Catalyst
Fall 2008 - Second Edition
connecting
with YOU!
Volume 1, Issue 20
Digital Growth
IN THIS issue
DIGITAL GROWTH
page 1
OUTCOMES: THE FOUNDATION
OF OUR EDUCATIONAL HOUSE
page 2
LEARNING THROUGH STORIES
page 3
THE USE OF STABLE STUDENT LEARNING GROUPS: GOOD FOR YOU, GOOD FOR THEM!
page 3
ENRICH YOUR WEB-BROWSING EXPERIENCE WITH FIREFOX EXTENSIONS
page 4
LEARN WITH YOUR COLLEGE COLLEAGUES
page 5
TEACHING STUDENTS TO SELF EVALUATE: A FOUR STAGE APPROACH
page 5
ASSISTING INTERNATIONAL STUDENTS
page 6
PUSH LEARNERS TO THE EDGE OF THEIR EXPERTISE
page 6
GETTING A SECOND LIFE
page 6
DID YOU KNOW?
page 7
SCHEDULE OF EVENTS
page 7
ONLINE MODULES
page 10
TALL SEMINARS
page 10
ABOUT US
page 10
By Chris Hinton, Director
In reading an article recently I came across an astonishing chart that showed world Internet usage
contrasted with population statistics. It was astonishing because of the size of growth that has already
occurred and that remains to occur. In North America, as of 2007, 71 percent of the population
had Internet access, about 237 million people. In Asia, the penetration of the Internet was only 12
percent and yet this amounted to 461 million people, more than twice that of North America. Similar
potentialities existed in Africa where only 5 percent of the population (44 million people) had Internet
access and in the Middle East where a 17 percent penetration meant 33 million people. Overall 1.2
billion people globally have Internet access (Cairo, et al., 2008). Curiously cell phone usage has
seen similar growth with close to 2 billion people on the planet having a cell phone.
Numbers like these are a reminder to me that we are immersed in a global experiment the likes
of which humankind has never seen. And it isn’t over yet, not by a long shot. The impact of the
ubiquity of such technology and communications networks cannot help but affect every aspect of our
existence and probably in ways that we can’t anticipate.
Imagine a job where they gave you a desk but no chair or no telephone! That would seem kind of
strange, a missing piece of essential equipment. Similarly it is inconceivable that in this day one
wouldn’t have some kind of computer access at one’s place of employment and the expectation
that you would be expected to use it. A computer with Internet access is about the lowest common
denominator.
Yet we expect that we can perform the difficult task of teaching without the effective use of technology.
We are teaching students who conduct lives through their cell phones and yet we ignore this aspect
of their use of technology. Have you seen or read about an iPhone lately? Such devices make
laptop computers look and feel so old school. What will students have in the pockets in 5 or 10 years
time? One can only speculate but I am sure it will be a hybrid that combines aspects of cell phones,
laptops, MP3 players, Blackberries, gestural input devices, voice recognition, video camera, GPS
units, and biometrics. What will higher education do with such devices? Ban them from the class?
Gulp, I hope not.
I think that some Durham College programs and UOIT made the right decision to “go laptop.” Such
a direction sets the stage for growth in a direction that keeps us in pace with the changes that
we are seeing in society. Such a direction is not easy, especially if we insist in trying to replicate
our traditional classroom and their methodologies in a digital format. New teaching modalities and
techniques have to be found that leverage off the immense power of our learning technologies.
In the early days of computing when processing power was expensive the prevailing model was one
computer in the basement and individual “dumb” terminals on each person’s desk. This gave rise
to the IT profession as the keepers of the mainframe in the basement. With the advent of personal
computers and higher and higher bandwidth networks the computing power has migrated outwards
to the individual so that each person has their own “mainframe.” The industry has oscillated between
these two poles for decades. We even see it again in a new form when people talk of cloud computing.
Things seem different this time around since access is so universal (you can connect from just about
anywhere) and not dependent on the device (use your phone, or your laptop).
Continued to page 2
NEWSLETTER INFORMATION
Editor-in-Chief: Maureen Wideman, Senior Instructional Designer
Designer: Lisa Kerr, Administrative Professional
Publisher: Chris Hinton, Director
© C A T A L Y S T
P A G E
1
There is an interesting, albeit accidental, parallel to this evolution in the
evolution of our perspective on learning. Early learning theory would
describe learning as behaviourist. This meant that the student was an empty
vessel waiting to be filled and that they could be assessed on their ability to
regurgitate what had been poured into their heads. Their behaviour was what
counted, not what they thought or felt. I see this analogous to the mainframe
world where the individual terminals didn’t matter, the mainframe computer
was king and it ruled the day. Contrast this to today where individuals are
empowered in a computing sense and able to act individually. They are free
to combine and interact with information and other people. This is much
more of a model that echoes the modern theory of constructivism where
students have to make sense of what they are learning by connecting it to
knowledge and experiences they already possess.
We now know that learners need to have some control over their own
learning for it to be effective. This notion of controlling rather than being
passive consumers is so Web 2.0. A modern notion of learning would have
the learner following paths that are dependent on his or her needs rather
than something that is purely under control of the teacher.
If this rapid treatment of some of the major changes that are currently
ongoing in our educational systems seems far-fetched, this is usually a sign
that we are looking at a new phenomena with a dated paradigm. Think
of rote learning, of memorization. Does this really have as large a place
in learning that it had in the past? When a student can, within seconds,
access a global information source and obtain an answer to a question why
should they commit facts to memory? If you answered “what about when
the network is down?” then I’d suggest that this might be a clear indication
that you are looking at the phenomena with an antiquated way. Think of
how often your telephone goes completely out of order. The Internet will
come to exhibit a high level of stability, local travails not withstanding. I am
not against memorization, we all have to play our scales before we get to
Bach, but I am against an educational system that sees this as a primary
and effective form of learning.
