Colleges Ontario
Educational Technology Committee
Educational Technology Award Nominations
“This is IT” 2008 Conference
Enhancing Learning with Instructional Technology
May 28 – 30, 2008
Mohawk College, Hamilton
Colleges Ontario
Educational Technology Committee
Educational Technology Award Nominations
2008
Note: Nominations have been edited to provide contextual information only. Detailed
course information, secure links and other supporting documentation provided to the
ETC Awards Subcommittee have been removed. Please contact the nominee if you
require further information.
Fleming
College
“I-Clickers at College – Voted off the Island?”
Kelly McKnight
George
Brown
College
“Computer Skills and Applications (CSA) Program”
Sandra Neill
Miguel Roman
Michelle Lee
Denise Pontone
Jimi Rockley
(CSA Team)
Humber
College
“Tablet PC”
Richard Mitchell
“Going the Extra Mile: Supporting Online Learning at Humber”
Nancy Epner
“Automated Manufacturing Technical Project”
William Kwong
Neal Mohammed
Anthony Nyman
Roy Osther
Loyalist College
“Radio Broadcasting and Blackboard”
Lee Arminio
“Canada/USA Border Simulation”
Kathryn deGast-Kennedy
“Leadership in Second Life”
Lorne Thompson
Seneca
College
“To increase the adoption of the college’s course management system,
Blackboard, and to liaise between the Department of Information Technology
and Telecommunications and the Academic Areas of the College.”
Valerie Lopes
“The Collectors”
Betty Pratt
Mark Khani
Larry Daisley
Sheridan College
“A Quiet E-volution – leading by example”
Lourdes DeLaCruz
“Group Work”
Giuliana Colalillo
Student Team of
Eric Tzu-ming Chao
Nikki Prudden
Rodrigo Pluciennik
The Educational Technology Committee takes special pride in celebrating individual and
college accomplishments I the adoption of instructional technology in Ontario Colleges.
Each nomination in this package represents only one contribution per College in the four
ETC Award categories: Impact, Innovation, First Experience and Learning Objects.
We congratulate each of these nominees for their leadership and commitment to
students.
We hope, during the three days of “This is IT – 2008”, all delegates will seek out these
nominees and network with colleagues from across the province. “This is IT – 2008”
provides a unique opportunity for us to dialogue, share best practices, learn and explore
together.
Shirley Lesch: Chair, ETC – Awards Subcommittee - 2008
Fleming - ETC Nomination: First Experience Award
Project Title
I-Clickers at College – Voted off the Island?
Nominee
Kelly McKnight
College
Fleming
Summary :
I-Clickers were chosen for use in the two hour lecture component of a course on
Interpersonal Skills being shared by two different health disciplines - 48 Occupational
Therapist and Physiotherapist Assistant students and 30 Personal Support Worker students.
It was hoped that the technology would stimulate increased interactivity in the large lecture
learning environment. I-Clickers proved to generate debate, allowed ‘quiet’ participation by
students so inclined, enabled pre-testing and the review of material taught. One attempt to
use the I-Clickers to administer a quiz was deemed to be unsuccessful. However, the IClickers proved to be a successful tool in providing immediate response to evaluate the
student’s comprehension of the material being delivered. This was very important as this was
the first time that this blended group of students from two different programs were being
taught together in one lecture.
The cost factor to students could be minimized with multiple course use and ‘annual intent’
which would enable a ‘buy back’ option at the campus bookstore. Fleming is now looking at
the use of I-Clickers in additional courses in first and second semester (larger lectures) in
order to enhance student engagement. Kelly has demonstrated her use of I-Clickers to other
faculty and schools and through her involvement in Fleming’s Community of Practice for
Innovations in Technology; she has shared her learning experience with applying the
technology in a lecture setting. A number of other faculty are now considering employing this
technology!
i. Purpose
A well established course with a normal class size of 48 was expanded to include 30
students from another health discipline. The weekly two hour lecture is designed to
introduce a range of topics related to interpersonal skills. The smaller, discipline specific
seminars that follow enable more intimate exploration of these various topics. The professor
was seeking a technique which would increase interaction between the two groups when
they were together in lecture. I-Clickers were chosen as a means to generate conversation,
dialogue and thinking about subjects such as diversity, cultural competence, forms of
communication and conflict management.
ii. Description
The professor was aware of the technology, but had no personal experience using it in the
classroom. She attended a demonstration given by a vendor. Online tutorials were provided
by the company. She reviewed material on its use, primarily in university settings in the U.S.
and Canada.
The I-Clickers were purchased by students through the campus bookstore. They were used
in each lecture, to either pre-test knowledge on the day’s subject matter, solicit opinions on
controversial topics, or to review material previously taught. It was used once as a method
of evaluation, worth a small percentage of the assessment plan.
iii. Outcome
The professor certainly found that polarizing questions stimulated great debate amongst the
students. She could anticipate that at least one student would answer in such a way as to
provoke laughter, for example, selecting a letter not offered as an option or clearly ‘wrong’ in
content. For those students uncomfortable speaking up in class, it did enable quiet
participation. She found that some students, who would not normally offer an opinion, felt
emboldened to defend their position once logged with the I-Clicker.
Its use as a method of evaluation was unsuccessful. Quiz questions were put on PowerPoint
slides and also read out during the test. Students were given one minute to consider the
answers and respond. Unfortunately, this was too much time for the majority of students and
quiet conversations ensued, often resulting in vote changes. Those students who normally
require extra time during test situations were extremely stressed during the process. Some
claimed it was unfair because they could not properly see the screen and hear the professor
as she read the questions and possible responses. Ultimately, the professor ended up
giving a half mark for each question if the student participated, in order to salvage the
situation. More investigation will be required before this methodology is chosen again for
formal testing purposes.
There were no technical difficulties with the I-Clickers themselves. Anecdotally, one group
favoured the technology and the other did not. The former group got the chance to use the IClickers in a very limited way in a couple of other courses in their program; the latter did not.
The cost factor was cited as a difficulty, but this could be overcome by a ‘buy back’ option for
students at the campus bookstore. A trade off with the currently used text is also under
consideration.
In summary, the professor did find the technology worthwhile as it did achieve most of her
original objectives. She is reviewing other courses for its utility. Use in multiple courses
would make the purchase price more worthwhile from the students’ perspective, as well.
