to post and share their work online. Please use the ‘etug’ tag.
• If you have questions, contact Leva Lee

Expenses for Poster Session Facilitators at ETUG

BCcampus/ETUG is pleased to cover the registration costs ($100 + taxes) for Poster session facilitators and travel and accommodation expenses for the lead facilitators traveling within BC, but outside of the Metro Vancouver area. For sessions with more than one facilitator, expense coverage will be given for the primary facilitator.

We welcome your Poster proposals! The deadline for Poster Proposals is Thursday May 16th, 2013.

 

 

 

 

 

[Spring Workshop 2013] Keynote and Facilitators

Join the discussion on CrowdVine

Keynote: Nancy White

Nancy White treasures her multiple identities as collaborator, connector, facilitator, learner, chocoholic, grandmother, gardener, etc. Her vocations include online interaction designer, facilitator and coach for communities of practice, learning, distributed teams, the generative application of social media, and facilitation of online communities. Through her consultancy, Full Circle Associates Nancy helps organizations connect through online and offline strategies.  She has a special interest in the NGO/NPO sector and has worked extensively in international development. Nancy blogs , teaches, presents and writes on online facilitation and interaction, social architecture and social media. She is co-author with Etienne Wenger and John Smith of “Digital Habitats: stewarding technology for communities.” . Prior to jumping into her solo career, Nancy helped run an internet start up, worked in maternal and child health, and broadcasting, appreciating the diversity and similarities of all these callings.

 

The blissful survival rucksack for engaged online learning

Human beings actually have a lot of experience engaging each other in learning. But sometimes we forget we have this repertoire of “ways of being together” that engage and delight us. Let’s explore and expand that repertoire. We’ll focus on the simple, replicable and often VERY fun things we can do to engage and support meaning making. And heck, these can be valuable in your day to day life, online or offline!

Spring Workshop 2013 Session Facilitators:

1. Linda Apps (Conference Posters: How to make them, assign them and evaluate them)
2. Terri Bateman & B.J. Eib (Blackboard Collaborate – Browse, Discover, Share: 3 Levels of Moderator Training.)
3. Gina Bennett (Making, Breaking the Ivory Tower: How Border Pedagogy Can Help You Understand your Quest for Openness.)
4. Mary Burgess & Clint Lalonde (The BC Open Textbooks Project: Crowdsourcing your input!)
5. Will Engle & Brian Lamb (Toward Open Education)
6. Ron Evans (Bringing Open Lab Science Courses to Life (or not))
7. Michelle Harrison (Learning spaces or Spaces for Learning?)
8. Paul Hibbitts (Designing for Touch: Not Just for Mobile Anymore)
9. Leah Hopton & Lauri Aesoph (Breaking New Ground: WriteAway Collaborative Online Tutoring Service)
10. Judy Larsen (My Flipped Classroom: A Case Study)
11. Helen Lee & Clint Lalonde (Mozilla Webmaker Tool – Popcorn Maker Hack Jam)
12. Kar-On Lee & Matthew Menzies (Journey in Accessibility with Instructure Canvas)
13. Zack Lee & Judy Chan & Luisa Canuto (Unpacking the Badges Backpack)
14. Kimberly Lemieux (Engaging Communities of Practice – Reflections on Course Design for Experiential Learning)
15. Gail Morong & Donna Desbiens (E-Portfolios in Assessment – Emerging Learning-Centred Pedagogy Collect…Select…Reflect…Connect…)
16. Amrit Mundy (Possibilities and Constraints to a Flipped Classroom Approach in a Staff Professional Development Context.)
17. Michael Paskevicius (Rolling out streaming video on campus: VIU’s experience with Kaltura)
18. Maristela Petrovic-Dzerdz (Transferring Live Lecture into Online Lesson)
19. Sandra Rogers & Terri Bateman (Transitioning to moodle 2 – how we supported faculty at at Royal Roads University)
20. Takashi Sato & Ron Evans (Demonstration: Remote Operation of Console Controlled Labs for Undergraduate Science – Poster Session)
21. Robyn Schell (Designing Learning Outcomes and Rubrics in Canvas – Poster Session)
22. Emily Schudel (Online Instructor Professional Development for a Continuing Studies unit)
23. Esther Tiessen (Using a LMS as a Reflective Medium) and (Ownership of Learning: Who Holds the Deed?)

Linda Apps

Lindaapps.com

Linda’s research focuses on writing process and its application to visual arts education. Linda has applied this knowledge professionally to Writing Intensive Learning and to exploring how sharing a common language and framework enhances student learning in the arts. Linda have worked extensively in the field of adult learning and development as an instructional designer, learning performance specialist and project manager for both industry and post-secondary institutions with expertise in online learning, distance education, simulations, and safety training.

Conference Posters: How to make them, assign them and evaluate them

Poster sessions at conferences are becoming a common method for researchers to engage audience members in conversation about their research. Most researchers are familiar with conference posters and have an idea of what a comprehensive poster should look like. However, not all researchers know how to construct a professional poster and prepare it for printing. As educators, we may include a poster assignment in student coursework without being completely aware of what we are asking our students to accomplish.

This session opens up the discussion on the value and learning acquisition of poster making, tools and resources available for anyone wanting to create an effective conference poster, and how to provide feedback and create a rubrics for poster assignments.

There will be examples of student posters for demonstration purposes and participants are encouraged to bring their in-process posters to develop ideas and receive group feedback.

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Terri Bateman

Royal Roads University

I am an Instructional Designer at Royal Roads University. I have been involved in post-secondary distance education for about ten years. I have a Diploma in Digital Media Technology and a master’s in Educational Technology. At Royal Roads I work with instructors on graduate and under-graduate courses across all program areas. I also do faculty development and training including moodle orientation, Blackboard Collaborate, the Instructional Skills Workshop Online (ISWO) and various workshops and events. I telecommute from the Comox Valley.

