**Please Note: Due to the inclement weather forecast we are moving the conference entirely online**
HyFlex: Participants can attend this session either in-person, or remotely over Zoom
Virtual Presentation: Presenters will be presenting remotely over Zoom to both in-person and remote audiences.
TIME | EVENT | LOCATION |
---|---|---|
8:00-8:30am | Registration & Coffee | Enwayaang (ENW) Lower Level |
8:30-10:00am | Welcome & Student Keynote Panel | ENW 114 |
10:00-10:25am | Refreshment Break | ENW Lower Level |
10:30-11:15am | Morning Block A Sessions & Workshops | ENW Lower Level |
11:20am-12:05pm | Morning Block B Sessions & Workshops | ENW Lower Level |
12:05-1:00pm | Networking Lunch | ENW Lower Level |
1:15-2:25pm | Afternoon Block Sessions & Workshops | ENW Lower Level |
2:30-2:55pm | Refreshment Break | ENW Lower Level |
3:00-4:30pm | Keynote with Stephanie Moore & Closing Remarks | ENW 114 |
Student Keynote Panel "Is it an Adventure?": 8:45-10:00am - ENW 114 (HYFLEX)
Join us for a student panel discussion as we explore the theme of designing learning adventures through teaching and technology. The panel will feature current college and university students who will share their experiences and insights on how technology has been integrated into their learning experiences. They will discuss how technology has enhanced or hindered their engagement and motivation in their classes, as well as the challenges they have faced. The panel includes Mollie Schnurr and Henrietta Appiah from Trent University, and Jonathan Hughes and Arun Praseeth Selvaraj from Fleming College. Terry Greene, Senior eLearning Designer with Trent Online, will moderate. In general, the panel hopes to provide insight into the student experience as we all navigate the creation of learning adventures that are both engaging and educational.
Morning Block A: 10:30-11:15am
TIME | LOCATION | PRESENTER(s) | FORMAT & TITLE |
---|---|---|---|
10:30-10:50am | ENW 110 | Elizabeth Torrens & Kristy Buccieri | SESSION: Shaping SOCI-CRIM: Early reflections from a scholarship of teaching and learning project with students and faculty. |
10:55-11:15am | ENW 110 | Stephanie Ehret & Stephanie Ferguson | SESSION: Lessons from Teaching a Web Course with 800+ Students! |
10:30-11:15am | ENW 111 | Michael Fierheller | WORKSHOP: Google Docs: Bringing Online Emergency Teaching Strategies into the In-person Classroom to Enhance Engagement, Representation, and Action |
10:30-11:15am |
ENW 112 |
Sue Hellman |
WORKSHOP: ChatGPT: foe, friend, or challenge to crack the mold |
10:30-11:15am |
ENW 114 |
Don Eldridge (Virtual Presentation) |
WORKSHOP: Adaptive Learning (AL) technologies |
10:30-11:15am |
ENW 115 |
Greg Denomme & Cliona Geraghty (Virtual Presentation) | WORKSHOP: Wandering through Student Learning: Formative Assessment Strategies and Tools |
10:30-11:15am |
ENW 117 |
Amy Cook & Darla Benton Kearney (Virtual Presentation) | WORKSHOP: UDL for HyFlex Delivery |
Morning Block B: 11:20am-12:05pm
TIME | LOCATION | PRESENTER(S) | FORMAT & TITLE |
---|---|---|---|
11:20-11:40am | ENW 110 | Sanela Martic | SESSION: Creating Digital Content for the Forensic Toxicology Course |
11:20-11:40am |
ENW 111 | Brian Srivastava & Shayne Rudolph | SESSION: You want a student to do what? Where? Lessons from the first co-op programme at Tent University |
11:20-11:40am |
ENW 112 |
Christian Metaxas & Terry Greene | SESSION: A Pressbook of One's Own |
11:20-11:40am |
ENW 114 |
Alaa Alslaity (Virtual Presentation) | SESSION: Persuasive Technologies for Education |
11:20-11:40am |
ENW 115 |