I must confess to being illiterate. While I own a cell phone, it is for phoning
CAA when I’m in a snow bank. I understand and know all about text
messaging but I have never sent one. I am not connected to the world or my
friends in that way. This is a form of illiteracy. I have yet to develop literacy in
this new communication modality. We often equate literacy with the notion of
reading and writing on paper. What about the complex literacy that goes with
audio, video, multimedia, asynchronous and synchronous communication?
More and more this is the natural mode of communication for the younger
generations. Is it possible that we all have a form of illiteracy when it comes
to the use of technology for teaching and learning?
Given the immense and hardly-finished growth of the global Internet community
and the astonishing developments in computer and communications
hardware, it is easy to be overwhelmed and to start to believe that we have
reached a plateau -- though we haven’t. However, the thinking that we
mustn’t integrate the Internet or technology in education tends to indicate
that we have an option. There is no option; these changes are here to stay.
Our choice is how to do it well.
Coiro, J. Knoble, M. Lankshear, C. Leu. D.J. (2008), Handbook of research on new literacies,
Lawrence Erlbaum Associates: New York.
If Jim had proceeded with renovations despite the instability of the remaining
walls, we can all predict the eventual results. Likewise, when we build
curriculum on an unstable foundation the results are predictable; programs
and courses lack alignment, assessments, test recognition and recall rather
By Karen Hodgins, Curriculum Specialist
than measuring the performance of complex learning, disheartened students
Last week I happened to catch a home renovation show on my favourite have no idea why they are required to take a particular course and professors
television station, HGTV. Strangely enough, the show took me back to cannot provide a valid answer to that particular question.
an engaging workshop I attended this summer. My experiences during
that workshop renewed my conviction that learning outcomes are the very I am the first to admit that writing sound learning outcomes is challenging.
Ruth Stiehl (2008) suggests that curriculum design begins with one important
foundation of quality programs and courses.
question, “What do our students need to be able to DO out there (in the rest
So, what’s a renovation show have to do with learning outcomes? The show of life) that we are responsible for in this classroom? It is a simple question;
follows Jim, a contractor, through several household renovation projects. In formulating the answer is more difficult.” The challenge we face when writing
this particular episode, he is involved in a million dollar renovation to an sound outcomes is having the ability to stand back from specific content and
existing house. In an attempt to comply with current city by-laws the plan see the course or program in the context of the student’s life once he/she has
is to tear down all, but two, exterior walls and rebuild the house around the left our institution. Again, we return to the critical question, what is it that the
remaining structure. However, once the demolition is completed it becomes student will have to do in his/her life outside school that we are responsible
very clear that the two remaining walls are unsound and will not support the for in the classroom?
renovation as planned.
When we can clearly answer that seemingly simple question, we are well on
Trying to build or revise programs or courses without robust learning our way to robust outcomes and quality curriculum. Once articulated, the
outcomes is a lot like building a house on a flawed foundation or wonky learning outcomes establish the foundation for the rest of the work of curriculum
walls. Programs and courses begin and end with sound learning outcomes. design. From this foundation we can begin to envision assessments that
The learning experiences we provide, the assessments we design, the provide students with opportunities to demonstrate what they have learned
activities we develop to engage students all stem from clear statements and what they can DO with what they have learned. We can also begin to
about what the student will be able to DO once they have completed a understand the activities we need to provide so that students have a chance
program or course. Whether we are building curriculum for a new program to practice and build on the skills identified as important to their success.
or renovating curriculum for a long existing program, learning outcomes
Just as a home built on a sound foundation is likely to provide long-term
remain the foundation for quality programs and courses.
shelter for its residents, programs and courses built on a sound foundation
provide a solid framework for the quality teaching and learning we all aspire
to provide our students.
Outcomes: The Foundation of Our
Educational House
C A T A L Y S T
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©
Learning through Stories
By Maureen Wideman, Senior Instructional Designer
I’ve noticed when I have been teaching faculty members and students, how
I have been able to get their attention by simply telling a story. Faculty
members often complain about how students are focused on the laptop in
the classroom instead of on the instructor. I find this is a true statement when
I teach both students and faculty. Once I begin the story, the keyboarding
stops and their attention becomes focused on the story.
This is not a surprising phenomenon. After all, for thousands of years
humans have learned most of what they needed to know through stories.
We are hard wired to be receptive to a story. Stories enable us to store
and then re-examine an experience. They provide opportunity for reflection.
They require active listening skills. They enable sharing as one story in a
group often leads to another, and then another. In this way, stories act as
scaffolds, each one building on the previous as we create knowledge and
understanding together. Stories can be very powerful learning tools.
Stories can also be used to illustrate concepts. One story I use in my
teaching relates around the concept of how people perceive things
differently. Just because we are experiencing the same event, doesn’t
mean that we saw and heard the same thing – i.e. just because a faculty
member gives a lesson to 30 students, doesn’t mean 30 students had the
same understanding of the concept.
For more information on learning through stories, feel free to
contact Maureen Wideman at Maureen.Wideman@dc-uoit.ca.
The Use of Stable Student Learning Groups:
Good for You, Good for Them!
By Ruth Rodgers, Teaching & Learning Specialist
Have you seen that “learning pyramid” diagram that indicates that
passive listening results in only 5 percent retention of content, while
more active forms of learning (discussion, teaching others etc.) can
boost retention up to the 90 percent range? If not, see one here
(http://personnel.univ-reunion.fr/fred/Enseignement/learning_pyramid.jpg).
The use of student learning groups can engage students in more effective
learning interactions, and helps students develop collaborative learning
relationships. From the teacher’s perspective, student learning groups
can also enhance the efficiency and effectiveness of your course delivery.
Accordingly, I decided to set up stable co-operative learning groups for my
introductory psychology course this term. These groups are not responsible
for any group product for marks, but form a structure for ongoing interactive
exercises throughout each week’s class.
I wanted the groupings to be random sets of 6 students (a number that is big
enough to handle student absences yet small enough to be workable even if
everyone’s in attendance), so I used an interactive card sort exercise to set
up the groups on the first day. Once in their groups, students spent some
time working through exercises designed to help them get to know each
other, establish a group identity, and set up a communication network. They
also established role rosters, to record which individual students would
take on the roles of facilitator, recorder, reporter, supporter, and participant
in rotation each week. Interestingly, without any prompting from me, the
students sat in their groups upon entering class from that day on. I took
this as evidence that the group structure had quickly established a sense of
belonging and identity—both foundational to setting a climate that supports
learning.
