Conferenceshttps://hdl.handle.net/1880/1000082024-03-29T13:20:17Z2024-03-29T13:20:17Z5991Reimagining reflective activities in your blended and online teachingÉowyn, CampbellBrian, GilbertNicole, Sandblomhttps://hdl.handle.net/1880/1183442024-03-28T09:01:45Z2024-01-01T00:00:00Zdc.title: Reimagining reflective activities in your blended and online teaching
dc.contributor.author: Éowyn, Campbell; Brian, Gilbert; Nicole, Sandblom
dc.description.abstract: Reflection is an essential component of high-quality experiential learning for students (Kaipainen et al, 2020; McRae et al., 2018). Using the DEAL model (Ash and Clayton 2009, Loy et al. 2021) in F18, we developed activities to be included as an Online and Blended Component of learning in our course. We asked students to reflect formally and repeatedly on their feedback, and to use these activities to plan next steps in their learning. After several years of iterative improvements to these activities, we wanted to understand how students use reflection. Using thematic analysis (Braun and Clarke 2006), we are reviewing several cohorts of consenting participants to assess whether students’ perceptions of learning align with our course outcomes. Since this data involves three years of teaching in a variety of modalities, we also gain insights into student perceptions of the effects of online and blended course delivery on their learning. In our session, we will briefly review our learnings to date and then, through surveys, engage participants by asking them to examine their own experiences with reflection techniques in connection to teaching and learning in blended and online environments. Lastly, participants will have opportunities to explore developing questions that can inspire more thoughtful reflection in their own teaching contexts. At the end of the session for our session outcomes, participants will have examined how reflection fits into their own teaching practice, generated questions for reflection, and identified building blocks to incorporate these techniques. Ash SL, Clayton PH. 2009. Generating, deepening, and documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education. 1(1): 25-48. Braun V, Clark V. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology. 3: 77-101. doi:10.1191/1478088706qp063oa Kaipainen E, Braun R, Arseneault R. 2020. Experiential learning plan for University of Calgary (2020-25). Contributors: Reid L, Stowe L, Kenny N, Barker S, Johns C, Christie C, King L, Hillmo J. Available from https://ucalgary.ca/provost/sites/default/files/EL%20Plan%202020-25.pdf [Accessed 27 January 2021]. Loy K, Huh R, Snow J, Redmond A. 2021. Learning Module: Critical Reflection. Available from: https://taylorinstitute.ucalgary.ca/resources/module/critical-reflection [Accessed 12 January 2022]. McRae N, Pretti TJ, Church D. 2018. Work-Integrated Learning Quality Framework, AAA [White paper, PDF file]. Available from: https://uwaterloo.ca/centre-advancement-co-operative-education/sites/ca.centre-advancement-co-operative-education/files/uploads/files/wil_quality_framework_-_aaa_-_for_posting.pdf [Accessed 27 January 2021].
2024-01-01T00:00:00Z5th Rocky Mountain Muscle SymposiumJoumaa, VenusHessel, AnthonyNishikawa, KiisaMillard, MatthewHan, Seong-wonBell, KaylynLeonard, TimKaya, MotoshiCorr, DavidSwank, DouglasCorvelyn, MarliesSahani, RidhiMazara, NicoleMoo, Eng KuanGranzier, HenkOldshue, AshleyAdkins, AmyLoya, AmyBoldt, KevinDesloovere, KaatFukutani, AtsukiMartino, GiovanniDe Beukelaer, NathalieHorslen, BrianAgen, AnoukCostamanga, DomizianaSwank, DougHolt, Nataliehttps://hdl.handle.net/1880/1174382023-10-25T09:17:37Z2023-05-19T00:00:00Zdc.title: 5th Rocky Mountain Muscle Symposium
dc.contributor.author: Joumaa, Venus; Hessel, Anthony; Nishikawa, Kiisa; Millard, Matthew; Han, Seong-won; Bell, Kaylyn; Leonard, Tim; Kaya, Motoshi; Corr, David; Swank, Douglas; Corvelyn, Marlies; Sahani, Ridhi; Mazara, Nicole; Moo, Eng Kuan; Granzier, Henk; Oldshue, Ashley; Adkins, Amy; Loya, Amy; Boldt, Kevin; Desloovere, Kaat; Fukutani, Atsuki; Martino, Giovanni; De Beukelaer, Nathalie; Horslen, Brian; Agen, Anouk; Costamanga, Domiziana; Swank, Doug; Holt, Natalie
dc.description.abstract: Proceedings from the 4th Rocky Mountain Muscle Symposium, Canmore Nordic Centre, June 19-21, 2023.