Brent Ryan Bellamy (Virtual Presentation) | SESSION: Designing and Evaluating Oral Assignments |
11:20am-12:05pm |
ENW 117 |
Will Hennessy | WORKSHOP: The Humanized Syllabus |
11:45am-12:05pm | ENW 110 | Katia Keefer & Thomas Bodrug | SESSION: Can Exams be Meaningful and Enjoyable? Students' Experiences with a Non-Traditional Case-Based Exam |
11:45am-12:05pm |
ENW 111 | Brian Srivastava and Trevor Hill | SESSION: Who wrote it? An AI. Who graded it? An AI. |
11:45am-12:05pm |
ENW 112 |
John McLeod | SESSION: Using H5P in Pressbooks |
11:45am-12:05pm |
ENW 114 |
Nancy M. Smith (Vitual Presentation) | SESSION: Understanding the Interface Between Teaching and Technology |
11:45am-12:05pm |
ENW 115 |
Noel Savage | SESSION: A Memorable Hybrid Learning Experience |
Afternoon Block: 1:15-2:25pm
TIME | LOCATION | PRESENTER(S) | FORMAT & TITLE |
---|---|---|---|
1:15-1:55pm | ENW 110 | Lauren Yandt | WORKSHOP: Turning E-Learning into Environmental Learning |
1:15-1:55pm |
ENW 111 | Leigh Symonds, Dashiell Ives, Jennifer Newton & Helen Haines | WORKSHOP: Inquiry and Passion meet 3-D printing: How learning about our evolutionary past sparked a revolution in teaching and learning |
1:15-1:55pm |
ENW 112 |
Sue Hellman (Virtual Presentation) | WORKSHOP: Fun with Google Slides -- PhotoWords |
1:15-1:55pm |
ENW 114 |
Shelby Bastarache (Virtual Presentation) | WORKSHOP: Canada Learning Code |
1:15-1:55pm |
ENW 115 |
Melissa Fockler (Virtual Presentation) | WORKSHOP: Inquiry can happen anywhere, including online |
1:15-1:55pm |
ENW 117 |
Alissa Bigelow (Virtual Presentation) | WORKSHOP: Ontario Extend |
2:05-2:25pm | ENW 110 | Justin Heenan | SESSION: The Use of Effective Educational Technology Interventions to Support Student Well-being |
2:05-2:25pm |
ENW 111 | Lillian Chumbley | SESSION: Escape Room for Education Principles |
2:05-2:25pm |
ENW 112 |
Sean O'Reilly | SESSION: An Introduction to Annotation with Hypothesis |
2:05-2:25pm |
ENW 114 |
Dustin Weihs | SESSION: Open to break boundaries: my experience embracing experiential learning through the Working Across Borders Project and beyond |
2:05-2:25pm |
ENW 115 |
Pat Maher & Sarah Driessens (Virtual Presentation) | SESSION: One does not simply walk into edtech and online learning: Lessons learned at Nipissing University from the “emergency transition” and back again |
2:05-2:25pm |
ENW 117 |
Adam Guzkowski (Virtual Presentation) | SESSION: Preparing Paths for Students and Students for their Paths |
A Memorable Hybrid Learning Experience - Individual and Team-Based Student Learning in the Virtual and Outdoor Classroom
Noel Savage
We will tell the story of how the COVID-19 pandemic reshaped how we develop and deliver a team development course. While adapting to the need for virtual learning and still embracing the outdoors, students were able to engage in a series of virtual learning modules then go into the outdoors for in-person team building activities. To prepare students for a day outdoors, students logged into a series of virtual learning modules. These modules included themes such as outdoor safety, and the 'why' and 'where' for the trip. Students had the opportunity to directly interact in the virtual platform by completing a participation waiver, posting pictures of the outdoors, storytelling, asking questions and posting comments to other students and faculty. This interactive presentation will walk through the virtual learning modules and how technology improved the learning experience and prepared students for exploring the outdoors around Peterborough and the Kawarthas.