The story I use to illustrate this point concerns an event that took place
several years ago when my two children were young, perhaps 8 and 10. I
decided that it would be a good family outing to attend the play Romeo and
Juliet being performed in an adjacent community. My husband fell asleep
five minutes into the play, but my kids watched the entire performance. At the
end of the show, I asked my son, “What did you think of the play?” He turned
to me and said, “Romeo is a serial killer.” I was stunned by his response,
Romeo being one of the most romantic figures in literature. “Why would you
say that?” I asked. My son replied, “He killed three people, that makes him
a serial killer.” I found it an interesting perspective from someone who had
not the background in literature and was encountering this Shakespearian
play for the first time. Yes, by our modern standards, Romeo is a serial killer.
What my young son perceived in the play and what I had perceived were
completely different, yet we both had the same experience. My message to
the faculty members I am teaching – just because it comes out of your mouth
doesn’t mean the students understand it. Background, culture, perceptions,
historical context all have an impact on how one understands. They might
have to teach that concept using several different methods in order to ensure
that it is understood by all.
Stories can assist a faculty member in making a theory more understandable
by relating it to an event or experience. This enables students to visualize
it in a parallel context. Students often complain that what they are learning
in post-secondary doesn’t relate to their lives. What they are saying is
that they are having difficulty understanding the connection between what
they are learning in the classroom and their world. Using stories can bring
that concept closer to them, whether it is through a real life experience or
through metaphor. We all have stories, both faculty members and students.
Harnessing the power of stories can greatly increase learning and improve
the relationship between the faculty member and their students.
Because I use a lot of individual and group activities during class, the group
folders are handy for pre-loading class handouts each week. It saves time in
getting the information out quickly, and if students are absent, their handouts
are in their folders for them next week—I don’t have to remember to bring
more a week later! These activities are sometimes individual (term/definition
matching worksheets, for example), but are often group activities, such as
summarizing a section of the text, or each student in the group learning one
step of a process and then teaching it to the rest of the group. As well, I end
each class with some kind of individual “minute paper” reflection on an issue
relevant to the topic under discussion (ranging from “if you had to choose one
of your senses to lose, which one would it be, and why?” to “do you believe
that exposure to media violence has affected your likelihood of behaving
violently?”)—the folders are a quick place to collect these papers, and they
also act as a check on weekly attendance.
Having the students in learning groups in every class prompts me to design
interactive group learning strategies, and reminds me to break up my lecture
content to ensure opportunities for application and practice. I can feel good
about creating fewer PowerPoint slides (less work for me!) while knowing that
the active learning strategies are doing a better job of supporting learning.
Some groups seem to have bonded better than others, but when I surveyed
my students several weeks ago about their experience of working in the
groups, 55 percent said that the use of learning groups was helping their
learning, while only 1 student maintained that the use of groups was hindering
his/her learning. Another 20 percent said that they felt that the use of groups
was not affecting their learning either way. Perhaps more convincingly, 76
percent said that the use of learning activities (which are greatly facilitated by
the use of learning groups) was supporting their learning (none said it was
hindering learning; 17 percent said it was not affecting their learning).
The use of student learning groups is one simple teaching strategy that works
to make my teaching more enjoyable and their learning more effective. For
more details on how to set up and run such groups, attend the session on CoEach group was given a double-pocket folder for the term (although I keep operative Learning Groups offered at the Innovation Centre in November.
the folders between classes).
©
C A T A L Y S T
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3 Enrich Your Web-Browsing Experience with
Firefox Extensions
Recommended Firefox Extensions:
The following are the top five Firefox extensions that I would recommend:
By Jordanne Christie, Learning Technologies Specialist
With the release of Firefox 3 this summer, Firefox has gained considerable
esteem making it the second-most popular web browser worldwide, with
a reported 19.46 percent usage share as of September 20081. The main
feature that makes Firefox so appealing, and the principal reason I use it
as my primary web browser, is that it is highly customizable. With Firefox,
you can choose from over 3,000 extensions which can expand Firefox’s
functionality to meet your unique needs.
1.
2.
What are Firefox Extensions?
Extensions are small pieces of software that can augment your Firefox installation and extend its capabilities in different ways. Through the use of
extensions, you can customize Firefox to meet your individual web-browsing 3.
needs and tastes. An extensive directory of Firefox add-ons can be found at https://addons.mozilla.org.
How do you Install Firefox Extensions?
You can acquire new extensions through Firefox itself:
1.
Installing the extension - The Software Installation window will pop-up and prepare itself to install. This may take a few seconds and the “install” button will be grayed out until the extension is ready to be installed. Once you click “Install Now” Firefox’s Extensions window will pop-up letting you know that the extension “will be installed when Firefox is restarted.”
FireShot: (https://addons.mozilla.org/en-US/firefox/addon/5648) –
Allows you to capture, edit, annotate, organize, export and print screenshots of web pages. Screenshots can be saved to disk (PNG, GIF, JPEG, BMP), printed, copied to the clipboard, e-mailed, or sent to an external editor for further processing.
Trailfire: (https://addons.mozilla.org/en-US/firefox/addon/3524) – Allows you to mark web pages that you find interesting by leaving notes on the page. These notes are linked together into trails that you can share with others. You can also use it to find other people’s trails in categories of interest.
4.
StumbleUpon: (https://addons.mozilla.org/en-US/firefox/addon/138) –
Helps you discover and share websites. StumbleUpon uses ratings to form collaborative opinions on website quality, and offers nearly 500 topics which users may choose to indicate their interests and preferences so each Stumble produces only the most relevant content.
Find the extension you want in the Mozilla Extensions directory - At the top of the Firefox window, click the Tools menu and select Add-
ons, to open the Add-ons window. In the Get Add-ons panel of the Add-ons window, search for an add-on by typing the search term in the Search All Add-ons field, then press Enter. A list of add-ons 5.
matching your search term will display.