Humber - ETC Nomination: First Experience Award
Project Title
Tablet PC
Nominee
Richard Mitchell
College
Humber
Description of the Innovation
For almost two years, Richard Mitchell (Humber College) has not taught a single
Mathematics lesson on the blackboard nor picked up a piece of chalk. Instead, he is piloting
a project that uses a Motion 1400 PC-Tablet and a wired projection screen to present each
of his lessons. Based upon similar studies with other disciplines [1], the objective is to
determine if Tablet Technology (TT) has any impact on students or professors performance
within a Math environment.
In general, Tablets have given Richard both the power of a traditional lap-top computer, plus
the flexibility of an electronic blackboard. Using a variety of Tablet friendly software such as
EverNote, SketchUp, Math3.0 and Camtasia, PC-Tablets allow him to write, draw and record
directly on the screen. Richard is now able to present exciting computer graphics and powerpoint slides, yet also spontaneously respond to student queries as they arise (see Figure 1).
Figure 1: Sample screens
Pen and ink integration allow for easy mark up, editing, annotations and graphics as
explanations are now written and drawn directly on the computer screen. Not only is Richard
able to prepare, save, print and e-mail lessons, but also modify, draw perfect 3D geometric
shapes and convert handwriting into text simply with a click of a pen. Less time is wasted on
writing, drawing, copying and erasing while more time is given to explanation. In short,
learning is much more enjoyable and more efficient.
Scope of the Innovation
Presently, Richard is the only Math professor at Humber College evaluating Tablet
Technology in the classroom. However, as a direct result of presentations given at Humber,
Georgian and the OCMA, other college departments are also starting to introduce Tablets
into their curriculum. More over, Richard has presented his findings at the League for
Innovation (CIT-07) conference in Nashville, the First International Pen-Based Learning
Technologies (PLT-07) conference in Italy and will be the Featured Guest Speaker and
consultant for Vincennes University in Indiana later this May. Last year, Richard was a
recipient of the prestigious League for Innovation ‘Innovator of the Year’ award for his PCTablet Project and also had a paper published by the IEEE Computer Society entitled PCTablets:The Next Dimension
[4]http://www.league.org/league/competitions/innovations/upload/2007/humber.pdf
little, Tablet Technologies are becoming mainstream in the classroom.
Little by
Obviously, the concern is not with hardware nor with application since Tablets are easy to
find at your local electronics outlet and easy to use. The real challenge is how to incorporate
Tablet features into an appropriate Learning Model. First, we should determine what we
want students to be able to do and experience in their learning, then we can select the right
technologies [5]. In this pilot project, it was demonstrated that professors of Mathematics can
effectively adapt this technology into their classroom. The difference with Tablets is that we
drive the technology rather than the technology driving us.
Disadvantages
In any technologically based project there are common problems and difficulties such as
equipment, time, scheduling and training [6]. In this project, the concerns were: (a) hardware,
(b) software, (c) support and (d) ergonomics. At first, there was a long learning curve since
support structures were not yet in place. Technicalities such as video output and WiFi
security turned into major obstacles. Wasted time was also spent evaluating inappropriate
software. Obviously, it is strongly recommended that a good support structure be in place. In
addition, a most unexpected problem arose while using the Tablet on a traditional podium.
These platforms were originally designed for lap tops and desk tops. The typically hunched
over writing position was stressful on the neck and back especially on long days. This stress
was overcome, however, by a combination of sitting and standing.
Implications for the Future
In the opening remarks, the question asked was how to present Mathematics effectively in a
college-level learning environment without using a blackboard. The solution was to adapt a
PC-Tablet wired to a projection screen. In this pilot project, Richard demonstrated that the
advantages of digital media can in fact be combined with the flexibility of traditional
writing/drawing/speech recognition, thus making Tablets the ultimate presentation tool in the
classroom. Tablets were also shown to have a positive impact upon the quality of
instruction, the improvement of grades, and attitudes toward the learning process. Both
instructor and students experienced a significantly more enjoyable and much more satisfying
learning environment.
However, one theme yet to be addressed is the future of Pen-Based Learning Technologies
(PBLT’s). How long will they survive; who will use them next; or are they just one click away
from last year’s news? Tablets have excellent speech recognition, mobility, screen rotation
and handwriting features making them particularly useful for Special Needs applications. In
addition, Tablets also have State of the Art Wireless and Bluetooth features that make them
versatile for administrative, faculty or support staff use. Moreover, systems exist today that
allow for Web-Based Interactive Collaboration [7], Distant Education applications and Multitouch interactive screens.
So, as much as this pilot project may have single-handedly changed the way that Math may
now be taught at Humber College, this Innovation has only just begun to take shape. At this
very moment, Richard is also evaluating the effectiveness of using DigiMemos and Digital
Scribes (PBLT’s) combined with Collaborative Web-Based software to teach either in RealTime in a Wireless Environment or in a Virtual Classroom. As other institutions and
disciplines adapt the handwriting/shape recognition/touch screen ability of PBLT’s and begin
to explore Wireless mobility and Virtual Worlds, the very concept of the Four-Walls-
Blackboard-Teacher could become obsolete.
Imagine the next generation of Mathematics. Students are seated outside on the grass as
they interact and collaborate using a Wireless PBLT. International students are also on-line
with universal speech translation software. As the lesson begins, the facilitator addresses
the main screen. Everyone sees the same image. Soon afterwards, a student is given
control and starts to manipulate a 3-D geometric shape on their holographic touch screen.
Then another joins in and shares his ideas on the same screen. Each, in turn, contributes
their ideas to the Field of Dreams.
Loyalist - ETC Nomination: First Experience Award
Project Title
Radio Broadcasting and Blackboard
Nominee
Lee Arminio
College
Loyalist
Summary:
As a Radio Broadcasting Professor at Loyalist College, Len Arminio found that his students
were requesting the ability to submit their voice files and accompanying documentation from
off campus locations. Traditionally the Radio Broadcasting Faculty relied on their own
specialized technologies and did not find that the available Learning Management System
(LMS) was useful for their students. However, upon consulting with the Academic
Technology team at Loyalist Len revised his curriculum so he could adopt the LMS.
As a Radio Broadcasting Professor at Loyalist College, Len Arminio found that his students
were requesting the ability to submit their voice files and accompanying documentation from
off campus locations. Traditionally the Radio Broadcasting Faculty relied on their own
specialized technologies and did not find that the available Learning Management System
(LMS) was useful for their students. However, upon consulting with the Academic
Technology team at Loyalist Len revised his curriculum so he could adopt the LMS.
