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Program details

Here are the workshop descriptions for our Spring 2010 program. Go to etugspring10.crowdvine.com for resources and video recordings done of selected sessions.

Sunday June 6th ETUG Pub @ The Irish Times

6:30 pm (no host event)

Monday  June 7th, University of Victoria,  3800 Finnerty Road, Cadboro Commons

7:30 am Registration Desk opens  – Arbutus/Queenswood Foyer, Cadboro Commons

Continental Breakfast  7:30 am – 8:55 am – Village Greens, Cadboro Commons

Keynote Panel Session  – 9:00 am – 9:55 am -Arbutus/Queenswood, Cadboro Commons

Strategic Thinking about E-learning Tony Bates and Panelists: Catherine Mateer, University of Victoria; Barbara Thomas, Vancouver Island University; Mary Burgess, Royal Roads University

Networking & Refreshment Break  – 10:00 am – 10:30 am – Village Greens, Cadboro Commons

Monday Concurrent Sessions 10:35 am – 11:25 am – Cadboro Commons

Using Technology to Promote Student Engagement, transforming students from passive to active learners – Janine Hirtz, UBC Okanagan  (50 min. Presentation)
Come share and discuss technologies that can be used to provide students with learning experiences and activities that promote active participation. Participants will explore the idea that technology is not just a tool, but it provides an experience which must be linked to course objectives and learning outcomes. We will explore how thoughtfully designed technology integration can enhance student learning by providing authentic learning experiences and simulating real world experience.
This presentation is focused on exploring ways to integrate technology into teaching in a very deliberate way to support active student learning and engagement with the content. Research in the science of learning indicates that active learning is an essential component of the learning process. As an elearning instructional support specialist I believe technology can provide increased opportunities for actively engaging students in their learning process by providing opportunities to apply what they have learned, knowledge construction, formative assessment and community engagement. Attendees will be invited to participate in the presentation by working in groups to review teaching scenarios and suggest how technology may be used to actively engage students and meet course objectives and learning outcomes.
Language communities on the web: creating authentic writing opportunities in post-secondaryCatherine Caws, University of Victoria (50 min. Presentation)
The objective if this session is to discuss several web 2.0 based technologies, namely blogs, chat, and wikis, in order to discuss efficient means to engage students into real writing experiences. Although we will use French as our case study, the session can apply to any writing course in another language or in a first language. The session will start by introducing the theoretical framework that informs our study, i.e. the sociocultural theory of mediated activities and relate the theories to case studies in intermediate/advanced writing class in French. Examples of how to link specific tasks to learning objectives will be used to make the case for an informed, constructed and critical way of teaching and learning. Web 2.0 technologies, namely chats, blogs and wikis will be used to show how learning assignments can become authentic assignments where participants can become actively engaged in the sharing of knowledge.
Heads Up! — Intro to Geohacking – Grant Potter, University of Northern BC (50 min. Presentation)
I this session I will:

  • introduce and illustrate the concept of ‘geodata’
  • introduce and illustrate the concept of ‘location aware devices’
  • introduce the topic of ‘augmented reality’
  • demonstrate the functions of mobile augmented reality applications
  • illustrate form and functions of emerging augmented reality apps
  • open dialogue regarding utility of augmented reality applications for teaching and learning

Note from Wikipedia: Augmented reality (AR) is a term for a live direct or indirect view of a physical real-world environment whose elements are merged with (or augmented by) virtual computer-generated imagery – creating a mixed reality. The augmentation is conventionally in real-time and in semantic context with environmental elements … information potentially embedded in a users’ surrounding terra firma becomes digitally accessible and usable.
Attendees will:

  • see examples of applications being demonstrated live
  • see recorded examples of applications being demonstrated
  • be provided with presentation resources (links, visuals, etc. )
  • will be provided with an opportunity to experiment with applications first hand (this may considerably restricted due to limits on hardware & time )
  • be provided with regular opportunities to offer questions/comments

How Free is Free?: Building courses with OERs – Griff Richards, Athabasca University and Tanya Elias, Athabasca Student (50 min. Presentation)
In this session, participants will:

  • become aware of Open Education Resources
  • earn how to search for relevant OERs
  • learn of the factors to consider in integrating OERs in their courses
  • see examples of course outlines developed using OERs

Open Education Resources are course elements that have been made available for free use by others. They have attracted significant attention as a way of reducing the cost of education in developing countries. Recently, Athabasca University participated in a workshop with the University of the West Indies to put OERs to the test and see if we could actually build good graduate courses using OERs. This presentation will highlight the role of OERs in the course development process, the search process for quality OERs, and the integration of OERs into course modules. Issues of provenance, copyright, quality, localization and pedagogy will be discussed.