 

B.J. Eib

Royal Roads University

Liaison to the School of Tourism and Hospitality Management, Continuing Studies, and Professional Communications (graduate programs). I love working with faculty to explore ways to make their courses exciting and manageable for both the instructor and the students. I live just west of Cobble Hill with my partner and four dogs and enjoy outdoor activities.

Blackboard Collaborate – Browse, Discover, Share: 3 Levels of Moderator Training

RRU’s three tiered model for Collaborate Moderator training models the geo-caching.com spirit of ‘Browse, Discover, Share’. Our faculty can browse self-help training materials and recorded Collaborate examples that we have organized into Level 1 training focused on what Collaborate looks like and how it works from a participant’s perspective. In Level 2 training, they discover how basic moderator functions work, again in a work-at-your-own-pace manner through activities we have organized to support their learning.

Level 3 training is synchronous, occurs in Collaborate and involves two sessions – the first asks participants to put what they have learned about moderator tools into practice and to both ask for and offer help in a Collaborate session where each participant performs moderator tasks within an authentic training session. So each person is discovering what they don’t know as well as sharing what they do know. In preparation for the second session in Level 3 training each participant designs and develops a 10-minute Collaborate session. During the synchronous session each participant loads their materials, takes charge of the group and facilitates the interactive session they have designed. Immediately following, participants and training facilitators offer feedback and suggestions for enhancements. Everyone sees new ideas and expands their repertoires of strategies for successful Collaborate sessions.

This ETUG session will share the training materials for all three levels (available on myRRU) as well as invite participants to participate in demonstrations of selected activities. Of course, we will want to hear what the audience is doing with regard to Collaborate training so there is sharing all around.

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Gina Bennett

College of the Rockies

Gina is a faculty member at College of the Rockies, where she supports distance learning and curriculum development for the institution. She first became interested in the Open movement 15 years ago, when her daughter gave her a Linux CD for Christmas & together they spent the entire holiday trying to install it. Besides a continuing interest in all things Open, she is fascinated by education, technology, & how the two work together to contribute to development at all levels at home & abroad. Gina is a long-time member of ETUG & currently serves on BCcampus’s Open Textbook Subcommittee.

Making, Breaking the Ivory Tower: How Border Pedagogy Can Help You Understand your Quest for Openness.

Maybe you are curious about the growing number of open educational resources. Maybe you are intrigued by MOOCs. Or maybe you are passionate about the whole Openness movement and its potential for transforming education. Regardless of your level of interest, if you’re pro-Open you have no doubt come up against barriers: outdated copyright regulations, academic policies… even the opinions of some of your colleagues.

How can we better facilitate a dialogue that gets more people talking about Openness? A good model helps! Border pedagogy builds on the familiar ‘community of practice’ model and offers a way of visualizing all the ways we want to be Open. In this session, we’ll explore the borders around our  educational structures and communities of practice. Can Openness  help us kick holes in the ivory towers that surround our work?

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Mary Burgess

BCcampus

At BCcampus, Mary is responsible for the portfolio of programs and services that includes open education programs, the Open Textbook program, professional learning and training programs, and applied research projects such as the remote web-based science labs (RWSL / NANSLO).

Clint Lalonde

BCcampus

Clint Lalonde is a Client Services Manager at BCcampus with a focus on Curriculum Services and Applied Research.

The BC Open Textbooks Project: Crowdsourcing your input!

At Open Ed 2012, the Minister of Advanced Education, Innovation and Technology announced funding for the production of 40 Open Textbooks. BCcampus is tasked with making this exciting project happen. In our session, we’ll tell you about the project so far, and ask for your input on a variety of topics such as ensuring quality, adoption strategies and advocacy.

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Will Engle

University of BC, Centre for Teaching, Learning and Technology

Will is a teaching and learning strategist and he is engaged with projects that are leveraging emerging technologies, approaches, and pedagogies to support flexible and open learning.  With a background in library science, Will is interested in understanding and supporting the removal of barriers to accessing education, information, and knowledge. He can be found on twitter at @infology.

Brian Lamb

Thompson Rivers University

Brian Lamb is Director of Innovation Open Learning, Thompson Rivers University. Prior to moving to TRU earlier this year, Brian was a Strategist and Emerging Technologies Manager at UBC’s Centre for Teaching, Learning and Technology for more than a decade. His work focuses on participatory online tools, open practices, student and community engagement. He co-founded blog and wiki platforms that were among the earliest such campus services. He’s been a Research Fellow at Utah State University’s Center for Open and Sustainable Learning (COSL), and a Visiting Researcher at Barcelona’s Open University of Catalonia.

Toward Open Education

The notion of “open education”, whether it be in the context of large initiatives such as the OpenCourseWare Consortium, the British Columbia open textbook initiative, institutional Massive Open Online Courses (MOOCs) or countless grassroots efforts, has been growing in prominence in higher education in British Columbia. Increasingly, instructors and students are asking how they can get involved with this movement, and what their institutions are doing to support this work. However, as anyone who has attempted to promote the development and reuse of open educational resources (OERs) or open courses has learned, there are many challenges to doing so, especially within institutional settings: intellectual property rights, community outreach and technical support and interoperability being just a few of them.

The interactive session will be used to inform and define the scope and development of a BCcampus funded OPDF project to create an ongoing open education community and resource initiative. The session will focus on starting an ongoing discussion about BC-specific open education projects, best practices, ongoing challenges, and practical tips relevant to BC educators and students.

