See the schedule below for links to specific presentation posts and the timing and location of each session.
revised: 25 May 2021
Wednesday May 26
| Time | Session |
|---|---|
| 8:00 – 8:45 | Room A | Soft open – grab a coffee, chat with friends |
| 8:45 – 9:00 | Room A | Kick off: Land acknowledgement, introductions |
| 9:00 – 9:50 | Room A | Keynote – Jennifer Wemigwans: A Digital Bundle |
| Jennifer Wemigwans is Anishnaabekwe (Ojibwe/Potawatomi) from Wikwemikong First Nation and President of Invert Media. She is a new media producer, writer and scholar specializing in the convergence between education, Indigenous Knowledge and new media technologies. | |
| 10 minute break | |
| 10:00 – 11:00 | Lightning Rounds |
| 10:00 – 10:15 | Room A | Jessica Motherwell McFarlane: “Story of Us” comics |
| The purpose of this activity was threefold, to: (a) show that research happens in everyday life; (b) help each learner get used to creating stick figure comics; and (c) wake up sleepy folks for our morning class. I gave “comix slams” about different research concepts (e.g., anonymous, hypothesis, etc.) first thing on some mornings. Then learners did a pair/share to describe their stick figure scene to another. Learners collected at least five of their morning comics into this SPLOT: https://drjcomics.opened.ca/ Note: you can click on different research categories on the left side bar or choose “surprise me” for a random selection from the comix collection. |
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| 10:15 – 10:30 | Room A | David Sanders, Jennifer McKay: Equity, Diversity, and Inclusion (EDI) during COVID: Making space for discussion and reflection in a shifting learning environment |
| Increased needs in Faculty Development on Equity, Diversity, and Inclusion during COVID has required a flexible approach to creating space in a continuously changing learning environment. Using Articulate Rise, we delivered an online module promoting active learning in blended, group, and self-study learning environments, creating an inclusive blueprint for future modules. | |
| 10:30 – 10:45 | Room A | Paul Hibbitts: Leveraging the Magical Documentation Site Generator Docsify for Open Courses and Publishing |
| In this slide-free session, Paul Hibbitts will give an overview of the open source Docsify platform and demonstrate his new Docsify Open Course and Open Publishing Starter Kits projects. Quickly create and host a Markdown-based site on GitHub Pages, and seamlessly embed pages into other systems (i.e. Canvas, Moodle, MSTeams, etc.). Pages can also include an “Edit this Page” on GitHub link. Still on the fence? Want to see some real examples? Visit a Docsify Open Course site based on Paul’s most recent SFU CMPT-363 course at https://paulhibbitts.github.io/docsify-cmpt-363-211-demo/#/ and a Canvas LMS course primarily using the same Docsify page content at https://canvas.sfu.ca/courses/62884. |
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| 10:45 – 11:00 | Room A | Sue Hellman: I❤HyperDocs Pt. 1 – When life gives you lemons… |
| One of the challenges educators face while shaping our next normal is figuring out how to offer consistent and engaging learning experiences to all students while at the same time providing opportunities for personalization and active learning. HyperDocs, digital teaching/learning packages in which you bundle the resources & activities for one topic or learning arc, can help you meet these goals. During this introductory session, you’ll discover what HyperDocs are, how they fit the open pedagogy/OER paradigm, and why they can work well in the evolving higher ed. ecosystem. The I❤HyperDocs workshop continues with Part 2 (mostly hands-on) on May 27 @2:00 PT. Useful pre-reading: Deanna Mascle. What happens when life forces your class online? |
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| 10 minute break | |
| 11:10 – 12:00 | Room A | Graham Rodwell: Have Shared Virtual Spaces Become More Usable For Everyday Educational Purposes? |
| This presentation will visit several shared virtual spaces, in both 2d and 3d, where we have been running and evaluating a series of educational events. The focus of the evaluation is on the usability of these applications, and types of spaces, for a range of educational activities. Preliminary findings will be discussed as well as the potential for establishing a network of interested users. Social Worlds, such as Second Life, have been used effectively for educational purposes for many years. More recently, educational events from classes to conferences have been run using SocialVR applications. As successful as these have been, they often still need some specialized equipment, and require additional software to be installed, creating support needs and potential hurdles for novice users. A smaller group of applications have emerged, however, that run in a browser such as Chrome or Firefox, on standard laptops, and provide similar functionality. Participants are sent an invitation link to join an event. The users enter as avatars and move around a designed space using spatialized audio, and sometimes video and chat, to communicate with each other while interacting with shared objects. In the first stage of this project we have focused on Gather.town, a 2D application, and Mozilla Hubs, a ‘3D’ application. Both applications come with their own free editor that allows virtual spaces to be designed and repurposed. We have run an international workshop, involving students from Europe, a student research poster session, a multimedia gallery, a virtual field trip, team based activities and virtual office hours, among other events. Initial data suggests that usability is now at a similar level as standard video conferencing and may provide a realistic option for many activities. |
