Catalyst
January/February 2008
connecting
Our Hidden Curriculum
By Chris Hinton, Director
IN
THIS issue
The responsibilities of the Innovation Centre
continue to evolve as it plays an important role in
the development of quality teaching and learning.
Originally, the Centre was created to support
faculty and staff as they were being equipped
with technology, usually laptops. We provided a
space, advice, troubleshooting, programs, and
training. The scale of the challenge, coupled with
a very personal approach in supporting those
who sought our help, made us successful. We
also administered the server and became the
experts on WebCT. These were the early days,
before UOIT, before centralized email, before
laptop programs. We grew as did the expertise
of the faculty and the ITS department. However,
it became obvious early in the years that simply
teaching a professor the mechanics of how to
do something with a computer didn’t necessarily
make them a better teacher. In response, we
addressed this issue and became experts in
teaching and learning as well as educational
technology.
OUR HIDDEN CURRICULUM
page 1
THE GEN ED TSUNAMI
page 2
THANK YOU FOR THE OPPORTUNITY
page 3
GOOGLE DOCS - A GREAT RESOURCE FOR DOCUMENT SHARING AND COLLABORATION page 3
TAKING A RISK IN THE CLASSROOM
page 4
Such a realization parallels a change that has
been observed in higher education over the last
decade or so. This change is the move from
teacher-centered (or content centered) teaching
to a learner-centered approach. Some aspects
of this shift include the move to outcomes-based
curricula where course outlines clearly articulate
what the student will be expected to achieve in
their course of study, authentic assessment where
we assess the students in a fair and realistic
manner specifically on the outcomes that were
defined, and active learning which recognizes
that a class of students possesses many learning
styles and that they learn best by doing and by
being involved.
Practically, this means that a professor whose
primary methodology is lecturing does not benefit
as much from a laptop computer as one who
uses a variety of teaching methods. Translating
overhead slides into PowerPoint slides adds very
little value and does nothing to address different
learning styles or to engage the students in a more active manner.
MAKING YOUR PRESENTATIONS MORE ACCESSIBLE
page 5
Turnitin.com..........................................................5
Death by PowerPoint:
Tips for Better Presentations.............................5
Designing Rubrics................................................5
The Millennial Student..........................................5
Groups that REALLY Work...................................5
Let the Games Begin............................................5
There’s How Many People in My Class??
Teaching Strategies for Large Classes..............6
Debunking Learning Outcomes............................6
Fostering Collaboration with Google Docs...........6
Staying Up-to-Date with RSS and
Google Reader..................................................6
Interactive Teaching and Learning
Using WebCT Vista...........................................6
WebCT Gradebook...............................................6
Exporting Grades to Banner.................................6
Newsletter Information..........................................6
© with YOU!
Volume 1, Issue 16
For the Innovation Centre this means that we
have continued to develop our strength in the
learning technology area but at the same time
develop expertise in the realm of “pure” teaching
and learning and to support active learning.
Evidence of this can be seen in the fact that we
have an Instructional Designer and a Teaching
and Learning Specialist on staff. This has been a
more difficult task since faculty readily know we
are available to assist with WebCT, but it may
not be that apparent to them when they could
use some instructional design assistance or,
perhaps, some advice on assessment.
Following the progression from learning
technology to teaching and learning there is
another key influence on quality in the classroom.
This is the curriculum. Our curriculum is the basis
of our teaching and is what defines the type of
student we want to develop. Good curriculum
should have outcomes that are both teachable
and measurable. It should specify assessments
and explicitly align them with course outcomes.
It should allow variety and encourage activity
in the classroom and should directly and
explicitly support the larger program outcomes.
Continued to page 2
New Team Member
The Innovation Centre is pleased to announce that June
MacDonald-Jenkins will be joining the Centre as a Learning
Technology Facilitator. June will be the go-to person for
effective use of learning technology in our classrooms.
An experienced faculty in the Schools of Health and
Community Services and the Faculty of Health, she is
a learner-focused educator who prides herself in using
technology to facilitate
the enhancement of
the student experience.
June brings a wealth of
knowledge in teaching
& learning, technology,
and research. Her caring
and patient attitude will
make her an excellent
support for all college
and university faculty.
