IDEAS Conference

Permanent URI for this collection

https://prism.ucalgary.ca/handle/1880/100019

The mandate of the conference is to improve on IDEAS through research, evidence-informed decisions across teaching, learning and leadership. The conference brings together Innovators, Designers, Educators, Academics and Students (IDEAS) from K-12, post-secondary and government to rise to the challenge of designing for today’s new learning landscape.

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Now showing 1 - 20 of 86

Open Access
Addressing the Challenge of Differentiation in Elementary Mathematics Classrooms
(University of Calgary, 2016-05) Babb, Paulino Preciado; Metz, Martina; Sabbaghan, Soroush; Pinchbeck, Geoffrey; Aljarrah, Ayman; Davis, Brent; Werklund School of Education
Addressing students’ diversity of skills and knowledge for mathematics instruction has been a common challenge for teachers. This paper reports results from an innovative partnership of school district, university and curricular material developers aimed at improving mathematics instruction at elementary level. We report successful cases of lessons enacting instructional practices that engage all students in the classroom, ensure they meet expected outcomes, and challenge them with further bonuses. The cases are analyzed based on mastery of learning, with a particular focus on continual assessment during class. We also include challenges we have faced in supporting teachers as they incorporate these practices in their daily teaching.
Open Access
Affordances of learner's game design practices
(University of Calgary, 2017-05) Kim, Beaumie; Bastani, Reyhaneh; Baradaran, Farzan; Werklund School of Education
Game play and game design require learners to think critically about contents within the game and to solve problems. We suggest that engaging learners in game design projects helps them understand school subjects deeply and develop important skills that individuals need in all situations in life (e.g., creative designs, strategic thinking). In this paper, we discuss what game design practices can afford for learners’ experience and development based on the recent game design projects that took place in two junior high schools in Western Canada.
Open Access
The Affordances of Variation Theory (New Phenomenography) in Enhancing EAL Students' Learning
(University of Calgary, 2015-06) Sabbaghan, Soroush; Werklund School of Education
Variation theory is relatively new perspective on learning and has not been comprehensively explored in the English as an additional language (EAL) context. Research in other educational fields has shown that lesson structures informed by variation theory have been able to enhance student learning. This paper is an attempt to demonstrate how lesson structures guided by variation theory can be applied to teaching vocabulary. An analysis of the lesson presented suggests that using variation theory in an EAL context provides affordances that increases the probably of student learning, and merits further investigation.
Open Access
Attending and Responding to What Matters: A Protocol to Enhance Mathematics Pedagogy
(University of Calgary, 2017-05) Metz, Martina; Preciado Babb, Paulino; Sabbaghan, Soroush; Davis, Brent; Ashebir, Alemu; Werklund School of Education
For four years we have invested in improving mathematics teaching at the elementary level. By drawing from diverse research emphases in mathematics education and by considering the impact of lessons in terms of student engagement and performance, we have identified four key elements impacting learning in mathematics. Here, we describe the protocol currently used to structure feedback for teachers in the Math Minds Initiative. The key elements that comprise the protocol are: (1) effective variation, (2) continuous assessment, (3) responsive teaching, and (4) engagement.
Open Access
Better Together: Fostering Effective Relationships for Authentic Learning Partnerships
(University of Calgary, 2017-05) Meredith, Jennifer; Robertson, Travis; Kistorma, Ita; McKenty, Sanghamitra Dhar; McClernon, Frank; Werklund School of Education
Educational leaders need to consider the necessity of effective collaboration in complex educational networks. The Campus Calgary/Open Minds model allows students to directly benefit from complex relationships between educational districts within Calgary, community learning sites, funders, and educational supports. In pursuit of personalized, inquiry-driven learning, intentional relationships can help foster approaches for meaningfully incorporating contemporary teaching and learning best practices together.
Open Access
Building Digital Video Games at School: A Design-Based Study
(University of Calgary, 2015-06) Lambert, Deborah; Jacobsen, Michele; Werklund School of Education
Teachers and administrators in many Canadian schools are especially concerned about developing innovative ways that can intellectually engage their students in deep learning of core curriculum content, while equipping them with 21st century competencies. In this paper, we discuss some key ideas on how an intervention, a video game design and building process, was implemented as an innovative practice in four grade 6 social studies classes at a Calgary charter school. Utilizing a design-based research approach, the research design team explored and evaluated the effectiveness of the design in addressing the intervention and learning goals, and list some key findings and implications from the study.
