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
It's Not About Ideas, It's About Concepts: Teachers' Experiences Desiging Robotics Tasks
(University of Calgary, 2017-05) Alonso-Yanez, Gabriela; Duong, Kaitlin; Edge, Caytlin; MacLellan, Andrew; Polakovic, Dominika; Werklund School of Education
Research reports that use of robotics construction kits allow children to improve planning, reasoning, and problem-solving skills while also providing opportunities to engage in collaboration and teamwork. Incorporating robotics tasks in the classroom also provides a playful way for teachers to integrate engineering content, while also providing concrete applications of science and mathematics content. In this paper, two robotics tasks are described in detail and implications for STEM learning in the elementary classroom are discussed.
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
Using Variation to Critique and Adapt Mathematical Tasks
(University of Calgary, 2017-05) Metz, Martina; Preciado Babb, Armando Paulino; Sabbaghan, Soroush; Davis, Brent; Ashebir, Alemu; Werklund School of Education
We report on four key ideas we have found important in our work with teachers based on almost five years of research with the Math Minds Initiative. These ideas combine the Variation Theory of Learning with a strong focus on continuous assessment to inform the way teachers adapt task sequences offered in the resource used by project teachers. In doing so, we expect that teachers aim to better serve both struggling students and those who need extension as they develop coherent mathematical knowing. We elaborate on each one of these ideas, with examples from the Initiative in this paper.
Open Access
Making Meaning of Periodic Functions through Body Movements
(University of Calgary, 2017-05) Martinez Ortega, Minerva; Preciado Babb, Armando Paulino; Velasco, Hugo Rogelio Mejia; Werklund School of Education
We report high school students' meaning making process of the sinusoidal function when engaged in a dynamic activity based on body movements. Using a distance sensor connected to graphing software, students were asked to reproduce a sinusoidal function. We explain how technology facilitated students’ understanding of this function and its parameters. We also report students' difficulties in attempting to generate this graph, and the implications for understanding periodic phenomena, commonly studied and applied in science and engineering.
Open Access
An Interpretive Exercise in Moving from Research to Assessment in Language Arts
(University of Calgary, 2017-05) Blackman, Galicia; Werklund School of Education
Research on dialogic learning practices supports the use of dialogic contexts for language students, but actual teaching practice provides little evidence of corresponding assessments. In order to facilitate a qualitative research project on dialogic practices in language classes, I used audio-journals. This paper reports on an interpretive exercise, which came out of that research. In the interpretive exercise, I considered the strengths and challenges of using audio-journals in research. Furthermore, I contemplated the possibilities of using audio-journals in Language Arts instruction, to close in on the research gap regarding assessment of oral literacy.
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
Instructional Leadership: The Art of Asking Questions to Promote Teaching Effectiveness
(University of Calgary, 2017-05) Rushton, Kenzie; Werklund School of Education
There is a growing body of literature that highlights the ways to support professional conversations on the part of leadership through processes and protocols. However, there are few opportunities for instructional leaders to engage in professional learning, which strengthens their skills in asking questions as part of those protocols and processes. Our goal in this paper will be to share how a partnership between a rural school division and an independent, charitable organization that consists of thought-leading educators have developed professional learning to support instructional leaders in their understanding of teaching effectiveness and the art of asking questions around authentic task design.
Open Access
Professional Development Partners
(University of Calgary, 2017-05) Thomas, Christy; Werklund School of Education
Professional development is integral for improving teaching and learning. This paper highlights research from a mixed methods study on the potential impact of a partnership providing teacher Professional Development (PD) at a school in Southern Alberta. In this paper, three main findings will also be discussed: (a) scheduled time for PD; (b) a culture of pressure and support; (c) changes in teaching practices. This research is valuable for leadership and those considering innovative ways to provide PD through partnerships.
Open Access
School Work, Adolescent Depression and the Classroom
(University of Calgary, 2017-05) Arguera, Nahum; Werklund School of Education
Studies suggest that adolescents report a variety of academic stressors, which can have detrimental effects on mental health. Using the Health Behavior in School-Aged Children survey (2005/6 data), this paper provides an analysis of the effects of schoolwork pressures on depressive symptomology in Canada. Results indicate that school work pressure is associated with depressive symptoms in a negative way. Implications and stress-reduction strategies in the classroom are also discussed.
Open Access
Responding to the Calls to Action: Indigenizing a Graduate Program
(University of Calgary, 2017-05) Pratt, Yvonne Poitras; Lablonde, Solange; Hanson, Aubrey; Danyluk, Patricia; Werklund School of Education
In this article, we present our work on Indigenizing pedagogy as a response to the Truth and Reconciliation Commission (2015) Calls to Action. While Indigenous scholars provide access to the written voices of First Peoples (Battiste, 2013; Donald, 2009; Smith, 2012), the graduate program we created around the topic of reconciliation intentionally invited in Elders and allies to teach and learn alongside students. Our research reveals that inclusion of knowledge keepers, a respectful learning environment, along with creative pedagogical approaches, fostered transformative learning; yet we argue these innovations were only possible because our visions were supported by allied leadership.