Plese join us in welcoming June to the Innovation Centre.
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Continued from page 1
Curriculum defines the “what” of teaching and is not under the control
of individual faculty members. It belongs as a collective decision by the
program group. The “how” of teaching is another matter. Individual
faculty members require freedom, flexibility, and autonomy in how they
teach their subjects. This freedom is essential to the profession.
In the bigger picture one can look at the institutional goal. What kind
of individuals are we preparing for participation in our society? Without
getting too lofty here, I want to point out there are guides and efforts
underway to articulate this goal. In fact it seems like common sense
that well-rounded graduates are going to be more successful in their
lives and careers. This well roundedness doesn’t come naturally but is
part of what we teach. Often it is in what is called the implicit curriculum,
those hidden things that are taught but perhaps not intentionally. One
doesn’t have to look too far to discover that the market prefers to hire
employees that have a well-rounded personality and skill set. For
instance, the Conference Board of Canada spells this out in a report
on their web site.
In the university realm there is an effort underway by the OCAV (Ontario
Council of Academic Vice Presidents) to define undergraduate degree
level expectations. This is an excellent effort to define some of the
higher-order thinking skills we want to see undergraduates develop
such as understanding methods of enquiry, the ability to apply their
knowledge, to communicate accurately and reliably and to think critically
and analytically.
The colleges have a different method of seeing their students develop a
more rounded skill set. Aside from outcomes defined at the program level,
the ministry has defined a set of 11 essential employability skills (EES).
These skills are to be developed in all programs by being embedded
in every course. Durham has recently reworked the course outline to
explicitly show which EES is being addressed by each course.
The Gen Ed Tsunami
By Chris Hinton, Director
Perhaps tsunami is a bit overblown, but the college is facing some white
water as we look at updating our curriculum and infusing it with the
required General Education component.
Our core business is the development and delivery of curriculum and
yet we lack certain essential policies and procedures to ensure the
kind of quality we want to deliver. This isn’t intended to be a negative
judgment since we have been doing it very well. Yet, we could do better
with a more coherent effort and with a clearly spelled-out institutional
philosophy around curriculum.
The introduction of the new course outline template laid the groundwork
for our programs to align their overall outcomes to course outcomes
which are then supported by classroom activities and assessments.
The template enables the process of documenting these connections,
however, it also revealed some challenges that lay ahead of us. While
technical glitches with the document focused people’s attention on the
mechanics of the template, the importance of developing the connections
was overshadowed. The documentation process will continue as we
perfect our curriculum and improve the learning opportunities for our
students.
The ministry has also defined a series of five subject areas that are a
part of general education. It is expected that every program will contain
a general education component so that at the end of two or three years
the students will have had some exposure to topic areas outside of their
chosen field, with the attendant broadening effect on their outlook.
A student who has mastered his/her domain specific knowledge and
also had this broadening exposure is a powerful individual indeed. Does
your curriculum go beyond your discipline and seek to encourage the
development of the whole person?
So now the agenda of the Innovation Centre is clear. We want to partner
with faculty to develop transformative learning for our students and will
leverage teaching and learning, technology, and curriculum to assist in
this effort.
I’ll leave you with one small recommendation. Check out the article on
the New Horizons for Learning site (newhorizons.org) called “Making
Thinking Visible” by David Perkins. He discusses ways to allow us to
see and discuss thinking, which usually remains hidden. Making it visible
enables us to know we are succeeding with our students.
“The Innovation Centre
plays an importnat role in
the development of quality
teaching and learning.”
One of the largest motivating forces driving curricula change at the
college is the necessity to include a General Education component
in every program. Not only is this a legal requirement but it will also
improve the educational prospects for our students, making them more
employable as a result. There will be challenges in convincing everyone
of the necessity of incorporating General Education requirements; there
may be programs who think they are compliant but may need some
adjustments to be fully compliant. This provides the perfect opportunity
to revisit program and course outcomes and revitalize what we offer our
students.
In order to move forward we need a curriculum policy that encompasses
our institutional philosophy, processes for curriculum mapping,
an inventory of current offerings, training to support the change,
procedures to manage the life cycle of a program, graduate profiles for
each program, administrative resources, and release time for faculty.
