George Veletsianos, Royal Roads University
Dr. George Veletsianos is Canada Research Chair in Innovative Learning and Technology and Associate Professor at Royal Roads University. Dr. Veletsianos is a past Fulbright scholar and a fellow of the Network of Excellence in Technology Enhanced Learning, a European Union Initiative. His research interests focus on the design and study of emerging technologies and pedagogies in online settings. His goal is to understand learner, instructor, and scholar experiences and practices with emerging technologies and pedagogies in online learning settings (e.g., social networks and open online learning). His research has been funded by the Social Sciences and Humanities Research Council, National Science Foundation, National Geographic, and Swedish Knowledge Foundation. He blogs at http://www.veletsianos.com and can be reached at email@example.com
- Valerie Irvine (Beyond Blended: Realigning Higher Education for Multi-Access Learning)
- Gary Hunt & Peter Arthur (What do teachers need to know about technology for high quality education?)
- Novak Rogic & Will Engle (Case Studies on Students as Producers)
- Derek Masselink (Cultivating a Community of Praxis: Affecting Change through Ambiguity, Fidelity and Possibility)
- Amanda Coolidge & Eva Malisius (Are you ready for Conflict Analysis and management Practice? Assessing quality, academic rigor, and innovation.)
- Ross McKerlich (The Envelope Please…The Why How and so What of the first annual Okanagan College Quality Awards)
- Carson Au (Just in Case Vs. Just in Time Learning Models)
- Nancy Randall (Quality Matters)
University of Victoria
I have been involved in the field of educational technology for almost two decades. My main areas of research focus are distributed e-learning (specifically multi-access learning environments which is a concept I came up with in 2009 and piloted in 2012). I am interested in its implementation and evaluation in education and health sectors. I am also interested in technology integration into the classroom, personalized learning and inquiry, disrupted education, social media for connected learning, blended learning, and technology adoption theory. [Read More]
Beyond Blended: Realigning Higher Education for Multi-Access Learning
In this session, we will discuss another evolution of learning access mode and design in which the learner has control over the choice of access for a class. I will review results from the original pilot in 2012 and additional offerings since then. Implications on the future design of programs and shifts in support will be discussed.
University of British Columbia, Okanagan
Peter is the Director of the Centre for Teaching and Learning. He leads a team dedicated to leading and supporting teaching and Learning excellence on the UBC Okanagan campus. Peter provides leadership and strategic direction with a particular focus on building an evidence-based teaching and learning culture.
What do teachers need to know about technology for high quality education?
Using educational technology and learning how to effectively integrate technology into the curriculum are ongoing challenges for post-secondary instructors. In this interactive session, participants will discuss strategies for the best training approach to educate teachers on the choice of appropriate technology and how to integrate technology into the curriculum to maximize student learning. In small groups, we will discuss the following questions.
1. What is the most effective way to teach instructors about teaching with technology? Workshops, courses, or another format?
2. What are the essential technologies that teachers should know how to use?
3. What should teachers know about integrating technology into the curriculum for the best student learning?
4. What skills will teachers need to easily adapt to future technologies?
At the end of the session, participants will know how a framework for training post-secondary teachers in the effective use of technology might be structured.
University of British Columbia
Novak Rogic is the Web Strategy Manager at the UBC’s Center for Teaching, Learning and Technology. He is responsible for UBC Blogs, Wiki and CMS and leads the web projects that emphasize sharing, producing and collaboration on the Internet.
University of British Columbia
Case Studies on Students as Producers
This session will explore how as learning technologists we can support learners’ in their role as producers of meaning online content and learning materials. It will explore case studies from courses at UBC that asked learners to not only be students but also creators, authors, researchers, performers, scholars, designers, authors, and problem solvers. It will also provide an in-depth discussion on the how choices of technologies can impact student abilities to fully participate as equals.
Derek Masselink is the lead Curator at the ŦELÁṈET Centre for Innovation and Peace, an emerging education and leadership organization located in the Salish Sea. An ecological designer he is credited for initiating the University of British Columbia Farm in Vancouver, Canada. He is an Associate Faculty member in the Masters of Environmental Management Program at Royal Roads University, teaching in the area of governance for sustainability. When he’s not busy ‘stirring the pot,’ he works and farms with his family on North Pender Island, British Columbia.
Cultivating a Community of Praxis: Affecting Change through Ambiguity, Fidelity and Possibility
Over the past two years the “Introduction to Governance for Sustainability” course, which is part of the Masters in Environmental Management program at Royal Roads University, has moved from a theoretical case-based learning experience to one that is an all-encompassing applied ‘deep dive.’ Through the use of a challenging iterative project that spans and connects multiple cohorts, students find themselves in an experiential journey that over the span of three weeks opens them up to new possibilities and introduces them to different approaches. Join us to learn more about how attending a need, trusting the gut, embracing ambiguity, practicing generosity, and expecting the purple cow is resulting in transformative change.