Being a late adopter of the Blackboard LMS, Len was somewhat hesitant to take the chance
on digital file submission; however, he also realized that the students arriving in his
classroom were from a digital generation. As he began building his first Blackboard course
Len’s enthusiasm grew and his initial idea of just having the students’ submit their work
online seemed too minimal. Instead, he kept building and incorporating the various tools
available in the LMS. What is unique about this nominee is the shift in his attitudes towards
educational technology. Often faculty will adopt the LMS but only use the Grade book. In
Len’s situation, his entire attitude shifted from sceptical to mildly interested, culminating with
the integration of the LMS into all of his courses.
From the learners’ perspective, hosting the courses online gave them greater flexibility with
their off-campus assignments. Those assignments that were in a written format could also be
submitted even if the student was away. An unplanned learning outcome was the written
communication skills his learners developed over the course of the semester. By engaging
his students with the task of communicating online, Len gave his students the opportunity to
witness how others interpret what they write; thus improving their writing skills.
Humber - ETC Nomination: Innovative Teaching with Technology
Award
Project Title
Nominees
Automated Manufacturing
Technical Project
William Kwong
Neal Mohammed
Anthony Nyman
Roy Osther
College
Humber
Summary
Third year students in the Electro-Mechanical Technology (Automation and Robotics)
program undertake an eight month technical project that serves as a capstone learning
activity and demonstration of all the technical and soft skills they have learned. The project
has a significant impact on the student’s learning. The effect of this project on the program’s
faculty and reputation and the School of Applied Technology has also been significant.
With the assistance and guidance provided by the Nominees, students make full use of a
large number of technologies used in the manufacturing field, including Programmable Logic
Control, Human Machine Interface, Robotics, Microcomputer Based Automation, Industrial
Data Communications, and Factory Networking. They also make use of other skills they
have learned, such as Machine Design, CAD, Fabrication, and Programming, and they
engage soft skills such as Project Management, Technical Writing, Presentation and
Teamwork.
•
Learning
objectives:
Select a project with a suitable automated focus, which is appropriate to the
electromechanical automation and robotic course, and builds upon the skills and
knowledge acquired through courses taken in previous semesters, including
communications and general education electives.
•
Work in a team with no more than 4 students.
•
Build the final project as per the proposal submitted in ATMN 502
•
Arrange a consultation time with the technical experts in the lab, instructor, team
members or others as required
•
Define project objectives by:
o identifying objectives (what problem is being solved)
o defining any secondary objectives
o assess feasibility
o justify need for project
•
Plan the project process and timelines by:
o developing an event sequence to attain the objectives
o developing and writing an action plan
o developing a time management plan
Obtain information by:
o conducting on-site surveys if appropriate
o identifying sources of information
•
•
•
•
•
o carrying out literature searches
o accessing manufacturers’ data
o discussions with industry contacts
Analyse results by:
o writing and submitting progress reports
o presenting progress status in oral presentations
o comparing progress against objectives
o updating data as may be necessary
Write a comprehensive technical report which:
o includes all specifics as per the requirements in the evaluation below
o incorporate concepts and ideas from previous program courses
o identifies a plan of action and recommendations for implementation
Present the final project to and answer questions from, an audience consisting of the
class, the instructor, and others.
Demonstrate the five guiding elements as indicators of technical competence:
comprehension, application, analysis, synthesis and evaluation, which will be
apparent in the project work.
ii. Profile of the learners served : Students in Humber’s Electro-Mechanical
program have the opportunity to participate in this project. The project has been
running for three years with an increasing number of students engaged each year.
Students who completed this process: 2006: 25 2007: 35 2008: 40 iii. Description
While not falling under the traditional concept of educational technology, this
team makes full use of state-of-the-art industrial technology to provide a unique
educational experience.
The students enter the fifth semester of the Electro-Mechanical program with a solid
background of basic skills required for placement in the manufacturing industry. Most will
have completed a 400 hour Co-op placement between the fourth and fifth semesters. The
skills they have learned include electronics and electrical control, sensors, motors,
programming (computers, robots, and PLC’s), materials science, mechanical physics (statics
and dynamics), and the principles of electric, pneumatic and hydraulic power.
During the fifth and sixth semesters, the students take a number of courses that build on
their basic skills and introduce them to advanced technologies. Concurrently, they embark
on a comprehensive technical project in which they must complete the design, fabrication,
wiring, programming, testing, trouble-shooting and documentation of a small manufacturing
cell over the period of eight months.
Some of the technologies used include programmable motion devices called RoboCylinders, programmable logic controllers (PLC), industrial touch-screens (known as Human
Machine Interfaces - HMI), industrial robots, dc servo drives, stepper motors, variable
frequency drives, RS-232, RS-485 and parallel port communication, wireless networking and
numerous types of sensors and motion actuators.
Among the skills that students hone while building their projects are
Brain-storming
Design
Research
Innovation
Adaptation
Documentation (e.g. Purchase requisitions)
iv. Planning and implementation process
The faculty member of the team, Neal Mohammed, takes the lead by assigning the project
groups, setting the project schedule, evaluating the proposals, and monitoring deadlines. He
also introduces the Project Management and Lean Manufacturing techniques that the
students are expected to apply throughout their project.
The students must make a formal presentation of their proposals to program faculty and
technical staff at mid-term of the fifth semester. By the end of the fifth semester they are
expected to have their design finalized and to have started work on the fabrication of
physical components.
The technical staff members are involved from the beginning in terms of providing design
assistance in the form of suggestions, help with brainstorming, and research guidance. As
the projects really begin to take off in the sixth semester the technical staff provide logistical
support (tools, hardware, material preparation, issuing stock components, purchasing where
required) and technical support (computers, software installation, equipment configuration,
networking).
The schedule requires the project to be eighty percent complete by mid-term of the sixth
semester, leaving time for completion and testing before the presentation date two weeks
before exams at the end of the sixth semester.
The presentation day is an exciting time. Students, faculty, administrators, employers and
sometimes parents gather in the Automation laboratory to see the results of eight months of
effort. Feedback to date has been excellent from all parties.
v. Evaluation of the effectiveness including strengths, challenges, and
future considerations
The impact on the students is quite amazing. For the first time they are synthesizing their
knowledge with a real life problem and their ability to adapt, innovate, trouble-shoot and
solve problems increases visibly. The students themselves can sense the crystallization of
their skills and abilities and often make a point of this fact during their final presentations.
