Browsing by Author "Dyjur, Patti"

Now showing 1 - 11 of 11
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    Analyzing Curriculum Mapping Data: Enhancing Student Learning through Curriculum Redesign
    (2015-05-12) Dyjur, Patti; Kenny, Natasha
    Curriculum mapping (CM) is “a process in which the learning outcomes, teaching and learning strategies, and assessment processes for each course in a program can be represented to create a summary of the learning plan for an entire program of study so that the relationships between the components of the program can be observed” (University of Calgary, 2013, p. 3). Rather than seeing individual courses in isolation, curriculum mapping provides an opportunity to visualize the curriculum as an integrated whole (Spencer et al., 2012). Analyzing the resulting data can lead to meaningful discussions about the curriculum, what is working well, and what changes might be implemented in a curriculum redesign to enhance student learning experiences (Sumsion & Goodfellow, 2004; Uchiyama & Radin, 2009). In this hands-on workshop participants will examine and analyze curriculum mapping data outputs in large and small groups. We will collaboratively interpret curriculum mapping data, identifying program strengths and opportunities for improvement, and explore various ways in which CM data can be presented. By the end of the session, participants should be able to: • Interpret data from three different curriculum maps used as examples in the session • Identify strengths and opportunities for improvement in a curriculum redesign of the example program • State the benefits and drawbacks of three different data representations of curriculum mapping data, given their particular context The session will be of interest to people who are involved in program-level curriculum review, redesign and/or renewal.
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    Collaborating as an e-Learning Team
    (2013-05-15) Lock, Jennifer; Dyjur, Patti; MacLachlan, Doug; Vaughan, Norm
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    A Comprehensive Guide to Working with Higher Education Curriculum Development, Review & Renewal Projects
    (2022-08) DiPietro, Cary; Dyjur, Patti; Fitzpatrick, Kathleen; Grant, Kimberley A.; Hoessler, Carolyn; Kalu, Frances; Richards, Jessie; Skene, Allyson; Wolf, Peter; Dyjur, Patti; Skene, Allyson
    “A Comprehensive Guide to Working with Higher Education Curriculum Development, Review & Renewal Projects” is a collaborative effort drawing on the collective experience of the authors, who have worked in different institutional contexts across Canada and beyond. Our goal is to provide practical guidance by describing curriculum development, review, and renewal practices in plain language, using a scholarly, evidence-informed, critical, and self-reflective approach. In writing this guide, we drew variously from theories of learning, well-established scholarship in education and curriculum studies, models of change management as applied to education, and the practice of educational development as informed by our own experiences and shared knowledges, to identify what in our view are best or promising practices for curriculum development.
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    A Discussion of Student Engagement Indicators and Strategies in Higher Education
    (University of Calgary, 2017-05) Arguera, Nahum; Dyjur, Patti; Werklund School of Education
    Student engagement is critical in higher education because of the relationship to student satisfaction and achievement. Therefore, faculties could benefit from examining a variety of real examples of how to improve student engagement. This paper illustrates how a Canadian higher education institution collaborated to provide examples of fostering student engagement at the course, faculty, and institutional levels. Through knowledge sharing across disciplines, a Student Engagement Initiatives Map was created. Three initiatives are highlighted that show a particular emphasis on increasing collaboration among students, and recommendations are provided for other institutions.
