Browsing by Author "Brown, Barb"
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- ItemOpen AccessAction research for graduate program improvements: A response to curriculum mapping and review(Canadian Society for the Study of Higher Education, 2018) Jacobsen, Michele; Eaton, Sarah Elaine; Brown, Barb; Simmons, Marlon; McDermott, MairiThere is a global trend toward improving programs and student experiences in higher education through curriculum review and mapping of degree programs. This paper describes an action research approach to program improvement for a course-based MEd degree. The driver for continual program improvement came from actions and recommendations that arose from an institutionally mandated, year-long, faculty led curriculum review of professional graduate programs in education. Study findings reveal instructors’ perceptions about how they enacted the recommendations for program improvement, including (1) developing a visual conceptualization of the program; (2) improved connections between the courses; (3) articulation of coherence in goals and expectations for students and instructors; (4) an increased focus on action research; (5) increased ethics support and scaffolding for students; and (6) the fostering of communities of practice. Study findings highlight strengths of the current program and course designs, action items, and research needed for continual program improvement.
- ItemOpen AccessCollaborative Course Development that Moves Forward Via Backward Instructional Design(2013-05-15) Eaton, Sarah Elaine; Brown, Barb; Jacobsen, Michele; Roy, Sylvie
- ItemOpen AccessDesigning Synchronous Online Interactions and Discussions(University of Calgary, 2016-05) Brown, Barb; Schroeder, Meadow; Eaton, Sarah Elaine; Werklund School of EducationWith increased improvements to technology for online teaching, synchronous instruction continues to grow. Increasing student interaction has been an important component to enhance a sense of community in online learning and improve student satisfaction. There is a paucity of research on how to effectively manage online interaction and increase student engagement during synchronous sessions. Three instructors draw on their online teaching experience and discuss how they maximize student interaction during synchronous online discussions according to elements of a community of inquiry.
- ItemOpen AccessFocus on Inquiry Final Report(2015) Freisen, Sharon; Jacobsen, Michele; Brown, Barb; Saar, Candace; Hampshire, Anthony
- ItemOpen AccessHacking for collaboration towards redesigning group work(2018-05) Hill, Joshua; Thomas, Christy; Brown, Barb; Alonso-Yanez, GabrielaIn this session you will design scrappy little experiments called “hacks” to work towards redesigning collaboration in your practice. You will use a design thinking process and engage with findings from our design-based research study focused on improving the design of student collaboration through scaffolding, technology and assessment.
- ItemOpen AccessInnovative Methods to Study School System Dynamics(University of Calgary, 2016-05) Alonso-Yanez, Gabriela; Brown, Barb; Friesen, Sharon; Jacobsen, Michele; Werklund School of EducationThe transformations currently underway in many school systems point towards teachers becoming actively engaged in research, as well as finding ways to bring new educational research knowledge into school classrooms. In this paper, we discuss two methodological approaches that have strengthened our own research of schools systems: Social Network Analysis and the Social World Arenas framework. We suggest that these analytical approaches are useful tools for studying complex adaptive systems in education and provide the means to improve teachers’ scholarship of teaching and learning.
- ItemOpen AccessLearning Designs using Flipped Classroom Instruction(The Canadian Network for Innovation in Education, 2015) Mazur, Amber; Brown, Barb; Jacobsen, MicheleThe flipped classroom is an instructional model that leverages technology-enhanced instruction outside of class time in order to maximize student engagement and learning during class time. As part of an action research study, the authors synthesize reflections about three learning designs and how the flipped classroom model can support teaching, learning and assessment through: (1) guided collaborative discussion, (2) tabletop white boarding and (3) the development of augmented reality auras. Principles for teaching effectiveness are used as a lens to guide the reflection on the benefits and challenges with each of the learning designs. Findings suggest that flipped classroom models that emphasize collaborative learning, group work and accessibility can enable and support inquiry-based learning. Recommendations are provided for educators interested in designing learning using a flipped classroom instructional model, as well as suggestions for future action research agendas. La classe inversée est un modèle pédagogique qui met à profit l’apprentissage hors des heures en classe et qui est rehaussé par la technologie pour maximiser l’engagement et l’apprentissage des apprenants en classe. Dans le cadre de cette étude de recherche-action, les auteurs résument les réflexions sur la façon dont le modèle de la classe inversée peut appuyer l’enseignement, l’apprentissage et l’évaluation par la mise en œuvre de trois conceptions d’apprentissage par investigation : 1) discussion collaborative guidée, 2) tableau blanc de table et 3) développement d’auras en réalité augmentée. Les principes d’enseignement de l’efficacité sont utilisés comme optique guidant la réflexion sur les avantages et les défis de chacune des conceptions d’apprentissage. Les conclusions suggèrent que les modèles de classes inversées qui mettent l’accent sur l’apprentissage collaboratif, le travail en groupe et l’accessibilité peuvent permettre et appuyer l’apprentissage par investigation. Des recommandations sont fournies pour les éducateurs qui s’intéressent à la conception pédagogique à l’aide d’un modèle de classe inversée, ainsi que des suggestions pour la recherche-action future.
