In this interactive session, Dr. Stephen Bostock lead a series of activities exploring models for assessing teaching at all levels of experience and expertise, from graduate student to full professor to innovative leader in higher learning. Based on frameworks broadly applied to post-secondary teaching and learning in the United Kingdom, this session offered insights into how other countries approach professional development in teaching and learning, as well as a practical exploration of a framework readily adaptable to the distinctive practices of specific disciplines.

The Centre for Teaching and Learning’s Senior Visiting Fellow in Educational Development, Dr. Gordon Joughin (University of Wollongong, Australia), and Vice-Provost, Teaching and Learning, Dr. Alan Wright introduced participants to a recent Australian initiative to improve assessment practices across the disciplines, December 17.

Dr. Joughin and a group of assessment specialists and academic leaders have formulated seven key propositions for assessment reform in higher education, as part of an initiative called Assessment 2020. The presenters linked this initiative to the assessment of degree-level learning outcomes as they are being developed throughout the Ontario university network. Participants were invited to use these propositions and learning outcomes as tools for reviewing and renewing current assessment practices in their courses and programs.

While instructors at all levels and from all disciplines were encouraged to attend, this event was of particular interest to faculty responsible for program and curriculum development and review.

Presentation - Linking Learning Outcomes and Assessment: Challenges for Institutional Practice

Handout - Program Learning Outcomes for Computer Science (Honours Applied Computing)

Handout - Linking Learning Outcomes and Assessment

Assessment 2020

This workshop gathers people from different disciplines to celebrate the many ways of knowing at play in the academy. It is designed to help teachers of any discipline appreciate the various forms of knowledge and ways of learning that exist in a class. This will enable you as a teacher to hone and target your teaching strategies. This workshop is designed to be engaging and interactive, with audience participation an important part of the learning process.

A democratic society is ethically committed to seeing all people as able, valuable, and responsible, to valuing cooperation and collaboration, to viewing process as product in the making, and to developing untapped possibilities in all worthwhile areas of human endeavor.

Because the International Alliance for Invitational Education is dedicated to democratic principles, its mission is to enhance life-long learning, promote positive change in organizations, cultivate the personal and professional growth and satisfaction of educators and allied professionals, and enrich the lives of human beings personally and professionally.

Participants in this workshop will:

• Be introduced to the basic concepts and underlying principles of Invitational Education
• Be invited to reflect on their own experiences as students and also university teachers
• Be invited to reflect on how Invitational Education, as a theory of educational practice, might be manifested in the classroom.

Invitational Education Overview

For more information on this theory, visit the invitational education website at http://www.invitationaleducation.net/

In this interactive workshop, we will explore a range of challenges that academic staff face when incorporating group work projects that are assessed into their courses. A number of questions relating to the effective use of group work will be explored, and participants will have the opportunity to discuss (and experience) a range of activities that could be used with their students.

This session will use a basic model of evaluation to discuss a range of possible techniques, consider the timing of evaluations, and also processes that can be used to follow-up after an evaluation has taken place. Participants will be given the opportunity to critique any questionnaires that they are currently using, to see if they are actually providing useful information- so please bring along any (formal or informal) that you are currently using.

Topics included in this session are:

Afin de faciliter l’utilisation des jeux éducatifs en ligne dans les écoles, une équipe du Centre d’expertise et de recherche sur l’apprentissage à vie (SAVIE), sous la responsabilité de la professeure et chercheuse Louise Sauvé, s’est attardée à développer et expérimenter des environnements d’apprentissage évolués de jeux afin d’outiller les enseignants pour qu’ils développent facilement des jeux éducatifs en ligne adaptés à leurs exigences pédagogiques.

L’atelier s’adresse aux enseignants, aux chargés de cours, aux professionnels pédagogiques, aux professionnels de la médiatisation et aux responsables des services concernées par la qualité de l’enseignement. Après avoir défini la notion de jeux éducatifs en ligne, l’atelier permettra d’illustrer comment il est possible pour un enseignant de faire une production rapide de jeux en ligne à l’aide des coquilles génériques de jeux éducatifs du Carrefour Virtuel de Jeux Éducatifs – CVJE (http://carrefour-jeux.savie.ca). Enfin, quelques exemples de jeux éducatifs qui ont été développés à l’aide de ces outils de conception en ligne seront présentés.

S’appuyant sur des principes de personnalisation de l’apprentissage, S@MI-Persévérance propose un lieu d’autoapprentissage, d’autoréflexion et d’autoévaluation favorisant l’intégration académique et sociale des étudiants aux études universitaires (modèle de Tinto, 2005). De façon plus spécifique, le système permet aux étudiants, ayant ou non des troubles d’apprentissage, de diagnostiquer les difficultés éprouvées lors de leurs études et d’utiliser des outils d’aide et de soutien les plus adaptés à leurs besoins. Ce dispositif a été construit à l’aide d’une plateforme de conception de contenus en ligne synchrone et asynchrone, Personn@lisa, qui permet une adaptation rapide de sa structure, de ses composantes et l’organisation des outils d’aide à la persévérance.