Monday Morning Concurrent Sessions 11:30 am – 12:20 pm – Cadboro Commons

E-portfolio  Panel – Tim Hopper, University of Victoria; Kathy Sanford, University of Victoria; Mary O’Neill, Vancouver Island University; Lynne Young, University of Victoria (50 min. Presentation)
Mary O’Neill will talk about the experience starting an e-portfolio process at VIU with Mahara, Lynn will speak to using the UVic Faculty of Education ‘s eP platform in nursing and  Tim and Kathy will review the development of eP platform over the last 5 years.
Each presenter (or project team) will speak for 10 minutes. The remaining 20 minutes will be allocated for discussion.
Raising the comfort-level (and competency) of new online instructors –  B.J. Eib, Royal Roads University and Tracy Roberts, Royal Roads University (50 min. Presentation)
Royal Roads University’s Instructional Skills Workshop Online (ISWO) provides both a model and an opportunity for schools, programs and individuals. It is based on the well-regarded ISW course offered at several BC institutions, however, it is online and develops skills for teaching online. In this session  the presenters will:

  • outline the challenges in preparing online instructors
  • list key skills needed by online instructors
  • describe the online course, RRU Instructional Skills Workshop Online (ISWO)
  • engage participants in discussion of strengths and weaknesses of this approach
  • encourage participants to exchange other approaches and ideas””What skills do instructors need for effective teaching online? How can they best acquire these skills?

Playful Technology – Putting the Mystery Back into TeachingMerna Forster, University of Victoria and John Lutz, University of Victoria (50 min. Presentation)
This session will demonstrate, with a successful example, how complex educational goals can be met  while students have fun by posing learning goals as a quest and learning outcomes as mysteries that students have to solve. Educational Technology offers opportunities to transform teaching from didactic to participatory and from something to be endured to something fun and playful.  The Great Unsolved Mysteries in Canadian History Project <www.canadianmysteries.ca> has hit on a formula that can be adapted to most disciplines. This formula poses the key learning objective as a question: a mystery to be solved, and then provides the clues that can be used to solve the mystery.   The Mysteries project has been very successful. It has over   2000 daily users, and has won the major awards in the field for online History teaching and disseminating history.
In this model, students get highly motivated, they learn as they explore for their own personal satisfaction in addition to teacher defined goals, they retain more than through traditional teaching, and they are empowered to do “history”,in our case but any discipline, rather than just “learn it”.
Participants will be introduced to the concepts and to the example we will highlight, The Great Unsolved Mysteries in Canadian History Project, and will be asked to solve one of the twelve mysteries.They will have a chance to share their answers to the mystery and explore the learning possibilities that arise from hitting on different solutions.The final portion would be to talk about the key components of the formula and a discussion with participants about transferring it to other disciplines.
The project is an innovative version of digital story telling where the material presented offers the first line of the mystery and the students construct the rest of the narrative.  It is an of one of the largest collaborative and interdisciplinary projects for the creation of open educational resources in Canada.
Teaching with Technology Grants at RRU: Promoting innovation and collaborationMary Burgess, Royal Roads University and Terri Bateman, Royal Roads University (50 min. Presentation)
At Royal Roads University, innovation is a key deliverable with respect to both technology and pedagogy. In the fall of 2009 we implemented the Teaching With Technology Grants. These grants are designed to promote collaborative relationships between faculty and instructional designers and encourage innovative uses of technology in teaching. In this session, Terri Bateman, RRU Centre for Teaching and Educational Technologies Instructional Designer and Mary Burgess, Director of the Centre, will discuss how these grants came about, the criteria for successful grants, and how the projects are going at their midway point. Participants will be asked to discuss the possibilities for such initiatives at their own institutions, as well as possibilities for inter-institutional collaboration. The session will include a discussion of alternative methods of promoting and supporting the use of technologies in teaching and learning; what others are doing, or would like to try. This collective knowledge building session will result a list of ideas each participant can access following the session to use at their home institution.