2023-05-19T00:00:00ZAdvancing Water Literacy and UN SDG6 Through Experiential LearningsKulsum Fatimahttps://hdl.handle.net/1880/1165812023-09-25T21:19:58Z2023-04-28T00:00:00Zdc.title: Advancing Water Literacy and UN SDG6 Through Experiential Learnings
dc.contributor.author: Kulsum Fatima
dc.description.abstract: Water sustainable behaviors among the campus community are promoted and prioritized through this digital poster, which explores the experiential learning thread. This thread support research study REB20-0815, which examine how sustainability practices can be improved through knowledge dissipation. In addition, experiential learning influences user choice towards water sustainable behavior as we move through our physical & digital spaces on campus.
2023-04-28T00:00:00ZTransformational Encounters: An Online Dialogical PartnershipHart, StephenWilliams, Abigailhttps://hdl.handle.net/1880/1165512023-05-26T17:50:18Z2023-04-28T00:00:00Zdc.title: Transformational Encounters: An Online Dialogical Partnership
dc.contributor.author: Hart, Stephen; Williams, Abigail
dc.description.abstract: This presentation explores the shared transformational encounters of two doctoral peers as they engaged in an intentional online partnership to support their learning journeys. Originally conceived as a strategy for holding each other accountable to writing goals, weekly online meetings quickly evolved into a rich dialogic space for cultivating meaning between perspectives. The exchange of ideas in this space was more than informational; it was transformational. Consistent with understandings put forward by Sinha (2010), the presenters came to recognize the transformative possibility of speaking with and listening to each other. The interaction between their stories, questions and reflections served as a “catalyst for some change in understanding” (Breault, 2016, p. 14). Through dialogue, they found that they had generated a shared space that stimulated connections, fueled inquiry, nurtured belonging and fostered well-being. Given these realizations, and drawing on previous methodological coursework, they came to understand their encounters as sites for a duoethnography in “which the reconceptualization of the meaning that one gives is reexamined in dialogue with another” (Norris & Sawyer, 2020, p. 397). With an approach that “brings together two complex beings situated within their own complex social networks” (Breault, 2016, p. 4), the presenters were able to interrogate and reconceptualize meaning. They convey their story so that session participants might also consider the transformative possibilities of online peer-to-peer dialogues.
References:
Breault, R. A. (2016). Emerging issues in duoethnography. International Journal of Qualitative Studies in Education, 29(6), 777–794. http://dx.doi.org/10.1080/09518398.2016.1162866
Norris, J. J., & Sawyer, R. D. (2020). Duoethnography: A polytheoretical approach to (re)storing, (re)storying the meanings that one gives. In P. Leavy (Ed.), The Oxford Handbook of Qualitative Research, 2nd ed., pp. 397-423). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190847388.013.1
Sinha, S. (2010). Dialogue as a site of transformative possibility. Studies in Philosophy and Education 29, 459–475. https://doi.org/10.1007/s11217-010-9189-4
2023-04-28T00:00:00ZAcademic libraries and the pandemic: lessons learned and future plansMahsud, KhadijaAnsar, Sumayyahttps://hdl.handle.net/1880/1165252023-09-25T21:11:25Z2023-04-28T00:00:00Zdc.title: Academic libraries and the pandemic: lessons learned and future plans
dc.contributor.author: Mahsud, Khadija; Ansar, Sumayya
dc.description.abstract: In this video poster presentation, the presenters will discuss how their library, at an overseas Canadian university, responded to the COVID-19 pandemic, as well as share what their “new normal” looks like.