2. Download the extension - On the extension overview page there will be a green button labeled “Add to Firefox”. To download the extension click this button.
3.
FoxMarks Bookmark Synchronizer:
(https://addons.mozilla.org/en-US/firefox/addon/2410) – If you use Firefox on more than one computer, the Foxmarks Bookmark Synchronizer provides an easy way for you to sync all of your bookmarks.
HyperWords: (https://addons.mozilla.org/en-US/firefox/addon/1941) –
With Hyperwords you can select any word on any web page and perform different tasks such as search via Wikipedia, Google Scholar, or Google Books; translate text into different languages, convert money or measurements, and many more features to transform all web words into interactive hypertexts.
1http://marketshare.hitslink.com/report.aspx?qprid=1
4. Restart Firefox - Close all open Firefox windows including the
Extensions window and re-open Firefox.
U P C O M I N G
E D C
C O N F E R E N C E S
C o n f e r e n c e
Durham College has the honour of being the first college to host the Canadian Educators Development Caucus annual conference. The
conference will run from February 23 to 25, 2009 and will feature presentations and workshops from faculty developers from across Canada.
Next year’s conference theme is ‘Facilitating Change.’ For more information, visit http://durhamcollege.ca/edcconference.
E O S E T
2 0 0 9
UOIT will take its turn to host the annual Eastern Ontario Symposium on Educational Technology (EOSET) conference on May 22, 2009. This
one-day conference features presentations from faculty members at eastern Ontario universities about their use of technology in the classroom.
Next year’s conference will feature CBC Technology Reporter, Jesse Hirsh, as the keynote. Call for proposals will go out in January, 2009.
A D V A N C I N G
L E A R N I N G - T h i s
i s
I T
Don’t miss the annual educational technology conference; Advancing Learning - This is IT. George Brown College will be hosting next year’s
conference. The conference runs from May 20 to 22, 2009. A call for proposals and award nominations will go out soon.
© C A T A L Y S T
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4
Learn with Your College Colleagues
Are you looking for an opportunity to share teaching tips with colleagues in
other colleges? Do you want to learn without having to leave the comfort of
your own desk? Then Faculty Cyber Connections may be for you.
Faculty Cyber Connections is an online faculty development program
which has been running within the Eastern Region for two years. This year,
we are offering six modules (two of which are new!) which can be completed
in 6 to 8 hours total. The following modules will be running in November:
• Group Work: A Necessary Evil:
Employers always list “teamwork skills” high on their lists of requirements
for our graduates. How can we help our students gain these important
skills without needing a license in refereeing? This cyber course will
provide tips and tools for setting up, managing, and assessing student
groups in ways that students will perceive as fair and manageable.
• Setting the Stage for Teaching and Learning - Effective Lesson Planning:
Lesson planning involves more than arbitrarily determining “what I will
teach today.” Just like all the other elements of effective teaching and
learning, it requires considerable planning and preparation. Teachers
must consider course learning objectives, how students learn, and how
active learning engages students and involves them in their own learning.
This module provides participants with an opportunity, supported by
colleagues across several campuses, to explore ways to map lesson
plans that reflect a variety of effective teaching and learning principles and
strategies conducive to leading students to the stated learning objectives
and that promote student success.
These courses will run concurrently, so you can sign up for the one that
interests you, or sign up for both if you are really keen! Starting November
3rd until Friday, November 28th, these online sessions are set to go! (Note:
A short orientation period will be offered for those who would like to familiarize
themselves with the learning environment prior to start up.) Both sessions
will be delivered through Fleming’s MyCourses online learning management
system (WebCT).
If you wish to enroll in either of these opportunities, please contact Janice MacMillan at extension 2371 or e-mail at
Janice.Macmillan@dc-uoit.ca. For more information, visit http://fcc.flemingclt.ca.
Teaching Students to Self Evaluate: A Four
Stage Approach
By Ian McNee, Faculty, Curriculum Unit Innovation Centre,
School of Communication, Language & General Studies
In this scenario students are not viewed as “empty vessels” to be filled and
then judged, rather they are repositories of information, ideas and judgments
that as teachers we should tap into. Not only does it make for a more
engaged learning environment it in fact makes life “easier” in the long run for
teachers and students alike.
“When students know how they will be assessed and especially when they I would encourage you the next time you contemplate assigning yet another
have been involved in the assessment decisions, the likelihood of student essay, or project, or oral presentation, to be measured against a generic
rubric, or graded as most of mine were “holistically,” consider the possibility
success is increased greatly.” Ken O’Connor
that students learn more about writing well and presenting well when they
One of the enduring characteristics of formalized education is the belief and their teacher work together to define what it means to do so. And if you
that learning begins when the teacher introduces students to the subject are willing to take this step try engaging your students in the development of
matter and ends when a student demonstrates the extent to which they the tool used to assess any or all of these tasks as well as providing time and
have learned by passing or failing “the test.” There is little argument that guidance to practice its usage.
this type of assessment, call it learning, can be used effectively to “mark” or
“score” a student’s progress (formative assessment) and ultimately “grade” I have participated in more than a few “spirited debates” with colleagues
their standing (summative evaluation). How either happens is an ongoing where the argument is made that it is the function of the teacher or professor
concern to all of us interested in both quality instruction for our students as to determine whether or not a student’s work meets the standards outlined
in the course’s outcomes. As such to allow students to participate in the
well as authentic assessment of their work, and their skills.
