Horrific Hordes of the Hangar: An EdMedia Transmedia Experiment
Duane Woods, Jason Toal, Gabe Wong, SFU EdMedia
Groups of players will take part of a transmedia story run by SFU’s Edmedia team, set up against the backdrop of a zombie outbreak. Players will follow and decipher a series of clues in order to solve the mystery of the outbreak. Transmedia storytelling is a new technique of telling a single story or story experience across multiple platforms and formats using current digital technologies. It will incorporate elements of reality tv shows (ie. Amazing Race), murder mystery parties, role-playing games, board games, treasure hunts and scavenger hunts across a variety of platforms such as social media, audio, video, infographics, pamphlets, posters and written clues. Some clues may be physically hidden on-site, while other clues would be located in digital locations, such as password-protected computer folders, emails, tweets or on a website. The clues will follow a timed storyline of a zombie outbreak that is headed towards the conference. The players must stop the outbreak before the specified time (approx. 2-3 hours) by solving the clues and piecing together the mystery. Players can sign up in teams of 3-5 players, up to a maximum of 5 teams (so, 15-25 players).
Our goal is to showcase a different approach to learning technology and to highlight the skills and technology of SFU’s Teaching and Learning Centre EdMedia team. Rather than demonstrating the ever growing amount of new learning technologies, we’ll weave together old and new technologies together to teach and tell stories through this transmedia story to give a thrilling and unique experience to the players.
You Flipped your Lesson; now Find a Flexible Classroom Brian Powell, UBC-O
A challenge for getting faculty away from lecturing each class is that when faculty do design an interactive in-class activity, the classrooms they book may not support it. They could use a quick access reference of available classroom environments. IT departments often have a databases of classroom technology, but not flexible features or viewable by faculty. My prototype is a collection of classroom descriptions with photos as web pages. It requires working with IT to compile the classroom details and keep it current, and working with faculty to tailor it for their use of it while planning their lessons. A poster will describe the issues, flexible learning, flexible classroom environments, and the classroom web page design. Participants can browse the webpages on my laptop.
Paranormal Activity: rough and ready, on-the-fly, low-cost ways to create inspired learning objects from everyday experiences
Stephen Bishop and Hope Miller, Douglas College
All of us walk around with the knowledge we have acquired in our particular fields of study. Educational technology “short-cuts” can be used as a bridge from our everyday life to enrich and humanize our focused learning environments.
We will provide a participatory demo experience, with examples from Douglas College work.
Computer supported Argument Visualization Hui Niu and Joan Sharp, SFU
The purpose of this presentation is to investigate the instructional effects of a new computer-supported argument visualization tool (AVT) called the Dialectical Map (DM).
Argumentation is important for learning. Most academic subjects and intellectual activities are founded on the ability to identify, construct, and evaluate arguments. However Many students, including those at the university level, continue to lack skills to analyze and construct arguments. There has been evidence that argument visualization tools have instructional merits. Over 60 such tools had been developed and used but results have been inconclusive. As a fairly new topic, there is a shortage of research supported by authentic classroom implementations to resolve the claims and questions that have motivated researchers.
In a laboratory experiment, each of 125 participants was randomly assigned to one of three groups: a DM Group that studied with the DM and received training on argumentation concepts, an Argue Group that received argumentation training only, and a Control Group that received no training and did not use the DM. Pre-test data were collected on participants’ basal free-recall ability and judgment of learning. After studying an expositional text on fracking, participants gave a judgment of learning and were tested on critical thinking, recall and comprehension, and argumentative writing. Studying with the DM increased confidence in learning, recall and comprehension, and the use of argumentation in a writing task. In addition to the laboratory experiment, three semester-long classroom implementations were conducted with undergraduate students. Both the instructor and students expressed positive attitudes with their DM experiences. Our findings provide an insight into prior research on educational benefits of AVTs and have instructional implications for incorporating effective AVTs, such as the DM, in classrooms. Future research will continue on gathering data from multiple settings to improve the design and applications of the Dialectical Map.