Monday Networking Lunch and Table Discussions 12:25 pm – 1:40 pm – Village Greens

Topics & Facilitators:

  • Digital storytelling – Judy Southwell
  • Ed tech across the disciplines – Stephanie Chu
  • Eportfolio – kele fleming
  • Favorite assessment and evaluation techniques – TBD
  • iPhone Apps – Paul Stacey
  • Mobile learning or staying connected while on the go – Tracy Roberts
  • Open educational resources – Brent McIntosh
  • Personal learning environments & Personal learning networks – Gina Bennett
  • Social networking & web 2.0 tools – Grant Gregson
  • What’s on the next ed tech horizon? – Peter Arthur

If there is a topic you’d like to facilitate for a discussion during our networking lunch feel free to start one spontaneously: we will have a few blank table tent signs for your use.

2010 Innovation Award Ceremony & Presentation 1:45 pm – 2:15 pm – Village Greens

Monday  Afternoon Concurrent Sessions 2:30 pm – 4:00 pm – Cadboro & MacLaurin Labs

WordcampClint Lalonde, Camosun; Grant Potter, UNBC; Novak Rogic, UBC and Scott McMillan, UBC; Keith Webster, University of Victoria & Michelle Harrison, Thomspon Rivers University (90 min.)
WordPress Multiuser (WPMU) is being used increasingly as an online publishing platform at post-secondary institutions. With it’s roots in the blogging world, WPMU has evolved into a robust, user-friendly way for educators and students to publish their content to the web.
Drawing on the momentum of the first gathering of WordPress users at WordCampEd 2009 as well as the experience of institutions in BC using WordPress to support teaching and learning, this session will explore elements of the WordPress experience.
Google Wave: the next tsunami in educational technologies? – Erik Fleischer, University of Victoria  (90 min. Hands-on Lab)
In this session participants will:

  • Explore how Google Wave works and what types of collaboration and interaction it affords
  • Generate ideas for educational uses of Google Wave

This session is divided into two parts.
First we will explore Google Wave and find out how it works. We will look at its most basic uses as a tool for communication and interaction ‚ both synchronous and asynchronous ‚as well as some of its countless extensions, or ‘gadgets’, for polling, maps, voice conferencing, etc.
When we’re all more or less comfortable ‘riding the wave’, we will collaboratively come up with ways to exploit the educational potential of this promising tool. Be prepared to share your visions and insights!
Please note that each participant will need a Google Wave account so those who wish to participate should create a Google Wave account prior to attending. This session is limited to 30 participants and participation will be on a first-come, first-served basis.
Portable Apps – Cathryn (Katy) Connelly, University of Victoria (90 min. Hands-on Lab)
In this session participants will:

  • Learn how portable applications give educators and students access to the software they need, when they need it, without having to wait for a technician.
  • Explore available portable applications
  • Customize an external USB device (provided by participants) with portable apps

Portable applications are special versions of Free/Libre and Open Source Software (FLOSS) that are designed to run from a removable USB device such as a flash drive, IPod, camera card or external hard drive. The use of portable applications allows students and educators to carry their data and software with them as well as their bookmarks, settings, plug-ins and other add-ons.
Through the use of portable applications, teachers and students can use any program they need, at any available computer. Also, teachers can give students the same FLOSS software used at school to use at home.
Open Office, photo editing, sound editing, special needs software and many other portable apps, can be run on Linux, Window or Macintosh operating systems. Participants are asked to bring a blank USB data stick (minimum 1 GB).
Freedom of Information and Protection of Privacy in Internet-based Teaching & Learning Activities –Pam Portal, B.A., LLB; and Judy Southwell, M.A., Vancouver Island University (90 min. Interactive Seminar)
VIU has been awarded a contract through BCcampus to develop a set of guidelines that will assist BC post secondary educators to remain in compliance with the Freedom of Information and Protection of Privacy Act (FOIPOP) while using Internet based technologies, such as wikis, blogs and Facebook, in teaching and learning activities that store student data outside of Canada. The guide has been developed based upon scenarios gathered from BC post-secondary institutions and will be used during the Workshop session to determine its effectiveness as written and where or how it should be tweaked to more closely meet the needs of BC post secondary educators. The guide and workshop will focus on the following five questions, which will connect participants to some of the specific privacy requirements of FOIPOP imposed on employees of public bodies. The session will be a blend of presentation, group work, and a Q&A period.
1.What are your main duties and responsibilities under FOIPOP as employees or service providers of a public body
2. How are specific issues in FOIPOP, like the collection, use, disclosure and storage of personal information, relevant to the work you may be planning to do in class with respect to using new technologies?
3.What steps can you take to ensure you are in compliance with FOIPOP?
4.What tools can you use to facilitate your and your students sensitivity to the requirements of FOIPOP?
5. Where can you get more information about, or assistance with, particularly puzzling questions or situations?