Speaker Bio
Noel is a graduate of the School of Business program at Fleming College. Since that time, he has continued his education at both Ryerson University and the University of Guelph. Currently, Noel teaches in the Global Business Management program and is a faculty advisor with Enactus Fleming College. Outside of his teaching at Fleming College, he is a partner in an architecture and interior design firm and has many years of experience in the outdoor and endurance sport industry. Return to top.
A Pressbook of One's Own
Christian Metaxas & Terry Greene
In Virginia Woolf’s “A room of one’s own”, she asserts that a woman needs her own time and space in order to be able to truly, properly, write. To be a writer. Over the last decade or so, many digital education enthusiasts have taken this as inspiration for a Domain of One’s Own (DoOO). This is the practice of providing a space on the Web for learners to “build environments for learning and sharing” (Groom et al., 2019) and help students to truly, properly be in control of their learning. DoOO has long been considered an engaging and innovative way for learners to centre the products of their learning around themselves. Noted ed-tech critic Audrey Watters called it one of the most important educational technologies (2017). Rather than fleeting assignment drop boxes that swallow student work and then disappear a few months after the course ends, the student can collect and showcase their work in one enduring place that they control. This allows the student the opportunity to make deeper connections to the learning happen over time, and to watch themselves grow.
DoOO programs have traditionally had the exploration of digital identity and the ability to “nurture a practice for shaping and thinking about one’s presence on the web” (Groom et al., 2019) as central tenets of the practice. And while this kind of exploration is absolutely valuable, it demands a base level of digital fluency that is overwhelmingly high for many students and instructors.
Enter Pressbooks. This is a tool that allows one to self publish a digital book. As such, it is quite structured in the types of things you can do. While you can add anything to it: images, video, interactions, and text; you add these things into pages and chapters. As you go, a book begins to emerge. The book of your learning. This structure, we believe, cuts a liberating path through the paralysing wide-openness of a Domain of One's Own. Whereas getting a domain is like being given some empty land to clear and then build something on it from scratch, we suggest that a Pressbook of One’s Own is more truly like being given a room of one’s own. The room is built, you can move right in and start documenting your learning.
In this session, we introduce the idea of A Pressbook of One’s Own and show you how you can get your students started without radically altering anything about your courses.
Contributions by:Jim GroomLora Taub-PervizpourSundi RichardKeegan Long-Wheeler Martha Burtis. (2019, October 18). 7 things you should know about a domain of one's own. EDUCAUSE. Retrieved January 25, 2023, from https://library.educause.edu/resources/2019/10/7-things-you-should-know-...
Woolf, V. (2004). A room of one’s own. Penguin Books. Return to top.
Speaker Bios
Terry Greene (who also Hosts the Gettin’ Air Podcast on VoicEd Canada) is a Senior eLearning Designer at Trent University, focusing on technology-enabled and open learning practices for Post-Secondary Education.
An eLearning Designer and Pressbooks enthusiast, Christian Metaxas is currently studying in Trent's Interdisciplinary Social Research doctoral program.
Adaptive Learning (AL) technologies
Don Eldridge
Adaptive Learning (AL) technologies create the opportunity to customize education at scale to meet the needs of individual learners. These platforms use artificial intelligence and algorithms to provide content, testing and feedback to learners that identifies gaps in their knowledge, challenges them at an appropriate level, and redirects them to new topics when they are ready. eCampusOntario has completed two pilot studies and a comprehensive environmental scan to advance research on the use of AL in Ontario's postsecondary sector. From this work, we have gained insight into the current use and application of AL in postsecondary education, in addition to identifying strategies that can support scaling across the sector. During this presentation we will examine the findings from the environmental scan, highlight examples of AL platforms in use across the sector and discuss practical strategies to seamlessly integrate these emerging technologies into their practice.