Play with the Kubi Telepresence Robot Mike Minions, Okanagan College
Kubi is a web-controlled pan-tilt cradle for an iPad that lets students interact in a live classroom environment. This fall at Okanagan College Kubi is providing access to an ENGL-206 Publishing Pre-Production class for a student who can’t attend in person.
Beyond the Curse of the Traditional classroom – the Online Learning & Teaching Graduate Diploma Program at VIU Mary O’Neill, VIU (OLTD) at Vancouver Island University
Drop by this informal information session to “gobble” up details of this engaging graduate diploma program offered full online from VIU’s Faculty of Education.
“Ghastly”, outdated teaching methods are challenged by progressive, technology-enhanced learning opportunities.
“Ghoulish” top-down pedagogy is replace by dynamic, learner-centered inquiry.
Confront the “horrors” of out dated teaching strategies and infuse your practice with rich, collaborative learning opportunities, focusing on learner success and engagement.
Sure to be “frightfully” informative.
What is this Docker thing we’re hearing about? Troy Welch, TRU
Want to spin up a quick development environment to work on? How about quickly trying out some new web thing that you heard about? How about work with several developers and have each of them work on the exact deployment environment?
Docker is a framework for delivering containerized web applications, either locally for development or on servers & clouds for deployment.
This demo will cover the very basics of docker, what containers are, where they come from and how to use them.
12 Apps for Christmas Sylvia Riessner, Educomm & Leva Lee, BCcampus, ETUG
We are planning to organize and host a BC iteration of the award-winning UK-developed “12 Apps for Christmas”, a fun and challenging exploration of 12 online apps/tools useful for teaching and learning. The event would run for 12 working days – Dec 1 to 16, 2016.
Come talk to us if you are interested in helping to build this new offering for BC post-secondary educators! We are looking for a pair of educators (one ed tech specialist and colleague from post-secondary e.g. faculty, librarian, instructional designer) from a BC post-secondary institutions to provide the content for one of the 12 apps. Be sure your institution is represented!
“The 12 Apps for Christmas” focusses on:
- the pedagogical value of the apps/tools including ones useful for those helping others to learn (i.e., librarians, researchers);
- experiential and connected learning
Each of the 12 days will feature a different app, how to use it, suggestions for ways to use in education, and a challenge task that should not take more than 30 minutes and involves some use of the new tool (The format of this “course” is also inspired by the UDG Agora ETUG Tacos and DS106 Daily Try.)
Each person’s challenge ends with a reflection on possible uses for teaching, learning, research, etc. Sharing will be encouraged through self-blogs and linked with hashtags and social media.
Canadian National Survey of Online Learning and Distance Ed Tony Bates
Currently there is no national – or even provincial – data on how many students are taking online courses, or what proportion of courses in Canadian universities or colleges are online.
To close this gap, the support of Canadian universities and colleges and other partners is requested for a national survey of online learning in early 2017, focusing initially on credit courses and programs in public post-secondary institutions.
Canadian independent researchers will conduct the research, working closely with Canadian universities and colleges to ensure that there is consistency in definitions, data collection and analysis. The aim is to have the survey conducted annually from 2017. Come talk to Tony about this upcoming research and how you can contribute to it.
Electrifying Experiments in Online Accessibility Gee Lam, Kar-on Lee & Christina Drabik, SFU Learn Tech
Come and experiment with UDOIT; an open source online accessibility checker developed by the University of Central Florida for Instructure Canvas. Eliminate frustrations with mid-semester “surprises” in accessibility needs. We also will showcase examples of course and assignment design that have experimented with universal design for learning principles.
Not Dead Yet… How RSS and Syndication are still supporting learning Keith Webster, RRU
Open Space table Your name
This table is for anyone who has something they’d like to share spontaneously with ETUG participants. Setup shop and feel free to “show and tell.”