TL
2013
t
May 1&2, 2013
University of
Saskatchewan
Valerie Irvine
University of Victoria
Making IT Mainstream:
Everybody’s doing IT
Teaching and Learning
with the Power of Technology 2013
Conference
Program
George Veletsianos
University of Texas at Austin
All sessions take place in the Arts Building, U of S.
Preconference Events
Morning, Wednesday May 1, 2013
8:30 am
Registration (Foyer outside ARTS 146)
9 - 12 am
Option 1 (ARTS 214)
Pre-conference Session with Valerie Irvine, Brad Wuetherick and Stan Yu
Evaluating the Integration of Technology: Understanding the Purpose and Process of Evaluation
Research
9 - 12:pm
Option 2 (ARTS 263)
Pre-conference Meeting of Instructional Designers.
IDing our Future: A Meeting of the Minds of Instructional Designers
12 noon
Lunch in Marquis Hall Culinary Centre for those who preregistered for morning events only.
Conference Program
Afternoon, Wednesday May 1, 2013
12:30 pm
Registration (Foyer outside ARTS 146)
1 - 2:30pm Opening Plenary (ARTS 146)
Social Media in Learning, Teaching, and Scholarship: Six Tales of Practice
with George Veletsianos, Assistant Professor in the Department of Curriculum and Instruction from the University of Texas at Austin
2:30 - 3pm Coffee Break (Foyer outside ARTS 146)
3 - 4:30pm Concurrent Session 1 Flipping IT (Room 133)
Flipping for Success: Application of the Flipped Classroom Model in a Graduate Level Setting
Barbara Schindelka, John Moraros, Ryan Banow and Stan Yu (University of Saskatchewan)
Biographies
Barbara Schindelka is an Instructional Design Specialist with the Gwenna Moss Centre for
Teaching Effectiveness, University of Saskatchewan. Prior to joining the Gwenna Moss Centre,
she applied her Instructional Design expertise to a wide variety of projects at EMAP and
Extension Division. Barbara obtained both her B.Ed. and M.Ed. from the U of S. Her academic
interests include teaching effectiveness, leadership and personal effectiveness, educational
innovation, and epistemology of instruction.
Dr. John Moraros (MD, PhD, MPH) is an Assistant Professor with the School of Public Health,
University of Saskatchewan. Dr. Moraros is committed to a community based participatory
research approach, which leads to practical public health interventions and utilizes culturally
appropriate and sensitive strategies whether dealing with an entire community or a
subpopulation group as a community.
Ryan Banow is an Instructional Design Assistant at the Gwenna Moss Centre for Teaching
Effectiveness at the University of Saskatchewan. Ryan is a graduate student in the Educational
Technology and Design program. His research interests are the application of educational
technologies, social media, blended learning, flipped teaching, distance/online education,
computer mediated instruction, and learning analytics.
Stan Yu is the Research and Program Evaluation Analyst for the Gwenna Moss Centre for
Teaching Effectiveness at the University of Saskatchewan.
Abstract
PUBH 800 is a course offered by the School of Public Health, University of Saskatchewan.
Previous offerings of this course were traditionally lecture-based. However, students often
struggled with the application of theory to solve practical and applied problems in the class.
Therefore, the researchers decided to explore the efficacy of a concept known as “the flipped
classroom”. The instructor’s lectures were pre-recorded and made available to students
for online viewing before the class met. In-class, the instructor led a brief lecture review,
problem-solving tutorials, and gave a weekly quiz (with immediate feedback). Students also
gave group presentations. The research was conducted with 4 class groupings over 2 terms.
Surveys were administered to students at 3 points and interviews conducted with the course
TA’s. This presentation will explore the themes and findings of the student’s perspectives on
the flipped classroom approach and suggest “lessons learned.”
Flipping Your Classroom: Great Way to Promote Higher Order Thinking or Just More
Homework?
Deirdre Bonnycastle (University of Saskatchewan)
Biography
Deirdre Bonnycastle is a faculty developer at the College of Medicine in Saskatoon and Regina
where the College is undergoing a major transition in teaching methodologies. Prior to
this, Deirdre spent 25 years as a program developer/instructional designer including faculty
appointments at SIAST and the University of Saskatchewan Extension Division. Her wiki on
medical education receives more than 4000 visitors each month.
Abstract
As the College of Medicine converts to new teaching methodologies, faculty have been
experimenting with flipping the classroom approaches. Students in some cases have
responded by saying this just means more homework in an overloaded schedule not better
learning opportunities. This session will explore the following techniques for providing
resources ahead of class time (flipping) that improves learning opportunities without
overwhelming students:
•
•
•
•
Using objectives to plan your approach
Using case studies
Using puzzles/problem based learning
Using story telling.
Improving the Flipped Classroom: An Anonymous Backchannel and Unlimited Quizzing
Ryan Banow (University of Saskatchewan) and Tiffany Banow (St. Peter’s College)
Biographies
Ryan Banow is an Instructional Design Assistant at the Gwenna Moss Centre for Teaching
Effectiveness at the University of Saskatchewan. Ryan is a graduate student in the Educational
Technology and Design program. His research interests are the application of educational
technologies, social media, blended learning, flipped teaching, distance/online education,
computer mediated instruction, and learning analytics.
Tiffany Banow has a BSc in Nutrition and is a Registered Dietitian. She is a sessional lecturer
at St. Peter’s College in Muenster, SK. She also facilitates workshops for the Saskatoon Health
Region and has experience consulting for businesses and the food industry, as well as
coaching individuals in making healthier food choices. She has contributed her expertise to a
variety of print, online, and other media sources.
Abstract
Flipped teaching has recently gained popularity in K-12 and Higher Education settings.
Flipped teaching is a format of removing some of the lecture-based lessons from classrooms
and instead allowing students to learn at their own time and pace, often through the use of
lecture videos. It enables instructors to increase interaction, collaboration and higher-order
thinking of students. Students must become more self-directed learners, and in turn this
may increase the quality of education at universities (Kim, Byon, & Lee, 2012). Although
flipped teaching has the potential to be helpful; anecdotal observations suggest that there
are two main drawbacks to this method. First, from the student perspective, it is difficult to
ask questions during the “lecture.” Second, from the instructor perspective, students may not
come to class prepared and with the necessary content knowledge.
This session looks at a flipped course design in Nutrition 120 that addresses both of these
concerns through the use of an anonymous backchannel tool and unlimited quizzing. The
session will begin by going through the design decisions for this course and the instructor
experiences in the course. The session will then look at survey data on student thoughts and
experience with the flipped class design—specifically their thoughts and experiences with
the backchannel tool and quizzing system.
3 - 4:30pm Engaging IT (Room 134)
Team Role Play Simulations in an Online Course
Tanis Harding (University of Regina)
Biography
Tanis Harding is an instructional designer with the Centre for Continuing Education at the
University of Regina. She obtained her Master of Arts in Applied Communication from Royal
Roads University in 2007. She has been working at the University of Regina developing online
and blended courses since October 2010. Prior to working in higher education, Tanis designed
many successful corporate learning programs using a variety of modalities.
Abstract
This session will evaluate the impact of team role play simulation activities using examples
from an International Studies 100 online course. We will discuss the structure of the activities,
the distribution of teams, team orientation, rubrics, and student feedback. This will be
followed up with a reflective and critical discussion with participants on the use of team role
play simulations for learning activities in online environments.