Speaker Bio
Don is an Associate, Digital Learning with eCampusOntario where his current portfolio includes the exploration and promotion of Adaptive Learning in higher education. Prior to joining eCampusOntario, Don worked primarily in Indigenous education as a college instructor and coordinator for a variety of postsecondary programs. During this time, Don worked extensively in supporting instructors in curriculum and pedagogical development that leads to student success. Return to top.
Canada Learning Code
Shelby Bastarache and Karam Fahad
Canada Learning Code (CLC) is Canada’s leading national charity that brings accessible computer science to communities from coast-to-coast-to-coast so that everyone can create with technology. Part of our work is partnering with educators and school boards! We offer hands-on, engaging workshops to support in learning new digital skills that can be easily transferred to the classroom.
Scratch for Educators workshop - Scratch is a free, block-based programming environment that is perfect for introducing code to the classroom. It is a great educational tool for building fun and creative projects, like video games, animations, digital art, and more. Scratch’s slogan is "Imagine, Program, Share, and there’s an entire online community behind it, where learners can explore projects by other scratchers and collaborate with others.
In this workshop, we’ll explore a variety of coding concepts and practices, while experiencing example Scratch lessons and becoming more familiar with the tool. We’ll also cover topics like assessment, lesson planning, and going unplugged - in addition to sharing some awesome (free!) resources to help you get started with using Scratch in the classroom.
Shelby is the Senior Communications Lead for the Code Squad at Canada Learning Code. Since she joined the team in May of 2018, she has been striving to provide underrepresented communities in Canada with the resources they need to excel in the digital world! She received her diploma in Early Childhood Education from Seneca College and is particularly passionate about working with children with special needs. When she isn't working, you can find her hanging out with her German Shepherd or riding her dirtbike at the track!
Karam is a Bilingual Education Lead at Canada Learning Code. He has a lot of experience in teaching Computer Science courses at the college level. He is very passionate about sharing his knowledge with his peers and working with his community to make the world a better place.
Can Exams be Meaningful and Enjoyable? Students' Experiences with a Non-Traditional Case-Based Exam
Katia Keefer & Thomas Bodrug
As students pivot back into a post-pandemic environment full of elevated stress and emotional exhaustion, educators have been looking for meaningful, valid, and more feasible forms of assessment that minimize unnecessary stress and maximize student engagement. While case-based learning (CBL) pedagogies have been shown to improve student engagement, higher-order thinking, and learning outcomes, little research has examined this format when applied to high-stakes summative assessments. In this mixed-methods study, we explored students’ learning experiences with a non-traditional take-home exam that evaluated student’s mastery of the course material through its application to a real-life case study. The case study was an article from The Atlantic, accessible both as an e-text and as an audio podcast. Students in a sophomore psychology course completed an end-of-course survey, which included scales to measure their motivation for putting time and effort into the exam, perceived learning outcomes, as well as open-ended questions about their experiences with the case-based exam. Consistent with the CBL literature, respondents indicated that the case study was interesting and engaging, sufficiently challenging, elicited deeper thinking about the material, and felt more enjoyable and less stressful than a traditional exam. Respondents also reported the exam to be a valid and fair assessment of their learning, and preferred the case study format over a traditional memory-based test. This study offers an innovative alternative to traditional exams and adds to the growing research on post-pandemic pedagogies.
Speaker Bios
Dr. Katia Keefer is an Associate Professor in the Department of Psychology and a Trent Teaching Fellow. Her research focuses on educational and instructional practices that enhance student’s learning and engagement, as well as the role of socioemotional competencies in promoting coping, resilience, wellbeing, and academic attainment.
Thomas Bodrug, BAH, is currently a Master of Science student in the Department of Psychology at Trent University. His current research is centered around the pedagogical principles and motivational properties behind effective instructional design, as well as graduate program development. Return to top.