These components provide the structure for a curriculum framework for
Durham College. This framework can then guide us in the new program
development, program review and renewal, annual review, and the
development of program guides and course outlines.
In response to this need, a small task force has been formed and is
working out of the Innovation Centre to coordinate the development of
our curriculum framework. We are laying the foundation of what will be
a framework that will serve Durham College well in the years to come
as we renew our curriculum and seek the infusion of general education
into our programs.
Stay tuned, you’ll be hearing a lot more!
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Thank You for the Opportunity
I feel that I have been the most fortunate; I have had the benefit of
talking to and interacting with faculty from both institutions. In my new
role as Associate Dean I take the ideas and methods you have shared
and I hope to share those with the faculty at Whitby.
I have accepted the position of Associate Dean, School of Applied
Sciences, Apprenticeship, Skilled Trades and Technology, Whitby
Campus and would like to thank you for the opportunity to serve you as
Learning Technology Facilitator in the Innovation Centre.
My first days at the Centre, I must admit, were filled with trepidation.
Would I be able to provide the assistance faculty needed, and more
importantly, would I be accepted by faculty as a resource to their teaching
needs?
It has at times been a frustrating process with the installation of WebCT
Vista and the learning curve Innovation Centre staff, faculty and IT
Services had to overcome. I congratulate those who have persevered
and have adopted or continue to adopt this new tool. I truly believe
we need to provide our students with alternatives, and using WebCT
allows us as faculty to look for new methods of interacting with our
students and what material they should have access to. You are using
this tool (WebCT) in amazing ways and I encourage you to share what
you are doing with others.
Looking back, I have thoroughly enjoyed being part of the Innovation
Centre and feel honoured to have worked with an amazing group of
individuals. My congratulations to Chris Hinton for attracting that calibre
of talented, like-minded people.
I thank you for allowing me the
opportunity to be a part of your teaching
life, and look forward to continuing the
relationship that we have developed.
I looked forward to my dealings with faculty from the college and
university every day; you are all truly committed to the students we serve
and your enthusiasm is contagious. Being able to provide suggestions
and assistance gave me a great feeling of satisfaction and identified to
me that we all share the same issues: school to school and faculty to
faculty. Only by sharing do we really understand, learn, and grow.
Please visit us at the Whitby campus.
By Allan Martin, Associate Dean
Google Docs - A Great Resource for
Document Sharing and Collaboration
By Jordanne Christie, Learning Technologies Specialist
A recent survey found that 94% of PC users have never heard of webbased productivity suite alternatives such as Google Doc’s. Given the
results of this survey, I thought that it would be appropriate to write a
short article introducing Google Doc’s.1
Google Docs is a free, web-based productivity suite offered by Google
that allows users to create documents, spreadsheets and presentations
online and share them with others for collaboration. Google Docs is often
compared to Microsoft Office, however it primarily acts as a stripped
down version of Office with a more web-centric nature, providing added
online storage, editing, and sharing capabilities.
In order to access Google Docs you need to register for a free Google
account. If you already have a Gmail account then you can use the same
login to access Google Docs, otherwise you can just sign up for a Google
account with an email address of your choice and a password.
Documents, spreadsheets, and presentations can be created within
Google Doc’s itself, or imported through the web interface. Google Doc’s
supports popular Office file types including .doc, .rtf, .xls, .csv., and .ppt,
which means that existing Office files can be uploaded with little effort.
Files created in and uploaded to Google Docs are stored on the Google
server, and can be accessed at any time, from any computer with an
Internet connection and a standard browser. This means that documents
can be accessed at school and at home, and can edited from anywhere
without any worry about software versions or compatibility. Documents
can also be saved to the user’s computer in a variety of formats, and
can be tagged and archived for organizational purposes. There is a limit
on how much a user can store on their account. Each document must
be under 500k plus 2MB for each embedded image. Each spreadsheet
must be under 10,000 rows, 256 columns, 100,000 cells and under 40
sheets. A user can have a total of 5,000 documents and presentations,
5,000 images and 1,000 spreadsheets.2
Allan Martin
The greatest feature of Google Docs and what tends to set it apart
from Microsoft Office is the ability to share documents with others and
collaborate in real time. With Google Docs, you can invite other people
to read or edit your document by simply providing their e-mail address.