“grading” of their own work is to invite biased and thoroughly subjective
My purpose here is not to make the case for how assessment of learning assessment and evaluation practices into the course. But the process does
should be crafted in relation to what happens in the classroom, but to further not end with students grading their own work; in fact they are not grading
the case for another type of assessment, call it for learning. Assessment for their own work in the sense that the mark they deem appropriate, high or low,
learning is exactly as it sounds the use of assessment in order to enhance constitutes the end of the process. Rather the use of the scoring tool, against
student learning. It is not a new idea, and yet in education assessment which their essay or project is measured, should be viewed as a practice or
for learning has and continues to be the misunderstood and underutilized trial measurement of their work. With the teacher’s guidance, as well as peer
involvement, each student strives to measure objectively their work against
counterpart of assessment of learning.
the assessment tool. Students who believe their score is too high have a
One approach that I have found enormously powerful in my career as an failsafe in that the next step, peer assessment, will likely uncover some area
English teacher at the secondary school level is “Teaching Students to Self in which they might improve upon their work. On the other hand students who
too harshly assess their own work might benefit to the upside from the same
Evaluate: A Four Stage Approach”. *
process. In either scenario students are forced to become “criteria driven”
This method forces one to rethink the teacher-student relationship. Instead judges of both excellent and substandard work.
of the teacher being the chief source of information and ultimate judge
of student learning, both teacher and student engage in the process of The real prize in all of this is that many, if not all, students begin to understand
defining what it means to achieve the highest “grade” possible on individual what constitutes excellent as well as substandard work. But more importantly
assignments and ultimately the course as a whole. But “defining” is not they begin to demonstrate this understanding by measuring their work and
enough as both parties must cooperate to create the tools by which the the work of their peers against criteria that makes sense to them. For the
criteria can be measured in relation to the work produced; and once these teacher the prize, beyond improvements in learning, is less assessment
“criteria driven” tools have been created they must be used; and once used of learning where the brunt of the “judging” is their responsibility alone.
constructive and “criteria based” feedback must be provided in order to
Continued to page 6
facilitate improvement.
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5 ©
Those opposed to relinquishing this control should understand that the Push Learners to the Edge of Their Expertise
system or process reinforces not less accountability but more since By Susan Shaver, Faculty, School of Health & Community Services
teachers/professors are forced (for lack of a better word) to understand fully
themselves what it is they are looking for on any given assignment and to “Push Learners to the Edge of Their Expertise.” This quote stopped me in
pass this understanding along to their students.
my tracks. It was recently expressed by a faculty colleague who heard it at
a Harvard University conference and wanted to discuss it with the rest of us
Anyone who has taught has also agonized over student work that is clearly participating in Durham’s Teaching in Community group, a pilot program
substandard and just as many of us has wondered how such work could have striving to promote reflective practice in teaching and learning. It made for an
been produced by their students. It is not my purpose in closing to suggest interesting discussion.
that blame be assigned to the teacher in such cases, since substandard
work will always be a part of the learning experience just as the reasons Our group, comprised of nine full- and part-time faculty members, has
for it will forever be complex. However I can say that in classes in which I been meeting since January 2008 in monthly sessions sponsored by the
have consistently used the four stage method the amount of substandard Innovation Centre and facilitated by Wendy Hardman (Faculty Development
work that is submitted drops off dramatically with each use. Thus the task of Officer, UOIT) and Karen Hodgins (Curriculum Specialist, Durham College).
grading or providing a summary statement of student performance, which I What an exciting opportunity! Despite the lofty theme of Reflection and
agree is my responsibility, is that much “easier.”
Renewal, this has been a real chance to engage in lively exchanges on
teaching and learning with colleagues - outside of classroom schedules –
*Ross, J. A., Rolheiser, C., & Hogaboam-Gray. (1998a). Student evaluation in cooperative learning:
especially as teaching is often an isolating experience.
Teacher cognitions. Teachers and Teaching: Theory and Practice, 4(2), 299-316.
Assisting International Students
By Jon Sarpong, Diversity Officer
Although at times we had difficulty removing our teaching hats and putting on
our learner hats, and although we didn’t always embrace reflection (despite
Karen and Wendy pushing us to the edge of our expertise), for me there was
renewal in participating with a diverse group of individuals offering a wealth
of teaching and learning ideas.
International students bring a rich array of cultural understanding and
experience to North American college and university campuses. Oftentimes, There were three things we could always count on in these sessions –
these individuals display a panoramic understanding of the world around energetic discussions initiated by thought-provoking questions, plenty of
different perspectives and delicious dinners catered with individual dietary
them, which has been developed through global travel.
needs in mind. The carrot cakes were really good!
However, international students can become overwhelmed by the clash of
cultures which can occur when the normalcy of ‘back home’ meets Canada’s Questions were e-mailed ahead of time to give us lots of time to think about
cultural ethos. Although individual experiences vary, this situation, which has our answers framed by two books supplied to each of us by the Innovation
been identified as ‘culture shock’ usually manifests itself in distinct stages: Centre: Becoming a Critically Reflective Teacher (Brookfield, 1995) and The
Courage to Teach (Palmer, 2007).
Honeymoon Stage:
Students experience exhilaration, anticipation, nervousness, and excitement. I applied to join this group for the professional connections to daytime faculty
This stage can last from a few days or weeks to several months, depending that usually aren’t feasible for continuing education instructors at satellite
campuses. I will finish this program with a broader vision within which to
on specific circumstances.
position my teaching practice, new ideas for participant learning and
strategies for personal and professional development.
Hostility Stage:
Focus on annoying details about the new environment. Student may feel as
if people in host country don’t understand them, and student may display Oh yes…the quote at the beginning of this article? I shared it with course
participants this week and was shocked at their interpretation. They were
feelings of frustration or depression.
concerned that “pushing learners to the edge of their expertise” meant giving
learners so much rope they hang themselves. I’m still reflecting on that!
Acceptance Stage:
Student starts appreciating the differences between home country and
new environment. A renewed sense of humour and feeling of balance are Thanks to Everyone, Karen and Wendy, and the Innovation Centre!
evident. Minor mistakes and misunderstandings that would have previously
resulted in feelings of frustration are dealt with appropriate measure.
Getting a Second Life
Adaptation Stage:
Student begins to feel at home in new environment and finds greater
satisfaction, both personally and academically.