Participants are invited to participate, question, and shape the focus of the initiative — all input is valued! During the session, participants will be encouraged to share:

• Definitions of “open”
• Barriers and challenges they have encountered with open ed projects
• Technologies and practices they would like to see supported
• Successes and failures
• Support needs and models
• Questions and critiques

The workshop will also utilize open techniques and technologies to model and capture the processes, dialogue, and stories about open education in BC.

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Ron Evans

North Island College

Ron Evans: North Island College’s (NIC) Bella Coola Centre instructor from 1982 to spring 2011.  To serve this very small remote community distance education was required so Ron has always taught at a distance and on-line.  He wrote web-based science courses to serve remote communities on the BC coast.  This led to a web-based provincial level physics course, BC’s first entirely on-line lab science course, first year Space Science and Astronomy (SSA)*, the Tatla Lake On-line Observatory, the Web-based Associate of Science project* with the Remote Web-based Science Laboratory (RWSL)* (with Albert Balbon) as its centre piece.  This work was picked up by the North American Network of Science Labs On-line project* and is now being used by the Colorado Community College System to deliver remote science labs and will soon be used to deliver allied health labs in the US.  Ron is currently working on the Remote Science Labs for Second Year Physics* OPDF project being led by College of the Rockies in partnership with Kwantlen Polytechnic University and NIC and teaching the entirely on-line NIC SSA courses from Cranbrook.

BA in Physics from SUNY at Plattsburgh. MSc in Physics/Astrodynamics from Pacific Western University at a distance.

*These projects and their deliverables have all been developed in the open under a creative commons license.

Bringing Open Lab Science Courses to Life (or not)

This discussion will begin with a light hearted case study of the introduction of web-based lab science courses and the Remote Web-based Science Laboratory (RWSL) in particular here in BC. It will review the successes that occurred due to the open nature of our work and the use of Creative Commons licensing and some of the not-so-successes in this saga due to a failure to engage science faculty. We will discuss our latest effort to increase faculty awareness and (hopefully) engagement through a survey that will ask faculty to try out RWSL and then submit a survey. The session will conclude with an open discussion of things we need to be cognizant of when introducing new educational technologies in general. Is there a best way to introduce them and if so what is it? What is required for successful implementation? (This discussion will be coupled with the RWSL Poster session later in the day.)

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Michelle Harrison

Thompson Rivers University

Michelle is currently an Instructional Designer at Thompson Rivers University—Open Learning and also teaches courses in the Online Teaching and Learning graduate certificate program. Her interests lie in learning design, science education, online community development, emerging educational technologies and developing authentic learning experiences. She has an MA in Distributed Learning and is currently pursuing doctoral studies in Technology Enhanced Learning at Lancaster University in the UK. She has taught science and mathematics from grades 8-12 in British Columbia and China, has worked as a field biologist and for both BC Parks and Parks Canada. As an instructional designer she has been involved in post-secondary course development projects in science, mathematics, education, health science, social work and nursing. She has a passion for the outdoors and travelling that comes from a sense of wonder about the natural world and love of discovering new cultures and perspectives.

Learning Spaces or Spaces for Learning?

Big Question – How do we find and design for different learning spaces in increasingly complex digital spaces for learning?

We often think of learning spaces as physical spaces where we learn – classrooms, libraries, learning management systems, constellations of social media tools and applications. But another characterization can be of learning spaces not defined by architectural or structural features, but by what you do or how you are in that space. In her book “Learning Spaces: Creating Opportunities for Knowledge Creation in Academic Life”, Maggi Savin-Baden outlines the following learning spaces (p. 12):

• Bounded: spaces “away” to think and reflect
• Formal: courses and conferences
• Social: dialogue and debate, informal
• Silent: away from the “sounds” that hinder creativity and innovation
• Writing: to write and reconsider stances and ideas
• Reflective: spaces for meaning-making
• Digital: explorations of new visual, literacy, pedagogy, communication, embodiement and representations of knowledge

This unconference session would have participants explore how we as educators consider these types of spaces, both for our own learning, but how we might design for these spaces for students in our online or F2F “learning spaces”

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Paul Hibbitts

 Hibbitts Design

As principal of Hibbitts Design (est. 1998), Paul has provided custom-tailored user experience consultation, interaction design, and training services to companies and organizations ranging from SAP BusinessObjects to VanCity Saving Credit Union to The University of British Columbia. He helps teams with hands-on design and with coaching to improve user experiences for a range of contexts, including mobile devices, the Web, and desktop applications.

Designing for Touch: Not Just for Mobile Anymore

While student use of tablets and mobile phones continues to experience tremendous growth, touchscreens are destined for even broader use with the release of such products as Windows 8 and the Google Chomebook Pixel. In this session user experience consultant Paul Hibbitts shares some of his core design techniques and principles to create touch-friendly websites. Techniques such as user stories and responsive design sketching will be explored, along with touchscreen interaction design principles.

In addition to discussion, participants will undertake several workshop activities. While not required, participants are encouraged to bring a touch-enabled device along with a notebook to the session.

A visual outline of this presentation is available at http://www.mindmeister.com/273528276/etug-spring-2013-designing-for-touch-not-just-for-mobile-anymore

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Leah Hopton

BC Electronic Library Network (BCELN)

Leah Hopton is a project coordinator at BCELN, working primarily on WriteAway, BC’s collaborative writing support service. http://eln.bc.ca/

Lauri Aesoph

BCcampus

Lauri manages the day-to-day operations for ApplyBC, CoursesBC, MyCreditsBC, Transcript Exchange and Collaborative Program/Course Delivery, as well as overseeing the helpdesk. Her role includes building awareness about these services, and acting as a liaison with BC’s public post-secondary institutions that use them.