Multiple people can view and make changes to a document at the same
time. Google Docs has a built-in toolbar that notifies you if someone
else is editing a document at the same time as you are. It also offers a
revision tool which shows you exactly who changed what, and when.
Google Docs collaborative features are proving very useful to both
teachers and students. Google Docs helps to promote group work and
peer editing skills, and makes it easier for student to collaborate as
they can enter updates anytime, from different locations, and do not
have to worry about managing multiple versions of a document via
email. In addition, educators are also finding Google Docs useful for
assessing group work participation as they are able to easily identify
who contributed to collaborative documents.
If you are interested in learning more about Google Docs, please
attend the Fostering Collaboratoin with Google Docs Session, or refer
to the following resources:
docs.google.com
http://www.commoncraft.com/video-googledocs
http://www.google.com/educators/p_docs.html
1 http://www.microsoft-watch.com/content/web_services_browser/rip_the_web_20_office_suite.html
2 http://en.wikipedia.org/wiki/Google_Docs
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Taking a Risk in the Classroom
By Maureen Wideman, Senior Instructional Designer
In the Innovation Centre, we encourage faculty to take risks
in their teaching.
Whether it is through the use of a new
technology or an active learning technique, we try and prepare
the faculty member as well as possible for implementing the new.
Implementing the new - that can be a daunting thought. Teaching is
not easy and even the best teachers can have their egos trampled
by a sharp-edged, unhappy student. Taking a risk can lead to
failure and perhaps embarrassment in front of students.
This
can lead to a fear of experimenting with new techniques. When
teaching is part of the promotion and tenure process, some faculty
may choose to remain safe by continuing traditional methods.
Parker Palmer, author of Courage to Teach, says that fear is one
of the main causes of poor teaching. “When I teach poorly, it is
not because of poor technique but because I have allowed fear
to get the upper hand. In the bad classrooms I suffered as a
student, fear nearly always lurked backstage. In fact, the culture
of the academy itself is as fearful as any I have known. Education’s
nemesis is not ignorance but fear. Fear gives ignorance its power.”
What does it mean to take a risk? It may mean employing techniques that
are not familiar, or dealing with students who may resist or question the
change. It could lead to more work in setting up a lesson, or less; it may
mean change for both the students and the teacher. Implementing the new
may alter the traditional power structure of the classroom by putting the
learning at the centre rather than the teaching. Is risk taking worth the work?
In another example, Otto changed how he uses the discussion board
in WebCT. “When I first started with a web-centric course I was really
keen in checking the discussion boards every day and answering/
responding to each message (as I was the course prof). One week I got
really sick with the flu and headache and did not access the web. When
I came back, the group of approximately 100 students had taken over
discussions and started helping each other in such effective ways that I
now use boards only as their e-forum - not mine.”
For some, taking a risk in the classroom may mean something as simple
as reducing the amount of information on PowerPoint slides. It could
mean assessing students using different methods or allowing students
to assess themselves. It could lead to a shift in the power structure of
the classroom by giving students the room to learn through a variety
of methods, not just through lectures and homework assignments.
For example, Otto removed his presence on the discussion board and
allowed the students to run it themselves, and they continue to do so
very successfully.
Taking a risk means going beyond your comfort zone, yet the benefits can
be extensive. Risks may assist in learning by enhancing the relationship
between the teacher and the students. Even if the risk results in a failure,
reflecting on what went wrong can lead to greater understanding of the
nature of the learning and the student. We can learn just as much from
what went wrong as from those successes.
If you are thinking of trying something new and want to discuss it with
someone before you implement it, feel free to visit us in the Innovation
Centre. If you have tried something new and found that it worked well
or in turn, was disastrous, let us know. We want to hear about your
teaching experiences.