The reputation of the Electro-Mechanical program has been enhanced by the success of the
students doing this type of project. This is evident in KPI results, co-op and graduate
placements, and anecdotal comments from many visitors to the project room. The members
of the program’s Industrial Advisory Committee have warmly embraced the results.
The success of this type of high end technical project has put pressure on other programs in
the school to step up and so the impact has spread.
Some of the projects over the past couple of years include:
A machine that carved patterns into all six sides of wooden cubes to form giant dice.
A machine that mixes the liquid components of bio-diesel fuel, then fills and
packages containers of the fuel.
A conveyor line that sorts products into storage bins by height, width and colour.
A system that accepts orders input from a web page and then produces custom
assembled gift boxes.
A machine that manufactures toy whistles.
Loyalist - ETC Nomination: Innovative Teaching with Technology
Award
Project Title
Canada/USA Border Simulation
Nominees
Kathryn deGast-Kennedy
College
Loyalist
Summary
Building on her background with the Canada Border Services Agency (CBSA), Kathryn
collaborated with the Academic Technology Team and the Virtual World Design Centre at
Loyalist College to re-create the Canada/USA Border Crossing in Second Life. Kathryn was
highly involved during the design process and ensured that every detail of the Border
Simulation reflected those found in real life. Kathryn adapted her curriculum and instructional
methods to ensure her students were engaged in active learning through the use of roleplaying scenarios.
Building on her background with the Canada Border Services Agency (CBSA), Kathryn
collaborated with the Academic Technology Team and the Virtual World Design Centre at
Loyalist College to re-create the Canada/USA Border Crossing in Second Life. Kathryn was
highly involved during the design process and ensured that every detail of the Border
Simulation reflected those found in real life. Kathryn adapted her curriculum and instructional
methods to ensure her students were engaged in active learning through the use of roleplaying scenarios.
All Border Services Officers must complete an intense 3 stage training program that
culminates with a final exam completed in a simulated environment. While researching the
statistics, Kathryn learned that 20% of all candidates fail the CBSA simulated test. To ensure
that her students were well prepared for the application and training process Kathryn
approached the Academic Technology team with the idea of re-creating the Canada/USA
Border.
During the planning stages Kathryn provided insight to the layout and structure of a typical
border crossing. During meetings she guided the design team through every tiny detail right
down to the colour and styling of the uniform. Eagerly anticipating the day she could launch
the border simulations, Kathryn guided her students through the process of setting up a
Second Life account and creating an Avatar.
Lesson Overview:
Kathryn’s class takes place in a Smart Room on the second floor of the college. During the
first class featuring Second Life, each student was given the Border Services Officer uniform
and requested to meet at the border. The lab is equipped with speakers, a Smart Board,
projector, screen and a faculty computer. One at a time the students proceed to the faculty
computer and log into Second Life. After arriving at the Guard Station, the student puts the
headset on and waits for a motorist to approach.
Up on the third floor members of the Academic Technology team log into Second Life and
prepare for the simulation. Many vehicles, passports and outfits (both male and female) were
created for this simulation. The members of the Academic Team play the role of citizens who
are entering Canada. It is their job to surprise the waiting student with different and realistic
scenarios.
As the cars approach the Guard Station, the student asks each passenger a series of
questions. It is important to note that these are the same questions Border Services Officers
ask at the Canada/USA Border in real life. Each student receives a sequence of 3 cars to
screen. The simulation was designed so that 4% of the vehicles have holds placed on them
i.e. previously caught smuggling.
Evaluation:
Each time the simulations are run Kathryn’s students experience great learning moments. To
keep the attention of the class during the simulations, Kathryn has been requesting the
students record key points from each scenario. Later she chooses 5 random scenarios that
the students must record in their log books. A literal transformation occurs as the simulations
proceeded. Those students who swaggered slowly up to the computer suddenly became
Border Services Officers. Their posture changed, the pitch of their voice became stern and
they carried themselves through the simulation with professionalism.
George Brown - ETC Nomination: Impact Award
Project Title
Computer Skills and Applications
(CSA) Program, George Brown
College.
Nominees
Sandra Neill
Miguel Roman
Michelle Lee
Denise Pontone
Jimi Rockley
(CSA Team)
College
George Brown
Project Summary
When George Brown College rolled out its new version of the Computer Skills and
Applications program (CSA) in 2005, it was a complete transformation. While the old
program was rigid, inflexible and frustrating to students, the new web-based program offers
truly self-directed, hands-on, accessible computer training that can be tailored to match the
particular needs of individual learners, including those with special needs.
Originally launched in 1995 to comply with a provincial requirement for basic computer
literacy for all students, the CSA course was a groundbreaking initiative at the time.
However, when Professor Sandra Neill and Technologist Miguel Roman joined the program
in 2003, they envisioned a curriculum and student learning experience that was much more
dynamic, accessible and effective.
With the capability of the high bandwidth network infrastructure, fully immersive, simulationbased learning became possible. So Neill and Roman chose a web application—Skills
Assessment Manager (SAM)—that provides simulation-based training and testing. With this
in place, Neill and Roman were able to create the distinctive features of the new program. In
fact, the software’s developers were so impressed by what Neill and Roman had done that
they flew the pair down to a San Francisco conference in 2006 to share the details of their
innovative approach.
Today, the Computer Skills and Applications program, situated in the College’s Learning
Innovations and Academic Development department, delivers self-directed online courses in
Microsoft applications to more than 7,000 George Brown College students each year. CSA is
the largest SAM-based computer literacy program in North America and a model for online
computer literacy training across the college system.
The program has also fostered partnerships within the college—providing computer literacy
training and certification for staff and faculty—and without: CSA partners with a number of
community agencies to deliver its basic computer literacy course to marginalized and at-risk
groups in the Greater Toronto Area. With seven active community partners—and growing!—
this has become an important part of the CSA program’s mandate: delivering online training
and for-credit courses to individuals who might not otherwise have had the opportunity to
obtain post-secondary education and training.
Objectives / Vision
The original CSA program, while groundbreaking in 1995, had a number of serious
limitations, says Neill. “The technology was limited in those days and the software—which
was not a web application—was rigid and inflexible. It was tied to one onsite server so it
could only be used in a dedicated lab, which was bad for students with learning disabilities,
for example, who prefer to use their own labs. And we couldn’t partner with external
agencies and deliver off-site testing and training.”