Tools, Trends and Strategies for Successful Distributed Learning
David Trottier (SIAST) and Jordan Epp (University of Saskatchewan)
Abstract
A presentation about the currently available tools, trends and strategies that make for
successful distributed learning. Presenters will discuss innovative technology solutions
available including learning management systems, video servers, and lecture capture
technologies. As members of the U of S Instructional Design Group, presenters will also
discuss the pedagogical implications of these technologies and suggest some best practices
and strategies for using them effectively in your distributed learning initiatives.
Web-based assignment delivery and assessment for engineering courses
Cyril M. Coupal, Jit Sharma and Bruce Sparling (University of Saskatchewan)
Biographies
Cyril M. Coupal began instructing for Computer Science in 1981, continuing for 23 years.
Combing his love of teaching with knowledge and experience in technology, Cyril has
come to ICT to supervise the Instructional Services Development group at the University
of Saskatchewan. Cyril applies this experience to investigating, adopting and supporting
teaching and learning technologies, and managing software development projects targeting
teaching and learning.
Jit Sharma is a professor of geotechnical engineering in Department of Civil and Geological
Engineering, U of S. He has considerable experience in the development of a number of
web-based learning tools, including Java-based simulations and multimedia-rich, interactive
engineering case histories.
[Website: http://homepage.usask.ca/~jis397/]
Bruce Sparling is a professor of structural engineering in the Department of Civil and
Geological Engineering at the University of Saskatchewan. In addition, Bruce is the
Undergraduate Program Chair and Director of the Saskatchewan Centre for Masonry Design.
Abstract
Online resources offer around the clock access to learning tools. Being able to complete
assignments and practice concepts in a computer-controlled environment provides many
advantages to the student that may help in learning. Practice can be achieved by solving the
same kinds of problems as given on assignments. Having access to many different variations
of a problem provides a rich environment for learning to apply techniques and concepts seen
in class.
The EngTEL project was undertaken to provide a web browser-based environment that
could present engineering problems with randomly chosen parameters to the student. The
problem is presented as a set of steps of calculations or milestones. The student performs
their calculations and provides their answers to each milestone. If correct, the problem is
advanced to the next milestone. After a set number of incorrect attempts, the correct answers
are provided the student and they are advanced to the next milestone. This presentation will
discuss the concepts leading to the application, how the application was developed and the
initial successes observed by using the application in a classroom setting.
3 - 4:30pm Opening IT (Room 263)
Charting New Maps for Higher Education: Exploring the Untamed Territory of Online Informal
Self-Directed Learning
Dirk Morrison (University of Saskatchewan) and Jana Scott-LIndsay (University of
Saskatchewan)
Biographies
Dirk Morrison, B.A., M.Sc., Ed.D. Dirk is an Associate Professor, Educational Technology and
Design (ETAD), Curriculum Studies, College of Education. His research interests include:
instructional design practice applied to distance and e-learning; educational technology in
higher education; non-formal and informal self-directed online learning environments; effects
of ICT on culture and society.
Jana Scott-LIndsay has held a position in the Saskatoon Public School Division as an
Educational Consultant: Curriculum & Instruction. Her area of focus in her graduate work
is exploring the potentials of self-directed learning to create authentic engagement and
empowered learning for students. She is currently working with Dr. Morrison as a Graduate
Teaching Assistant for ETAD 404 (Designing e-learning environments).
Abstract
Overview of session content This presentation is an exploration of informal self-directed
learning (INFSDL) contexts, content, and processes and how these might inform formal
and non-formal course and program design. A brief overview of some research findings
investigating the nature of virtual learning communities within the definitions of formal,
non-formal, and informal learning will be presented, with an emphasis on INFSDL. However,
the larger portion of time will be allotted to discussions regarding the nature and potential
of informal self-directed learning to inform innovative teaching and learning practices
utilizing internet-based resources and social networks. Session fit with the themes: innovative,
open, and flexible learning Innovative Integrating key characteristics, to include processes
and outcomes, of informal self-directed learning within traditional (formal and non-formal)
learning environments is an innovation in online pedagogy. Open and flexible learning
Anytime, anywhere, anything, any way characteristics represented by informal self-directed
learning provide the ultimate flexibility and openess; the individual and/or community of
learners is not restricted by time, place, space, and curriculum “maps and checkpoints” but,
rather, is afforded maximal freedom to explore the terrain of their own learning. Presentation
process Through active audience participation via facilitated discussion, the presenters will
provide an opportunity to collectively explore the idea of informal self-directed learning.
Attendees will be encouraged to consider a range of informal learning self-directed
environments and processes, including those utilizing social networking media, as a source
for innovative pedagogy within formal and non-formal learning environments.
Developing Digital Voice in Open, Online Learning Environments
Alison Seaman (Consultant)
Biography
Alison Seaman is a learning and development professional, a recent Master of Human
Resource Development graduate from the University of Regina and author of an article
on Personal Learning Networks. She also holds a Bachelor of Education, a Bachelor of Fine
Arts and a certificate in Visual Communications. Her interests include: Networked learning,
Knowledge Management, Massive Online Open Courses, Higher Education and User
Experience design. She lives in Regina, Saskatchewan.
Abstract
“In constructing a ‘presence’ in this computer-mediated environment Mary must call on new
of ways of ‘talking herself into being’”, (Farrell & Holkner, 2004).
Adapting to the requirements of open, scholarly expression in a connectivist Massive Open
Online Course (cMOOC) environment can prove more challenging for some personalities
(Tschofen & Mackness, 2012). Rooted in insights gained as an adult learner in a cMOOC
and later as a planner and facilitator of a cMOOC, this presentation weaves together case
narrative and literature highlighting the importance of efficacy-building interventions for
personalities who struggle with establishing a digital voice in open learning environments.
Recommendations for practice will also be discussed.
Do’s and Don’ts of Teaching in an On-Camera Environment
Mark Behrend (University of Saskatchewan)
Biography
Mark Behrend is a graduate student completing his master’s degree in educational
technology and design at the University of Saskatchewan. He’s also Project Manager for
Distance Education at Media Access and Production, (eMAP) at the U of S. From 1984 to
2000, Mark worked for CBC Saskatchewan as a television producer and director, a radio and
television host, and a freelance video contributor to regional and national programs.
Abstract
In distance education, video has become one of the primary means of distributing learning
to large numbers of students. When used effectively, the combination of engaging visual
cues and audio reinforcement provides a solid platform for learning. When done right, your
audience “gets it.”
Now imagine this scenario. You’re settling into your seat in a distance ed classroom at a
regional college somewhere in Saskatchewan. It’s January and it’s -40 outside. You’re excited
and a little nervous. This the first time you’ve elected to take a distance ed course and you
don’t quite know what to expect. The television screen comes alive, a montage of video
clips and stills dance across the screen revealing the name of your course. Seconds later your
instructor appears. He’s wearing a loud Hawaiian shirt and sporting a serious tan. Around his
neck hangs a gold chain with a shark’s tooth dangling from it. He welcomes everyone and
jumps right into the material he’s going to cover. But you don’t hear a thing. You’re too busy
trying to figure out what balmy beach he’s come from and just how BIG was that man-eater!
Until he takes the time to inject some humour and explain his get-up and the back-story
around the tooth, no one is going to do much learning today.
An obvious example, but the lens of the camera doesn’t miss a thing. How you use that
knowledge to enhance your teaching style and keep your students fully engaged is what
this presentation is all about. Using video clips and other media demonstrating on-camera
protocols and techniques, your presenter Mark Behrend will take you through a quick crash
course in the dos and don’ts of on-camera teaching in a distance education environment.