ChatGPT: foe, friend, or challenge to crack the mold
Sue Hellman
Innovation comes in 3 flavours: malignant (the end of the world as we know it); benign (aka: sustaining -- we get better at what we've always done); or disruptive (what doesn't kill us makes us stronger). Articles on ChatGPT take all 3 perspectives. Many warn that students will use it to generate high quality fake work which will sadly go unrecognized by teachers and academics and their trusty plagiarism detectors (catastrophic; cheaters prosper). A few point out that teachers can use ChatGPT to do time-consuming tasks such as cranking out lesson plans (sustaining; fosters improved work-life balance). Others suggest educators should embrace AI and figure out how to use its unbeatable information processing power for good (disruptive; find the silver lining). This workshop will give you the opportunity to explore a 4th alternative -- how to develop assignments and assessments that ChatGPT cannot do! By incorporating strategies and graphic templates which make thinking visible, we can shift learning tasks to be less about compilation of information and more about exploring relationships, defending choices, developing insights, and reflecting on conclusions. If we can't beat ChatGPT at its own game, we can change the game so that summarization, no matter how cogent, can no longer pass for thoughtful synthesis and critical thinking. Note: you'll need a Google account to access the catalogue and play along. Please update your Drive, Docs, & Slides apps if using a tablet. Classroom instructors at all levels are encouraged to join in to discover how easy it is to add these strategies to your teaching/learning toolkit.
Speaker Bio
I'm a Canadian educator with over 35 years' experience in classroom teaching (mainstream & alternative programs at the middle, high school, & adult ed. levels) and creating and mentoring online professional development miniMOOCs and hands-on virtual workshops. In 2010, I both completed an online Masters in Instructional Media and took early retirement. In the dead of winter in 2013, I drove across Canada to take a position as the Online Student Engagement Specialist at the University of New Brunswick. Most recently I taught PreCalculus 12 in Alberta fully online for a private college and every student passed! My greatest accomplishment? I'm a 3 time breast cancer survivor. What I want to do most? continue to explore new ways to help more students be more successful. What used to be my job has become my passion. Return to top.
Creating Digital Content for the Forensic Toxicology Course
Sanela Martic
This session will describe the design and development of digital content MODULES and virtual labs to introduce toxicological concepts for their analysis, reporting and interpretation in forensic context. The MODULE I will focus on 7 classes of toxic chemicals, and MODULE II will overview current testing technologies in forensic science field. Using the interactive H5P Course Presentations which will include slide decks, and podcasts, the intricate link between chemical toxicity and testing will be demonstrated in relation to crime scenes and cases. The virtual laboratory component will showcase 5 independent experiments targeting specific chemical, and how current instrumentation is used for their analysis, reporting and interpretation. Lab videos alongside worksheets/datasets will provide an opportunity to partake in a forensic toxicology lab setting. The assessments by forensic toxicology students will be discussed as well. This project was funded through the VLS eCampus Ontario program and Ontario Government.
Speaker Bio
Dr. Sanela Martic (she/her) joined the Forensic Science Department at Trent University in January 2019. Prior to that, she was in the Department of Chemistry at Oakland University (USA) as an Assistant Professor (2012-2017) and Associate Professor (2017-2018). Dr. Martic received her Ph.D. degree in 2009 from the Queen's University and conducted her PDF work at the University of Toronto Scarborough and Western University. She teaches chemistry courses, seminars, and labs. Her research is focused on the design and development of bioanalytical methods for forensic, health, energy and environmental applications. Return to top.
Designing and Evaluating Oral Assignments
Brent Ryan Bellamy
I would like to discuss my ongoing research on designing and evaluating oral assignments. The project uses UDL principles to offer an alternative modality to writing for students to compose and share their work. The hope is that BIPOC, first-generation, mature, EAL, and/or neurodivergent students stand to benefit from oral-based assignments. We all tend to rely on speaking and listening to a larger degree in the classroom, but that doesn't mean instructors have considered it from a pedagogical standpoint. I will speak to my research so far and the implications for adopting oral assignments in place of term papers and even exams. This project seeks to increase attention and ease for both teachers and students. Hearing a student's voice can provide a unique new perspective on their learning. Designing and evaluating oral assignments brings with it the question of how students will record audio and whether they will edit it. So far, my approach has been to allow them to use devices and apps they are familiar with. This presentation will pose a question to the audience about how to balance UDL with accessibility to tech and instruction on the use of recording devices and editing software.