Neill and Roman felt the way the program was being delivered was frustrating for students
and believed they could provide improved accessibility for students with learning and
physical disabilities. In addition, they wanted the program to reflect the fact that students
come to college today with different levels of computer literacy. To eliminate the need for
students to do redundant training on applications they already knew how to use, the
curriculum was rebuilt from scratch. An assessment was added to gauge what each student
already knows, and assessment results automatically generate customized training and an
exam on only those tasks the student was unable to complete. As well, a challenge test was
developed and offered to students who arrive exceptionally well prepared.
Specifically, Neill and Roman envisioned a program that would achieve several key
objectives:
•
Innovative use of broadband technology and training/assessment software to provide a
simulation-based, flexible, effective learning tool for learners of all levels, in a variety of
locations across three campuses
•
Accessibility for a wide range of learners and learning styles
•
Suitability for developing inter-departmental partnerships within the College, across the
Ontario college system, and the outside community
•
Serves as a model for computer literacy training that can be shared with others in the
college system
Fully operational since May 2005, the Computer Skills and Applications (CSA) program has
achieved remarkable success. Virtually every George Brown student takes at least one CSA
course, making it one of the largest computer literacy programs in North America. Student
surveys indicate a high level of satisfaction among users.
Innovative use of technology and software to provide a flexible, effective and
accessible learning tool for learners of all levels and abilities
The CSA program delivers hands-on, self-directed, online courses in Microsoft applications
to more than 7,000 George Brown College students each year, as part of their basic digital
literacy education. The courses provide task-based training and assessment in a simulated
Microsoft environment to nearly all first year diploma and degree students.
Humber - ETC Nomination: Impact Award
Project Title
Going the Extra Mile: Supporting Online
Learning at Humber
Nominee
Nancy Epner
College
Seneca
Nancy Epner has been employed at Humber for over 35 years. She is one of Humber’s
strongest advocates for the use of technology in the classroom and online learning. Nancy
has provided a tremendous amount of support and encouragement to faculty and
administrators alike across the college community. She has a passion for providing quality
learning opportunities that are pedagogically sound.
Ms. Epner has been a full-time faculty member in Humber’s School of Business and has
been seconded to the Instructional Support Studio for the past 8 years. As a faculty
technology consultant in the Studio, Nancy has the opportunity to work with colleagues from
across the college who are using WebCT to support in-class courses and those who are
teaching fully online.
Nancy offers her support through one-on-one training sessions and group presentations. She
uses the Studio training lab to accommodate larger groups while giving them to opportunity
to apply what they are learning in real-time. Nancy has also presented at many national and
international conferences such as the League of Innovation Information Technology and
Innovations Conferences as well as the This is IT conference. Her seminars on engaging
students with online learning are often standing room only.
Nancy is always looking for fun and informal ways to introduce staff to the pertinent uses of
technology. For example, Nancy developed and facilitates a week long WebCT training
program called “Web Camp”. This fun and interactive camp is open to full and part-time
faculty. During the camp participants get the opportunity to develop their own course sites in
a supportive environment. The Nursing faculty are especially appreciative of this learning
opportunity as Nancy modified the original web Camp to meet their specific needs. WebCT
continually receives favourable feedback and has been running for the past three years at
both the North and Lakeshore campuses due to Nancy’s enthusiasm and supportive
sessions.
Nancy’s willingness to share her ideas and experiences allows for efficiency that is
appreciated by full-time and part-time faculty. Her involvement in the creation and
implementation of the College Template for WebCT was instrumental in creating a consistent
and sound learning environment for students. This template provides faculty with a course
shell that is updated with relevant course material and activities. Within the template, faculty
can access sample documents such as assignment cover sheets, a welcome letter and
critical path. These documents highlight and organize the critical information students need
to have a successful learning experience.
Humber has recently adopted a standardized process for online course development which
includes the efforts of many skilled staff members. Nancy leads the development team by
organizing the development schedule and monitoring the progress of specific tasks. She is
also one of the instructional designers on the team. In addition to this, Nancy is responsible
for maintenance and course design for the fully online courses offered through the Business
School.
The impact of Nancy’s work will be evident for a very long time. The creation of training tools
such as an online Clinic for Fully Online Faculty, “How to” Viewlets; Tipsheets and Web
Camp are just a few examples of the long term viability of her efforts. Although technology
may change, the principles and concepts identified through these tools will remain relevant.
Nancy is a very active member of the college’s transition team as we make the move to an
upgraded learning management system. Her experience and focus on student and faculty
success has contributed greatly to the development and review of the transition plan that is
presently being implemented.
Nancy is a mentor for new faculty and personnel at Humber. Her informal and friendly
approach helps to reduces resistance; promotes efficiency and creates a more learner
centred and interactive learning experience for Humber’s students – consistent with
Humber’s mission and strategic plan.
Loyalist - ETC Nomination: Impact Award
Project Title
Leadership in Second Life
Nominee
Lorne Thompson
College
Loyalist
Summary
As the Co-ordinator for the Child and Youth Worker Program, Lorne recognised that students
entering his classroom require an in-depth understanding of human emotion, leadership, and
professional behaviour. Noting that different leadership styles can be difficult to demonstrate
in a meaningful way, Lorne and the Academic Technology team designed and implemented
a virtual scavenger hunt in Second Life.
Lorne Thompson took note of the educational possibilities in Second Life soon after it was
introduced to the Loyalist College community. As the Co-ordinator for the Child and Youth
Worker Program, Lorne recognised that the Health and Human Studies Programs at Loyalist
are generally “low-tech” programs that do not feature computer studies as part of the
curriculum. However, he also realised that the students entering his classroom require an indepth understanding of human emotion, leadership, and professional behaviour. Noting that
different leadership styles can be difficult to demonstrate in a meaningful way, Lorne began
investigating the possibility of utilizing Second Life.
After much planning and consultation with the Academic Technology team, Lorne was ready
to bring his students to the Loyalist College campus in Second Life. The topic of his initial
lesson was leadership styles; more importantly, when certain leadership styles are
appropriate. During the planning stages, Lorne and the Academic Technology Team
strategically build hidden portions of the island. Each student had been previously guided
through the task of signing up for a Second Life account and choosing their Avatar. Upon
landing on the virtual campus, the students were split into groups, each with an assigned
leader, and sent on a virtual scavenger hunt. The team leader was responsible for guiding
their group through the island. The rest of the team had to determine which leadership style
was being used at different points throughout the exercise. Their goal was to find the
following items:
School bus, Skating pond, Campfire, Windsurfing, Hang glider
Although he was initially somewhat unsure of how his students would take to the virtual
scavenger hunt, Lorne was thrilled to witness the behavioural transformation that took place
in front of him. Because the students were interacting through an avatar, the discomfort
associated with honesty disappeared. Throughout the lesson his students could be heard
making comments about each other’s leadership styles without hesitation.