3:00 - 4:30 pmBroadening IT (Room 214)
Learn Where You Live: Delivering Information Literacy Instruction in a Distributed Learning
Environment
Tasha Maddison (University of Saskatchewan)
Biography
Tasha Maddison is a Science Liaison Librarian at the University of Saskatchewan. She
recently completed her M.L.I.S. through Wayne State University which focused on reference
and instruction for academic libraries. Her research interests include: distributed learning,
information literacy instruction and information discovery.
Abstract
Distributed learning is becoming an increasingly common method of further education
in post-secondary institutions and programs across Canada and internationally. Academic
libraries are not immune to this trend, and many are reviewing and revising their teaching
methodology. All learners require information literacy instruction that is relevant, engaging,
and embedded in curriculum; in a distributed learning environment, however, the design
and delivery of that instruction may need to be adapted to respond to the challenges
of instruction to distributed learners. Through a literature review of distributed learning
models in academic libraries and consultation with faculty and librarians at the University
of Saskatchewan, this research will assist in determining distributed learning models and
instructional design best suited for the provision of information literacy instruction within
this environment. Although this research focused on academic libraries, this session will be
relevant to anyone who is interested in providing instruction outside of a classroom.
Technology + Accessibility = Engagement?
Jacki Andre (University of Saskatchewan)
Biography
Jacki Andre has her M.A. in history from the University of Saskatchewan, and has completed
coursework for the M.A. in Disability Studies from the University of Hawai’i at Manoa. She’s
interested in Universal Design for Learning and the portrayal of disability in popular culture.
She works at Disability Services for Students at the U of S.
Abstract
Disability services offices have long faced a conundrum over how to engage post-secondary
instructional staff in meaningful discussions regarding accessibility in the classroom. As has
been the experience of Disability Services for Students at the University of Saskatchewan,
others too have found that, “Trying to teach faculty about accessibility is a dead end.…
They’re not going to come to the workshops, and [if ] they get there, they’re going to glaze
over” (Kolowich, 2010). This has been particularly frustrating because increasing access to the
classroom’s physical space and learning tools benefits more students than just those with
disabilities.
While this impasse has lingered, technology in the classroom and its impact on student
engagement has become a hot topic. Happily, engagement and accessibility are intrinsically
linked. Universal Design for Learning (UDL) is a set of principles on how to improve both
cognitive and physical access in the classroom. A cornerstone of UDL – or, in other words, a
cornerstone of accessibility - is engagement.
This session will provide a brief overview of Universal Design (UD) and UDL. We’ll talk about
how these frameworks can enhance everyone’s lives, and why it’s important to consider them
in the classroom. The discussion will become interactive as we consider popular classroom
technology such as clickers, collaborative notetaking, Twitter, texting, PowerPoint, and
podcasting. As a group, we will share our ideas and experiences on how to make classroom
technology as accessible as possible. Along the way, we’ll touch on why it’s important to
consider the accessibility of technology; how exactly accessible technology improves student
engagement; and, most vexingly, how we can get instructors on board?
Supporting Technological Capacity in EAL Learning Environments
Jay Wilson, Michael Stone, Kimberly Daniels and Daniel Krause (University of Saskatchewan)
Abstract
Generating an understanding of the changing needs of teachers of English as an Additional
Language (EAL) students in Saskatchewan schools is especially important because of a 266%
increase in provincial immigration from 2000 to 2009 (Saskatchewan Ministry of Advanced
Education, Employment and Immigration, 2009, p. 4). Deepening this understanding can
help Teacher Candidates be better prepared as they embark on their chosen profession. It
can also assist university instructors and school-based learning leaders support teachers who
guide EAL learners with diverse needs in the development of strong technology skills. This
presentation will share the experience of Teacher Candidates as they learn about working
in an EAL classroom, using technology to support students, and conducting action research.
The outcomes of this research will help prepare future teacher candidates to work with EAL
students and use technology to enhance language and communicative competence. The
information will also be useful for administrators and in-service teachers looking to improve
their understanding of EAL and the use of technology in the classroom.
4:45 - 6 pm
Welcome Reception (Foyer outside ARTS 146)
Thursday May 2, 2013
9 - 10:30am Plenary (ARTS 146)
The 21st Century University: Implications and Benefits of Access through Connections and Openness
with Valerie Irvine, Assistant Professor and Co-Director of the Technology Integration and Evaluation
Research Lab from the University of Victoria
10:30-10:45am
Coffee Break (Foyer outside ARTS 146)
10:45 - 12:15pm Concurrent Session 2 Connecting IT (Room 133)
Overcoming Social Isolation Through Social Networking: Distance Learning Meets Meet-Up
Dirk Morrison and Heather M. Ross (University of Saskatchewan)
Biographies
Dirk Morrison, Ed.D. (University of Toronto), M.Sc., B.A., Associate Professor. Research interests
include: educational technology design practice applied to distance and e-learning in
higher education; effects of ICT on culture and society; informal self-directed online learning
environments.
Heather M. Ross is an Instructional Design Specialist with the Gwenna Moss Centre for
Teaching Effectiveness at the University of Saskatchewan. Her research interests included
blended learning, learning communities, and social media.
Abstract
The literature regarding the extent and consequences of social isolation experienced by
students learning at a distance are variable and inconclusive. An early study by Krajnc (1988)
found that a number of factors influenced perceived social isolation in distance education
environments, to include: quality and satisfaction of other social relations, past social relations
and background, and, having experienced a repressive or permissive education. Assumed
gender preferences in relation to distance education, namely, “the feminist assumption
that connection and relations are the primary method of learning for women” have been
called into question (Wall, 2004, p. 1). While other studies (Croft, Dalton and Grant, 2011)
offer helpful suggestions for alleviating learner isolation in asynchronous courses, including
strategies for building learning communities, few move beyond the standard solutions (e.g.,
group discussion, faculty engagement, and group projects). Others point to the level of
“social presence” (Cobb, 2009) as having great potential to reduce perceived social isolation in
e-learning and/or distance education contexts.
An extended discussion of the phenomenon of perceived social isolation and the possible
efficacy of the sound application of contemporary social media tools to obviate such, to
enhance the learning experience of the distance learner, is needed. This presentation will
explore the potential of social networking tools (e.g.,, Meetup), to obviate some of the
perceived and real social isolation experienced by geographically dispersed distance learners.
The purposeful facilitation of offline group meetings of students enrolled in the same course
, for example, may provide a conduit for not only social connection but also pedagogically
relevant activities.
Through active audience participation via facilitated discussion, the presenters will provide
an opportunity to collectively explore the idea of locally-situated groupings of learners, via a
portal such as Meetup as one example of social networking, to enhance distance learning.
Community Building 2.0: Using Piazza to Encourage Student Rapport Outside the Classroom
Rebekah Bennetch (University of Saskatchewan)
Biography
Rebekah Bennetch teaches courses on professional communication as a lecturer in the
Graham Centre for the Study of Communication, located in the College of Engineering. She
also helps teach the graduate course “Philosophy and Practice of University Teaching” for the
Gwenna Moss Centre. Her teaching interests lie in finding interesting ways to blend ancient
Greek rhetorical concepts with contemporary pedagogical techniques and educational
technology.