We’re looking for volunteers to discuss
the opportunities found in the 3-D online
world, Second Life. UOIT and Durham
College have a campus in Second Life
with learning spaces, a movie theatre
and sandbox for building. Now we
need people to try it out, experiment
with space, and who knows, create
new learning opportunities. Perhaps
you’re curious about what Second Life
is all about? Come and see us in the
Innovation Centre (SW101).
As members of the academic community, we have a responsibility to
provide opportunities for all of our students to succeed. It can be helpful
to ask an international student about how he or she is adjusting to living
in a different culture; encourage the student to talk with other international
students about her or his experiences with cultural shock; and promote the
use of appropriate to college/university resources to international students.
By being cognizant of the situational needs of our students, we provide
opportunities for authentic assessment, and create a classroom environment
conducive to learning that reaches everyone.
C A T A L Y S T
P A G E
6
©
SCHEDULE of EVENTS
did YOU
know?
You Want What? Tips for Effective
Questioning
Dr. Liesel Knaack, Associate Professor, Faculty of Education
By Ruth Rodgers,
Teaching & Learning Specialist
Wednesday, November 5 - 10:00 a.m. to 11:00 a.m.
Are you asking the best questions to stimulate critical thinking and higher
order skills in your students? This workshop will give you an overview
of how to design and ask a variety of questions that will force your
students to think more deeply and reply with more thoughtful answers.
Handouts will be provided along with a few exercises to practice
categorizing and rewriting better questions for your classroom instruction.
Course Portfolio Blog
What’s a course portfolio? What would be in such a thing? To inspire you to
consider developing a course portfolio that consolidates course documents
Do I Need to Know This? Writing Good Test
Questions
Dr. Liesel Knaack, Associate Professor, Faculty of Education
and provides a record of reflective practice, Teaching & Learning Specialist,
Ruth Rodgers, is writing an online course portfolio blog as she teaches
Friday, November 14 - 2:00 p.m. to 3:00 p.m.
an Introductory Psychology class this fall. Follow her progress as she
Are you scrambling to find and write test questions that cover a range of
thinking skills? This workshop will share with you the tips and tricks to
ponders the possibilities, samples the strategies, and reflects on the results.
writing effective test questions that will properly test student
See the link to Sample Course Portfolio at the Innovation Centre blog understanding. We’ll cover areas such as multiple choice, true/false, fill
in the blank, short and long answer questions that don’t include errors,
(http://innovation.dc-uoit.ca).
give-aways or poorly worded questions that trick students.
“Yeah, I Get It.” Effective Student Feedback
Academic Bookclub
Dr. Liesel Knaack, Associate Professor, Faculty of Education
You know you should be reading the latest literature on learning and
education, but who’s got time?!? Here’s a way to read ONE book, but get
Thursday, November 27 - 11:00 a.m. to 12:00 p.m.
This workshop will expose you to a variety of ways you can get feedback
from your students on what they are understanding and how you are
over lunch, for as many months as there are members in the club. Each doing in teaching them. From surveys to self-assessment to in class
questioning, there are a variety of ways to let students know you want to
of us will read one book and summarize the key ideas from it for the other hear from them and allow them to show you what they are learning in
members. Books will be supplied by the Innovation Centre, or choose your your class.
the benefit of many! Members of this bookclub will meet once per month
own. Contact Ruth Rodgers, Teaching & Learning Specialist, if you are
Getting a Handle on Handouts
Dr. Liesel Knaack, Associate Professor, Faculty of Education
interested in joining the club!
Tuesday, December 2 - 1:00 p.m. to 2:00 p.m.
Teaching Portfolio Development Group
This workshop will give you an overview of some key tips for making an
It takes discipline and time to get your Teaching Portfolio in shape—and effective handout that is readable, understandable and memorable for your
students. We’ll explore font sizes, typeface, spacing, white space, use of
most of us could use a little help with both! This group will meet for two images, amount of text and also discuss ways you can have ‘outlines’ of
handouts that students can use for taking notes.
hours, once per month for six months, to work on developing various pieces
of the Teaching Portfolio: a teaching philosophy, an education narrative
and reflection, a work narrative and reflection, and various other sections.
Benefit from a facilitated approach, and the support of peers. Great for parttime faculty hoping to compete for full-time positions! Contact Ruth Rodgers,
visit our training
registration web site at
http://innovation.dc-uoit.ca/treg for detailed
information regarding the faculty development
opportunities listed on pages 7, 8 and 9
Teaching & Learning Specialist, if you are interested in joining the cohort.
©
C A T A L Y S T
P A G E
7 Collaborative Communication Tools
June MacDonald-Jenkins, Learning Technologies Facilitator
Monday, November 3 - 11:00 a.m. to 12:00 p.m.
Creating a community of learners both inside and outside of the classroom
is perhaps one of the most significant contributions to learning that can
be made. How is this possible with so much going in our busy academic
environments?
A variety of tools are available in WebCT that link students not only
during live conversations in class, but long after, including the Calendar,
Roster, Announcements and Mail tool. Come and join us to see how these
collaborative communication tools can enhance your student’s contribution
to their learning as well as others.
Grading Forms and Groups
June MacDonald-Jenkins, Learning Technologies Facilitator
Thursday, November 6 - 11:00 a.m. to 12:00 p.m.
Ever wonder how to use a grading rubric in WebCT? Would you like to
mark discussions or assignments using a standardized mark scheme and
have the marks automatically inputted into grade book? Perhaps, you have
group assignments to mark? Then we have some ideas for you. Come
and discover the flexibility of creating groups and creating measurement
rubrics for both the facilitator and students for peer review.
Creating Online Assessments with
Respondus
Jordanne Christie, Learning Technologies Specialist
Tuesday, November 11 - 2:00 p.m. to 3:00 p.m.
Respondus is a Windows application that makes it easy to create, import
and publish WebCT Assessments. With Respondus, you can import entire
tests or question banks directly from text and Microsoft Word files, and
publish them to any WebCT course. This can greatly save time for faculty
using previous paper-based assessments. This session will provide an
introduction to Respondus, and will demonstrate how to import questions
from a text file, add questions within Responds, publish assessments to
WebCT, and retrieve tests from WebCT.