The impact of this one small lesson in Second Life can be felt throughout the Child and
Youth Worker Program. Lorne is currently revising 5 other courses in his program to include
Second Life. In addition, Lorne’s leadership lesson is one that can be implemented in every
other human studies program at the college. It is clear that this lesson in Second Life has
great potential for long-term viability.
Seneca - ETC Nomination: Impact Award
Project Title
To increase the adoption of the college’s course
management system, Blackboard, and to liaise
between the Department of Information Technology
and Telecommunications and the Academic Areas of
the College.
Nominee
Valerie Lopes
College
Seneca
Groups Impacted: All areas of the college; faculty, students, colleagues, programs, and the
college system.
Context:
When Valerie joined the My.Seneca team – even though Seneca was seen as a leader in the
implementation of Blackboard, outside of the college, adoption at the college was quite low.
Since joining ITT, adoption of Blackboard has grown steadily and in the Winter 2008
semester over 70% of the professors teaching in the full time programs are using their
course sites. The students see My.Seneca (Seneca’s portal and course management
system) as an integral part of their college experience. The My.Seneca Help Site is filled
with tip sheets and resources. Valerie also teaches one course a semester so she can “walk
the talk” and her course site is modeled by a number of professors. While achieving the goal
of increasing adoption of Blackboard, Valerie has inspired faculty to use Blackboard and
empowered them to add technology tools to their repertoire of teaching and learning
strategies. In doing so she has facilitated technology enhanced learning through the
effective use of My.Seneca/Blackboard.
Scope
Transferability to other departments and disciplines
Duration and potential for long term viability.
The scope of Valerie’s work is extensive, and ongoing. Below is a list of some of the projects
and committees that she is involved in at the college:
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The development and delivery of professional development curricula on the use of
Blackboard to enhance teaching and learning
Liaising with academic and non-academic areas within the College
Researching and evaluating eLearning technologies and tools and ensuring successful
integration of these tools within the Blackboard environment for teaching and learning
Coordinating the Academic Honesty Pilot Project and researching tools and best
practices to deter plagiarism
Designing and developing web based resources on Academic Honesty
Planning and delivering workshops and presentations on technology enhanced
methodologies and delivery strategies
Researching best practices and innovative learning techniques for classroom, webbased and blended learning environments
Creating, designing and maintaining the My.Seneca (Blackboard) Help Site
Editing the College Quarterly, a journal of research and discussion for college educators
Representing the department of Information Technology and Communications/Office of
Research and Innovation on IT Council, the Portal Committee, the King, Newnham and
York Academic IT Committees, The Web Accessibility Focus Group, the Group for the
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Support and Advancement of Teaching, the Innovative Audio Group, and the Applied
Degree Implementation Support Group
Member of the Blackboard Idea Exchange and also a Beta testing partner with
Blackboard
Coordinating a Pilot Project to use institution wide discussion boards, available through
Seneca’s portal to facilitate campus based online discussions and social networking
In addition Valerie often works with colleagues at other colleges, and is always wiling to
volunteer her time and her expertise. The tip sheets she created are now used as a
prototype not only by some colleges in Ontario but also by educational institutions in the US.
She is a visiting educator for Central Michigan’s University, Master of Arts programs. Her
presentations focus on the strategic use of technology to enhance teaching and learning.
Most recently Valerie worked with College’s Ontario as an external researcher for the
language skills for the Workplace project. Her role was to explore and make
recommendations about the feasibility of the web-based environment for occupational
specific language training. She was also one of the contributors, from the college sector, to
the Research Study on a Knowledge Exchange Network for Exemplary Teaching in Ontario
Higher Education. The study was funded by the Higher Education Quality Council of Ontario
and the report was written by Tom Carey, from the University of Waterloo. Valerie is also a
member of the Blackboard Idea Exchange and is one their beta testing partners.
Sheridan - ETC Nomination: Impact Award
Project Title
A Quiet E-volution – leading by example
Nominee
Lourdes DeLaCruz
College
Sheridan
SUMMARY
A Quiet E-volution – leading by example
In order to use, introduce or transfer technology in teaching and learning, it takes a singular
person who understands how the impact on learners, first time student participants and
faculty must be carefully nurtured. The use of technology in a face to face environment can
be quite different from its use within a totally online environment. To do both well and also be
a promoter, sharer and troubleshooter requires thoughtful, pedagogically underpinned
application requiring great dedication, hard work and a very systematic mind. Lourdes [Lou]
de la Cruz is one of those special people who has been putting all these elements together
for over a decade.
I.GROUPS IMPACTED
Learners – For the last 11 years, Lou has been teaching in a face to face mobile
computing environment. More recently she has converted some of her courses to to
a hybrid or fully online delivery. Whatever the delivery mode, Lou thinks about the
technology in relation to her learners and the fields within which they will work.
Students are always saying ‘here comes another one.” Activities in Lou’s courses are
both authentic and have the ‘cool factor’. In one, she has them do a walkabout in
their local community collecting data, in another she has them write new lyrics to the
tune Imagine at an online website to express the changes they would like to see at
the community level. Games and website links are strewn throughout her course
content, keeping students challenged and engaged. This year to meet the needs of
one of her disabled students, she looked for an alternative to the Chat sessions
which are in an important elements of all her online DE courses. She experimented
with and now successfully uses Skype as a way to connect to the student and keep
the challenge of learning alive for that individual. We know more of her colleagues
will soon be hearing requests from students to use Skype!
Lou’s application of technology is both in class and online. Students know to expect
something different in Lou’s classes, be it the use of LMS tools, games or
communication technologies. She would always make time to provide constant and
personal feedback to her students, and assist them in climbing their personal
technology mountain. Her colleagues wonder ‘where does she find the time to create
the content and provide the feedback?” How did it change the learner? More
exposed to technology; understand the expectations and the high standards that
could be achieved with the requirements that go along with it.
Colleagues -- Students from Lou’s classes would take their expectations of the
high integration level of technology use to their classes with other instructors. The
ripple effect is hard to contain when students are involved.