Abstract
Community can provide a powerful context for learning, whether it’s found in a physical
or virtual environment (Bickford and Wright 2006). When it comes to building an online
community in our classrooms, is Blackboard our only option? Piazza offers a better, more
engaging choice. Piazza is a Web 2.0 social learning platform that helps students interact
with their instructor and peers in a casual online format. Piazza’s creator, Pooja Sankar,
started the service in 2011 out of the need for a “virtual place, a virtual piazza where people
could come together and get unstuck.” The website functions as a type of online study hall,
where students (and instructors) can post questions and share resources. I’ve been using
Piazza in my courses for the last year, and have found it to be a useful tool in strengthening
the relationships not only between students and myself, but also in cultivating rapport in
student-to-student interactions. My presentation will discuss the Piazza platform, highlighting
a few of the experiences I’ve had with it over the last 12 months. Additionally, participants
will be asked to share their own experiences and methods of fostering community in their
classrooms through the use of other social media tools.
Reflections on the Implementation of Online Learning at a First Nations Institution
Leslie Martin (University of Saskatchewan)
Biography
Leslie Martin is a Program and Curriculum Development Specialist with the Gwenna Moss
Centre. She completed her MBA from the U of S and her M.Ed in instructional design and
distance education from Athabasca University. She is currently working towards a PhD in
Educational Administration. As a member of the Program and Curriculum Development
team, Leslie’s expertise lies in the areas of culturally responsive programming, community
engagement and distance education.
Abstract
This session will reflect upon the online learning process undertaken at a First Nations
Institution. Research has shown that “online learning has the potential to assist in broadening
the notion of access by approaching instructional design from an Indigenous adult learning
theory and using technological capabilities to integrate opportunities for upholding oral
culture.” (Kovach & Montgomery, 2010, p. 36). The session will describe how the institution
approached the design of the courses to uphold oral culture by integrating interactivity
between student-student and student-teacher with mixed results. The interactivity that was
noticeably absent in the design was community-teacher-student.
Tyro’s (2004) study documented the experiences of Native American online students in
order to better address their needs in the online environment. The results revealed that
the students desired increase instructor feedback and stronger indication of how they have
been progressing. The study found that the students overcame any technological barriers
and attributed their success to the support of their teachers or family. By recognizing the
importance of community/family in the course design the presenter’s institution may have
had increased success. Interwoven throughout the session will be lessons learned regarding
the online learning process and techniques to improve the process.
Kovach, M. & Montgomery, H. (2010) Critical Social Work, 2010 Vol. 11(1 Tyro, F. (2004). More
than smoke signals: An examination of the experience of online American Indian students at
Salish Kotenai College. Union Institute and University.
10:45 - 12:15pm
Apping IT (Room 134)
iClassroom - Utilizing an iPad for Teaching and Learning
Jerrod Dietrich (University of Saskatchewan)
Biography
Jerrod Dietrich is a Senior Training Specialist within Client Services group of Information and
Communications Technology. He also is involved with the University Learning Centre as the
Tech Help Coordinator with the Peer Mentorship program. Jerrod specializes in an array of
platforms including Adobe, Apple and Windows applications.
Abstract
Equipped with an Apple iPad, some essential applications, appropriate hardware and an
understanding of Apple’s mobile operating system (iOS 6), your classroom can harness the
power of this education-friendly device.
In this interactive session you will learn how to keep your digital data accessible, synchronized
and cloud-stored. The majority of the session will explore educational apps with a focus on
productivity, organization, exploration, presentation and interaction.
The University of Regina iPad Orchestra: Engaging mobile audiovisual technologies in music
teaching and learning
Rebecca Caines, David Gerhard and Pauline Minevich (University of Regina)
Biography
Rebecca Caines is an Assistant Professor in the new Creative Technologies program in the
Faculty of Fine Arts at the University of Regina. Her research, teaching and arts practice all
explore interdisciplinary art, community-engaged practices, and new media, with a focus on
performance and sound and audio arts.
David Gerhard is a professor in the Computer Sciences Department at the University of
Regina, and a key member of the emerging Creative Technologies program. His award
winning research and teaching focuses on Physical Computing, Usability and Accessibility ,
Computational Music and Audio, Multimedia, Pattern Classification, and Artificial Intelligence .
Pauline Minevich is a professor in the Music Department at the University of Regina. Her
teaching and research focuses on Clarinet Studio, Music Theory and Music History including
History of Performance Practice, Canadian Music History, History of Opera, as well as
Immersive Soundscapes and New Media in Music. She is currently the Assistant Principal
Clarinet with the Regina Symphony Orchestra.
Abstract
This presentation will outline the results of a recent research project at the University of
Regina funded by the President’s Teaching and Learning Scholars Grant Program. This project
explored the Apple iPad as a teaching and learning device in the area of music composition
and performance. During a special course held in the Fall of 2012, the researchers developed
an experimental music ensemble with students. This ensemble focused on experimenting
with teaching and learning on the iPad. The iPad was chosen as the device because it is the
industry leader, and because Gerhard and Caines both design musical apps for the iPad.
This research investigated the use and adaptation of new technologies in teaching in the
music classroom, and in the performance venue. By using the classroom/performance venue
as an experimental laboratory, the applicants worked to build new strategies for music
teaching that emerge directly out of the needs, experiences, and desires of the modern
student. The teachers created tailored solutions to teaching needs in music by harnessing the
specific qualities and functions of the iPad. The research showed that the iPad can directly
assist in teaching composition, scoring and conducting, in developing listening and ensemble
skills in ensemble performance, in teaching new instrumentation and new mixes of traditional
and non-traditional instruments, and in developing innovative performance forms which
respond to contemporary student needs, aptitudes, and interests.
The data gathered also highlighted the difficulties of dealing with new technologies in
the classroom, ranging from practical issues of managing constantly evolving devices,
and concerns about the new types of media literacy requirements arising from the iPad’s
commercial, educational and artistic content; to artistic issues such as a lack of tactile
feedback, limited sonic qualities, reliance on prepared beats, and restrictions on performers’
relationship with their instrument and with the live audience.
“Leadership Café” - Céleste M. Brotheridge (ESG-UQAM)
Biography
Céleste Brotheridge is a professor of leadership at the University of Quebec in Montreal.
A former student and professor at the University of Regina, she obtained her PhD in
Management at the University of Manitoba in 2003. She is keenly interested in the scholarship
of teaching and learning and has published articles on research productivity, degree
purchasing, and instructional methods. An avid user of flipped teaching and experiential
learning methods, she is particularly eager to learn about integrating technology in her
classes.
Abstract
The Leadership Café, a unique “speed learning” method for facilitating communication among
students, serves as an alternative to the traditional “present in the class” format. Although it
has been applied primarily in an undergraduate business course on the topic of leadership
with a group of 25 to 40 students during a single class (ranging in length from 75 minutes
to 120 minutes), its underlying concepts can be employed in many disciplinary or course
contexts. Also, although the core learning mechanism, and the “star of the show,” is the café
format itself, technology facilitates the learning process and thus plays a supporting role.
The Leadership Café allows students to present their work and be presented with the work
of other students on a one-on-one basis. The classroom is physically set up like a traditional
café with tables for two distributed around the room in a circular fashion. Each student sitting
on the outside of the circle presents their work (for example, their review of a book on the
topic of leadership) for five minutes. After five minutes, the person sitting on the inside of the
circle presents their work. Interactive discussions are held throughout this period. After this
second presentation, the person sitting on the inside then moves to the next table, and the
process starts again. This process is repeated seven times. Feedback regarding this learning
experience, obtained from students through end-of-class reflections, has been extremely
positive.
The Leadership Café uses technology in a conventional manner to support its unconventional
approach to learning. Technology is used as a means of facilitating and expediting
communication and completing the assignment, as well as reducing the use of paper in the
learning process. Technology – ranging from website posting, e-books, e-mailing, blogs, to
personal electronic devices - is employed as a means of supporting the learning process in
several ways.