Teaching Students to Self-Evaluate: A Four
Stage Approach
By Ian McNee, Faculty, Curriculum Unit Innovation Centre,
School of Communication, Language & General Studies
Wednesday, November 12 - 1:00 p.m. to 2:00 p.m.
Wednesday, November 19 - 2:00 p.m. to 3:00 p.m.
Is it practical? Reusable? Is it only for the benefit of students? Or is there
something in it for the professor? Simply put the process of teaching
students to self evaluate is practical; it can be used over and over again;
and it is not only for students since its overarching theme is collaboration
or shared responsibility between teacher and professor in the area of
assessment and evaluation and even instruction. This faculty development
seminar is divided into two sessions; each session deals with two of the
four stages of the process. Everyone is welcome but those especially
interested in blending instruction and assessment as well as enhancing
student learning, and even cutting down on the amount of time spent
“marking” will benefit from attending.
©
Creating and Evaluating Quizzes/Tests in
WebCT Vista
June MacDonald-Jenkins, Learning Technologies Facilitator
Thursday, November 13 - 10:00 a.m. to 11:00 a.m.
Tired of marking by hand until 2 o’clock in the morning? Find yourself
giving the same feedback over and over again? We can help. Have you
ever considered offering your tests or quizzes in WebCT? Membership
has its privileges ...
Benefits are:
•
•
•
•
•
•
Automatic marking;
Paperless environment;
Selective release to select groups or individuals;
Randomization of questions;
Use of test banks in WebCT, and
Portability of tests between sections or classes.
Extending the Collaborative Environment
Using the WebCT Discussion Tool
June MacDonald-Jenkins, Learning Technologies Facilitator
Wednesday, November 19 - 1:00 p.m. to 2:00 p.m.
As a means of furthering evolving the student’s ability to converse and
develop outside of the classroom setting, the Discussion tool offers a
variety of functionality as an asynchronous collaborative tool for students
and professors.
The tool offers threaded conversations, blogging and journaling as
mediums for thoughtful exchange of ideas both inside and outside
the classroom setting. Peer review and automatic mark submission of
discussion threads adds to the functionality for educators as well.
If you would like to create an environment for thoughtful exchange of
ideas between small or large groups, then this is the tool for you. Join us
to see how you can move collaborative communication strategies forward
in your classroom and beyond.
WebCT Gradebook
Jordanne Christie, Learning Technologies Specialist /
June MacDonald-Jenkins, Learning Technologies Facilitator
Friday, November 21 - 2:00 p.m. to 3:00 p.m.
Wednesday, November 26 - 1:00 p.m. to 2:00 p.m.
Are you tired of students constantly asking you for their grades? Would
you like your students to be able to track their own progress and have
immediate access to their grades? The Gradebook tool in WebCT Vista
provides an easy, convenient and secure way for faculty to manage
grades and distribute them to students.
In the first part of this session, participants will be introduced to the
WebCT Gradebook and the process for adding columns, creating
formulas, entering marks, and displaying marks to students will be
demonstrated. In the second half of this session participants will have the
opportunity to setup their Gradebook to meet their individual needs.
Please ensure you bring a copy of a current course outline/syllabus and
laptop with you to class. If you do not own a laptop, one will be provided
to you during class.
C A T A L Y S T
P A G E
8 Managing Assignments in WebCT Vista
Universal Design for Learning
Jordanne Christie, Learning Technologies Specialist
Ruth Rodgers, Teaching & Learning Specialist
Monday, November 24 - 11:00 a.m. to 12:00 p.m.
Monday, November 17 - 10:00 a.m. to 11:00 a.m.
Have you ever used the pushbutton that opens a door for you, when
your hands were full? Have you ever rolled a child’s stroller or grocery
cart down a sidewalk curb cut to street level? Then you’ve experienced
Universal Design. UD integrates special needs tools and strategies into
The Assignment tool provides a secure online environment through which
designs that are useful to everyone. Universal Design for Learning helps
your students can download assignments and upload their submissions.
us design lessons that support learning by all students, including those
All submissions are tracked allowing you to see when students submit their
with special needs.
assignments (and keep a record of late submissions). This offers students
the opportunity to download the assignment at their convenience (prior to
Teaching Portfolios: For You and Your
the cutoff date), complete it and submit it electronically for grading.
Are you tired of looking for submitted work and have no idea where you
saved it, or deleted it. Ever wonder when they were actually submitted?
Once submitted, you can download all assignments to your computer and
grade them offline or save in My Files in WebCT while marking online.
Once graded, you can send them back to your students using WebCT - all
without printing one piece of paper.
Please join us for an interactive session on using the Assignment tool to
enhance your teaching environment.
Exporting Grades to Banner
June MacDonald-Jenkins, Learning Technologies Facilitator /
Jordanne Christie, Learning Technologies Specialist
Monday, December 1 - 10:00 a.m. to 11:00 a.m.
Wednesday, December 3 - 2:00 p.m. to 3:00 p.m.
Tuesday, December 9 - 11:00 a.m. to 12:00 p.m.
Thursday, December 11 - 11:00 a.m. to 12:00 p.m.
Administrator
Ruth Rodgers, Teaching & Learning Specialist
Thursday, December 4 - 10:00 a.m. to 11:00 a.m.
The creation of a Teaching Portfolio can be a stimulating and enriching
experience. This session will explain how portfolios can be much more
than a collection of documents, and can provide payoffs for your practice
and your career.
Using Google Sites
to Create a Group
Website
Jordanne Christie,
Learning Technologies Specialist
Thursday, November 20 - 2:00 p.m. to 3:00 p.m.
This session will walk you through the process of submitting your mid-term
and final grades to Banner, including how to change your column settings, Google Sites (http://sites.google.com) is part of the growing suite of
how to create a backup of your files, and how to export your grades to the solutions offered by Google. It is an online application that makes it easy
Banner system.
for anyone to set up a website, especially groups and teams. With Google
Sites, a number of people can work together on a Site and can create
Please ensure you bring a laptop with you to class. If you do not own a
web pages with the click of a button, as well as embed information from
laptop, one will be provided to you during class.
other Google applications (like Google Docs, Google Calendar, YouTube
and Picasa). This session will show you how Google Sites can be used to
create an effective group website.