Take a tour of Finnerty Gardens. Brochures on self-tour available at the registration desk.

ETUG BBQ @ Delta Victoria Oceanpointe – Harbour Room, 45 Songhees Road

No host Bar 6:00 pm
Dinner 6:30 pm

Tuesday June 8th, University of Victoria, 3800 Finnerty Road, Cadboro Commons

Continental Breakfast 7:30 am – 8:55 am – Village Greens

Tuesday Morning Concurrent Sessions 9:00 am – 10:25 am – Cadboro Commons & Business & Economics Bldg Lab

Wordcamp – Clint Lalonde, Camosun; Grant Potter, UNBC; Novak Rogic, UBC and Scott McMillan, UBC; Keith Webster, University of Victoria & Michelle Harrison, Thomspon Rivers University (90 min.)
Elluminate: Lighting the imagination? –  B.J. Eib, Royal Roads University and Pam Miller, University of Victoria (90 min. Hands-on Lab)
Many BC universities and colleges have recently acquired access or greater access to synchronous web-conferencing applications such as Elluminate. But to what end?  Who is actually using these systems? How are they using them?  What faculty development approaches that can expand and enhance use?
This session will engage participants in discussion, sharing and brainstorming around these questions as we as demonstrate approaches taken by Royal Road University and the University of Victoria School of Social Work. We will share slides that can be used in training sessions and websites that provide training an training materials.
This session will:

  • Engage participants in a discussion of the role of web-conferencing in F2F, Blended and Online learning
  • Demonstrate 2 approaches to faculty development with regard to Elluminate
  • Share best practices with and between participants
  • Brainstorm even more effective strategies

Discovering a Multi-Access Learning Environment in Action – Valerie Irvine, University of Victoria  (90 min. Hands-on Lab)
In this session presenters will:

  • Introduce the concept of multi-access learning environments (Irvine, 2009).
  • Give learners an introduction to a learning environment within the Technology Integration and Evaluation Research Lab that supports face-to-face, video conference, social networking, and mobile learning with its streaming capabilities.

There is capacity for  10 in one vc room and 12 in the second vc room. Learners will be introduced to multi-access learning in context and gain a technical understanding as well of the various equipment that supports it. Instructional design and support implications will be discussed together. Session to be held in the $800,000 Canada Foundation for Innovation-funded TIE research lab. See http://tie.uvic.ca”
The Social Side of Citation –  Teresa Lee and Ellen George, University of British Columbia Library  (90 min. Hands-on Lab)
Among the many open educational resources and digital research tools that are currently available, Zotero, an open-source citation management tool, has cultivated a wide and enthusiastic following. Zotero makes it possible for researchers and scholars to go beyond simply compiling personal reference libraries and generating bibliographies; it enables them to find like-minded colleagues through its social networking features, and to collaborate on niche digital collections through Omeka, a related platform for web publishing. In this lab session, we will begin with a general overview of popular free citation management tools such as Zotero and Mendeley, followed by hands-on training and practice with Zotero’s key functions, and conclude with a discussion of its application as a teaching tool. Users of Endnote, Refworks, and other citation management software will find this session particularly useful.
Architecting EdTech – Integrating Personal Learning Environments, Enterprise Systems, Shared Application Services, and Cloud ComputingPaul Stacey, BCcampus (50 min. Presentation)
This session is suitable for everyone from instructional designers, to faculty, to IT staff involved in acquiring, configuring, maintaining, developing, and using educational technology. Participants in this presentation will:

  • identify and define major structural components of post-secondary information technology systems
  • differentiate between elements of the architecture that are the responsibility of the institution vs. those that (potentially) are not
  • discuss the challenges of provisioning educational technology solutions within post-secondary
  • assess the pros and cons of in-house provision, shared service provision, and cloud computing
  • design an edtech architecture based on a template that integrates PLE’s, enterprise systems, shared application services, and cloud computing

This presentation engages participants in the design of edtech architectures for post-secondary teaching and learning. Using an overarching edtech architecture design template participants will create an architecture that combines personal learning technologies, with enterprise systems, shared application services, and cloud computing. The design exercise will include discussion of the challenges and benefits associated with each architecture component and with each method of provisioning. At the end of this presentation participants will leave with their own edtech architecture, insights into how it could be put in place, and ideas on the future directions of edtech development and use.  Designs will be collected at the end of the session and posted as .pdf’s on the workshop wiki or website. Note:  Participants need not be highly technical. The session will not go deep into information technology esoterica but rather create a high level visual representation readily understandable by all.
Cloud Computing: A walk in the woodsMichael Minions, Okanagan College (50 min. Presentation)
This session will explore the concept of cloud computing as a shift from an agricultural to a hunter-gatherer model of educational technology. What are the implications for teachers and learners? How does this change the role of the institution in providing a technology infrastructure? What skills and attitudes do we need to thrive in this environment?
This session will:

  • provide a conceptual structure for thinking about the vast array of online tools and resources
  • provoke a re-thinking of the role of the institution in providing technological infrastructure for teaching and learning
  • try to catch up to where students already are

Following a brief presentation, we’ll poke holes in my theory and argue about whether moving towards cloud computing is progress or folly.

Networking  & Refreshment Break 10:30 am – 10:55 am – Village Greens

Tuesday  Morning Concurrent Sessions 11:00 am – 11:50 am – Cadboro Commons

Exploring pedagogies and on-line learning: What can we learn? – Lynne Young University of Victoria (50 min. Seminar)
In this session participants will:

  • Explore pedagogical underpinnings of on-line learning
  • Present a case example of using a learner-driven pedagogy to guide the development of an on-line theory course
  • Discuss how this case is similar to, and/or different from commonly used designs for the delivery of on-line theory courses
  • Discuss advantages and disadvantages of using a learner-driven versus an instructor-driven pedagogy to teach an on-line theory course

Technology can be used to guide teaching from diverse pedagogical positions. However, on-line teaching in theory courses is generally instructor-driven.  In this session, participants will be engaged in thinking about the pedagogies underpinning on-line teaching with a view to more fully articulating instructor- versus learner-driven pedagogical designs.  A case example in which a theory course was designed to be learner-driven will focus the discussion. In this theory course, learners were guided through a process that began by engaging learners in an exercise in which they explored and reflecting on what they knew, and what they did not know about the course subject. Learners then developed a learning plan to guide their work in the course relative to the course objectives and the assignments.  The benefits of taking this approach in a theory course will be discussed, with lessons learned highlighted. Participants in small groups will explore how a learner-centred approach is similar to, and/or different from,the pedagogical approach that guides their on-line teaching practices. The session will conclude with a large group conversation about instructor-driven versus learner-driven on-line learning.
Creating Open Courseware- Lessons Learned – Roger Powley, Athabasca and Walden University (50 min.Presentation)
During this session participants will explore the lessons learned durng the conduct of an OCW design and development EU sponsored research project that involved the University of the West Indies, University of the South Pacific, University of Mauritius, Open University of the UK and Lews Castle College.  This session will be of interest to anyone wanting to learn more about the OCW movement,the OCW design and development process,the advantages and disadvantages of OCW and the relationship of OCW to the Creative Commons Licencing process.
Tools as Content: How Presentation software becomes a part of the show –  Ravindra N. Mohabeer, Vancouver Island University (50 min. Presentation)
In this session I will explore a relatively new presentation software tool, Prezi (available with a free or paid license at Prezi.com) in comparison to two other major presentation packages, PowerPoint & Keynote. By thinking about these three tools in comparison, I will consider how presentation software is a part of the content presented and explore whether the use of these tools can be used more effectively.
This session will encourage a consideration of picking the ‘right tool for the job’ by addressing presentations paradigmatically; thinking about presentations as having a dynamic relationship between presenter and audience as mediated by the use of content and presentation tools. I hope to demonstrate that not all content is suited for the same default presentation tool choices that we so often make and that some content can benefit from different presentation software choices.
I hope to contextualize the use of the tools (focusing on Prezi) in my own practice teaching Media Studies, and also to demo the interface and opportunities for presenting on the fly to promote collaborative learning.

Networking Lunch 11:55 am – 12:55 pm- Village Greens

Institutional Updates 1:00 pm – 1:25 pm – Village Greens

Reports from Camosun College (Clint Lalonde) , JIBC (Tannis Morgan), Royal Roads (Terri Bateman) and University of Victoria (Erica Price-Edney)