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| 11:10 – 12:00 | Room B | Isabeau Iqbal, Afsaneh Sharif: Re-imagining Peer Evaluation: An Inclusive Summative Peer Review of Online Teaching Framework |
| The summative peer review of teaching elicits strong emotional reactions among people reviewed and those reviewing their colleagues. Emotions include dread, disenfranchisement, and distrust (Iqbal, 2014). Summative peer review of teaching , defined as informed collegial judgement about teaching intended to aid in making personnel decisions, is used in higher education to add rigour to teaching evaluation and provide a more holistic picture of a faculty member’s instruction (Chism, 2007). The massive changes brought about by COVID required us to re-imagine the summative process, with close attention to online teaching and course design, and inclusivity. Drawing from literature on effective online teaching (e.g. Bates, 2019) and peer review of teaching (e.g., Tobin, Mandernack & Taylor, 2015), we created an open-sourced template that any unit (i.e., department, Faculty,school) can adapt in order to develop their own inclusive practices and guidelines for the summative peer review of online teaching. Our intention was to create a space and structure where review and mentorship happens for good impact. In this session, we help build capacity around effective summative peer review of online teaching using the framework. We recognize the flawed and imperfect nature of PRT (Peer review of Teaching), yet believe that the process has potential for enhancing evaluation processes and the quality of teaching and learning. We invite the participants’ voices to share about their own peer review initiatives and to consider how such an initiative might be adapted to their own context. |
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| 12:00 – 1:00 | Lunch |
| 1:00 – 1:50 | Room A | Junsong Zhang, Robert Walker, Farbod Tabaei, Julia Read, Eris Lam, Kyle Liu, Sooq Hyeun Won, Yuan Zhang: Designing and Developing VR Learning Experiences for Paramedics |
| Situational awareness and decision-making are key to paramedics in the field. However, traditional classroom learning does not provide adequate opportunities for students to assess risks and make decisions independently. In order to address some of the challenges, Centre for Teaching, Learning and Innovation at the Justice Institute of British Columbia partnered with Centre for Digital Media to design and develop a customized VR application for paramedicine students to assess risks and save lives on their own. Specifically, our design includes: 1) a 3D immersive environment for risk assessment and SOP practice; 2) a cloud-based dashboard to track and analyze how students made their decisions during the simulation; 3) and a tutorial for students and instructors to get started. In this presentation, we’ll share with you our design process, collaboration between multiple partners, technical challenges, and pedagogical considerations. We’ll also discuss some of the challenges and opportunities designing and implementing VR simulations in the area of public safety. |
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| 1:00 – 1:50 | Room B | Emily Schudel: Moving into a Brave New World – Interviews with Camosun Faculty |
| Over the past few months, I have been interviewing faculty at Camosun College about their experiences moving into fully online teaching: challenges, rewards, lessons learned, advice for other faculty, and their vision of the future. In this presentation, I would like to share some of this experience with others, show the blog site where I have posted their stories, talk about some of the shared experiences among our faculty, discuss what I am hoping to do with some of the information I have gathered, and invite others to share stories from their own institution’s faculty experiences. As well, I would like us to include some time for everyone to talk about what teaching and learning could look like moving forward at our institutions. | |
| 10 minute break | |
| 2:00 – 2:50 | Room A | ETUG EDI |
| It’s time for the ETUG community to talk about Equity, Diversity and Inclusion. It’s important for the ETUG community to contribute to this discussion about Equity, Diversity and Inclusion, and where the ETUG should be on EDI in the future. | |