10:45 - 12:15pm Researching IT (Room 263)
A Case Study of Online Instructors: Identifying challenges
J. X. Seaton (University of Saskatchewan)
Biography
J. X Seaton received her MA from Athabasca University in 2011 and is currently a Doctoral
student at the University of Saskatchewan. Her research focuses on relationship formation
and community building in online environments. She is currently working with the
departments of Education and Computer Science to develop online social applications that
support learning communities by using gaming techniques to motivate participation.
Abstract
Research literature on distance courses emphasizes student-centred research questions (e.g.
Misko 1999; Meyer 2003; Bernard, Abrami, Lou, et al. 2004) or best instructional practices (e.g.
Oliver 2006; Young 2010), and pays less attention to difficulties instructors face when teaching
online (Abdous 2010). This presentation will discuss the preliminary results of a year-long case
study examining the challenges thirteen online instructors faced. Participants in the study
were instructors with little formal background in teaching and technology. The selection
criteria served to identify instructors who would have less of an advantage teaching online
than instructors who have a strong background and familiarity with educational technologies.
The study is exploratory in nature and is aimed at targeting areas that require more research
with a larger sample.
The interviews, which were unstructured, were coded for theme. The themes that emerged
include: ability to engage students online, usability issues with online course software,
isolation, lack of cross-department communication, and time management. Participants
who identified a greater number of negative experiences were defined as struggling
with online instruction. Although the preliminary findings cannot be generalized, the
study has uncovered some interesting patterns that suggest potential trends that are
worth investigating in larger populations. This study did not find that the class size or the
technological confidence of the instructor affected whether an instructor struggled with
teaching online. A better predictor of success was the amount of research the instructor’s job
required. Instructors with little to no research requirement had a more positive view of online
instruction than the instructors with a heavy research agenda. Another predictor of success
was the use of time management strategies. Of the instructors with a high research priority,
those with clear rules regarding how much time they would devote to their online course
struggled less than did those with no clear boundaries. The talk will end with a discussion on
the potential implication of these findings including strategies that may act to decrease stress
associated with online instruction.
In-Person Focus Group Research: Conversations with Students in Online Courses at The
University Of Regina
Greg Bawden, Darrel Lawlor, Carmine Murano and Michelle vanGinneken (University of
Regina)
Biographies
Greg Bawden has been working as a URegina Instructional Designer since 2003. Greg
has worked on over 50 fully online, televised and blended courses. Greg has a Business
Administration Diploma, a HRD Certificate and a Bachelors degree in Vocational/Technical
Education. Greg is currently pursuing his Masters of Adult Education. He very much enjoys
traveling, golfing, fishing, curling, and spending quality time with my wife and two kids.
Darrel Lawlor is an Instructional Designer at Uregina and has assisted in the development and
delivery of over 30 online, televised and blended courses. He has a B.A., B.Ed. and a M.Ed. His
master’s thesis was about student retention in online education. Since 2002, Darrel has held
various positions including learner support coordinator, PM for RPL (PLAR), and sessional
instructor in the Education Faculty. Darrel is married with one daughter.
Carmine Murano’s work in education and technology spans over 20 years and includes
instructional design, facilitation and solutions architecture. My career began architecting
critical systems for a Fortune 500 company. I transitioned to learning and development
where I worked with vILT and designed technical curricula. I currently work as an
Instructional Designer at the University of Regina as I pursue my Masters of Education in
Distance Education at Athabasca University.
Michelle vanGinneken has been involved with instructional design for three years. Her
primary focus is on course development & delivery for First Nations University of Canada’s
online courses (http://www.fnuniv.ca/). Prior to this, she was the training manager in the
Technology Learning Centre (U of R) for six years, responsible for faculty and staff computer
training which includes a variety of software such as moodle - the institutions learning
management system.
Abstract
Research into the online learning experience at the University of Regina was conducted
through a series of in-person focus groups in March of 2012. The results were presented at
CNIE 2012. The following research would continue that study to include participation by
students living outside Regina and area. The purpose of this research is to collect feedback
from students about their experiences in online courses at the University of Regina. Through
open-ended focus group conversations students who have taken, or are taking an online
course or courses will talk about experiences learning online. Beginning with the open
ended question: “What was your experience taking an online course like?” Participants will
be encouraged to describe and explain their experiences as they pertain to the technology,
functionality and design of an online course or courses and the resultant learning experience
as a whole. Students may respond to such secondary questions as:
•
What features/tools/activities/design elements in online courses worked well and not so well?
•
How could the feature/tool/activity/design element be improved?
•
Is scrolling problematic or desirable?
•
Do students use mobile devices and if so, how well do these devices work in UR Courses?
This is envisioned to be an action research project whereby student feedback would be
looped into changes to course design and practices resulting in incremental improvements to
the online learning experience to be had by students.
Student Facing Thin and Light Video Editing in Opencast Matterhorn
Greg Logan (University of Saskatchewan)
Biography
Greg Logan is finishing up a Master’s degree in Computer Science at the University of
Saskatchewan, and is supervised by Dr. Jim Greer, and Dr. Gord McCalla. His focus is in the
area of technology enhanced learning, specifically in how it enhances student learning. At the
same time he has been working with the Matterhorn project since its outset, starting with the
classroom capture tools and most recently moving into the quality assurance management
role.
Abstract
In this presentation, we explore the preliminary results of a Master’s thesis which developed
tools to make finding relevant content within a captured classroom lecture easier. These tools
consist of an addon to the Opencast Matterhorn video playback system to ‘clip’ the full lecture
on the learner’s computer by choosing arbitrary sections of the source video for inclusion
in a ‘clipshow’. These clipshows allow for repetition of clips, as well as out-of-order playback
within the Matterhorn playback tool. The clipshows, and their constituent clips, are stored on
the server as metadata and the Javascript components added to the Matterhorn playback
tool use this metadata to jump to the appropriate point in the video at the correct time. This
allows the system to be thin and light, with no further encoding required. The tools also
contain annotation, sharing, tagging, and voting components (similar to a combination of
OATS, virtPresenter and Recollect). This toolset was deployed for five class sections, two upper
year Economics sections, and three first year Computer Science sections, over the course of
a full semester. While analysis is still ongoing, the initial results are promising and point to
several interesting avenues for future research.
10:45 - 12:15pm Clicking IT (Room 214)
Use of Student Response Systems for Summative Assessments
Cyril M. Coupal and Kalyani Premkumar (University of Saskatchewan)
Biographies
Cyril M. Coupal began instructing for Computer Science in 1981, continuing for 23 years.
Combing his love of teaching with knowledge and experience in technology, Cyril has
come to ICT to supervise the Instructional Services Development group at the University
of Saskatchewan. Cyril applies this experience to investigating, adopting and supporting
teaching and learning technologies, and managing software development projects targeting
teaching and learning.
Abstract
Student Response Systems (Clickers) have been adopted by a number of instructors to
increase interactions among students especially in large group sessions. Using the immediate
feedback that this technology provides, instructors are able to gauge student understanding
and instantaneously fine-tune their teaching. While clickers are well known as an active
learning strategy, they are rarely used in assessments that count. We did a pilot study to
evaluate the use of clickers by volunteer participants in a simulated examination. Based on
the results and feedback from participants, clickers were used in formative and summative
assessments of a computer course taught by one of the authors (CC). At the end of the course,
perceptions of students on the use of clickers for examinations that are weighted, were
obtained using an online survey. In this presentation, the results of our findings, benefits and
challenges of using clickers in high stakes examinations will be discussed.