* This project recognizes that as with any modality, speaking and listening are not universal abilities. As with sight-based assignments, some accommodations will need to be made here as well.
Speaker Bio
Brent Ryan Bellamy currently teaches Environmental Communication at Ontario Tech University and Worlds across Media at Trent University. He has published widely on science fiction, energy regimes, and global capitalism. You can read more about his teaching, editing, and writing at brentryanbellamy.com. Return to top.
Escape Room for Education Principles
Lillian Chumbley
High-low or low-tech escape rooms can be a way to engage students to solve problems and retain information. In this presentation, we will discuss some principles of designing escape rooms for education that meet the outcomes of your course and are enjoyable for educators and students.
Speaker Bio
Lillian Chumbley is an eLearning Designer with Trent Online. She has several years of experience working online course and resource design. She has recently developed a series of educational virtual escape rooms for use in Nursing Education in conjunction with commercial escape room creators. Return to top.
Fun with Google Slides -- PhotoWords
Sue Hellman
This workshop is for upper elementary-secondary teachers and anyone with children or grandchildren looking for ways to express their creativity with words and images. It's based on Eric Curts' wonderful Google Slides to Photo Words activity [go to: https://www.controlaltachieve.com/2023/01/creating-photo-words-with-google-slides.html] but has been adapted so that it works well on any device -- yes! even on an iPad or iPhone with their stripped down Google apps! I'll also introduce you to LunaPic -- a free website that gives you an amazing suite photo editing tools (no registration required). The goal for the session is to create a thematic WordArt poster using 1 slide, 1 word (that you'll make transparent) and 1 image (that you'll use as a background). Along the way, we'll practise such useful hacks as how to: change the size of a slide, add and remove fonts from your list, take screen shots, crop images in place, insert a gif on a slide, arrange layers on a slide, use transparency to easily position the layers, use an image as a slide background, and more. We'll share our results in a collaborative deck which is a cool strategy to use in higher ed. as well as in K-12 classes. Whether you're looking for a 'special day' or thematic project (eg. Hallowe'en, climate change) to do with your class, want to impress your own kids or grandkids with your fabulous tech skills, or could just use a play break from the intensity of this conference, this session is for you. All you need is a Google account (with Drive and Slides apps updated if you're using a tablet) and, if you haven't tried anything like this before, a willingness to step outside your comfort zone. Oh -- camera off is perfectly acceptable, but I hope you'll ask questions, share ideas, help each other out.
Speaker Bio
I'm a Canadian educator with over 35 years' experience in classroom teaching (mainstream & alternative programs at the middle, high school, & adult ed. levels) and creating and mentoring online professional development miniMOOCs. In 2010 in my late 50's, I completed an online Masters In Instructional Media (ed. tech) and took early retirement. In the dead of winter in 2013, I drove across Canada to take a position as the Online Student Engagement Specialist at the University of New Brunswick. Most recently I taught PreCalculus 12 in Alberta fully online for a private college and every student passed! And in case you haven't guessed, I'm closing in on 71. My greatest accomplishment? I'm a 3 time breast cancer survivor. What I want to do most? Find new ways to help more students be more successful -- especially in math. What used to be my job has become my passion. Return to top.
Google Docs: Bringing Online Emergency Teaching Strategies into the In-person Classroom to Enhance Engagement, Representation, and Action
Michael Fierheller
Emergency Remote Teaching (ERT) during the height of the Covid-19 pandemic pushed instructors to adapt their practices and utilize technology (Trust & Whalen, 2021) as they looked for ways to maintain student engagement and lesson quality. Many of these changes led to lessons that, intentionally or coincidentally, conformed to certain Universal Design for Learning (UDL) guidelines (CAST, 2022) to a greater extent than traditional in-person classes. Aided by technology, instructors attempted to enhance engagement by providing opportunities for variety, collaboration, choice, and self-assessment; representation by making use of multiple modes of presentation; and action and expression by facilitating access to assistive technology, and various means of communication and production (Boothe, et al., 2018; Kennette & Wilson, 2019).