Amanda Coolidge (MEd in Educational Technology) is an Instructional Designer in the Centre for Teaching and Educational Technologies at Royal Roads University. Amanda has been in the field of e-learning for 12 years and has extensive experience, both nationally and internationally, in educational technology, instructional design, facilitation, and open educational resources. Amanda joined RRU in June of 2010, joining the CTET team from BCIT. Prior to BCIT she lived and worked in Nairobi, Kenya as the Senior Educational Technology Specialist for the Open Source project TESSA (Teacher Education in Sub Saharan Africa).
Eva Malisius is a scholar-practitioner who teaches mainly in the MA in Conflict Analysis and Management program. She is passionate about bringing theory and practice together, and bridging similarities and differences to extend common interests and empower individuals and groups to develop sustainable solutions. Malisius’ research interests focus on the use of mediation as a tool for dialogue in peace processes, bottom-up approaches to peacebuilding, intercultural communication and national differences in universal norms. Her regional focus has been the Western Balkans, where she has worked in numerous municipalities to empower interethnic/intercommunity dialogue as part of the peace processes.
Are you ready for Conflict Analysis and management Practice? Assessing quality, academic rigor, and innovation.
In this thinking session Amanda and Eva will showcase an innovative assignment that was designed and developed as a community building activity for students in the Conflict Analysis and Management program. Students were asked to respond to the question “Are you ready for conflict analysis and management practice?” Rather than post their responses to a discussion forum, students had to create and hack a Mozilla Popcorn Maker Video.
Participants of the workshop will learn about the assignment structure, how the assignment changed the notion of community in the course, and most importantly the lessons learned, specifically as it pertains to assessment.
Participants will be asked to review three student videos and provide their assessment feedback based on the assignment criteria of quality, academic rigor, and innovation.
The outcome of the session? Participants will create a proposed assessment matrix/rubric for innovative assignments. One that addresses quality, academic rigor, and innovation.
Ross McKerlich is an Education Technology Coordinator at Okanagan College, Kelowna, BC and a researcher in education technology. Ross was hired in January, 2012 to implement Moodle and continues to assist faculty with effective use of Moodle and other emerging education technologies in their teaching. Prior to Okanagan College, Ross has worked with Athabasca University, UBCO and the Interior Health Authority. McKerlich has published numerous articles for peer reviewed journals; most recently in the International Review of Open and Distance Learning.
The Envelope Please…The Why How and so What of the first annual Okanagan College Quality Awards
This 30 minute interactive discussion starts with the “why”, describes the “how” and excitedly reports on the “so what?” of Okanagan College’s inaugural online course quality awards. Lessons will be shared, questions can be answered so that participants can learn from Okanagan College’s experience and engage their faculty by implementing their own online course quality awards.
Carson Au joined the Teaching and Learning Centre as a learning technology specialist in August 2012 after having been with the Faculty of Education since 2001, most recently as web project manager. He has experience in helping faculty members select web-based tools appropriate to their instructional goals. He also holds a master’s degree in education and technology. During his studies he was fascinated by the concept of the minimum effective dose and how this idea of finding the most efficient way to achieve a desired outcome can be applied to instructional support. He also investigated “just-in-time” versus “just-in-case” learning, using web-based instructional videos.
Carson has a clear sense of his passion at work: “[It’s] to leave things better than I find them. I enjoy taking the time to think critically how things can be improved and to make them happen.”
He also has strong passions outside the office: ”If you are a nature lover, you will likely find me on the trails riding my bikes before and after work, or walking dogs during lunch hours.”
Just in Case Vs. Just in Time Learning Models
Life has become much more fast paced, and for many Faculty members who have to balance their teaching and research, it has become harder to justify spending a whole day to learn something that is not immediately applicable to their work. The quality of training, measured by “bang for the minute”, has become much more important than the quantity.
At this thinking session, we ask our participants to brainstorm innovative ideas on how to move away from the “Just in case” training, to offer more “Just in time” solutions that are customized to learners’ needs. We invite our participants to explore using different ingredients, such as 1 to 1, small project groups and screencasts, to design a new learning recipe that can better support learners’ needs.
Nancy Randall directed the Vancouver Island University (VIU) Teaching and Learning Centre for ten exciting years, co-coordinated an international learning-centred institutions study, and served on the executive of the International Society for the Scholarship of Teaching and Learning as vice-president representing Canada. She taught future teachers in the VIU Faculty of Education for fourteen years, with specializations in principles of teaching and learning, curriculum design, as well as assessment and evaluation. She is currently researching professional learning and sharing the ‘Campus-based Educational Development and Professional Learning’ study outcomes.
Five minute round -overview of evaluation and quality assurance issues addressed in campus-based educational development and professional learning study.
Based on research findings of Campus-based Educational Development and Professional Learning Study, we’ll investigate associated dilemmas and potential directions. See the Study in full and participate in the discussion.