Student Response System in Higher Education Classrooms
Jason Ellis (Turning Technologies)
Abstract
Interactive classrooms are quickly becoming the standard in education. In order for a
classroom to truly be interactive every student needs to have a voice. A Student Response
System (SRS) allows for every student to have a voice in the classroom. It also allows for the
Instructor to understand the true level of comprehension instead of the normal random
sampling. As we shift into an “always on” culture the level of interaction between all parties
will increase and will quickly become an expectation of all stake holders in Education. Please
join Jason Ellis from Turning Technologies Canada as he explores the impact of a Student
Response System in Higher Education Classrooms and how they fit into the Topics covered
will include Participation, Assessment, Online Learning, Web-based Response Devices,
Feedback Cycle, Integration of devices, etc.
This session will be delivered in an interactive way which will allow all participants to fully
participate on either a ResponseCard or their own web-enabled device. Please bring your
laptop, smartphone, tablet and propel the interactive presentation forward based on the
results.
12:15 - 1:15pm Lunch in Marquis Hall Culinary Centre
1:15 - 2:15pm Concurrent Session 3 Distributing IT (Room 133)
Embracing Mobile Learning in Learning Perioperative Nursing Education
Eli Ahlquist, Carole Clark and Curt Schroeder (Saskatchewan Institute of Applied Science and
Technology)
Biographies
Eli Ahlquist is the Program Head for the Perioperative Nursing Programs at the Saskatchewan
Institute for Applied Science and Technology. As a Registered Nurse, he has been
predominatly employed in the sub-specialty of perioperative nursing, but has transitioned to
his current role in education. He is keenly interested in technology and its use in enhancing
education.
Carole Clark, Faculty with the Perioperative Nursing Programs at the Wascana Campus of
Saskatchewan Institute of Applied Science and Technology (SIAST) has had many years of
experience practising as a Registered Nurse in Labour and Delivery and in Operating Rooms.
In her second career, Carole has been extensivley involved in the development of online
programming and clinical instruction.
Curt Schroeder has been teaching and supporting Saskatchewan Institute of Applied Science
and Technology (SIAST) faculty on the use of technology in the classroom and online for the
past 10 years. Originally trained as an environmental scientist, his passion has always been
with the technology in his field as it began to expand in the early 21st century.
Abstract
Education is the acquisition of knowledge. The process of knowledge acquisition can occur
through multiple approaches and mediums. The reality of our fast paced world has impacted
education. Mobile devices and smart phones are quickly becoming the norm. Most students
not only have a cellphone, but have a mobile device that is very much entrenched in their
daily life. Nearly every aspect of life involves accessing information that is readily available
and at one’s fingertips. Education needs to embrace the coming “mobile tsunami” and
harness its productive energy for knowledge acquisition. Many jurisdictions have decided
to ban students’ utilization of mobile technology in educational environments. This is in
contradiction to the current direction of society. Thus, the use of these devices and the
potential range of software available on them should be used to enhance the educator’s
approach to teaching. Teaching approaches and resources need to be innovative and
adaptable to the flood of smart phones and students’ preference for their use. Coupled
with this is the increasing popularity of online and self-directed learning approaches. Most
educational institutes have implemented online programs to meet the consumer demand.
Further, students are embracing resources that allow them to direct their own learning
at their own pace. These trends have created opportunities to engage students and offer
knowledge for acquisition in new approaches. This presentation will outline the development,
educational framework and lessons learned from the ongoing implementation of a mobile
application (app) for the use of the Saskatchewan Institute of Applied Science and Technology
(SIAST) Perioperative Nursing Students to enhance their knowledge of surgical instrument
recognition. The team that developed this app, aimed to embrace mobile learning by
providing a resource that was self-directed and complimented the traditional learning
resources for this subject matter.
Beaming into the North: Local Nursing Education in La Ronge and Ile a la Crosse through
Remote Telementoring
Heather Exner-Pirot and Mark Tomtene (University of Saskatchewan)
Biographies
Heather Exner-Pirot is the Strategist for Outreach and Indigenous Engagement for the College
of Nursing. Her previous positions include Research and Graduate Officer for the International
Centre for Northern Governance and Development.
Mark Tomtene is the Director of ICT for the College of Nursing at the University of
Saskatchewan. Throughout his ten year career he has supported the innovative application
and integration of technology in teaching, learning, administration, and research. Through
its ELearning Centre, the College of Nursing has partnered with central ICT and eMAP to
establish an interprofessional group of dedicated ICT specialists working as leaders in
distributive learning.
Abstract
The College of Nursing has adopted a suite of innovative technology tools in the delivery
of the new student centered undergraduate curriculum. Remote presence telementoring
technology is allowing faculty members to be in two places at once as they “beam in” to work
with students in nursing skills labs in LaRonge and Ile a la Crosse each week. The robotic
technology allows students at the sites to interact with their professors at the bed side.
Powerful video cameras, immersive audio, on board stethoscopes, and wireless independent
mobility are enabled with minimal bandwidth requirements over an encrypted network.
The technology serves to enrich the student experience and bring university-based Nursing
education to the community. It’s well established that many aboriginal students perform
better at post-secondary education when they can continue living close to home, thus able to
draw on family supports and avoid the disconnection of being supplanted to a large city and
the costs associated with that move. Furthermore, students that learn in or near their home
communities are more likely to live and work in or near their home communities. Through
locally-delivered nursing education, it is expected that health professionals are more likely
to be retained in rural and remote areas. Join the presenters of this session for an interactive
demonstration of the technology and a discussion of the challenges and successes that were
experienced during the first academic year, and the implications for student success and
community development.
1:15 - 2:15pm Sharing IT (Room 134)
A Living Resource: One Use of Wikis with Countless Possibilities
Amy Snider (University of Regina)
Biography
Amy Snider is an instructor at the Centre for Continuing Education’s ESL Program at the
University of Regina. Her current area of research has been on using technology to aid in
cross-cultural understanding among students and teachers alike.
Abstract
Many programs seek to broaden their teaching methodologies by involving more communicative, student-centred practices, and instructors can achieve several objectives of such
practices through the use of wikis because of their active and open learning nature. For instance, a wiki designed for international students, “What’s New in Canada,” allows students to
post their opinions on the differences they perceive between Canadian culture and their own.
Within the wiki are pages for each country from which the student body originates. Students
go to their country’s page and post comments on a variety of subjects ranging from modes of
transportation to societal beliefs and values. If they do not know what to say about a subject,
they can click a page with suggested questions to get their ideas flowing. The wiki allows
students to share their views on a particular subject, read and comment on each others’ posts,
follow the instructor’s comments on their posts, and click on links that the instructor includes
in his/her comments for further reading. It is a constantly evolving resource based on the
directions students take it. The potential benefits to both students and instructors of such a
wiki project in various field of study are huge. Instructors can determine who is able to read
and write on either the entire wiki or limited pages of it (anonymously or not) and can track
changes made throughout the process. Furthermore, setting up the wiki can be done with
no costs or previous webpage designing experience. Those interested in developing projects
to enhance blended learning and/or flipped teaching, those working with distance learning
programs, and those interested in finding ways to integrate open learning methodologies
may find this example of a wiki project sparks ideas for similar uses of this technology in their
own teaching environments.