- ItemOpen AccessLearning Technologies in Higher Education(University of Calgary, 2014-05) Brown, Barb; Jacobsen, Michele; Lambert, Deb; Werklund School of EducationThis paper highlights key ideas from a review of the research literature on ways in which contemporary learning technologies are influencing teaching and learning experiences in higher education. The diverse ways in which students and professors connect, communicate, collaborate and create knowledge for learning and teaching both on campus and in blended and online learning spaces are explored. Promising and emerging practices from the research literature and the implications for faculty members, leaders and higher education institutions of learning are discussed. Challenges for higher education as teaching and learning undergoes change are described.
- ItemOpen AccessOpen Educational Practices Create Conditions for Developing Research Skills in Graduate Education(Canadian Association of Teacher Education, 2022-12-04) Brown, Barb; Jacobsen, Michele; Roberts, Verena; Hurrell, Christie; Neutzling, Nicole; Travers-Hayward, MiaIn this chapter, we describe the evaluation of a master’s level program in education that was designed and delivered using open educational practices. Students developed research skills through layered assignments and multiple rounds of peer review, edits, and revisions of their work. Students engaged in self-reflection and idea-sharing using collaborative online spaces and social media. One research question guided this study: How do open educational practices support the conditions for student learning of research-based skills? Interview and survey data gathered from participants in year 1 and year 2 (n = 13) provided evidence that the use of open educational practices (OEP) created the conditions for graduate students’ research-based skill development. We identify three key conditions that supported students with their learning, development, and continual improvement of research-based skills: (a) design of layered assignments, (b) formative feedback, and (c) peer learning. Study findings inform instructors and institutions on open educational practices, specifically how to create high quality, online learning experiences and design conditions that support graduate students in research skill development in post-secondary programs. Study findings contribute to the growing field of open educational practices. Résumé Dans ce chapitre, nous décrivons l’évaluation d’un programme de maîtrise en éducation qui a été conçu et dispensé au recours de pratiques éducatives ouvertes (PEO). Les étudiants ont développé des compétences en recherche grâce à des pratiques d’évaluations échelonnées, d’évaluations en boucle par les pairs, de révisions et de corrections de leur travail. Les étudiants se sont engagés dans l’autoréflexion et le partage d’idées en utilisant des espaces collaboratifs en ligne et les médias sociaux. La question centrale qui a guidé cette étude est de comprendre comment les pratiques éducatives ouvertes soutiennent les conditions d’apprentissage, tout comme les aptitudes à la recherche chez les étudiants aux cycles d’études supérieures? Les données tirées d’entretiens et d’enquêtes recueillies auprès des participants de la première et de la deuxième année (n = 13) d’un programme de maîtrise permettent d’établir que l’utilisation de pratiques éducatives ouvertes crée les conditions nécessaires pour le développement des compétences fondées sur la recherche. Nous identifions trois conditions clés qui soutiennent les étudiants dans l’apprentissage, le développement et l’amélioration continue des compétences basées sur la recherche : (a) la conception de tâches évaluatives conçues par étape (b), la rétroaction formative et (c) l’apprentissage par les pairs. Les résultats d’analyse offrent aux instructeurs et aux établissements postsecondaires des enseignements précieux sur les pratiques éducatives ouvertes. Tout particulièrement, cette étude démontre comment créer des expériences d’apprentissage en ligne de haute qualité et de concevoir des conditions qui soutiennent les étudiants dans le développement des compétences en recherche dans les programmes postsecondaires. Les résultats de cette recherche contribuent ainsi au domaine croissant des pratiques éducatives ouvertes.
- ItemOpen AccessOptimum Learning for All Students Implementing Alberta’s 2018 Professional Practice Standards A Longitudinal, Mixed Methods Research Study: 2019-2020 Provincial Year 1 Survey Research Report(2021-04-15) Friesen, Sharon; Chu, Man-Wai; Hunter, Darryl; Brandon, Jim; Brown, Barb; Louie, Dustin; Stelmach, Bonnie; Schmidt, Edgar; Adams, Pamela; Burleigh, Dawn; Mombourquette, Carmen; Parsons, DennisAlberta Education commissioned this 4-year longitudinal, mixed methods research study, which is designed to assess, deepen, and extend the implementation process for Alberta’s three professional practice standards: The Teaching Quality Standard (TQS) the Leadership Quality Standard (LQS), and the Superintendent Leadership Quality Standard (SLQS). This report presents the survey findings from the first year of the study. Findings are presented for each of the three standards. Results overall indicate: 1. educators across the province are in the adapting stage of implementation. The standards and their implementation do not appear to be rigidifying practice since interquartile ranges and standard deviations remain professionally healthy for fostering discussion and multiple perspectives. 2. leaders must engage the wider community in schools. Those competencies in leading those within the system are stronger than for leading those beyond the system. 3. pedagogy as it relates to First Nations, Métis and Inuit foundational knowledge, alongside traditional Western ideas in mathematics and the sciences, are a challenge.