Co-operative Learning in the Classroom:
The Use of Stable Learning Groups
Ruth Rodgers, Teaching & Learning Specialist
Thursday, November 13 - 1:00 p.m. to 2:00 p.m.
Monday, November 24 - 10:00 a.m. to 11:00 a.m.
The use of consistent learning groups throughout a course can help
with organization and efficient delivery. More importantly, it can support
students’ learning by generating a sense of belonging, and by the use of
group learning activities. This session will model and present the set-up
and maintenance of student learning groups.
Adult Learning Principles in Practice
Ruth Rodgers, Teaching & Learning Specialist
Thursday, November 20 - 10:00 a.m. to 11:00 a.m.
Not only do we hope to treat all students as adults (regardless of actual
age), but our classrooms often include mature students. Through an
interactive exercise, this session will explore the application of the seven
principles of adult learning to our teaching practice.
C A T A L Y S T
P A G E
Creating Rich Interactive
Screencasts Using Flowgram
Jordanne Christie,
Learning Technologies Specialist
Tuesday, November 25 - 1:00 p.m. to 2:00 p.m.
Flowgram (http://www.flowgram.com) is a free (beta) online multimedia
screencasting application which allows users to assemble and annotate
web pages, photographs, videos, PowerPoint presentations, documents,
and other web-based elements on any topic, and add a voice narrative.
Using Flowgram, you can take viewers on a guided tour by walking them
through interactive web pages, highlighting content, adding notes and
providing a personalized voiceover as you go. This session will introduce
participants to Flowgram and provide an opportunity for you to experiment
with the application and experience how it can be used to communicate
information in an engaging, interactive way.
9 ©
ONLINE MODULES
The Millennial Student
ABOUT US
What is the Innovation Centre?
This module looks at Generation “Y” or the millennial student. It deals with
how they are wired differently and, therefore, how they learn differently. It The Innovation Centre provides teaching and learning expertise, leadership, and
support to faculty at Durham College and the University of Ontario Institute of
provides suggestions on how to engage the learner.
Technology. Our goal is to foster relationships with faculty to empower them to
This module is available as an independent online unit. Contact Maureen create a richer learning environment, whether it is in the classroom or online.
We support teaching and learning, curriculum development, as well as teaching
Wideman at extension 2174 for registration information.
Simple Techniques for Using a Laptop in the
Classroom
with technology. The Centre also champions the introduction of new learning
technologies and their appropriate use in teaching and learning.
Our staff closely works with all schools and faculties to ensure that faculty
and staff have the opportunity to use the latest teaching, technology,
and online resources to benefit student learning. For a complete
Looking for some ideas to expand the use of the laptop into your teaching? listing of our office staff, please visit the Innovation Centre Web site at
http://innovation.dc-uoit.ca.
The Innovation Centre has an online module focusing on simple techniques
teachers can use to incorporate the laptop into their courses. We’ll look The Centre offers access to highly qualified staff, a variety of computer and
at some ideas for research, discussion groups/assignments and have the multimedia equipment as well as one-on-one training sessions. In addition,
the Centre promotes an ongoing, campus-wide dialogue about Web-centric
opportunity to share our successes with participating faculty.
instructional technology and its role in curriculum.
Contact Maureen Wideman at extension 2174 for registration information.
Designing Rubrics
Services
The Centre provides a wide range of services to DC and UOIT faculty and staff.
These services include:
You’ve heard that using rubrics is an effective method to guide marking. A
well-designed rubric can reduce instructor subjectivity and provide a guide • Providing individual consultation in learning new technology for teaching and to students as to what is expected. In this online module, you will learn research purposes.
about different types of rubrics and begin to build one.
• Providing individual consultation in designing and developing curricula.
Contact Maureen Wideman at extension 2174 for registration information.
TALL SEMINARS
•
•
•
•
•
Assisting in the development of course-related Web resources for faculty and staff.
Hosting group discussions on issues relating to teaching, learning, & technology.
Hosting professional development programs for faculty and staff.
Conducting workshops and demonstrations on new Web-centric and e-learning technologies throughout the year.
Facilitating best practices in teaching through workshops and seminars.
The Innovation Centre is hosting a variety of different Teaching and
Learning Lunchtime (TALL) seminars with guest speakers from within How to Work with Us
the academic community to share an aspect of their successful teaching
practice with our faculty over a lunch hour. This fall, we have some interesting Our services are available by appointment or on a drop-in basis. Simply call
presentations scheduled. All presentations are held in the RBC Conference the Centre to arrange your training session. We also run regular classes on a
Room – UB 1055 from noon to 1:00 p.m. Bring your lunch. All are welcome. variety of topics and our schedule is available online. Departments can request
a workshop specifically focused on their needs. We also assist faculty in working
Stay tuned for details to follow on future seminars by visiting the Professional with rich media, learning objects and games. WE’RE HERE TO HELP YOU!
Development Web site at http://innovation.dc-uoit.ca/treg.
How to Contact Us
Web site: http://innovation.dc-uoit.ca • E-mail: innovation@dc-uoit.ca
Phone: 905.721.2000 x. 2593 • Fax: 905.721.3096
Visit our office in the Gordon Willey Building, Room SW101. Our hours of
operation are 8:30 a.m. to 4:30 p.m., Monday to Friday. All training will be held
in the Innovation Centre (SW101) unless otherwise specified on our training
registration web site at http://innovation.dc-uoit.ca/treg.
Faculty Development Opportunities
“Teachers are the gatekeepers to the sacred knowledge of the disciplines!”
©
Some sessions are subject to cancellation if a minimum quantity of three (3)
participants is not reached. Any cancellations will be posted on the Professional
Development Web site and participants who are currently enrolled in a session(s)
will be notified by e-mail in advance.
C A T A L Y S T
P A G E
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