Conference on Postsecondary Learning and Teaching

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https://prism.ucalgary.ca/handle/1880/100015
The Conference on Postsecondary Learning and Teaching offers an opportunity for academic staff, students, academic librarians and staff at the University of Calgary and the wider academic community to share, critically examine and build on our collective knowledge of teaching and learning.

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Browsing Conference on Postsecondary Learning and Teaching by Author "Altowairiki, Noha"

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    Developing teaching presence in online learning through shared stakeholder responsibility
    (2015-05-12) Altowairiki, Noha; Johnson, Carol
    Online learning is a contemporary learning environment common in post-secondary education (Allen & Seaman, 2013). There are various components that contribute to successful online learning stakeholders. From the Community of Inquiry framework, there are three important considerations for developing effective online learning environments: cognitive presence, social presence and teaching presence. One of the three presences, teaching presence is “thoughtful, focused and attentive” (Garrison, Cleveland-Innes & Fung, 2010, p. 32) and responsible for the balance of student learning needs through developing and maintaining social and cognitive processes (Garrison, 2011). As identified by Garrison (2011), “teaching presence represents perhaps a greater challenge in an e-learning environment” (Garrison, 2011, p. 25). Qualitative evidence suggests that teaching presence supports learner sense of community through meaningful participation, increases learner satisfaction through careful design of the learning experiences, and maintains the development of cognitive and social processing (Szeto, 2015). Therefore, to better enable instructor understanding of teaching presence, this poster presentation outlines the critical development process for creating effective teaching presence in the online learning environment. Specifically, we visually describe and outline four elements: preparing the stakeholders, designing the facilitation, implementing the facilitation and evaluating the facilitation. Together these components address the innovative learning practices necessary for developing teaching presence in the online learning environment through shared stakeholder responsibility.
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    Moving Toward a Universal Design for Learning Mindset: A Case Study Transforming a Pre-Service Teacher Field
    (2015-05-13) Altowairiki, Noha; Johnson, Carol; Liu, Yang (Flora); da Rosa dos Santos, Luciano; Hill, Laurie; Lock, Jennifer
    Contemporary learning in higher education embraces an array of instructional strategies and approaches, including online and blended learning. Blended learning involves between 30-79 percent of the class occurring in an online environment (Allen & Seaman, 2013). As we design and develop online and blended learning environments, consideration needs to be given to the three principles of Universal Design for Learning (UDL): 1) “provide multiple means of engagement”; 2) “multiple means of representation”; and 3) “provide multiple means of action and expression” (p. 89). The integration of UDL principles in learning helps to facilitate motivation, persistence, self-regulation, personalization of learning, and learning community participation (Meyer et al., 2014). In this interactive session, we will share a UDL approach that conceptualized a framework for planning, implementing, and assessing a University of Calgary blended learning approach used for a pre-service teacher education field experience course. The participants of the session will engage in a discussion focused on the following questions: 1) What factors influence the shift of using UDL principles in designing online and blended learning; and 2) What key strategies support the implementation of UDL principles in online and blended learning environments (i.e., design, develop, and evaluate)? The aim of this session is to examine of how principles of UDL enhance learning for all students in online and blended environments.