L’atelier s’adresse aux enseignants, aux chargés de cours, aux professionnels pédagogiques et aux responsables des Services à la vie étudiante et des Bureaux de réussite, qui sont à la recherche d’un dispositif d'aide à la persévérance aux études ou tout simplement d'outils d'aide à la persévérance aux études universitaires. Les objectifs poursuivis par l’atelier sont de présenter le contexte de développement de ce dispositif d’aide, de faire une démonstration du dispositif S@MI-Persévérance et d’échanger avec les participants sur les outils qu’ils utilisent dans leur contexte universitaire.

Devant la diversité des technologies Web (plateforme synchrone, asynchrone, mixte, Web 2.0, réseaux sociaux, communauté d’apprentissage) offertes pour soutenir la conception de contenus éducatifs en ligne, il est nécessaire que les universités puissent s’appuyer sur certains critères pédagogiques et technologiques qui les guideront dans leur choix technologique afin d’offrir un apprentissage personnalisé. Ces critères doivent prendre en compte à la fois les deux clientèles qui les utiliseront le plus : les étudiants et les enseignants.

L’atelier s’adresse aux enseignants, aux chargés de cours, aux professionnels pédagogiques, aux professionnels de la médiatisation et aux responsables des services concernées par l’offre de formation en ligne. Les objectifs poursuivis par l’atelier sont de décrire les critères d’analyse pour personnaliser l’apprentissage en ligne tout au long de la vie, de présenter des outils d’aide à la conception d’environnement mixte d’apprentissage personnalisé et d’échanger avec les participants sur les outils qu’ils utilisent sur le Web pour soutenir leur enseignement.

In this paper, I focus on the overlap of scholarly activities associated with Boyer’s four domains, arguing that only teaching routinely and necessarily involves the other three domains.  I demonstrate how the array of intersecting scholarly habits of mind and models of practice generated from Boyer’s broader conception of scholarship resonates with teaching and learning contexts that have recently been dubbed ‘high impact educational practices’ to reflect their enhanced effectiveness in the learning process.   I conclude by demonstrating how the intersection of Boyer’s scholarly domains and high-impact educational practices, coupled with the profile of the ‘faculty scholar’ that emerges from Boyer’s work, offers up a necessary and timely model for the development of the ‘student as scholar’.  There is, as I perceive it, a serious need to balance the (quantitatively and qualitatively) great work on the faculty-teaching component of SoTL with an increased focus on the student-learning side.   In the end, I hope to map a trajectory from faculty scholar to student scholar, with Boyer’s scholarly habits of mind and models of practice intersecting with the opportunities and responsibilities offered to students through high-impact educational practices.

This session is divided into two sections: demonstration and workshop. At the end of the demonstration, you will be aware of accessibility and of basic tasks that you can do to make your documents and presentations more accessible. You can use the workshop time to put this into practice by adapting your own materials. If you wish to make best use of the workshop, please bring a Word document or a PowerPoint presentation with you.

The workshop will include a discussion of educational applications from neuroscience research; a discussion of the key content elements of simulation activities and how they relate to learning; a discussion of the various evaluation frameworks for learning via simulation activities; engagement with simulation software; and a discussion regarding implementation strategies in online or classroom environment.

Let us help you through the quagmire by reviewing recent developments in the copyright landscape in Canada and by revisiting some legal fundamentals and offering assistance in how to make the best use of the vast amount of available print and digital content for teaching and learning.

Neuroscience research suggests that long-lasting learning is best accomplished when the learning activity is connected directly to physical experience. Online learning is often thought to be a passive medium for learning. Today’s students have multiple demands on their time. Many find it more helpful to their lifestyle to be able to study while continuing their normal daily activities. Digital tools are available to ensure that learning is not a passive activity. Curricula design for online learning may incorporate many strategies. In this program you will choose one of four strategies. You will then engage with daily activities to support your learning. A final evaluation workshop will close the process.

This program highlights the connections between neuroscience and education. You will be engaged in discovery, experimentation, feedback, and reflective action while considering the various strategies and tactics that might be utilised in a constructed online learning environment. Your commitment to this program requires an average of approximately one hour per day. The time you spend online will vary with activity. An introductory face-to-face meeting will be held to kick off the program as well a final wrap-up session.

In this interactive workshop, participants will be encouraged to think in terms of learning patterns when planning learning activities. The workshop will include a discussion of concepts from brain research and their application to curriculum design; an investigation of some of the development programs around pattern templates; creation of a learning pattern using randomly generated activity words; and a discussion regarding implementation strategies for online or classroom environments. Participants are invited to bring a lesson plan or assignment to work on during the workshop.

In this workshop, we will consider the impact of cultural differences; personality differences (introverts/extroverts); sexism, racism, and "knowing one's place"; classism in the classroom; "hidden" disabilities; apparent disabilities and the attitudinally challenged; who has a sense of belonging and why, and who doesn't.

We will explore some subtle and less subtle ways in which power dynamics and imbalances within the group reflect/perpetuate those in the wider society...and more importantly, when we know, what do we do?