See the schedule below for specific presentation timings.
Thursday May 26 | Friday May 27
Thursday May 26
| Time | Session |
|---|---|
| 8:30 – 9:00 | DS106 Radio – Soft open – grab a coffee |
| 9:00 – 9:10 | Kick off and Land acknowledgement |
| 9:10 – 10:45 | Panel | Future of Educational Technology |
|
|
| 15 minute break | |
| 11:00 – 11:20 | Timothy Kato, Kalev Hunt, Doris Li | Emerging Educational Technology Roles – Supporting Students |
The COVID-19 pandemic led to many educational institutions pivoting to online teaching and, even as we return to face-to-face teaching, technology adoption and usage continues at record levels. With the growth in technology adoption, UBC has seen a measurable increase in demand for student support from our student body. Job roles focused on supporting students is an emerging area of need in educational technology support. UBC’s Learning Technology Hub has added co-op student roles to our team as the primary resource in meeting this emerging and growing need. Join us for a lively discussion including insight from one of our stellar students as we reveal the challenges faced and successes achieved in exploring this new frontier.
|
|
| 10 minute break | |
| 11:30 – 12:00 | Lightning Rounds |
| 11:30 – 11:40 | Grant Potter, Clarence Hofsink | Pilots and Polls: Negotiating an understanding of hybrid/flexible learning at UNBC |
This round will share the outcomes of a pilot project run at UNBC during Fall 2021 exploring approaches to hybrid/flexible course delivery. The round will also share the results of a Winter 2022 UNBC instructor poll addressing hybrid/flexible course delivery practices.
|
|
| 11:40 – 11:50 | Rich McCue | HyFlex Instruction: The Leatherman Tool of Skills Instruction |
The COVID-19 pandemic was the catalyst for revamping our library skills based workshops, and well as the Educational Technology class I teach in the Faculty of Education so that they could be delivered not only face-to-face but also online via Zoom. Now that we are back on campus we are offering newly updated Hybrid-Flexible (HyFlex) workshops and classes so that local and remote learners can participate on not matter what their circumstances using a blend of online learning resources that can be engaged with in a variety of ways. While we initially anticipated that our library based HyFlex workshops and classes would be relatively short-lived, we’ve discovered that many students continue to take advantage of our online, and asynchronous options, not only because of Covid-19 concerns but because HyFlex helps them with their family responsibilities or helps manage anxiety.
|
|
| 11:50 – 12:00 | Yangqian Qi, Michelle Zeng | Hybrid Teaching and Learning in Forestry: Experiences during the COVID-19 Pandemic at UBC |
The education of forestry has been characterized by courses that require high levels of in-person attendance and field-based activities. The restrictions from the COVID-19 pandemic have presented significant challenges to the delivery of these courses over the past two years. To adapt to this, the Faculty of Forestry at UBC explored different strategies to allow hybrid teaching and learning. An instructional support unit within the faculty was established to provide timely help during the transition of course delivery modes. Guidelines, tip-sheets, and workshops regarding the use of diverse learning technologies were organized to help instructors become familiar with hybrid teaching of forestry courses. Various modes of hybrid teaching and learning, such as multi-access, synchronous, asynchronous, and multi-section, were employed based on the characteristics of course content. For field-intensive courses, we supported instructors to prepare video clips that enable students to virtually experience fieldwork. Assignments (e.g. weekly journals) were designed to encourage the exploration of natural environments in students’ local regions. Following these assignments, in-person and/or online discussions were set up to promote communication, reflection, and engagement. For lab-intensive courses, we improved students’ remote access to computer labs to allow the use of professional software. Meanwhile, online and in-person lab sessions were run concurrently to accommodate students with accessibility needs. For lecture-intensive courses, we helped instructors integrate both low- (e.g. Zoom on laptops, voice recorder on cell phones) and high-tech (e.g. in-classroom cameras) equipment to facilitate hybrid teaching with live streaming and recording options. Overall, our strategies were effective as both instructors and students were satisfied with their experiences. Moving forward, we foresee that hybrid teaching and learning will build up efforts to further improve the equity, accessibility, diversity, and inclusion.