Breaking New Ground: WriteAway Collaborative Online Tutoring Service

Curious about WriteAway, BC’s new collaborative online tutoring service? Want to try it out from a student’s perspective? This groundbreaking collaborative service is paving the way for online tutoring in the BC post-secondary sector. Learn how early adopter sites College of the Rockies, Douglas College, Kwantlen Polytechnic University, Simon Fraser University, and the University of British Columbia are pooling their resources and expertise, and how essential service partners, including BC Electronic Library Network and BCcampus, are working together to coordinate this unique-to-BC project. Explore the platform as a “”student”" and find out how tutors are using the innovative eTutoring platform – developed by the Connecticut Distance Learning Consortium – to support students. Come get the scoop on the future of online learning support in BC!

WriteAway: a glimpse into the future of online tutoring in B.C.
Lessons from Connecticut: how eTutoring works

Please bring a laptop computer to participate in the session.

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Judy Larsen

University of the Fraser Valley

Judy Larsen is a student-centered mathematics instructor with five years of experience working with adult learners. She has worked towards developing innovative teaching strategies in teaching high school level mathematics courses in the Upgrading and University Preparation Department at the University of the Fraser Valley since 2009. She has completed a Bachelor of Arts Degree with a Mathematics Major through UFV, the Provincial Instructor’s Diploma through VCC, and is currently completing her Masters of Secondary Mathematics Education through SFU. After attending the Flip Network Conference in June 2012, she became inspired to further investigate the flipped classroom model. She is currently conducting research on the model towards her thesis and is looking forward to sharing and publishing her work in the near future.

My Flipped Classroom: A Case Study

Our world is shifting, and knowledge no longer flows solely from teachers and textbooks, but rather from a variety of multimedia. The affordance provided by technology to seamlessly deliver course content online and out of class time can allow for the development of a student-centered classroom environment conducive to autonomous learning and engagement with material. In this session, Judy Larsen will share her experiences with developing and delivering a hybrid upgrading mathematics course through the implementation of a flipped classroom model. Aims for choosing the flipped classroom design and implementation strategies will be over viewed along with a demonstration of the technology used to create the design (Camtasia, PowerPoint, & Blackboard Learn). Attendees will have a chance to collaborate about ideal learning environments, share personal experiences with blended learning environments, discuss concerns about the flipped classroom design, and ask questions about implementation and student response to the design. Finally, future direction for the flipped classroom model will be considered.

judy-larsen.weebly.com

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Helen Lee

Royal Roads University

Helen is an E-Learning Technician at Royal Roads University and a recent graduate of Teachers College Columbia University where she completed her MA in Instructional Technology & Media. She also has a BA in Communications from Simon Fraser University.
While completing her Masters, Helen interned with The Mozilla Foundation where she worked on the Hackasaurus project teaching youth HTML, CSS and other web making skills.  As a Mozillian, she volunteers and collaborates with other Webmakers in an effort to #teachtheweb by hosting webmaker workshops at schools and local festivals including Vancouver Maker Faire and Open Data Day.

Clint Lalonde

BCcampus

Clint’s biography

Mozilla Webmaker Tool – Popcorn Maker Hack Jam

This 90-min hands-on workshop will feature the use of Mozilla’s open source webmaker tool – “Popcorn Maker” in an educational context. Participants will get a chance to explore the tool and create a multimedia project during the session as well as share their work online with the rest of the existing webmaker community.

Popcorn Maker makes it easy to create a mash-up of web components. A cloud-based, browser-based multimedia editor that enhances, remixes and shares web multimedia elements including YouTube videos, Soundcloud clips, Flickr images, Google Maps, Wikipedia entries and Twitter feeds.

Join a global community of webmakers and create your own unique mash-up of web media using Popcorn Maker and find out how easy webmaking can be applied in your courses.

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Kar-On Lee

 Simon Fraser University, Teaching and Learning Centre

Kar-On Lee is a learning technology specialist in the Teaching and Learning Centre. She supports instructors interested in employing technologies such as clickers in the classroom. Kar-On has several years of experience in ESL teaching, administration, and development. She holds a BA in linguistics from the University of Victoria and a master’s in education technology from UBC. She also holds diplomas in business computing (Capilano College) and education – TESOL (UBC) and has completed the BC Provincial Instructor Diploma at Vancouver Community College (VCC).

Matthew Menzies

Disability Services Officer, Simon Fraser University

Journey in Accessibility with Instructure Canvas

Take a journey with us through the process of migrating into SFU’s new learning management system, Instructure Canvas through the eyes of Accessibility in Visually Impaired students. In collaboration with Disability Services, we looked at several of the basic elements of the LMS and ways that that we can support the students using elements of Canvas’s built in accessibility, workarounds and the use of external tools. We will tell the story of the pains and successes of Canvas system and discuss accessibility needs in current LMSes.

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Zack Lee

 University of British Columbia, Educational Resources Developer

Zack supports the development of resources for the programs and services
at CTLT, focusing on information design and architecture. He is interested
in the intersection of individual participation, new forms of expression
and technology. He facilitates a variety of workshops and sessions on
learning technologies (e.g. UBC Blogs, UBC Wiki). Only occasionally does he blog at scrapingthefringe.org.

Judy Chan

University of British Columbia, Educational Developer

Judy develops programs for faculty members, post doc fellows, and staff to support their teaching and learning needs. She has special interests in Using Problems and Cases in the Classroom, Teaching and Learning for the Heart and Mind, Qualitative Research, and more! She coordinates Faculty Instructional Skills Workshops and the CTLT Institute. Judy calls herself a milk protein chemist and explores various food science topics with her students in FNH 200.