Open Access
Building Teachers' Capacity in Authentic Assessment and Assessment for Learning
(University of Calgary, 2015-06) Koh, Kim; Hadden, Judi; Parks, Colleen; Sanden, Lindsay; Monaghan, Leith; Gallant, Allan; LaFrance, Marjorie; Werklund School of Education
This paper reports on an ongoing research project that aims to build teachers’ capacity in authentic assessment and assessment for learning. Using a critical inquiry approach, five Grade 6 teachers from a charter school are engaged in reflecting on their conceptions of assessment. They are also involved in authentic assessment task design during bi-weekly professional learning community meetings. The data sources include focus group, analysis of assessment tasks and associated student work samples, teacher and student interviews. The mathematics authentic assessment co-designed by the teachers and its implications on their conceptions of assessment and on student learning will be discussed.
Open Access
Collabor-ology: Improving Literacy and Engagement in Junior High Language Arts
(University of Calgary, 2015-06) Bartel Nickel, Carol; Werklund School of Education
This mixed methods study investigates differences in student achievement in a grade nine English classroom when comparing Direct Instruction, a Collaborative Learning Model and a Computer Supported Collaborative Learning Model (CSCL). Quantitative data indicated a statistically significant difference in student achievement between Direct Instruction and each of the collaborative learning models. Qualitative data were analyzed into three thematic categories: Engagement, Student Learning, and Efficacy. A student preference for CSCL emerged.
Open Access
Comparative Perspectives on Chemistry Teaching and Learning in Higher Education
(University of Calgary, 2015-06) Bhola, Shaily; Parchoma, Gale; Werklund School of Education
Science learning in higher education has been examined in light of the cognitivist and constructivist theories of learning and ways in which these theories can inform teaching practices. Science teaching practices have been studied from developmental and pedagogical content knowledge perspectives. This paper provides a review of seminal and recent literature on research advances in chemistry education, and the application of constructivist learning theories to teaching and learning.
Open Access
Comparing Student and Teacher Self-Assessment Practices
(University of Calgary, 2014-05) Grant, Kimberley A.; Werklund School of Education
In constructivist models of education, teachers are positioned as co-learners. This paper raises the question of how we might then apply what we know about student learning to teacher learning through the example of comparing student and teacher self-assessment. A review of academic and professional literature reveals that while the perceived benefits of both student and teacher self-assessment are similar, the current practices are quite different.
Open Access
Connecting Aesthetics and Engagement in Game Based Learning
(University of Calgary, 2014-05) Gupta, Diali; Kim, Beaumie; Werklund School of Education
Learning with games is perceived as highly motivating and engaging, fostering critical thinking and problem solving skills. Choosing games for classroom use however can be a difficult process. In addition to examining the content, we propose that aesthetics of digital games can indicate important information for evaluating games. Using an example we explain how aesthetics of gaming environments reveal the core learning concepts and provide complexities for deeper engagement. Our paper elucidates ways in which aesthetics provide a socio-cultural context for learners and contribute to motivations and emotions resulting in cognitive engagements.
Open Access
Critical Thinking in International Contexts: Poly-Ethnographic Accounts of Multicultural Research Collaboration
(University of Calgary, 2016-05) Woodend, Jon; Fedoruk, Lisa; Beek, Avis; Wu, Xueqin; Roy, Sylvie; Groen, Janet; Li, Xiang; Werklund School of Education
In December 2015, selected doctoral students and faculty from Queensland University of Technology (QUT) and the University of Calgary (U of C) participated in a seminar hosted by Beijing Normal University (BNU) for interdisciplinary/international collaboration. In this paper the U of C participants outlined their reflections of this experience through a poly-ethnographic approach, with consideration for the Twelfth Dimension Framework for School Systems Success. The main themes that emerged included the role of culture and the impact of power dynamics when working academically on an international level.
Open Access
Decentralized Simulation Phenomena to Foster Mathematical Thinking Development in the Classroom
(University of Calgary, 2016-05) Hernández Zavaleta, Jesús Enrique; Carrión Velázquez, Vicente; Carreón Vázquez, Gustavo; Werklund School of Education
This contribution aims to communicate an experience about some observations of how high school teachers discussed mathematical notions by using the NetLogo Software. These subjects followed a modified Slime Molds model’s parameters and foster a discussion about notions, concepts and topics that intrinsically appear in the dynamics, and promote a way of mathematical thinking. Participants also achieved their prior mathematical knowledge and its evolution. These decentralized dynamics can be found in a wide range of phenomena, such as epidemic spread, public transport processes, ecological interactions, and economical interchanges.