1:15 - 2:15pm Questioning IT (Room 263)
Business Students’ First Year Experience
Wallace Lockhart (University of Regina)
Biography
A life-long Saskatoon boy, Wallace Lockhart finally saw the light in 2007 and moved to the
University of Regina. The transition was much more difficult than anticipated. A diverse mix of
students - academic preparedness, culture language, maturity, and yes even degree to which
they really are “Digital Natives”. Thus began Wally’s journey into the scholarship of teaching
learning ....
Abstract
In universities, we face an increasingly diverse mix of students. Academic preparedness,
age, culture & race and varied language skills all create challenges. We need to better
understand students and the different ways they transition. A core element of our research is
to understand the role teaching technologies can and should play in pedagogy. We examine
first year experience in our core introductory course, from 2012 to 2015. Sample size: 400 per
year. Research Questions: 1. Who are our students, how do backgrounds vary, and how does each experience first
year?
2. Are we doing the right things – for each of our varied mix of students?
3. Are we using the right technology tools, and how important are they to student
experience?
Research methods: student profiles, assessment, and student perspectives obtained through
survey, interview and focus groups. This is a university-wide initiative, with potential benefits
across all faculties and support. Come join us and we’ll talk about:
• How our plan came together: The plan, tools, ethics approvals.
• Integration of research and course pedagogy: Students get a lot of individual feedback!
• What we’ve learned – and what we’re going to do with it.
•
While the study is all-encompassing, we will focus on the technology tools we have employed
in the course pedagogy and how we have used them to inform the research. We have
flipped the classroom (with varying degrees of success), employed blended learning as a
means to engage parking lot students, and learned through trial the importance of planning
and integration of learning technologies. In our surveys students rate the importance of
technology compared to other learning aspects. And you’re invited to collaborate: We’ll be
glad to share research tools with you and incorporate your ideas into our 2nd and 3rd year
activities.
The Human Element: Still Relevant With Ubiquitous Use of Technology
Kyle Anderson (University of Saskatchewan)
Biography
Kyle Anderson is an Assistant Professor of Academic Programming in the Department of
Biochemistry. He has had a focus on cultivating methods of effective teaching for the last 7
years and is continually trying new technologies in his teaching (sometimes with success,
sometimes not).
Abstract
Is there real value in face-to-face lecturing when online materials can effectively remove the
inconvenience of having to attend a cramped, early morning class? This is a question faced by
many academics as there is a positive correlation between lecture attendance and learning
outcomes, and it is believed that making it easier for students to not attend classes will
negatively affect their performance. This talk will relate my experiences of delivering a lecturebased course to a large class (100+ students) over eight terms with several technological
supplements. Technologies including audio/video lecture capture, pen-enabled PowerPoint
inking, and publishing of lecture notes before and after annotation establishes a safety net
where students can miss one, or all, classes and virtually attend it, or them, at a later date. The
important questions to be studied are then: How many students will still choose to attend
class? How often are online lecture materials utilized? How does the utilization of lecture
videos relate to student success? By analyzing attendance data from clicker usage, student
performance from my classroom, and student performance in other courses, it becomes
apparent that students will still choose to primarily attend lectures because the in-person
experience is still valued by students as relevant and beneficial learning method.
1:15 - 2:15pm Personalizing IT - (Room 214)
Adaptive Learning and the LearnSmart Advantage - The Future of Education
Jamey Prince, Regional Learning Solutions Manager
Jeff Snook, Executive Enterprise Solutions Manager
McGraw-Hill Ryerson Higher Education
Abstract
In 2007, after dialogues with instructors, we discovered the need for a resource that would
help students effectively master core concepts, allowing professors to focus on more conceptual content. Recognizing that the potential of such a tool would benefit students and faculty
everywhere, we got to work. As a result, McGraw-Hill created the only adaptive learning platform that is proven effective in increasing student success: LearnSmart.
LearnSmart personalizes learning by using sophisticated algorithmic technology to continually assess students’ knowledge and confidence levels, and design targeted study paths based
on the resulting data to bolster students’ understanding in the areas where they need to
improve. By allowing students to focus their study time on the topics and concepts that are
most challenging to them, adaptive learning has been shown to help students study more
efficiently, develop greater proficiency, and earn better grades. Adaptive learning also benefits instructors. By better preparing students for class, adaptive learning enables instructors
to spend more time delving into advanced concepts, and engaging students in high-level
discussion.
Join us to find out more about how LearnSmart, the most widely used and intelligent adaptive study tool, can help your students succeed.
2:20 - 3:20pm Concurrent Session 4 Developing IT (Room 133)
Evaluating the use of Technology on Faculty Learning about their Curriculum
Leslie Martin and Susan Bens (University of Saskatchewan)
Biographies
Leslie Martin is a Program and Curriculum Development Specialist with the Gwenna Moss
Centre. She completed her MBA from the U of S and her M.Ed in instructional design and
distance education from Athabasca University. She is currently working towards a PhD in
Educational Administration. As a member of the Program and Curriculum Development
team, Leslie’s expertise lies in the areas of culturally responsive programming, community
engagement and distance education.
Susan Bens has worked at the University of Saskatchewan since 1997 in student affairs roles
ranging from direct service to students to senior leadership. Susan holds a PhD in Educational
Administration from the University of Saskatchewan and in December 2011 joined the
Gwenna Moss Centre for Teaching Effectiveness. Susan’s expertise lies in student transitions
to university-level study, inclusion and accommodation of students with diverse needs and
interests.
Abstract
The College of Kinesiology and the Gwenna Moss Centre for Teaching Effectiveness (GMCTE)
at the University of Saskatchewan are piloting a data collection technology to assist in the
College of Kinesiology’s curriculum renewal process. The Curriculum Alignment Tool (CAT) is
used to gather course data that assists departments/colleges to create an inventory of their
courses and their contribution to the overall curriculum. Information entered into the tool is
for use by the Colleges to analyze curriculum as well as align their courses and assessments
with program goals and student outcomes.
This session will describe the process undertaken for curriculum development and renewal
by the College of Kinesiology’s Associate Dean and the GMCTE’s curriculum specialists in
their experience with CAT. The session will include a short demonstration of CAT, a discussion
of the process and the reports generated by CAT. The session will conclude with an outline
of the uses and benefits of CAT for colleges and departments with a focus on how faculty
learned and what they learned about their curriculum.
Learning Analytics and Learner Profiling for Early Alert and Help Provision
Jim Greer and Brad Wuetherick, (University of Saskatchewan)
Abstract
An emerging field in the area of learning technologies in higher education is learner analytics
and educational data mining, particularly using tools like institutional learning management
and student information systems. Recent studies have explored the use of such data to
guide course redesign, implementing new assessments, improving communication between
student and instructor, developing early alert systems to warn of student academic difficulty,
and in personalizing academic support for students (Campbell, Deblois, &Poblinger, 2007;
Baepler & Murdoch, 2010; Lodge, 2011; Hamre & Kleveter, 2012; Redecker, Punie & Ferrari,
2012)
At the University of Saskatchewan several new initiatives in learner profiling, learning
analytics, and early-alert systems are in the planning stages. One element involves expanding
student demographic information to include information about approaches to learning, help
seeking tendencies, academic and career goals, financial sources, work and volunteering, etc.
Richer predictive models of student success and retention are being developed. Integrating
these enriched demographics with an early alert system that tracks and monitors student
activity is being piloted in selected large classes. The presentation will focus on describing the
types of data we collect, plans for assuring ethical use and privacy, factors in our predictive
models, and expected outcomes of the pilot.
The Use of Twitter in Large Lecture Courses: Are Students Doing It?