While our library’s function as a physical hub was severely hampered, it continued to play its role as a resource and saw more and more patrons turn to it for academic support. Given the disruption of normal library services, including the opportunity to seek information through the physical library help desk, blended services were offered through restricted physical library access and digital resources. Parallel to online class delivery, the library introduced an increased number of electronic devices, discussion forums, course-specific digital resources and chat services for engaging our university community.
Even though we are now once again engaging face-to-face, there remains a need for instruction and resources to navigate an online environment (Ziv & Bene, 2022). In the case of students, especially those suffering from social inequalities, it can be harmful to buy into the myth that they are digital natives (Enyon, 2020), with the know-how to operate in and analyze online environments. Similarly, faculty may no longer need the level of support they did during emergency remote teaching, but there is always room for improving teaching-with-technology methods. The pandemic cemented the core role libraries play in promoting and supporting information and digital literacy.
The presentation will discuss the practices that the library is consciously continuing with post-pandemic.
References
Enyon, R. (2020). The myth of the digital native: Why it persists and the harm it inflicts. In Burns, T. and F. Gottschalk (Eds.), Education in the Digital Age: Healthy and Happy Children (pp. 131 - 143). OECD Publishing. https://doi.org/10.1787/1209166a-en
Ziv, N., & Bene, E. (2022). Preparing College Students for a Digital Age: A Survey of Instructional Approaches to Spotting Misinformation. College & Research Libraries, 83(6), 905–925. https://doi.org/10.5860/crl.83.6.905
2023-04-28T00:00:00ZInternational Students Challenges During the Pandemic in Higher EducationMushfiq, Merabhttps://hdl.handle.net/1880/1165242023-09-25T19:30:06Z2023-04-28T00:00:00Zdc.title: International Students Challenges During the Pandemic in Higher Education
dc.contributor.author: Mushfiq, Merab
dc.description.abstract: This study was conducted at a post-secondary institution in Southwestern Ontario. International students face various challenges such as language barriers, loneliness, academic challenges, and culture shock. However, these challenges have heightened during the pandemic because of lockdowns, restrictions, online classes, and various programming were either paused or cancelled. During qualitative interviews, international students expressed various academic learning challenges due to blended and/or online learning which was impacting their mental health well-being. Some recommendations are suggested to incorporate intercultural awareness in online and blended teaching. Additionally, it is important to incorporate teaching pedagogies where students can actively participate and own learning.
2023-04-28T00:00:00ZSupporting Students in the Publishing Process: A Blended Learning ApproachHurrell, ChristieLee, JenniferMcClurg, Caitlinhttps://hdl.handle.net/1880/1161392023-09-25T19:14:22Z2023-04-27T00:00:00Zdc.title: Supporting Students in the Publishing Process: A Blended Learning Approach
dc.contributor.author: Hurrell, Christie; Lee, Jennifer; McClurg, Caitlin
dc.description.abstract: This presentation will describe the development and assessment of evidence-informed learning resources for graduate students on the topic of academic publishing. Students pursuing graduate degrees are under increasing pressure to publish, often to bolster their career prospects, or to enhance their university’s profile (1). Although both disciplinary mentors and academic librarians have developed learning resources to help students advance their knowledge and skills about academic publishing, these resources are not always based on a robust needs assessment and may not meet students’ actual learning needs (2–5). In response, the research team conducted focus groups with graduate students to understand what they wanted to learn, and how they wanted to learn it. We found that students are eager for a blended learning approach to this topic that uses online resources to address information gaps at the point of need, combined with more personalized and relational learning spaces to support community and well-being. We will describe how we are responding to student feedback with an online multimedia guide as well as exploring opportunities for learning communities for academic publishing support. We expect that this session will be useful for academic staff, librarians, and others who work to support graduate students’ learning, and for graduate students seeking to learn more about publishing. Attendees will have the opportunity to explore some of the resources already created as part of this project, and to brainstorm with the research team on how to further integrate these concepts into existing learning supports.