| 10 minute break | |
| 3:00 – 3:15 | Room A | Close the day and look towards tomorrow |
Wednesday May 26 | Thursday May 27 | Friday May 28
Thursday May 27
| Time | Session |
|---|---|
| 11:45 – 12:45 | Room A | Soft opening – grab a coffee, chat with friends |
| 12:45 – 13:00 | Room A | Kick off: Land acknowledgement |
| 1:00 – 1:50 | Room A | Brenna Clarke Gray: Post-Pandemic Pedagogies – Reclaiming the Lost Year |
| In this workshop, participants will reflect on their digital teaching and learning from 2020-21 and explore what they can retain from their complex experiences, whatever the future holds. This session is designed for those looking to integrate the last year into their career narratives. | |
| 10 minute break | |
| 2:00 – 2:50 | Room A | Erika Ram: How Student Experiences with Emergency Remote Teaching and Learning Can Be Used to Improve Quality Online |
| Over the past year, the COVID19-Pandemic has forced an unprecedented number of educators worldwide to transform their lessons into online versions in a short period of time. During this time, staff and faculty at the British Columbia Institute of Technology (BCIT) have been collecting data through surveys, interviews, and focus groups to identify areas for development in our student services and educational technologies. This session explores how institutes or individual departments can use research done during the emergency remote transition to reinforce our best practices for online teaching and inform faculty development initiatives for future remote education. It will feature a collaborative activity to identify tensions & opportunities that exist between findings & participants’ experiences. |
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| 2:00 – 2:50 | Room B | Sue Hellman: I❤HyperDocs Pt. 2 – make HyperDocs! |
| Following on yesterday’s lightning round introduction to HDs, this workshop will model the HyperDocs learning arc. First we’ll, EXPLORE Deanna Mascle’s extensive use of HDs in her English 100 course. Then I’ll EXPLAIN a little more about how to develop your own (with a parallel accessible version), and you’ll APPLY some useful tech skills to the task of remixing a starter HD. Finally, you’ll be invited to REFLECT and SHARE some ideas about how you might use HyperDocs in your setting. A workshop badge is available to all participants. Note: most hyperdocs are made with Google apps but can be readily converted to other formats. Please log into Google for this session, and if on a tablet, update your Google apps. Catalogue Preview: HyperDogs!?! – What’s not to love? CC-BY-NC-SA 4.0 |
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| 10 minute break | |
| 3:00 – 3:50 | Room A | Karen Roeck: Bulding your e-Pedagogy and Digital Literacy Toolkit |
| Educational technology has the potential to transform learner engagement, collaboration, accessibility, understanding, and creative potential—but it can seem overwhelming to know where to start! Join in as we apply learning theory and curriculum design to the online teaching and learning environment and discuss Daniel Pink’s six senses for developing right brain directed thinking abilities: Design, Story, Symphony, Empathy, Play, and Meaning. We will explore synchronous and asynchronous learner engagement opportunities, and develop digital teaching tools and strategies for future implementation. This session will include practical tips and tricks for educators at any point in their technology integration, e-pedagogy development, and digital literacy journey. Beginners and experts are all welcome! | |
| 3:00 – 3:50 | Room B | Lisa Gedak, Leeann Waddington, Chris Ryan, Mustafa Mohammed, Omar Jakir, and Robin Leung: PebblePad – A tool for teaching and learning in a post-pandemic world |
| In this 50-minute presentation, participants will be introduced to the PebblePad learning journey platform implemented during the pandemic to support innovative teaching practices. Members of our LearnTech team, specifically the manager, a senior analyst, two teaching with technologies strategists, and an educational media strategist will share our experiences with selecting and implementing PebblePad at our institution during the pandemic. Pre-pandemic, ePortfolios were identified as a high-impact practice in post-secondary contexts and were already in use in many courses at our institution; however, with limited interest. So why did we invest in this tool? Why did we select PebblePad from a sea of available technologies? What were the ethical considerations? How could the data inform the implementation, and how could it be used to impact future practices? Implementing this tool during the pandemic presented challenges that required the whole team’s flexibility, and we will discuss the strategies and solutions we collectively and creatively generated to create brave new spaces for our future learners! |
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| 10 minute break | |
| 4:00 – 4:50 | Room A | Peter Arthur: Developing a Pedagogy of Care |