Heather M. Ross, Ryan Banow and Stan Yu (University of Saskatchewan)
Biographies
Heather M. Ross is an Instructional Design Specialist with the Gwenna Moss Centre for
Teaching Effectiveness at the University of Saskatchewan. Her research interests included
blended learning, learning communities, and social media.
Ryan Banow is an Instructional Design Assistant at the Gwenna Moss Centre for Teaching
Effectiveness at the University of Saskatchewan. Ryan is a graduate student in the Educational
Technology and Design program. His research interests are the application of educational
technologies, social media, blended learning, flipped teaching, distance/online education,
computer mediated instruction, and learning analytics.
Stan Yu is the Research and Program Evaluation Analyst for the Gwenna Moss Centre for
Teaching Effectiveness at the University of Saskatchewan.
Abstract
Utilizing a pre- and post-term survey methodology, we examined changes in students’ feeling
of connectedness to their course, their perceived sense of classroom community, their
perceived level of support from their peers and instructor, and the degree of informal learning
amongst students between the pre- and post-term. In addition, we compared whether these
aspects of student engagement differed between students using Twitter and students not
using Twitter, and between the three courses, where each course utilized Twitter differently.
Additional information was gathered about the Twitter conversations using analytics tools to
measure the number and frequency of “tweets”, number of students following the course’s
account and whether they are sharing links to relevant resources. Feedback is also being
gathered from the instructors and Twitter facilitators (when the instructors do no fill this
role) on the successes and challenges of using Twitter in the classroom. This presentation
will briefly explore our methodology before delving into the initial findings related to use
and types of uses of Twitter by students in three large lecture classes, as well as the possible
effects of this use on their sense of connection and marks in the class.
Tweet by Tweet: Creating Connections in Large Classes
Tracie Risling, Paul Hackett and Michael MacGregor (University of Saskatchewan)
Biographies
Tracie Risling is an Assistant Professor in the College of Nursing at the University of
Saskatchewan. Her research interests include communities of practice and the use of
technology in the classroom. From student response systems, to social media and other
collaborative web-based learning tools, Tracie has explored how the application of
technology can improve connectivity and student engagement in both physical and virtual
learning environments.
Paul Hackett is a geographer who specializes in the history of Aboriginal health in Canada.
Among his research interests are the origins of the current diabetes epidemic among First
Nations people and the history of health and health care inequities in Saskatchewan. Among
his classes is a large enrollment first-year introduction to human geography, in which he
participated in a twitter pilot project. He is a twitter novice.
Michael MacGregor is an Associate Professor in the Department of Psychology and an
Associate Member in the Department of Religion and Culture. He is a clinical psychologist by
training and part of the clinical psychology graduate training program at the University of
Saskatchewan. Michael specializes in teaching undergraduate introductory psychology to
very large classes. His teaching methods include traditional lectures, online and experiential
learning, and active participation in research.
Abstract
The use of social media in the higher education classroom is becoming more commonplace,
yet questions remain about the benefits and challenges of applying these tools. The
potential of a social media fueled classroom may seem especially appealing to faculty
managing demands associated with large student numbers. Certainly there is promise in
the use of such tools for rapid information delivery and in building classroom connections.
In this presentation a panel of three faculty members will share their experiences from a
recent Twitter project delivered in their respective classrooms. The group represents diverse
teaching contexts with markedly different student groups, as well as a wide-range of previous
Twitter experience. The panel will address some of the strengths and challenges the use
of social media presented in their classes. Come and join in the discussion and learn more
about how to effectively use Twitter in the classroom. Practical tips and lessons learned will
be accompanied by a brief overview of the ongoing research associated with this project.
How might the use of Twitter influence student engagement, community building in the
classroom, perceived support, and the creation of informal learning opportunities? Answers
to these questions are emerging. Whether your are new to social media in the classroom or
well versed in the opportunities these tools provide, this interactive presentation will have
something to offer.
2:20 - 3:20pm
Supporting IT (Room 263)
Teaching Student Staff: Ubiquitous Support on Campus
Daryl Guenther (University of Saskatchewan)
Biography
Daryl Guenther received an M. Ed. in Educational Communications and Technology in 2008.
He has worked with the University of Saskatchewan ICT Help Desk for two years as a graduate
student and the rest as a full time staff member. One of his main responsibilities is to develop
training and follow-up of student staff as they provide technical support to faculty, staff,
guests, alumni, and fellow students
Abstract
Staff, students, and faculty expect technology to be ubiquitous. Over the course of the year
different events occur that cause technology to surface above its inconspicuousness. A few
examples are: beginning of term, technology upgrades, network outages, portal (PAWS)
technical difficulties, and browser compatibility issues. Clients drop by, call, or email for help
on technical and non-technical issues such as paying for tuition, or ordering transcripts.
New student staff start at the beginning of September. Their training is 2 to 3 days and
provides a broad, but very intense, overview of Help Desk services, the HD community, and
contacts available for further support. When technology becomes disruptive rather than
ubiquitous we see very different sides of people (staff, faculty, and students). Student staff are
technology mentors for these people as well.
I will speak about the September training and how it acclimatizes student staff, teaches them
Help Desk skills, and develops empathy for clients. My role is to prepare Help Desk “ninjas”.
They help when called upon but no-one is meant to notice. The technology must remain
ubiquitous.
Helping students with and through technology - Tech Help Peer Mentors / Writing Help using
the ICT Ticketing system
Jerrod Dietrich, Stephanie Frost, Liv Marken (University of Saskatchewan)
Biography
Jerrod Dietrich is a Senior Training Specialist within Client Services group of Information and
Communications Technology. He also is involved with the University Learning Centre as the
Tech Help Coordinator with the Peer Mentorship program. Jerrod specializes in an array of
platforms including Adobe, Apple and Windows applications.
Liv Marken is the Writing Help coordinator at the University Learning Centre. She supervises
several graduate student tutors and undergraduate peer mentors to deliver writing
workshops, one-to-one tutoring, and other programming.
Stephanie Frost works at the University Learning Centre (ULC), University of Saskatchewan
as Coordinator - Online Support. She works on software development and configuration
projects to support programs at the ULC including Math Help, Writing Help, Community
Service-Learning, the PAL (Peer Assisted Learning) Peer Mentor program, as well as projects
with the Gwenna Moss Centre for Teaching Effectiveness. Stephanie graduated with a B.Sc. in
Computer Science in 2004 and is currently working on her M.Sc., where her research interest
is artificial intelligence in education.
Abstract
What happens when IT4U partners with the University Learning Centre PAL Peer Mentor
program? Student peer leaders offer workshops to enhance technology literacy on campus.
IT4U is the go-to place for computer training and support for students at the University of
Saskatchewan. The PAL Peer Mentor program has run for six years in other areas such as
Community Service-Learning, Learning Communities, Library Skills, Structured Study Sessions,
Study Skills, U-Speak and Writing Groups. Jerrod Dietrich shares his experiences about this
new partnership.
Online Writing Help at the U of S is well-established as it approaches its seventh year of
operation. Join Writing Help Coordinator Liv Marken and Online Support Coordinator
Stephanie Frost to learn about this year’s newly upgraded system. Beginning this year, the
service operates by leveraging the same help ticketing system as the campus ICT Help. We will
show how student requests arrive through the online form and are delegated to a tutor using
the ticketing system. This system will also replace the paper-based record keeping system for
drop-in writing help.
3:20 - 3:30 pmCoffee Break (Foyer outside ARTS 146)
3:30 - 4:30 pmClosing Panel Presentation (ARTS 146)