- ItemOpen AccessOptimum Learning for All Students Implementing Alberta’s 2018 Professional Practice Standards A Longitudinal, Mixed Methods Research Study: 2020-2021 Provincial Year 2 Survey Research Report(2021-04-15) Friesen, Sharon; Chu, Man-Wai; Hunter, Darryl; Brandon, Jim; Brown, Barb; Louie, Dustin; Hunter, Darryl; Stelmach, Bonnie; Schmidt, Edgar; Adams, Pamela; Burleigh, Dawn; Mombourquette, CarmenAlberta Education commissioned this 4-year longitudinal, mixed methods research study, which is designed to assess, deepen, and extend the implementation process for Alberta’s three professional practice standards: The Teaching Quality Standard (TQS) the Leadership Quality Standard (LQS), and the Superintendent Leadership Quality Standard (SLQS). This report presents the survey findings from the first year of the study. Findings are presented for each of the three standards. Results overall indicate: 1. educators across the province are in the adapting stage of implementation--– where teachers, school leaders, and superintendents are still adapting in their practice to novel problems– they reported much flexibility. The public health situation in 2020 and 2021 have required such flexibility and continuing adaptivityThe standards and their implementation do not appear to be rigidifying practice since interquartile ranges and standard deviations remain professionally healthy for fostering discussion and multiple perspectives. 2. leaders must engage the wider community in schools. Those competencies in leading those within the system are stronger than for leading those beyond the system. While small gains have been made in year 2 of the study, leaders must continue to engage with the public to continue constructing public confidence. 3. forms and formats of professional learning and leadership development have shifted markedly over the past year, and will continue to shift after the pandemic. More technological delivery of customized courses, more collegial approaches in virtual learning space, and greater demand for both credentialed and non-credentialed learning will be necessary. What that means for changing educator behaviour and enacting standards to support “optimal” learning remains unclear.
- ItemOpen AccessPracticing what we teach: Using action research to learn about teaching action research(Canadian Association for Action Research in Education, 2015) Brown, Barb; Dressler, Roswita; Eaton, Sarah Elaine; Jacobsen, MicheleIn this article, action research is explored as a process for instructor reflection, professional learning and collaboration. The context for the professional learning was the teaching of graduate level education courses in which action research, in conjunction with a cohortbased, collaboratory approach to learning, was used to facilitate students' design and enactment of site-based action research. Action research was used as a research methodology by course instructors who reflected on the design of the course and their pedagogical practices in order to engage in continuous quality improvement. The collaboration took place over a two-year period in which the instructors taught multiple online sections of the course. Using action research to collectively deepen understanding about teaching action research proved to be a valuable reflective experience for the instructors and continues to inform ongoing instructional design processes and the development of future research agendas related to instructor collaboration and action research.
- ItemOpen AccessProfessional Collaboration as Responsive Pedagogy(University of Calgary, 2015-06) Brown, Barb; Eaton, Sarah; Dressler, Roswita; Jacobsen, Michele; Werklund School of EducationIn this paper, action research is explored as a process for professional learning and collaboration among post secondary teachers. Qualitative data from reflective journals maintained by instructors who taught multiple sections of a masters research course over a two-year period informed the exploration of responsive pedagogy. Action research is discussed as a methodology used by instructors to reflect on practice in order to engage in continuous quality improvement of learning in higher education. The authors share how action research proved to be a valuable methodology used to guide this reflective experience and can be used to inform ongoing instructional design processes and future research.
- ItemOpen AccessStrategies for Successful Group Work(University of Calgary, 2017-05) Brown, Barb; Thomas, Christy; Werklund School of EducationWorking collaboratively is a necessary competency for students engaging in complex interdisciplinary learning. However, students struggle when there are issues with the quality or timeliness of peer contributions and when negotiating ideas with others in a group. Instructors can use participatory technologies and formative assessment strategies to support collaborative work and set conditions to promote positive social networks. In this paper, three scenarios from instructors’ reflective journals are used to discuss challenges in designing an interdisciplinary group project for undergraduate students. Reflecting on the challenges and strategies employed by the instructors can be used to inform subsequent iterations of collaborative activities.
- ItemOpen AccessStudent learning in synchronous online classes: Research Project Brief(2017-01-19) Eaton, Sarah E.; Brown, Barb; Schroeder, MeadowResearchers will examine how online synchronous sessions used in distance delivery courses support student learning in professional graduate programs. Data will be gathered on the type of learning activities used by instructors. Following each synchronous session, students will be surveyed on their perceptions of the effectiveness of the activities in supporting their learning. Instructors, program administrations and students will be invited to follow-up interviews at the end of term. This study has the potential to contribute to our understanding of how different learning activities are received by students as well as how learning activities are connected to curriculum.