| Some students feel isolated from peers and teacher. We can create a community that feels the “care” by developing student relationships, E.Q., and growth mindset, through the use of learning teams, positive psychology, reflection, collaborative tech tools and communication. | |
| 4:00 – 4:50 | Room B | Briana Fraser, Julian Prior, Mirabelle Tinio: When life gives you lemons, make lemonade – Using asset mapping to identify opportunities for community-building and enhanced engagement during the pandemic and beyond |
In the pre-recorded video, members of Langara’s Ed Tech team (Briana Fraser, Julian Prior, and Mirabelle Tinio) will
The synchronous activity session will include:
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| 4:50 – 5:00 | Room A | Close out day 2 |
| 5:15 – 6:30 | Room A | Pub night |
Wednesday May 26 | Thursday May 27 | Friday May 28
Friday May 28
| Time | Session |
|---|---|
| 8:00 – 8:45 | Room A | Soft open – grab a coffee, chat with friends |
| 8:45 – 9:00 | Room A | Kick off: Land acknowledgement |
| 9:00 – 9:50 | Room A | Jessica Motherwell McFarlane: Dear Data Research Stick Figure Graphic Novel |
| Each learner created a four-panel description of each stage of their individual research project. Then I collected all the pages into one graphic novel. At the end of term celebration of class research, each learner narrated their comic to the whole class. | |
| 10 minute break | |
| 10:00 – 10:50 | Room A | Matt Stranach, Christina Cederlof, Helena Prins: A Space for Everyone – UDL and Gamified Learning Using Zoom, WordPress, and H5P |
| This panel discussion will provide an overview of the recent Digital Citizenship 2021 symposium, and a demonstration of the associated WordPress site including the H5P “Escape Room”. Participants will use the Escape Room and provide feedback for further development of these and other resources. | |
| 10 minute break | |
| 11:00 – 11:50 | Room A | Michael Paskevicius, Michelle Harrison, Tannis Morgan, Irwin DeVries, Tom Woodward: Expanding the Role of the Textbook to support Open Pedagogy |
| Throughout 2019, collaborative sessions were facilitated at OER19 in Galway, Ireland; Cascadia in Vancouver, Canada; and ETUG, in Kamloops, Canada where participants were challenged to be creative about conceptualizing the concept of an “untextbook” and how it might differ from traditional texts based course resources. In this session we present the results of these efforts and share the next steps for this project as we go from concept to design. A prototype design for the first untextbook will be presented, sourced from OER and designed with new approaches for incorporating accessibility, interactivity, learner agency, adaptable structures, and multivoicedness. Participants will have an opportunity to engage in small group discussion to critically review traditional and alternative textbook formats. We invite participants to critique the proposed design and contribute and participate in the development of this resource to support instructional design in the context of open pedagogy. |
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| 10 minute break | |
| 12:00 – 12:50 | Room A | Carmen Rodriguez: Will We Walk The Talk? Adopting Technology For Access and Equity in Indigenous Program Delivery |
| Discourses around what constitutes a ‘safe’ environment have changed over the past ten years to reflect the need for equity and equal opportunity for everyone. The word “safe’ begs the questions: Safe from what?; and Safe for whom? In recent years the word ‘safe’ has been replaced by the word ‘courageous’, indicating the creation of spaces that allow vulnerability – a precondition to being courageous. The pandemic has devastated many communities in more ways than one would wish: from lack of access to health services to pausing face-to-face education, and thus interrupting and limiting the development of relationships and interactions. However, the pandemic has also demonstrated that technology is a useful medium to bring about change by adapting to and adopting ways of doing that might have been less common within Indigenous programming in the Department of Indigenous Education at the University of Victoria. This presentation will describe how Indigenous pedagogies were incorporated into our programs as part of the forced choice that the pandemic brought about. I will also illustrate ways in which said approaches proved to be effective and valuable for the Indigenous and non-Indigenous students in our programs. Further, while the use of a variety of platforms seemed to have been overwhelming at times, the platforms allowed more access to educational opportunities and more equitable representation in our programs. The questions that remain are: Will we walk the talk when the pandemic is over? Will we be prepared to commit to these new ways of doing and new ways of being? |
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| 12:50 – 1:10 | Room A | Acknowledgements, closing |
Wednesday May 26 | Thursday May 27 | Friday May 28