Lou has been a resource for the use of technology in all the program areas that she
has worked. Whenever she learned how to do something such as use Respondus,
she would take it upon herself to be a coach for her colleagues. At every faculty PD
event [typically 3 annually], Lou has been a consistent presenter of her ideas or
application of technology inside and outside the classroom. She is a member of the
DELTA3 CoP [Community of Practice] which plans PD events for Sheridan faculty,
and where she often shares her newest find, such as a free comic-making site which
she had, of course, already integrated as a class activity in her courses.
Lou’s approach to using technology is experimental but is also rooted in good
pedagogy. Whatever the technology, Lou is careful to create a rubric for its in-class
application. Her methodical approach to implementation makes it easier for her to
affect knowledge transfer with her colleagues. Lou applies her Nursing background - with its attention to detail and measurement skills -- to each technology, figuring out
how it might be effective. Because she is such a stellar sharer, her preparation
makes it easier for her colleagues to adopt similar ideas. It’s as if she has cleared the
barriers by making both the process and the potential outcomes when implemented,
clear and simplified. She saves them time and effort by clearing the path and figuring
out the tricky bits. Her colleagues consider her a ‘goldmine’.
A quote from one of her colleagues, [note that this is from a faculty who teaches
subjects in a singularly different discipline underlining the embedded pedagogical
focus that Lou has]
“Lou De La Cruz has been a leader in Distance Education (DE) at Sheridan and it
was an outstanding experience for me to participant in her DE workshop. She
changed the way how I am thinking about Distance Education and showed me many
great approaches that I can use in my DE course. Nagwa elNaga Abou
Professor, School of Applied Computing and Engineering Sciences’
Program – Lou has been a faculty member in Social Service Worker Gerontology,
Nursing, and Community Worker. Recently she has also created a General
Education online course called Ageing Matters. Whatever program she teaches in
she looks for opportunities to connect the technologies to the discipline, and find
ways to make the program more attractive to those students who are having difficulty
attending full-time day programming spanning the range from technology-enhanced
to fully online. The programs benefit from a constant infusion of technology
improvements which mirror the transformation of the field itself. In many cases
though, the skills and knowledge which the graduates of these program bring to the
work place is positioning them to be leaders, showing others how technology can
improve communication, research, and the working environment.
College – Lou contributes directly to Sheridan’s profile as an exemplary example of
modern ways of accommodating various learning styles, and acquainting students
with innovative course delivery methods.
A quote of support from Lou’s Assoc Dean
“As Lou's academic manager, Lou has been the driving force in our school
for distance learning development. Lou has been a leader and mentor for
many of our faculty who have embraced the use of technology as a
significant tool in the learning environment. Lou has been at the forefront for
mobile computing and the development for both hybrid and full distance
learning courses. I am pleased to support such a deserving person for this
award.
John Van Cedar, B.A., M.S.W.
Associate Dean, Public Safety & Community Services
Her General Education course, Ageing Matters is a good example of her desire to
extract an issue encapsulated within a discipline and make it mainstream by putting it
online and offering it as a general elective. The issue becomes visible and socially
and personally relevant to the students – largely because the content becomes
accessible beyond the four walls of the classroom.
II.CONTEXT
Moving an institution forward with respect to the use of technology is no mean feat.
At Sheridan with the introduction of the mobile computing program in 1997, faculty
participation was a key element in the success of the initiative. Lou is an example of
a person who was not a technology user at the time, working in a program which was
traditionally not associated with the use of technology in any form yet who could
imagine how technology might not only change the skills and knowledge of the
graduates but also change the field itself in terms of practice.
In the intervening 10 years, many different technologies have surfaced as well as a
re-invention of hybrid and online learning. It isn’t enough that a single teacher is
enabled in a single class in a program. Student expectations push the envelope.
Teachers like Lou make the difference, the experimenters, trouble shooters, peer
mentors and documenters. The fact that community, not for profit organizations are
under funded meant that they were often the last to make an technological forays. It
took teachers like Lou to make the connection between technology and learning and
technology and the profession.
Lou is a singular example of a person who jumped in and has consistently been in
front of the pack viz a viz colleagues on the technology front; trouble shooter who
always tested things out in class and would bring back her findings to colleagues;
she would search it out and find materials, and techniques online; never afraid to try
it. The knowledge transfer that she has done in each and every program that she
has worked in is significant.
III.SCOPE – IMPACT ON THE COLLEGE
Education and learning experiences now have no borders. The college is wherever
you are. Therefore, the college community is wider, diverse and richer because of
the wide application of technology to improve teaching and learning. Lou is one of
the teachers at Sheridan who is relied upon to be a ‘field tester’. We know she will
figure out the technology but even more we know she will be thorough in two
different ways. She will monitor and report on successes and failures. And then, she
will share what she has learned with colleagues at a personal or more formal level.
IV.TRANSFERRABILITY
Lou will simplify and polish the steps involved in the use of any technology and she
will transfer that knowledge to Sheridan teachers. She invents learning experiences,
assessment activities, tools and rubrics and freely offers them to others. She does
this informally by mentoring, by doing sessions at internal PD events, by presenting
at external conferences and by co-facilitation of Sheridan’s online DE workshop. She
is a published author of
NISOD award—publishes stuff around teaching at the post-secondary level; getting
an award
Lou has developed distance education courses within the School of Community and
Liberal Studies which are now being taught by other instructors as well—people
whom she mentors in her quiet, humble way. The learning experiences, assessment
protocols, language used to create outcomes, rubrics and other tools she has
developed are easily transferable to other disciplines.
V.DURATION
Principles that guide course outlines and learning strategies are sustainable for a
long time. The teacher’s role as guide and facilitator remains the same, even though
the tools used may be different. But Lou has been a consistent contributor to
technology use for teaching and learning for the past 10 years. Her legacy and
influence already contribute to the fabric of the learning-centred approach practiced
at Sheridan.
Seneca - ETC Nomination: Learning Object Award
Project Title
The Collectors
Nominees
Betty Pratt
Mark Khani
Larry Daisley
College
Seneca
Project Summary
This game is being developed as one component of the Inukshuk Reusable Math Learning
Objects Project . The project was designed to supplement the findings of the College Math
Project. The designers envisioned and planned a game that involves the addition of
fractions (gas required) as a car "drives" around a "street scape" to make collections at
various destinations. Failure to calculate accurately results in running out of gas thus
concluding that "turn". Successful completion of one level qualifies the player to move to the
next level. The game currently has two levels of difficulty. A third level is designed but not yet
implemented. The design allows for very easy translation into French. This will be completed
in May.
i.