Nancy Lawrence, a nursing professor at DC-UOIT, discussed a
new activity she introduced in one of her classes. The class was on
culture and diversity. She had all the students group themselves into
communities that they defined. They began grouping themselves along
ethic lines. In our age of political correctness, Nancy was concerned
about students being offended. There was risk for the students because
they were defining themselves and disclosing that information to the
classroom. The activity continued and students were asked again to
join or form another community. This process was repeated for the
entire class. At the end, students had defined themselves as part of
many different communities, including the overall nursing student
community. “One of the best parts of this activity was when I asked
students to describe their group, they would introduce each student and
describe how different they were from each other. They were seeing
themselves as individuals and unique even when members of particular
groups.” Nancy felt this was one of the most successful learning
activities she had implemented in her classroom and continues to use it.
Dr. Otto Sanchez, considered one of UOIT’s best teaching professors,
continues to develop his learning activities. Two years ago, he noticed
a gap in the knowledge of his students between
their written work and depth of understanding.
As a result, he implemented oral examinations
where he would meet each student to discuss the
subject of his/her paper. He found the students’
depth of knowledge increased substantially
when they knew that they had to discuss their
projects. Oral examinations were a substantial
factor in increasing students’ knowledge and
understanding of the material.
“I have not failed, I’ve just found 10,000 ways that don’t work.”
Thomas Edison
visit the
p.d. web site at
http://innovation.dc-uoit.ca/treg
for detailed
information regarding the
faculty development opportunities listed on
pages 5 and 6
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Making your Presentations More
Accessible
Designing Rubrics
Wednesday, February 6 - 11:00 a.m. to 12:00 p.m.
By Maureen Wideman, Senior Instructional Designer
Many students may have difficulty reading or retrieving the information
presented on PowerPoint slides. Here are some tips to make your
presentations more accessible.
• Create slides with a solid background – you want to have contrast
between the text and the background such as dark text on a light
background
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 to students as to what is expected. Bring an assignment with you
to guide your work.
This module is also available as an independent online unit.
Contact Maureen Wideman at extionsion 2174 or e-mail at
Maureen.Wideman@dc-uoit.ca for registration information.
• Whenever possible use a graphic and text to make your point
The Millennial Student
• Use at least a 24 point font
Friday, February 15 - 10 a.m. to 11:00 a.m.
• Don’t use script fonts – stick to plain text like Arial or New Times Roman
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 provides suggestions on how to engage the learner.
• Describe slides orally
• Limit the number of slides
• Allow adequate time for the audient to read each slide
• Post PowerPoint slides to your WebCT course site
SCHEDULE of EVENTS
Turnitin.com
Tuesday, January 29 - 10 a.m. to 11:00 a.m.
The University of Ontario Institute of Technology (UOIT) and Durham College
have purchased a licence with the plagiarism detection service Turnitin.
com. This training session will cover the basics of setting up an assignment,
submitting papers and analyzing the originality reports.
Death by PowerPoint: Tips for Better
Teaching
Thursday, January 31 - 10 a.m. to 11:00 a.m.
This module is also available as an independent online unit.
Contact Maureen Wideman at extension 2174 or e-mail at
Maureen.Wideman@dc-uoit.ca for registration information.
Groups that REALLY Work
Wednesday, January 30 - 9 a.m. to 10:30 a.m.
This workshop touches on different types of groups, forming groups,
distributing work and assessment. It builds on your experience
addressing how groups can work better. It also provides opportunities to
share concerns and solutions with peers.
Let the Games Begin
Wednesday, February 20 - 2 p.m. to 3:00 p.m.
The outcome of this training session is to see how games can encourage
active learning in your classroom. Explore a number of games for their
usability to test of knowledge, apply learning, encourage critical thinking
and even have a spot of fun.
This one hour session will take you on a tour of a number of games,
invite you to test yourself and work with others.
Many of our students see a couple of PowerPoint presentations every day
over the course of several years. In many cases, these presentations are
very similar - words on a screen - with little impact or imagination. It’s time
to improve those PowerPoint presentations to make them effective learning
tools rather than just words on a screen. This seminar will look at what
works and what doesn’t when it comes to PowerPoint.
Innovation Centre Contact Information
E-mail: innovation@dc-uoit.ca • Web site: http://x.dc-uoit.ca/blog/
Phone: 905.721.2000 Ext. 2593 • Fax: 905.721.3096
Visit our office in the Gordon Willey Building, Room SW101. Our hours of operation are 9 a.m. to 4 p.m., Monday to Friday.
