Browsing Conference on Postsecondary Learning and Teaching by Department "Educational Development Unit"
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- ItemOpen AccessAnalyzing Curriculum Mapping Data: Enhancing Student Learning through Curriculum Redesign(2015-05-12) Dyjur, Patti; Kenny, NatashaCurriculum 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.
- ItemOpen AccessReading and Discussing Teaching and Learning: A Book Club Experience(2015-05-12) Jeffs, CherylL Dee Fink released a new edition of Creating Significant Learning Experiences (2013), with the message that, “the whole point of this book is to offer ideas that can improve the way teaching is usually practiced in higher education” (p. xii). The challenge to those who want to meaningfully read and learn from this 334 page book, is described by Caster and Hautala (2008), is that of time and balance. They also provide evidence that a book club is an opportunity for learning, and helps to address the challenges. Levin et al. (2007) suggest the knowledge gained from book group discussions can be shared with others, and provide a model for others to adopt the book club format. Williams et al. (2013) describe this as increasing the opportunity to build networks to enhance teaching and learning. With the idea to bring together a university community to explore teaching and learning issues, a book club was established, and Fink’s book was selected. The popularity of this format was quickly embraced by faculty, graduate students and staff from across disciplines, to discuss Fink’s ideas on teaching, and explore potential applications of the text. Topics were identified, face-to-face meetings were scheduled, and a discussion board was created in the online learning management system (D2L). A facilitator organized the group, monitored the D2L site, and Barthelmess (2014) guidelines for good book club discussion were adopted. This poster will present the process, format, membership, and experiences, with implications for applications and future development.
- ItemOpen AccessShifting from Product to Pedagogy: Investigating the use of e-Portfolios as Pedagogical Practice(2015-05-13) Mueller, RobinThe use of e-portfolios, although relatively new to the domain of higher education teaching and learning, has become a commonplace approach to assessing learning outcomes. E-portfolios are frequently viewed as collections of artefacts, drawn together by way of students’ reflective practice on work that is completed throughout a course. Consequently, most e-portfolio research focuses on the conception of e-portfolios as products, or outcomes, of student learning in higher education. While some scholars have explored the process of reflection that leads to the compilation of artefacts to create a final product, and others have identified the e-portfolio as a specific artefact of reflection, there is little evidence describing how e-portfolios might be used as explicit, process-based learning tools. This discussion will focus on exploring the e-portfolio as a learning process rather than a learning artefact. Participants will engage in dialogue to generate suggestions for the application of e-portfolios as part of higher educational pedagogy. As a result of participating in this session, learners will be able to: (1) Describe the various uses of e-portfolios within higher education classrooms; (2) compare the use of the e-portfolio as a product with the use of the e-portfolio as a process; and (3) identify one practical strategy for using the e-portfolio as a process within their own classroom.