|
|
| 12:00 – 1:00 | Lunch |
| 1:00 – 1:20 | Marla Gonzalez Plasencia, Aanyta Fahrenbruch, Alison Salo | Experiences with Flipped Classroom: Response to Pandemic Learning |
In the spring of 2020 as the pandemic halted all in person classes, educational institutions across the province were asked to revision classroom spaces and student expectations. As institutes opened their doors again it was recognized that flexible education spaces were needed as we continued to navigate the new normal. This workshop will examine the Selkirk College ECCE programs experience in working with a flipped classroom model. The presenters will provide a thoughtful reflection on responding to an evolving education landscape through flexibility, technology and student centred practices. They will review both the successes and challenges of the flipped classroom model and address tensions experienced by students and faculty.
|
|
| 10 minute break | |
| 1:30 – 1:50 | Paul Hibbitts | From Required to Requested: A look at how SFU CMPT-363 has evolved over 5 online offerings since Summer 2020 |
Paul Hibbitts has taught CMPT-363 User Interface Design at Simon Fraser University for over 20 years, and at the very start of 2020 he trial ballooned a blended approach for his 3-hour evening section of the course, which was not pursued at that time. However, I bet you saw this coming… this blended variation gave him a significant foundation to build from when CMPT-363 was required to be fully online starting in May 2020 due to COVID-19. Since then, heavily influenced by student feedback and supported with highly iterative development focused on improving the student experience, the course is now one of the most sought after (and almost only) online offerings in Computing Science at SFU. In this session, Paul will share some of the lessons learned as this course has been delivered online over five successive offerings.
|
|
| 10 minute break | |
| 2:00 – 2:50 | Cyprien Lomas, Sahil Sahibole, Judy Chan, Duncan McHugh | The Surprising Impact of Hands: Using our Popup Studio to Enhance Online Lectures |
| Online teaching might be here to stay, but pedagogy can be affected when the online instructor presence is not ideal. The narrow window of Zoom cameras can prevent the use of hand gestures that are common in in-person teaching. To eliminate this, Professor Carol McAusland approached the LFS Learning Centre to try and teach in a weather forecaster setup, allowing her to annotate and point to her graphs and slides with her hands. The pop-up studio was the second iteration of a studio at the Faculty of Land and Food Systems, after the first iteration was shut down due to not being extensively used. It was set up as a portable, temporary studio in a small space which demonstrates that multipurpose spaces can be utilized as studios for online teaching. The pop-studio, set up with an ATEM Mini Pro and studio gear enables instructors to deliver their online lectures with minimal technical assistance required. The relative low cost and ease of setup can allow such studios to be set up in every building to provide a space for online teaching for instructors.
|
|
| 10 minute break | |
| 3:00 – 3:50 | Jamie Drozda and Brenna Clarke Gray | H5P in Pressbooks Workshop |
| The teaching and learning landscape is changing. Course content has been delivered, for the most part, via online platforms throughout the pandemic, so now what? Many students will expect course content to be blended, a combination of online content with in-class lectures and most postsecondary faculty will want to accommodate this expectation. Often online content is static which can be a drawback for both instructors and learners. Now instructors can easily and confidently develop a suite of engaging interactive materials content using H5P. Students benefit from H5P as well, it affords new ways of not only engaging with information but presenting it. Students can author their own H5Ps using WordPress, Pressbooks and, at TRU, Moodle! (We’ll be happy to share how we achieved that with interested Moodle support folks, too.) Join Brenna and Jamie in this hands-on workshop to learn how to create interactive learning objects that will engage your students using H5P in Pressbooks. We will provide a Pressbook space that will also act as a persistent resource and sandbox space for you to come back to as needed — you’ll be able to review and revisit the materials shared here, and to learn from the work your peers will do in this workshop. We will cover:
|
|
| 3:50 – 4:00 | Close the day and look towards tomorrow |
Thursday May 26 | Friday May 27
Friday May 27
| Time | Session |
|---|---|
| 8:30 – 9:00 | DS106 Radio – Soft open – grab a coffee |
| 9:00 – 9:05 | Land acknowledgement |
| 9:05 – 9:50 | Helena Prins and Tracy Roberts | Hyflex: Is your institution ready? |
| At a recent BCcampus event, over 120 colleagues from BC higher ed created a list of essential principles to guide successful HyFlex learning design. This session will invite participants to review and consider those principles to assess the HyFlex readiness of their institution. | |
| 10 minute break | |
| 10:00 – 10:20 | Bert Slessor, Liam Squires | Flex’ing Under Pressure: From low to high and DIY |
Over the past two and a half years, the demand for alternative educational experiences has increased. In 2021, Georgian College made steps to meet the needs of its students by creating HyFlex experiences; however, not all faculty or programs areas were ready for such a shift. In response, Georgian’s Centre for Teaching and Learning designed multiple pathway programs for faculty to upskill and reskill their pedagogical practices for flex, hybrid, and additional online options.