Open Access
Enhancing Student Assessment Through Veedback
(University of Calgary, 2017-05) Sabbaghan, Soroush; Werklund School of Education
Providing audio-visual feedback through screencast technology has been shown to reinforce learning after submission. However, these video feedbacks are often limited by the annotation tools afforded by the word processing software, making them difficult to follow. The combination of a tablet and stylus along with screencast technology offers more freedom and can enhance student experience. This presentation reports the results of an investigation into whether these new enriched feedbacks for assignments, called veedbacks, boost student experience. The qualitative and quantitative findings reveal that students are very positive about veedbacks.
Open Access
Interpreting 21st Century Educational Reform in Alberta: A Pilot Study
(University of Calgary, 2017-05) Burns, Amy; Gereluk, Dianne; Werklund School of Education
This paper will highlight the unique findings of a pilot study designed to understand the interpretations made by classroom teachers of 21st century educational reform, with particular attention on the effects of these findings for pre-service teacher education. The study was conducted with two teachers and two school-based leaders in one Alberta school division known for its commitment to 21st century educational ideals. It was found that both teachers and school-based leaders are interpreting 21st century education in very different ways. Most interestingly is the propensity for 21st century education to become hallmarked by one aspect that then becomes foundational.
Open Access
How can Graduate Students Contribute? Reflections on Creating a Journal for and by Graduate Students
(University of Calgary, 2017-05) Woodend, Jon; Syeda, Maisha M.; Paris, Britney M.; Ko, Gina; Chondros, Konstantinos; Werklund School of Education
In March 2016, the Emerging Perspectives: Interdisciplinary Graduate Research in Education and Psychology journal officially launched with the purpose of being a journal for and by graduate students, where they can gain support and experience with the peer-review process. While graduate students are encouraged to publish, many struggle to get involved in the process. One year after launching, the founding editorial board members reflected on the impetus for starting the journal, how they grew from this experience, and what they foresaw as the next steps for the journal.
Open Access
Signature Pedagogies in Online Classes
(University of Calgary, 2017-05) Brown, Barbara; Eaton, Sarah Elaine; Schroeder, Meadow; Werklund School of Education
Instructors design interactivity during online sessions in different ways. In this exploratory study, researchers examined which signature pedagogies provided successful learning during online synchronous sessions. Researchers analysed online recordings of synchronous sessions from four courses throughout one semester and after each session students were invited to complete a survey to gather their perceptions about the learning activities. The preliminary findings inform future designs for online courses that incorporate synchronous sessions to foster a community of inquiry. Teachers using technologies for blended learning or those teaching fully online may be interested in the findings from this study.
Open Access
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.
Open Access
Strategies for Successful Group Work
(University of Calgary, 2017-05) Brown, Barb; Thomas, Christy; Werklund School of Education
Working 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.
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
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
Selected Proceedings of the IDEAS Conference 2017: Leading Educational Change
(University of Calgary, 2017-05) Preciado Babb, Armando Paulino; Yeworiew, Lake; Sabbaghan, Soroush; Werklund School of Education
Innovators, Designers, Educators, Academics and Students (IDEAS) 2017, Leading Educational Change is the fifth annual conference co-hosted by the Werklund School of Education and the Galileo Educational Network Association at the University of Calgary. The mandate of the conference is to improve education through research, evidence-informed decisions across teaching, learning and leadership. The conference brings together innovators, designers, educators, academics and students from K-12, post-secondary and government to rise to the challenge of designing for today’s new learning landscape.
Open Access
IDEAS 2016: Designing for Innovation Selected Proceedings
(University of Calgary, 2016-05) Takeuchi, Miwa Aoki; Babb, Armando Paulino Preciado; Lock, Jennifer; Werklund School of Education
IDEAS 2016, Designing for Innovation, is the fourth annual teaching, learning and research conference co-hosted by the Werklund School of Education and the Galileo Educational Network at the University of Calgary. We have invited presenters from the IDEAS conference to contribute their manuscripts to this peer-reviewed conference proceedings as a way to enhance knowledge mobilization. IDEAS 2016 proceedings is a collection of selected representative works that showcase six key themes: 1) Design Thinking, 2) Higher Education Teaching and Learning, 3) Indigenous Education, 4) Language and Literacy, 5) Leadership, and 6) STEM (Science, Technology, Engineering and Mathematics) Education.