Open Access
Deconstructing the Graduate Seminar
(University of Calgary, 2015-06) Parchoma, Gale; Power, Michael; Werklund School of Education
Talent development through innovative graduate education is a primary focus of national and international governments and their university funding agencies, and a contested construct. This ethnographic study examines current Canadian English- and French-language graduate seminar design and teaching practices in faculties of education. A series of interconnected discernible characteristics of graduate seminar design and teaching practices are illustrated on a Cartesian plane, where the (x) axis provides a continuum from professor-led to student-led activities and the (y) axis provides a continuum from knowledge advancement to knowledge application. Implications for talent development through innovative graduate education are discussed.
Open Access
Designing a Professional Learning Model to Support Creativity in Teaching and Learning
(University of Calgary, 2015-06) Quinn, Erin; Werklund School of Education
This paper explores the considerations in designing professional learning for teachers for the purpose of supporting student creativity. A study of relevant literature informed the design of a professional learning series for teachers in a large urban school board, revealing similarities between creativity, maker education, design thinking, and effective professional learning. Observations indicated that teachers engaged in processes that could support student creativity.
Open Access
Designing and Sharing Relational Space Through Decolonizing Media
(University of Calgary, 2016-05) Poitras Pratt, Yvonne; Lalonde, Solange; Werklund School of Education
As Indigenous educators who share a passion for innovative approaches using instructional media, we are inspired to explore the ways in which technology can support teaching and learning from Indigenous perspectives. Several scholars advocate the use of technology in reclamation of First Peoples’ voices, stories and other ways of knowing (Ginsburg, 2000; Iseke-Barnes, 2002; Dyson, Hendriks & Grant, 2007). Reflecting social constructionism, we believe media can be designed to build educator capacity within these special interest areas. By highlighting work that is currently underway within Indigenous education, we invite readers to imagine their own possibilities for transformative and decolonizing pedagogy.
Open Access
Designing for Student Engagement in an Online Doctoral Research Method Course
(University of Calgary, 2016-05) Simmons, Marlon; Parchoma, Gale; Jacobsen, Michele; Nelson, Dorothea; Bhola, Shaily; Werklund School of Education
This paper is a report on preliminary findings of a scholarship of teaching and learning inquiry into a redesign of an online doctoral research course to include purposefully designed cycles of less formal auditory synchronous discussions with more formal text-based asynchronous discussions. The research design includes thematic analyses of archived auditory and text-based student engagements with learning resources, and with peers and the instructor, as well as student feedback via focus groups and individual interviews. The research design, data collection and data analysis procedures are explained and preliminary findings discussed. Recommendations for practice are shared.
Open Access
Designing Shifts to Position Teacher as Designer of Learning
(University of Calgary, 2017-05) Bartlett, Stephanie; Quinn, Erin; Dalton, Tracy; Clark, Steve; Bartlett, Stephanie; Quinn, Erin; Dalton, Tracy; Clark, Steve; Werklund School of Education; Werklund School of Education
Design the Shift (DTS) is an iterative professional learning series for educators, immersing them as learners with an emphasis on design thinking mindsets. Using DTS as the context, we juxtapose field notes, observations, participant data, and reflection with the Teaching Effectiveness Framework (Friesen, 2009) to understand the impact of design thinking on teacher practice. Implications point towards the complexities in defining our methodology as uniquely design thinking; rather it is a responsive combination of design thinking rooted in creativity and the personalization of learning.
Open Access
Designing Synchronous Online Interactions and Discussions
(University of Calgary, 2016-05) Brown, Barb; Schroeder, Meadow; Eaton, Sarah Elaine; Werklund School of Education
With 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.
Open Access
Developing Preservice Teachers' Assessment Literacy: A Problem-Based Learning Approach
(University of Calgary, 2014-05) Koh, Kim; Werklund School of Education
The changes in the provincial achievement assessments reflect the government’s initiatives to provide every child with the opportunity to master core subject areas and contemporary competencies. The success of these initiatives requires Alberta teachers to be competent in using authentic assessment and assessment for learning (AfL) strategies. Assessment curriculum in preservice teacher education plays a pivotal role to prepare student teachers to become assessment literate. Using Lee Shulman’s signature pedagogies, this paper aims to discuss the rationale for and the benefits and challenges of adopting a Problem-based Learning (PBL) approach in an assessment course taught at the University of Calgary.