Luisa Canuto

University of British Columbia, Manager, Faculty Programs

Luisa Canuto has been teaching for the UBC French, Hispanic and Italian Studies Department for more than 14 years. In 1994, Luisa started the Italian Program for UBC Continuing Studies: she taught, coordinated the program and prepared original materials for all the different levels. In 2000, she won the Killam Prize for excellence in teaching. The following year she earned the UBC Certificate for Higher Education and started working for the CTLT (former TAG), where she runs initiatives for Faculty members as well as a teaching mentoring program for junior faculty. Luisa has three master degrees ‹ in History (Cà Foscari, Venice, Italy), Publishing (SFU, Vancouver) and in Second Language Acquisition (Cà Foscari).

Unpacking the Badges Backpack

There’s been a lot of interest lately in badges but so far, Purdue University is the only institution of higher education who has implemented a badging system as part of their learning environment.

At the same time, many of the sessions and workshops around badges revolve around introducing what badges are, what their value is and where else have they been implemented.

What I want to do is to facilitate a discussion about the next steps in actually implementing badges at our own institutions. My goal is to build a toolkit and a set of strategies that could help us move forward in our own contexts; be equipped to argue both the merits and challenges with creating complementary credentials.

The session can start with a short survey of what people know about badges and then move on to fielding questions to be discussed (e.g. Are there restrictions on who issues badges? Do we need to build our backpack if people don’t want to use Mozilla’s? How do we handle authentication? What resources can we devote to this?) Participants will form groups to discuss the question and come up with an implementation strategy. Groups will then share their discussions via flipcharts around the room. We will do a gallery walk at the end with a bit of time for a bigger group discussion.

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Kimberly Lemieux

 Vancouver Island University

Kimberly Lemieux has been with Vancouver Island University’s Education department since 2012 and is teaching faculty in the University’s new graduate diploma in Online Learning and Teaching (OLTD.) She formally instructs OLTD 503: Online Communication. Kimberly holds an Honours English Degree from University of Alberta, a Bachelor of Education Degree from University of Victoria and a Masters of Arts in Distributed Learning from Royal Roads University. Her thesis topic investigated issues in Distributed Learning in BC through the lens of experienced (5 yrs or more experience) online educators.

Engaging Communities of Practice – Reflections on Course Design for Experiential Learning

Faculty facilitator(s) and student colleagues from VIU’s first cohort of the Online Learning and Teaching Diploma program (OLTD) share reflections and insights on engaging a community of practice to support student success in an online graduate program. Samples of students’ work as seminar facilitiators will be featured and a question and answer-style discussion will engage delegates in discourse regarding community and relationship building online.

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Gail Morong

Thompson Rivers University

I am originally from Trinidad and Tobago, but now live in Kamloops, BC, Canada. I have taught many different courses (chemistry, math, social studies, english, dance, drama) to various types of learners (e.g. adult, at-risk, learning-disabled, ESL) for 28 years. I have been an instructional designer at Thompson Rivers University Open Learning for the past five years and that has opened up a whole new world of learning and opportunities for me. I am quite interested in open initiatives and I am part of a team developing an open course for the OER university. I am also very interested in interculturalizing the curriculum initiatives. Currently, I am one course short of getting an online graduate certificate in online teaching and learning. I am the chair of the Status of Women and Equity Committees at TRU and my hobbies include dance and attending multicultural events.

Donna Desbiens

Thompson Rivers University

A Wet Coast expatriate. I too now live in Kamloops, BC. After many moons of community work in Vancouver, I hopped the Rockies in 2001 to do my MA in Educational Research at the University of Calgary. In Calgary, I designed and taught courses in Collaborative Learning and Diversity in Learning with the Adult Ed Certificate Program and conducted research on student experience of diversity at the U of C. I also did instructional design at SAIT for 3 years before returning home to BC in 2010 to get married and do instructional design with TRU’s Open Learning. Since the fall of 2012, I have had the pleasure of teaching and learning with adults with cognitive disabilities in TRU’s Faculty of Human, Social and Educational Development. I’m interested in all forms of diversity in learning and in how we can optimize design and technology to support best learning experiences for all students.

E-Portfolios in Assessment – Emerging Learning-Centred Pedagogy:  Collect…Select…Reflect…Connect…

What do traditional portfolio expectations mean in context of current learning-centred approaches? What are the some of the interesting current applications of e-portfolios in higher education? What are the most promising practices to address student concerns about clear instructions, support, grade/workload balance and technology?

In this session, the presenters will provide you with an overview of recent research and examples of local successful practices in using e-portfolios in post-secondary assessment.

We then will invite you to form a working group to brainstorm solutions to address student concerns about portfolio evaluation and to create a grading rubric that will support student learning, as well as course requirements.

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Amrit Mundy

 University of British Columbia, Organizational Development & Learning (ODL)

Amrit is an Instructional Designer with Organizational Development & Learning (ODL), and associated with the Centre for Teaching, Learning, and Technology. She is presently designing online materials for the Managing @ UBC program, and has helped develop the Academic Leadership Development Program pilot. She has a Master’s degree in Education Technology and a background in post-secondary course design, teaching, and student learning. She is also a UBC Coach intern.

 

Diane Goossens

 University of British Columbia, Organizational Development & Learning (ODL)

Diane has been a leader in Organization Development for 25+ years. Diane’s clients
take note of her principled approach to working together: Relationships are
paramount to her work; the process is collaborative and emergent from the
dialogue between her, the sponsors and participants; the work is grounded in
systemic thinking; a safe environment is created; and stakeholders design the
future in which they wish to work.