All training will be held in the Innovation Centre (SW101) unless otherwise specified on the
Durham College Professional Development Web site at www.dc-uoit.ca/pd or http://innovation.dc-uoit.ca/treg.
©
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5 There’s How Many People in My Class??
Teaching Strategies for Large Classes
Friday, February 8 - 10:30 a.m. to 11:30 a.m.
Some say that teaching a large class, say over 100 students, is no different
from teaching a small class. Having more students in your class CAN affect
your presentation, the students’ response and the outcomes of a class.
Learn about teaching/learning strategies and techniques for the big ones.
Debunking Learning Outcomes
Tuesday, February 26 - 1:30 p.m. to 3:30 p.m.
Thursday, February 28 - 9:30 a.m. to 11:30 a.m.
So, what is a learning outcome anyway? And, how do they benefit you and
your students? How do you develop a learning outcome? Where do you
begin? And when do you finish? How do you know your outcomes are
appropriate?
Whether you are developing learning outcomes for a new course or revising
learning outcomes for an existing course, this 2-hour interactive workshop
will enable you to evaluate, develop and strenghten your course learning
outcomes.
Interactive Teaching and Learning Using
WebCT
Monday, February 4 - 9 a.m. to 10:30 a.m.
Join us for an introduction to a course management system (CMS)
using WebCT Vista. Whether you teach in a face-to-face classroom, a
laptop-enhanced classroom, or facilitate a hybrid or online course, your
students can benefit greatly from the appropriate usage of WebCT Vista.
You can build a course management system that takes advantage of every
tool or simply uses the tools that best suit your course and your students.
This workshop will explore the fundamentals of using a course
management system and focus on the following topics:
•
•
•
•
•
•
•
Overview of teaching/learning using WebCT Vista
Design principles of course management systems
Navigating through WebCT using a standard template
Posting course materials for students to view or download
Providing links to online resource
Managing files in WebCT Vista
Course Management tools overview
Please ensure you bring a laptop computer with you to class.
Fostering Collaboration with Google Docs
WebCT Gradebook
Friday, February 1 - 11 a.m. to 12:00 p.m.
Monday, January 28 - 1 p.m. to 2:30 p.m.
Do you collaborate with others on documents, spreadsheets or
presentations? Would you like your students to be able to collaborate on
documents, spreadsheets or presentations?
Tuesday, February 5 - 10 a.m. to 11:30 a.m.
Thursday, February 7 - 2 p.m. to 3:30 p.m.
Google Docs is a powerful, versatile, and free tool that makes collaborative
work extremely easy. It allows users to create documents, spreadsheets
and presentations online and share them with others for collaboration. In
this session, participants will be introduced to Google Docs and will learn
how to create a Google account, how to generate a Google document, and
how to share these documents with others for optimal collaboration.
Staying Up-to-Date with RSS and Google
Reader
Thursday, February 14 - 9 a.m. to 10:00 a.m.
We increasingly live in a society where time is precious and information is
abundant. Thus, tools which can help us efficiently access and consume
new information are vital.
RSS is a protocol that lets you subscribe to online content using a reader or
aggregator, which automatically retrieves the latest news and updates from
your favorite sites. This session will introduce you to RSS and show you
how to take advantage of Google Reader to efficiently manage and keep up
with all of the online information that matters most to you.
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 your course outline/syllabus and laptop
with you to class.
Exporting Grades to Banner
Monday, February 11 - 9:30 a.m. to 10 a.m.
Wednesday, February 13 - 1 p.m. to 1:30 p.m.
Friday, February 15 - 10:30 a.m. to 11 a.m.
Tuesday, February 19 - 2:30 p.m. to 3 p.m.
Thursday, February 21 - 11:30 a.m. to 12 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,
how to create a backup of your files, and how to export your grades to the
Banner system.
Please ensure you bring a laptop computer with you to class.
NEWSLETTER INFORMATION
Editor-in-Chief: Maureen Wideman, Senior Instructional Designer
Designer: Lisa Kerr, Administrative Professional
Publisher: Chris Hinton, Director
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