Browsing by Author "Wright, Alysia"

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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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    Mobilizing Open Educational Practices in Higher Education: A Plenary Discussion
    (2022-10-26) Wright, Alysia; Brown, Barbara; Roberts, Verena; Hurrell, Christie; Anselmo, Lorelei
    The need for accessible, inclusive, and dynamic learning materials has become increasingly important for students and educators engaged in various modes of distance learning. In this plenary, four post-secondary educators from multiple disciplines discuss the Open Pedagogy Talks, a series of lightning talks focusing on open educational practices, pedagogy, and resources. The purpose of these talks was to create an accessible, virtual space for educators and students to engage in conversations about open educational practices (OEPs) and bring more awareness to opportunities to mobilize OEPs in diverse educational contexts. Using the Talks as a case study, panelists will share their strategies for mobilizing OEPS in different settings, learning contexts, and partnerships. Specifically, they focus on the importance of educator/student partnerships in advancing the use of OEPs in higher education to impact student learning by highlighting strategies for supporting these partnerships in OEP activities and initiatives. As a multi-institutional partnership, the Open Pedagogy Talks were designed to embrace the complexity and opportunity that OEPs bring to distance and in-person education. To mobilize OEPs in higher education, it is imperative that educators and students collaborate on initiatives that make OEPs more visible, accessible, and recognizable in diverse contexts. These interrelated considerations form a cyclical framework that can be taken up by staff, students, faculty, and other advocates and adapted for diverse contexts and needs. The panelists will discuss how they employed this model when they contributed to the development of the Open Pedagogy Talks, the lessons that they learned throughout the process, and strategies for increasing collaborations between students and educators in various settings.
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    Self-Represented Litigants' Response to “The Rights and Responsibilities of Self-Represented Litigants”
    (Canadian Research Institute for Law and the Family., 2005-11-01) Wright, Alysia
    John-Paul Boyd wrote The Rights and Responsibilities of Self-Represented Litigants in 2012 to educate self-represented litigants about what they should be able to expect from the judges, court staff and lawyers they will encounter during the litigation process.1 “Self-represented” means that a person involved in a court proceeding is not represented by a lawyer; self-represented litigants (SRLs) have a responsibility to themselves and to the court to be prepared and knowledgeable about their case, the law and court processes.
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    STRIVE: Emerging Considerations When Designing Assessments for Artificial Intelligence Use
    (University of Calgary, 2024-02-22) Anselmo, Lorelei; Eaton, Sarah Elaine; Jivani, Raisa; Moya, Beatriz; Wright, Alysia
    This resource is for academic staff, post-doctoral scholars, and graduate assistants teaching (TAs) to learn more about how best to design and/or modify course assessments that permit students’ use of generative artificial intelligence (GAI) to complete their assignments in academic courses. This document is a starting point for discussions and reflections to foster a deeper understanding of emerging considerations inherent in AI-based course assessments. These emerging considerations may serve as a roadmap to promote ethical, responsible, and beneficial use of generative artificial intelligence applications in course assessment practices. This document may strengthen understanding and engagement with the ethical dimensions of GAI assessments, promoting fairness and transparency in students’ educational experiences.