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    Fostering Student Success in Online Courses
    (Taylor Institute for Teaching and Learning, 2023) Aparicio-Ting, Fabiola; Arcellana-Panlilio, Mayi; Bensler, Heather; Brown, Barbara; Clancy, Tracey; Dyjur, Patti; Radford, Scott; Redwood, Chene; Roberts, Verena; Sabbaghan, Soroush; Schroeder, Meadow; Summers, Mindi; Tézli, Annette; Wilks, Leighton; Wright, Alysia
    The pandemic had a disruptive impact on teaching and learning in higher education. For many, the transition to online learning presented enormous challenges, individually and collectively. Many of us sought immediate strategies to support student learning and success in an online context. We experienced many successes and failures along the way. This Guide provides an inspiring collection of scholarly reflections and approaches to supporting meaningful course learning opportunities for students and postsecondary educators, in online environments. The guide contains nine chapters contributed by members of the Teaching Academy from across disciplines involved in undergraduate and/or graduate instruction, writing solo or with collaborators, to highlight an aspect of their teaching that leverages the online environment to enhance student learning. Each of these chapters offers sage, pragmatic descriptions of course contexts, design considerations, and implementation, for online assessments (Chapter 1, 4), for innovative learning activities (Chapter 2, 6), for flexible course design (Chapter 5, 7), for engaging large classes (Chapter 8), for facilitating group work (Chapter 9), and for intentionally addressing the need for students to flourish (Chapter 3). Importantly, for the reader, each chapter shares the wisdom of practice of the author/s, discussing implications of use and giving concrete recommendations for those who are thinking of applying similar strategies.
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    In Our Hands: Designing for Mobile Devices
    (2018-01-17) Caissie, Belina; Friesen, Sharon L; Jacobsen, Michele DM; Lock, Jennifer Vivian; Dyjur, Patti; Stordy, Mary Margaret
    Two significant impacts on K–12 learning environments are the increasing diversity of learners and one-to-one learning environments. Over the last two decades, several large-scale, provincially-funded projects have supported one-to-one technology in education and equity in Alberta’s education system. For example, the iPad was appropriated by education at an unprecedented rate. This participatory action research study engaged fifth-grade students and their teacher in an exploration of their science learning and teaching with iPads as the one-to-one mobile device used. Two main types of action research cycles occurred: 1) technology and 2) teaching and learning. Multiple action research cycles were carried out concurrently to investigate: In what ways does the design of technology-enabled, inclusive learning environments impact teacher and student learning and agency in middle school? Data collection methods included focus groups, individual interviews, observations, researcher journaling, a survey, documents, and artifacts. Three process findings emerged through the student focus groups: challenges, customization, and choice. Seven impact findings were evident from the classroom observations and individual interviews: increased collaboration, improved student engagement, student empowerment, teacher empowerment, technology-enhanced learning environment, shifts in teachers’ perceptions of learners, and shifts in students’ perceptions. This study revealed that a technology-rich classroom does not automatically create a technology-enhanced learning environment. Systemic barriers mute the potential of one-to-one access. When the design of technology integration at both the school and school authority level creates significant barriers to effective student and teacher use of mobile devices as pedagogical tools, the ability of both teachers and students to act in new and innovative ways is thwarted. The inability to act in new and innovative ways makes it difficult for teachers and students to develop and exert their agency. The findings of this study imply that the potential of iPads is not being fully realized in the context of learning and teaching as well as provides insight on how iPads can be leveraged as pedagogical devices. Ten recommendations for educational stakeholders, including the Department of Education, educational leaders, teachers, and Faculties of Education, are presented to support a shift from technology-rich classrooms to technology-enhanced learning environments.
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    Incorporating Universal Design for Learning in Disciplinary Contexts in Higher Education
    (University of Calgary, 2021) Abegglen, Sandra; Aparicio-Ting, Fabiola; Arcellana-Panlilio, Mayi; Behjat, Laleh; Brown, Barbara; Clancy, Tracy; DesJardine, Patricia; Din, Cari; Ferreira, Carla; Hughson, E. Anne; Kassan, Anusha; Klinke, Chelsea; Kurz, Ebba; Neuhaus, Fabian; Pletnyova, Ganna (Anna); Paul, Robyn Mae; Peschl, Houston; Peschl, Rosalynn; Squance, Rod; Dyjur, Patti
    Universal Design for Learning (UDL) is a set of principles that can be used to guide course design and delivery with the goal of enhancing the learning for the greatest number of students. Incorporating UDL in higher education is complex, varied and nuanced work that instructors are doing to meet the learning needs of students in their classes. In this guide we illuminate different ways in which UDL principles have been implemented across disciplines and in different ways to enhance student learning. Each chapter offers a case of how UDL has been incorporated into learning experiences in higher education. Our goal is to provide discipline-based examples of courses that illustrate how UDL can be incorporated into a higher education context. Along the way, we hope you will be inspired by the work of others. We wish you great success in your journey to teach courses that are increasingly accessible and inclusive!