Possibilities and Constraints to a Flipped Classroom Approach in a Staff Professional Development Context

This session reviews our thinking, decisions, and constraints around changing a complex, content-heavy, one day Systemic Thinking workshop (“the ability to see and work with systems”) to a blended model using the flipped classroom approach. This workshop was originally a one-day workshop, open to any UBC employee, with use of their professional development funds. In 2012, based on a review of the content, design, participant feedback, and resources related to the workshop, we decided to implement a flipped classroom approach (online learning modules followed by a face to face workshop) to allow participants more time to reflect on concepts in their own time, and to practice the ideas with facilitators, during the face to face session.

During this session, we will provide a 15 minute overview that will include a quick walk through of some background to the workshop, the reasons for, and constraints within, the re-design process, a brief look at the redesigned, blended workshop, and participant evaluations before and after the re-design.

The next 20 minutes will involve participant in small group work. During this time participants will have the opportunity to both, work with systemic thinking concepts in an educational technology context (for e.g. MOOCs or flipped classrooms), and to recommend improved learning design to us based on this brief experience. Given our increasing complex worlds, having the ability to understand and influence systems is a key competency for designers of educational technology.

During our session we plan to touch on and highlight certain aspects of this workshop re-design that we needed to consider carefully. We plan to touch on these both, during our overview, and during participants small group work. These aspects are:
(i) Workshop participants needed some knowledge and understanding of systems thinking frameworks before they could explore the concepts meaningfully in the workshop;
(ii) Due to the complexity of the content and frameworks, workshop participants needed sufficient soak time to reflect on, and absorb, the content before being able to apply it;
(iii) To do full justice to participant learning, we believed that workshop should support participants to practice, and work with, systems thinking using examples from their personal and professional contexts. We felt that this was an essential step towards being able to practice systems thinking after the workshop, in their workplaces.

We are particularly interested in the idea of flipped classrooms, and making use of non-classroom time to support deep, situated learning for our participants. In addition, we think that a flipped classroom approach might help us work around some resource constraints that staff development faces at universities.

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Michael Paskevicius

Vancouver Island University

Michael is a Learning Technologies Application Developer at Vancouver Island University  in the Centre for Innovation and Excellence in Learning; a growing teaching and learning centre.  He is actively involved in: researching emerging technologies and practices in higher education; administrating Desire2Learn, Kaltura, WordPress networks, Collaborate and Mediawiki at VIU; and running workshops and training to support informed educational technology usage.

Michael completed his masters in educational technology with the Centre for Educational Technology at the University of Cape Town  in South Africa. While working on his masters he served as a technical analyst and researcher on the UCT open educational resources project.  His current research interests include learning and educational analytics, metadata and curation of online resources, knowledge management, mobile learning, social media in education and open scholarship.

Rolling out streaming video on campus: VIU’s experience with Kaltura

In this session, I will share Vancouver Island University’s experience deploying a video streaming solution (Kaltura) locally on our campus. Kaltura is very similar in functionality to the popular video sharing site YouTube, however in our instance all of the content is stored locally on university servers and authentication is linked to local user accounts. We have also taken strides to integrate Kaltura with other online learning environments including Blackboard Collaborate, Desire2Learn, Mediawiki and WordPress.

Kaltura allows both faculty and students to upload video content which is optimized for accessing in a web browser or on a mobile device. We are just starting to see some of the innovations coming through from our faculty as the service takes off. I will share some of the innovations and applications of video in education we have experienced thus far and reflect on some of the hardware, software and technical concerns our users are experiencing.

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Maristela Petrovic-Dzerdz

 Carleton University

Education, passion and balance in work and life – has been my motto. Passionate about education since an early age, after years of tutoring while in Masters in Electrical Engineering studies and a professional experience as a Hardware Verification Engineer in Nortel Networks, I fulfilled my dream and received a Baccalaureate in Education degree at University of Ottawa. I worked for Ottawa-Carleton District School Board both as a teacher and in the Business and Learning Technologies Department and spent five years in IT company e-academy Inc. At the same time, my passion for teaching and need for balance in life drove me down the path of becoming a Certified Hatha Yoga Teacher.

In Instructional Designer role I found a perfect opportunity to put in practice a combination of my skills, education, interests and passion. Always having student success on my mind I help instructors design courses that balance content, multimedia, activities and collaboration. Creating online and hybrid courses is an exciting opportunity to try new teaching strategies and technologies, approach students who would normally be out of reach and bring a new dimension to a process of learning. I feel fortunate to be able to contribute to these new and evolving trends and I am very excited about the future of higher education.

http://www.linkedin.com/in/maristela

Transferring Live Lecture into Online Lesson

Thanks to availability of advanced Learning Management Systems and due to rapidly changing higher education environment, the demand to migrate live courses online is increasing. Whether the driving force behind the decision to teach online is to increase enrollment, accommodate new profile of university students or test out innovative teaching and learning methods, the process of migration is faced with many challenges.

One of the biggest challenges is how to migrate live lecture online. Instructors interested in the process often have PowerPoint lecture presentations ready and they are sometimes under impression that all it takes to migrate online is to record voice over presentation slides, upload the links to videos and add include a few assessment modules. However, this is not the case if we want to offer a rich online learning experience.

In this presentation, we will showcase innovative strategies we developed and implemented at Carleton University in LMS Moodle for:

• Effectively teaching online using Lesson Activity Module and variety of multimedia
• Engaging students during online Lesson
• Improving teaching based on student feedback in Lesson Mini-Quizzes
• Implementing JiTT (Just In Time Teaching) using Database Activity Module
• Providing environment for sharing resources and peer review using Database Activity Module

The examples we will present can be implemented both in hybrid and in online courses.