2023-04-27T00:00:00ZOnline learning and teaching from kindergarten to graduate schoolhttps://hdl.handle.net/1880/1155632023-01-20T10:05:38Z2022-01-01T00:00:00Zdc.title: Online learning and teaching from kindergarten to graduate school
dc.contributor.editor: Jacobsen, Michele; Smith, Cathryn
dc.description.abstract: This volume is the product of the collaboration of invited participants and editors at the Eleventh Working Conference of the Canadian Association for Teacher Education that was held online with the University of Calgary from October 14–16, 2021. The impetus for the conference theme, online learning and teaching from kindergarten to graduate school, emerged alongside the worldwide pivot to online education in response to the global pandemic. This volume examines a variety of ways in which Canadian researchers in teacher education are analyzing, designing, and evaluating diverse online learning pedagogies, learner experiences and outcomes in K-12 and post-secondary education contexts. Chapters are organized in four sections: 1) Online Learning & Teaching in K-12, 2) Relationships & Relationality in Online Learning & Teaching, 3) Online Learning & Teaching in Higher Education, and 4) Conceptualizing Learner Centered Models in Higher Education. Knowledge building and collaboration through the working conference and the chapters in this publication aim to enhance and extend understanding, communication, and critical analysis among Canadian and global teacher educators; this publication also seeks to contribute to research and practice in response to the imperative that “teacher education programs must prepare teachers for the schools of the future – teachers who are experts in disciplinary content, knowledgeable about the latest research on how people learn, and able to respond creatively to support each student’s optimal learning” (Sawyer, 2022, p. 671) in diverse modalities and contexts for learning including online, blended, hybrid, and in person engagements.
2022-01-01T00:00:00ZNavigating possibilities together: Exploring the wonder of relationalityHart, StephenOfori-Atta, EricPatten, FrancescaWilliams, Abigailhttps://hdl.handle.net/1880/1155552023-01-20T10:05:37Z2022-05-03T00:00:00Zdc.title: Navigating possibilities together: Exploring the wonder of relationality
dc.contributor.author: Hart, Stephen; Ofori-Atta, Eric; Patten, Francesca; Williams, Abigail
dc.description.abstract: Inspired by the notion of relationality within Indigenous ways of knowing, and writing as a method of inquiry, we explore the value of the collaborative process in all its wonder. Our presentation highlights the experiences of four students in a doctoral seminar, embracing the interconnectedness of human relationships to find a rich and rewarding pathway into inquiry and understanding. We contend that the process of engaging in group work, where all participants contribute to a continuum of learning moments, can add value to learning. Throughout the inquiry, we found our work to be situated within the ambiguity apparent in both the process and the literature. It was in navigating these complexities together that meaning emerged. In this presentation we describe the formation of a generative and productive space as we wrote together, listened, debated words and sentences, and built on each other's ideas. We tell of a shared experience where we found ourselves not just writing together but also thinking together. Accordingly, we collectively recognized our collaborative work as facilitating an opening of possibilities. Here, our collaborative efforts became a shared avenue for cultivating relational accountability and a conduit for moving our work forward in a good way. In this context, the presenters consider the potential utility of adopting a framework for collaboration that can attend to the multiple dimensions of relationality. Poster viewers are invited to consider how their engagement in postsecondary group work has contributed, and might contribute, to the shared building of meaning.
2022-05-03T00:00:00ZIndigenous and Trans-Systemic Approaches Toward Decolonizing the AcademyBattiste, Mariehttps://hdl.handle.net/1880/1148912022-07-27T22:02:24Z2022-05-02T00:00:00Zdc.title: Indigenous and Trans-Systemic Approaches Toward Decolonizing the Academy
dc.contributor.author: Battiste, Marie
dc.description.abstract: This presentation will focus on the mandates, challenges and tensions of Indigenization and reconciliation arising from what counts as knowledge in the university, how Eurocentrism creates cognitive imperialism, and how Indigenous knowledges matter in decolonizing the academy. Dr. Battiste will provide the diverse ways Indigenization is practiced across Canada in universities and offer promising practices for reconciliation and decolonial Indigenization.
2022-05-02T00:00:00Z