Tuesday Afternoon Concurrent Sessions 1:30 pm – 2:20 pm – Cadboro Commons

Educational Technology – The User’s PerspectiveAndre Malan, Office of Learning Technology, University of British Columbia (50 min. Presentation)
The goal for this session is to help creators and implementors of educational technology understand the impact that it has on students. As a student, I am the real end-user of most of educational technology. Over the past four years I, along with my friends, have been using the technology that most of the people attending the conference provide for us and… we have pretty mixed reviews about it.
I will present the actual feelings that I and my fellow students have about this technology as well as some practical guidelines for creators to think about in order to ensure that students get the most out of the work you put into this technology.
Stimulating Student Collaboration and Engagement: Contrasting Case Studies in Moodle Kate Butler, University of Victoria and Donna McGhie-Richmond, University of Victoria (50 min. Presentation)
Case 1: Using Moodle to Enable Virtual Collaboration and Learning Between Novice and Experienced Teachers, Donna McGhie-Richmond, Ph.D., Assistant Professor, Educational Psychology and Leadership Studies, Faculty of Education
Case 2: Moodle as Pedagogical Tool: Engaging Students on Sensitive Issues, Kate Butler, Ph.D. Candidate, Department of Sociology
This session features 2 contrasting case studies of using Moodle to encourage and support student engagement, collaboration and learning. One case features a course taught within a traditional face-to-face classroom. The other case is taught entirely online. While the primary point of convergence in these cases is the focus on instructional methods and using Moodle, there are points of contrast including:

  • Online vs. face-to-face course delivery
  • Differing levels of student comfort and competence in using learning technologies

Small pieces, thoughtfully joined Brian Lamb, Cindy Underhill and Novak Rogic, Office of Learning Technology, University of British Columbia (50 min. Presentation)
When planning a content management strategy, there is often a tension between planned, structured and centralized approaches, and the emergent ‘small pieces loosely joined’ philosophy. UBC’s Office of Learning Technology is attempting to implement an approach that draws on the strengths of both methodologies to create a flexible, powerful, truly multi-media open publishing platform. Some of the specific technologies and techniques that make this possible: WordPress, MediaWiki, plugins and extensions, open content, syndication, gardening, transclusion, iterative planning, namespaces and tags. While OLT has enjoyed some successes in implementing this vision, the application is still evolving. We hope attendees will be willing to share honest feedback and their own creative solutions.
This session will:

  • Provoke discussion on how disaggregated, emergent technologies can be used to promote an efficient, integrated content management strategy
  • Share specific technologies and techniques that can enhance the effectiveness of collaborative authoring environments

Stop the Bullets: An Image Contextualized Approach to Teaching and Learning – Bonita Davidson, Vancouver Island University and Mary O’Neill Vancouver Island University (50 min. Presentation)
Participants will be made aware of the presentation construct‚ Pecha-Kucha‚ as it applies to PowerPoint design. Adaptations to the construct will be applied to engage K-12 and post-secondary teachers in having learners‚ make personal meaning‚ of their learning through powerful visuals and sound.    This presentation will review the design construct Pecha-Kucha‚ as featured in Garr’s book , Presentation Zen.  The format specifies 20 PowerPoint slides with 20 second timings each to total 6:40 per presentation. Within this timeframe and format, teachers are challenged to use powerful images, paired with text and/or narration and music to engage students to make long-lasting cognitive connections with their learning. The presenters will showcase‚ classical‚ Pecha-Kucha shows and also share examples of how these principles can be adapted and applied to K-12 and post-secondary teaching. Audience participants, working in small groups, will be asked to debrief their impressions on the presentations and on the impact of this intriguing design model. Those interested in moving beyond typical PowerPoint presentations to engage their learners will benefit from this session.
iPad: The Next Gadget for a learning surface? – Brent Lee, Vancouver Island University (50 min. Presentation)
New emerging gadgets enter the classroom each and every year. How can the trend be used to help our own deliveries of learning?  In this session, I will attempt to answer the following following questions:
1. Will the iPad replace the paper world and can it do so successfully?
2. Is the iPad just another gadget which amounts to nothing more than a marketing strategy?
3. Can we successfully develop for the iPad so that learning management does become easier and more efficient while preserving the authenticity of learning? (develop does not refer to technical development but content and communication)
4. Can we maintain and even enhance the authenticity of learning with the iPad and prevent it from degrading into a Twitter type environment?
5. Can we build a universal environment with the iPad maintaining connection and credibility between the learning environment in colleges and universities and that of the work world?
Note: Participants  may wish to bring their laptops and devices for experimentation with some interactive examples.

Refreshment Break (ice cream bars & novelties)

Debate Finale  2:40 pm – 3:40 pm –  Arbutus/Queenswood Room, Caboro Commons

Debate Team Leader:  Martin Smith, University of Victoria & Team
Debate Team Leader: Grant Potter, University of Northern BC & Team
Debate Facilitator: Paul Stacey, BCcampus