To wrap up the session, the results of the student course evaluation survey will be shared, and the discussion of the results will be encouraged.

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Sandra Rogers

Royal Roads University

Sandra Rogers – Instructional Designer, Centre for Teaching and Educational Technologies (CTET), Royal Roads University

Sandra has more than 25 years of experience in higher education, having worked as an instructor, college administrator, course developer and curriculum designer. In her current capacity as an instructional designer at Royal Roads University, Sandra works closely with faculty to develop effective and engaging online learning environments. Her current research interests include social software and web 2.0 technology and their application in university level courses. Sandra holds a BAA in Instructional Media (Ryerson) and a MEd in Information Technology (Memorial).

Terri Bateman

Royal Roads University

Terri’s biography

Transitioning to Moodle 2 – how we supported Faculty at at Royal Roads University

Changing or upgrading your learning platform is often a challenge to faculty, with many of them asking why: “”Why are we changing versions, I know how to use the old one?”, “Do we really have to upgrade moodle again, didn’t we just do this?”

Royal Roads University recently upgraded from moodle 1.95 to moodle 2, this is our third major upgrade over the last six years and we have learned a few things we would like to share. This session provides an overview of the transition process and training strategy we developed for the university, based on lessons learned from past upgrades. We’ll take a look at the teaching and facilitation resources available to faculty, including the site we call Mastering Moodle. Mastering Moodle is both a resource site and a self-directed course for faculty who need to learn how to edit in moodle 2. Users can choose to work through the modules at their own pace or focus in on a particular resource, activity or tool. And Mastering Moodle is an open educational resource, which can be downloaded and adapted for use in your institution.

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Takashi Sato

Kwantlen Polytechnic University

Takashi Sato has been with Kwantlen Polytechnic University since 1996 and works in a variety of capacities including
teaching physics and astronomy courses. Tak has chaired the Phyics department as well as the university Senate and has served on external bodies including the Executive committee of the BC section of AAPT and the Education Committee of the Canadian Astronomical Society. Sato has previously served on the curricular review of the physics portions of RWSL and is currently developing a new B.Sc. in applied physics and instrumentation called Physics for Modern Technology at Kwantlen. He earned his Ph.D. at UBC.

Ron Evans

North Island College

Ron’s biography

Demonstration: Remote Operation of Console Controlled Labs for Undergraduate Science (Poster Session)

Remote Web-based Science Lab (RWSL) is a made-in-BC innovation originally aimed at reintroducing distance learning for laboratory science courses for Years 1 and 2. Although it is common for laboratory equipment to be controlled through a computer consoles even in introductory science labs, the RWSL labs offer this experience where the controlling interface and the student can be geographically separated from the equipment. RWSL is one of the key supports that provide for the implementation of online science courses where the students are not required to report to the on-campus laboratory. Our experiences and challenges in implementing RWSL mediated distance courses are described in a companion presentation (Evans & Sato 2013) at this conference .

RWSL has also been demonstrated in another mode (in 2010 and again in 2012), in which the students are on-campus (Kwantlen Polytechnic University – Richmond) and under the direction of the instructor, but the equipment they operate are remotely located (North Island College – Comox Valley). Building on this success and in a similar but distinct manner as the BC Integrated Laboratory Network (BC-ILN) consortium has already implemented, we plan to establish specialized equipment to be operated as a shared service for multiple institutions. Another exciting new direction is to place equipment at specialized locations such as high altitudes or high latitudes, not routinely accessible by an undergraduate student within a weekly course schedule. In these ways, RWSL can go far beyond simply adapting traditional student experiments for distance delivery.

A live demonstration of a console controlled first year physics lab experiment (the measurement of the electron’s charge to mass ratio) will be presented at our poster. A pair of laptops will be connected live to a RWSL server located at North Island College, Comox Valley, and be available to session participants to take control of the equipment and perform the experiment.

The poster will describe the RWSL project history, the particular experiment being demonstrated and a summary of feedback from the potential user community. Session participants are encouraged to engage in discussions about future directions of RWSL.

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Robyn Schell

Simon Fraser University

Robyn Schell joined SFU’s Teaching and Learning Centre in August 2012. Her self-described passion is “excellence in online teaching and learning.” In fact, she is currently pursuing a PhD in online learning design. Before coming to SFU, Robyn worked as an online learning designer at Douglas College, where she helped faculty members and students migrate to a new learning management system. Earlier, she coordinated a national research project, the Simulation and Advanced Gaming Environments for Learning, while conducting research on online narrative-based medical case studies for problem-based learning as part of her master’s degree. Robyn has published in scholarly journals and presented locally and internationally. Her research interest is the integration of story into computer-supported teaching and learning. Her offline interests include cruising the Gulf Islands and playing with her standard poodle, Winslow. Someday, she confesses, she “hopes to run away to sea.”

Designing Learning Outcomes and Rubrics in Canvas (Poster Session)
What am I expected to do and how will I be graded in this course? The answers to these questions are important to both the instructor and the students. By aligning learning outcomes within and between a sequence of courses, progress and achievement can be made more transparent to the students. Mapping outcomes to assignment rubrics is supported by Canvas, the new Learning Management System being implemented at SFU. In this session, we will look at how to develop learning outcomes and assignment rubrics to create an evaluation structure that can help you support student learning and facilitate assessment.

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Emily Schudel

University of Victoria

Emily Schudel is an Distance Education Consultant/Instructional Designer with Distance Education Services at Continuing Studies, University of Victoria.  Her current professional development interests include designing professional development opportunities for online instructors, and the pedagogical and institutional implications of massive open online courses (MOOCs).