|
|
| 10:20 – 10:30 | Mariel Miller, Craig Scharien, Hayley Hewson, Jordan Forbes | Creating Opportunity for Flexibility: Implementation of UVic’s multi-access classrooms |
In response to the COVID-19 global pandemic, the University of Victoria implemented two multi-access classrooms enabling students to attend and participate in-person or remotely. In this session, we will describe the design and implementation of these classrooms and provide examples of the instructional approaches they enable. Finally, we will describe how instructors are supported to adopt and experiment with these spaces and discuss lessons learned over the past year. This session is applicable to administrators, instructors, and educational technology staff who are interested in developing, using, and supporting multi-access teaching spaces.
|
|
| 10 minute break | |
| 10:40 – 11:00 | Lynda Robbins | Did a Flipped Classroom Capsize? |
This presentation will discuss:
|
|
| 15 minute break | |
| 11:15 – 12:00 | Kelly Marjanovic, Mara Chequer | Designing for Flexibility in Online Courses |
| How do we design online courses with flexibility in mind? What changes are required when considering various delivery modes (synchronous, asynchronous, blended, etc.), lengths (condensed 6-week, micro-courses), or student demographics (adult learners, international students, etc.)? Aiming to remove barriers to learning, Trinity Western University has expanded its online learning programs globally and domestically with key tenants in mind. First, we recognize the future of higher education requires integrating technology, facilitation support, and coaching for students. Second, we apply adaptive pedagogies that utilize technology, collaborative learning, and content contextualization in order to help learners better understand course content and achieve success. Finally, we design our online courses using a FAIR model: Flexible, Accessible, Informed, and Responsive – with the learner at the centre. As we design our courses for flexibility, we consider the needs of the learners, such as using accessible resources, providing asynchronous options to engage with the course content and others, and facilitating learning activities to scaffold learning. Flexibility is significant for faculty as well. Instructors want to personalize their content, add resources to support students, and modify assignments and activities where appropriate. In this session we will share how to design flexible courses to meet the needs of learners and instructors in a variety of contexts. We will highlight key design decisions that are impacted by course modality, lengths, and student demographics. In addition, we will ask participants to share their experiences and suggestions for flexible design, particularly as it relates to assessment, course resources, and learning activities. We hope participants will come away with new design ideas and rich discussions on adaptive pedagogies.
|
|
| 12:00 – 1:00 | Lunch |
| 1:00 – 1:45 | Peter Arthur | Effective Online Learning Environments |
EdTech provides the ability for faculty to develop caring, interactive, learning environments where students collaborate, create and share knowledge, rather than simply consume information. This session explores synchronous online pedagogical models, and learning technology tools.
|
|
| 15 minute break | |
| 2:00 – 2:20 | Ashley Blacquiere | It Takes a Village: Embedding educational objectives in open communities |
The open-source movement has thrived for decades on remote modes of collaboration. Instructional strategies that integrate student activities within such communities aids in the development of resilience and self-efficacy, and has direct impact on instructional responsibilities and learning outcomes.
|
|
| 10 minute break | |
| 2:30 – 3:15 | Laurie Prange | Making long-term support plans for faculty who must stay teaching online as the pandemic continues indefinitely |
Every institution has at least a few faculty members who are CEV (clinically extremely vulnerable) to COVID and need to continue teaching online indefinitely. What support plans do you have in place for these faculty members? How do you navigate your relationship with them when they have not chosen to become ed tech experts? Also, what is required under the law? In this session, a former faculty developer turned business instructor who teaches HR courses and is CEV herself, you will learn what you need in your long-term support plan for those faculty members who need to become even greater experts in teaching with technology not because they want to but because they have to due to their health status.
|
|
| 3:15 – 3:30 | Closing |