Learning objectives:
- practice addition and (to a lesser extent) subtraction of fractions
- skill development will grow from simple to complex fractions
ii. Learners served
- As review and remediation for first semester college students
- This LO will be tested with senior elementary students to support the introduction
of this concept in the curriculum
iii. Context
Feedback to direct the activities of the large project was collected from a broad range of
college math teachers. From these results a Steering Committee from all 7 participating
Colleges proposed that the focus for development of new Learning Objects should be on
basic math skills. The addition and subtraction of fractions was one of the skill areas that
was identified as requiring remediation for first semester math students, particularly in
business programs. This is a skill that is not widely reinforced throughout high school so
students arrive in first semester at college without functional knowledge. At a design
workshop for the Inukshuk Math Reusable Learning Objects Project (attended by math
faculty from all 7 colleges in June of 2007) one group focused their design on this skill.
Although input from all faculty participants from the colleges at the design workshop went
into the design, the core group was made up of the following Senecans: Betty Pratt, Mark
Khani and Larry Daisley. They envisioned and planned a game that involves calculation of
the addition of fractions as a car "drives" around a "street scape" to makes collections at
various destinations. Failure to calculate accurately results in running out of gas thus
concluding that "turn". Programming of the game was completed by a team of students from
the Bachelor of Software Development program at Seneca College. Instructional Design was
from the team of Caius Grozav, Dawn Mercer and Kevin Pitts.
It is envisioned that this and other Math Learning Objects identified and developed in this
project will be linked to a Math Skills Assessment Test for review and remediation for first
year college students. This LO will be available for all College students in Ontario. Early
concept testing suggests that the game could also be used in conjunction with Elementary
School curriculum expectations.
iv. Effectiveness as a learning tool and impact on learning
This LO has been completed in the last few weeks so learning impact studies have not been
undertaken as yet. Early indications are that the game is engaging for college students.
Formal testing will be undertaken in the first three weeks of May with both first semester
college students. A sample of grade school students will also test the game with assessment
for effectiveness of deep learning of addition (and subtraction) of fractions
v. Transferability and re-usability potential
This and all other learning objects developed for the Inukshuk Math Learning Objects Project
will be openly available in one or more learning objects repository/s. It is expected that this
object will be useable in Elementary schools as well as for review and remediation in High
School and first year college.
Sheridan - ETC Nomination: Learning Object Award
Project Title
Group Work
Nominees
Giuliana Colalillo
Student Team –
Eric Tzu-ming Chao
Nikki Prudden
Rodrigo Pluciennik
College
Sheridan
Project Summary
Working effectively and collaboratively in groups is a skill needed in many work
environments where project-based teams are the norm. In addition to acquiring greater
communication and teamwork skills and a better understanding of the environment in which
they will be working as professionals, research has shown that students whose learning
incorporates effective small group work achieve higher grades, learn at a deeper level, retain
information longer, and are less likely to drop out of school
Organized into five main sections, the Group Work learning object presents information
about how to effectively set-up and manage groups in learning-centred classroom
environments.
URL = http://www-acad.sheridanc.on.ca/learningobjects/LO4/GroupWork/
vi. Learning objectives
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Recognize that group work develops essential employability skills that students can
use in the workplace.
List the educational benefits of students working collaboratively in groups.
Use selected forms that will help students work effectively in groups.
Follow a plan for constructing an effective group work activity for a course.
Think about how to handle different problems arising within groups of students
assigned a group project.
vii. Learners served
ƒ This learning object can be used by both faculty who use group and collaboration
in the classroom and students who are assigned collaborative group projects.
ƒ The link to the object is available to the Sheridan community.
ƒ This Learning Object has also been used in new faculty professional
development to provide them with resources and an introduction to group work,
specifically by the use of the videos which capture the ideas of experienced
group work practitioners.
ƒ Seasoned faculty are using the student videos to reduce the resistance that is
often offered by students when asked to work collaboratively in groups.
viii.
Context
a. how did the idea / resources for the object come about;
The idea came from the recognition that the learning centred philosophy is highly integrated
with collaborative and activity based learning yet many faculty and students cringe when
group work is assigned. It also came from an understanding that working effectively and
collaboratively in groups is a skill needed by students in many work environments where
project-based teams are the norm. Moreoever, the impetus also stemmed from recognizing
the positive effects that accrue for students whose learning incorporates effective small
group work, namely, higher grades, learning at a deeper level, retaining information longer,
and are less likelihood of dropping out of school.
b. who developed which aspects of the object
The learning design and content was done by Giuliana Colalillo. The Interactive Multimedia
students did the flash programming and the graphic design. The faculty interviews were
conducted by Giuliana. The student interviews were conducted by the students using
scripted questions developed by Giuliana. The student project team did all the post
production work for the video clips, as well the transcriptions for the video clips..
c. what was the goal and context of use for the object
The overall goal was to offer resources to allow faculty to be more effective when assigning
and monitoring collaborative and group projects. There are five distinct components: Basics,
Planner, Multimedia and Resources
ƒ Basics describes group work from the perspective of what it is, why it is important,
how it differs between face to face and online teaching environments, and key issues
and obstacles to overcome.
ƒ The Planner section contains a group activity planner and printable forms for
managing group work. Sample forms are offered that groups may use to clarify their
roles and working relationships. Samples of rubrics which can be used to evaluate
the group work process can also be downloaded.
ƒ The Multimedia section contains a series of both faculty and student videos in which
they discuss the merits of doing collaborative group activities to promote active
learning. Also, four interactive Scenarios allow the user to test their knowledge about
group work management.
ƒ The Resources section is a rich source of additional information which contains links
to articles, guides, websites and books on group work and collaborative learning
ix. Effectiveness as a learning tool and impact on learning
This learning object affirms the use of group work as an effective learning strategy. It is a tool
which provides both persuasive faculty and student perspectives as well as resources to
save time, energy and allow faculty to manage group projects more systematically and
efficiently.
x. Transferability and re-usability potential
This particular learning object is applicable to both students and faculty, in all programs of
study at whatever post secondary institution incorporates group work among the learning
strategies. It is totally transferable and can be easily accessed because it is rendered as a
flash object.