Online Instructor Professional Development for a Continuing Studies unit
I will be talking about the history, development, planning and outcomes of a first-time Professional Development workshop for online instructors at Continuing Studies at the University of Victoria. The creation of this workshop was complicated because all online instructors at Continuing Studies are contracted to develop and/or teaching online courses in several different program units, and since they are not continuing appointments at UVic, they are not eligible for professional development opportunities at UVic. We created this workshop first to address this need, and second, to open a doorway to peer support among instructors hired by several different program units – instructors who don’t normally get the chance to interact with each other, including many instructors who have little or no experience teaching (online or otherwise).

In addition to discussing what we have done here at Continuing Studies, UVic, I will be inviting input and discussion from the participants at the session on what others have tried with regards to professional development for online instructors (or experiences they may have had as participants in ProD sessions), as well as challenges they have faced trying to develop and run such workshops.

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Esther Tiessen

 Kwantlen Polytechnic University

Esther Tiessen is currently an instructor of Business Math and Statistics at Kwantlen Polytechnic University. She has spent many years working in education and with educational technology as a K-12 teacher, post-secondary instructor, education researcher and education consultant. Her goal as an educator is to help students to not only achieve the learning outcomes for the courses she teaches, but also to become self-directed learners, critical thinkers, and competent knowledge workers.

Using a LMS as a Reflective Medium (Poster Session)

In my teaching, I try to promote reflective thinking in my students by having them not only complete learning activities before and during class, but to reflect on their learning through the activities and record these reflections. Using Moodle as the medium for recording these reflections offers a number of advantages both to students (principally due to the persistence of the artefacts within the digital medium) and to me as the instructor. In this presentation, I will report on how I use Moodle in my face-to-face courses to help students reflect on their learning as they progress towards achieving the course learning outcomes. I will report on examples of student work, Moodle tracking data, and student survey results that analyze the benefits to students of using Moodle in this way. As well, I will discuss how this helps me to be a more reflective practitioner and to be more responsive to the needs of my students. Lastly, I will engage attendees to participate in discussing how Moodle and other LMS can be used to further support students in reflecting on their learning.

Ownership of Learning: Who Holds the Deed?

Modern pedagogies typically advocate the transition of teacher-centred educational practices to student-centred approaches that pass ownership of learning to the students. Implicit in this call for student ownership of learning is the assumption that students want to, can, and will take on that ownership. However, this may not be the case—taking on ownership of one’s own learning requires hard work, metacognitive and executive skills, knowledge management, and intrinsic motivation, whereas the path of least resistance may seem more desirable: sit passively in class, complete the given learning tasks, and submit the required assignments. The problem may not be how to get instructors to pass ownership of learning to students, but rather how do we get students to take ownership of their own learning. This problem is exacerbated by many LMS’s: many of these systems are implicitly teacher-centred (i.e., tools for instructors to manage courses)) and provide few tools for students to manage their own learning (e.g., tools for managing knowledge or for setting, working on, and monitoring progress on learning goals). In this Thinking Session, I invite participants to discuss innovative solutions to the problems: 1. How do we get students to take ownership of their own learning? 2. How do subvert LMS technologies to promote and support student ownership of learning?

 

[Spring Workshop 2013] Registration

ETUG Spring Workshop 2013
SFU Burnaby Mountain campus
Thursday, June 6th and Friday, June 7th

Pub night
The Highland Pub, SFU Burnaby Mountain campus
Wednesday, June 5th – 5:30 pm

“The top is a great place for vision, for spotting new opportunities for growth and development”- Stacey Allison (the first American woman to reach the summit of Mount Everest)

Come join ETUG this year as we meet this Spring at SFU Burnaby  to “Tell it on the Mountain: Teaching, Engaging, Learning and Leading”.

We invite you to join us as we participate in discussions about thoughtful integration of technology into education; innovative approaches to teaching, learning, and professional development; use of open content and awareness of digital copyright issues; and plans, projects and predictions for the future!  Our program will include sessions inspired by the following streams :

• Geo-caching: Share your Resources and Techniques
• Choosing a Trail: Routes taken in Flexible Learning, Blended Delivery and the Flipped Classroom
• Orienteering: Navigating Open and Digital Content and Copyright Legislation
• Reaching the Summit: Looking Ahead

Registration Fees:

 $100 + taxes  Includes 2 days of workshop sessions in the beautiful SFU Diamond Alumni Centre and Halpern Centre, 2 breakfasts and 2 lunches, refreshments, and  evening dinner  in the Diamond Alumni Centre on Thursday June 6th.

How to Register: 

Payment for registration fees will be accepted by credit card on-line via a secure server. Please register by completing the Online Form. 

All credit card transactions will be processed in Canadian dollars and are subject to current exchange rates.

Cancellations and Refunds:

Full refunds will be granted to cancellations received by the cancellation date of May 23, 2013, 2013 midnight. No refunds will be issued after that date. Refunds will be issued after the workshop and will not be given to no-shows. Substitutions wil be allowed if done prior to the Cancellation date.

Receipts:

You will receive an email confirmation of your registration sent to the address provided during registration. You will also receive a credit card receipt from Moneris verifying your payment. Please print out copies of both as these will be your official receipt and confirmation of registration.

Sharing our Learning:

Photographs, video and audio recordings will be taken at the ETUG workshop and  published on ETUG and BCcampus websites and materials under the Creative Commons Attribution 2.5 Canada CC (BY 2.5) License. For more details, see BCcampus Open agenda.

If you have questions about  registering for the workshop, contact SFU Meeting, Event & Conference Services: meetbby@sfu.ca

If you have questions about ETUG or the workshop program contact:
Leva Lee - leva.lee@bccampus.ca