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    Leadership Factors Influencing Transition and Implementation of a Learning Management System in a Rural Community College Context
    (2021-06) Mitchell, Michelle Tammy; Lock, Jennifer; Dyjur, Patti; Simmons, Marlon; Scott, Donald; Veletsianos, George
    The purpose of this study was to examine the leadership practices involved in the transition to a new Learning Management System (LMS) at a rural community college in western Canada. This study was important to inform future studies on technology transition, particularly in the rural community college context. The main research question explored in the study was how do leaders in a rural community college in western Canada understand practices of leadership when implementing LMSs? A qualitative case study was used that included data from questionnaires and a review of institutional documents. Thematic analysis was used to analyze the data. The data supported the concept that the leaders involved in a technology implementation decision making committee need to have understanding of leadership and technology adoption practices. The results highlighted the importance of professional learning for leaders who are involved in making decisions regarding educational technology. The data helped to inform a conceptual framework that supports leaders’ understanding of the practices of leadership when implementing a LMS in a rural community college in western Canada.
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    Learning 21st Century Skills by Engaging in an Infographics Assessment
    (University of Calgary, 2015-06) Dyjur, Patti; Li, Lillian; Werklund School of Education
    Practicing teachers who have strengthened their own 21st century skills will be well positioned to guide their students in enhancing traits such as effective communication and critical thinking. This paper outlines an infographics assignment in a Master’s level Education course, designed to enhance students’ 21st century skills while applying an instructional design framework and developing technical skills. One student in the course stated that the assignment was a valuable learning experience that challenged her to think about how a message can be conveyed visually, improved her ability to critically analyse visual information and strengthened her visual literacy skills.
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    Micro-Credentialing: Digital Badges in Faculty Professional Development
    (University of Calgary, 2015-06) Yu, Lin; Dyjur, Patti; Miltenburg, Joni; Saito, Kevin; Werklund School of Education
    Many instructors in higher education rely on non-credit professional development opportunities to enhance their teaching practice. Using digital badges as a form of micro-credentialing is one way that faculty and graduate students can plan, document, and share their non-credit learning and accomplishments. Micro-credentialing has the potential to allow people to set flexible and personalized learning goals, defining what professional learning opportunities are meaningful to them. This paper introduces digital badges and micro-credentialing, describes a platform for issuing and displaying badges, and introduces a pilot study on the impact of a digital badges program.
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    The Mentorship Guide for Teaching and Learning
    (Taylor Institute for Teaching and Learning, 2019) Barrette-Ng, Isabelle H.; Nowell, Lorelli; Anderson, Sarah J.; Arcellana-Panlilio, Mayi; Brown, Barbara; Chalhoub, Serge; Clancy, Tracey L.; Desjardine, Patricia; Dorland, AnneMarie; Dyjur, Patti; Mueller, Katherine; Reid, Leslie; Squance, Rod T.; Towers, Jo; Wilcox, Gabrielle
    Rooted in evidence, this guide will provide you with a unique perspective on supporting mentoring relationships for teaching and learning development. You will explore mentoring relationships, assessing readiness for mentorship, initiating mentorship, developing and sustaining mentoring relationships and mentoring transitions while ultimately improving student learning. You will also reflect on your mentoring relationships as you work through a series of guided questions and practical worksheets. Research on academic mentorship often measures success in terms of mentee research productivity (Feldman, Arean, Marshall, Lovett & O’Sullivan, 2010; Kalet, Fletcher, Ferdman & Bicknell, 2006; Sambunjak, Straus & Marušić, 2006). Teaching mentorship produces different measures of success, including the development of reflective practice and, most importantly, improvements in student learning. Although there are many resources for mentorship in academia (Johnson, 2015; Straus & Sackett, 2014), none of them aim specifically at supporting mentorship for teaching and learning development. Mentorship in teaching and learning differs from research mentorship in terms of aims, approaches and measures of success, which is why we offer this resource.