As we move back into in-person classroom instruction, it is important that we do not abandon the progress that we have made by simply going back to pre-pandemic practices. To this end, instructors should look for ways to bring their best ERT practices and tools into their in-person classrooms, and by doing so, maintain or increase their compliance with UDL guidelines. One way for every instructor to do this is by utilizing shared editable documents, such as Google Docs, to promote engagement, representation, as well as action and expression during their in-person classes.
During the pandemic, I created a shared Google Doc for my synchronous and asynchronous online lessons. These Google Docs contained a lesson outline, multimedia presentations, collaborative activities, independent activities, additional information, self-assessment and reflection prompts, and access to assistive tools. Moreover, these are live documents that I and my students could edit throughout the lesson, and that the students could access whenever they liked after the lessons.
Since moving back to in-person classes, I have continued to create similar Google Docs as a means of promoting engagement, representation, and action in my lessons. As such, I’d like to present and demonstrate how instructors can use Google Docs, or a similar shared document, to make their lessons more engaging and UDL compliant. I think this can best be done as a 40-minute workshop. However, it could also be done as a 20-minute presentation.
Speaker Bio
Michael Fierheller is an ESL Instructor and the Instructional Technology Coordinator for Trent University’s ESL Department. He holds a Master of Education from Ontario Tech University and has been teaching English as a Second Language (ESL) and English as a Foreign Language (EFL) for more than 20 years. Beyond teaching and overseeing the implementation and use of instructional technology for Trent ESL, Michael is regularly involved in the development of new course materials. He is currently investigating ways to better incorporate Universal Design for Learning principles into Trent ESL’s curriculum delivery. Return to top.
An Introduction to Annotation with Hypothesis
Sean O'Reilly
Join Sean O’Reilly for a demonstration of social annotation tool: Hypothesis. Hypothesis is a social annotation tool that allows users to collaboratively annotate web pages and digital documents. With Hypothesis, users can highlight text, add comments, and create discussions around specific passages or sections of a text. Other users can then respond to these annotations, adding their own thoughts and insights to the conversation.
Hypothesis makes it easy to engage in collaborative learning and research, as it allows users to work together to analyze and interpret texts in real time. Whether you're a student, educator, or researcher, Hypothesis can help you deepen your understanding of a text and generate new insights through dialogue and discussion.
In addition to its collaboration features, Hypothesis also provides tools for managing and organizing annotations, making it easy to navigate and review your work. And because Hypothesis is built on an open framework, it can be integrated with a wide range of platforms and applications, including learning management systems, online textbooks, and research databases.
Speaker Bio
Sean has over 20 years experience in the educational sphere, helping connect learners and teachers with meaningful experiences through technology. He specializes in digital transformation and assisting schools to integrate social annotation tools seamlessly to increase engagement and positive learning outcomes. When Sean isn’t helping Hypothesis clients, he can be found enjoying the great outdoors, hiking and practicing landscape photography. Return to top.
Inquiry and Passion Meet 3-D Printing: How learning about our evolutionary past sparked a revolution in teaching and learning
Leigh Symonds, Dashiell Ives, Jennifer Newton & Helen Haines
On-line learning can present its challenges and opportunities! One of Dr. Leigh Symonds students (Dashiell Ives) in ANTH2121H last year asked if he could use 3-D printing of Homo naledi fossils as his independent project. He’d stumbled across this from a pod-cast he’d mistakenly listened to and absolutely loved. This sparked a journey of passion-based inquiry using 3-D printing that resulted in the Anthropology Department (via Prof Helen Haines and Prof. Jennifer Newton) investing in a 3-D printer and investigating its use in expanding collections and learning opportunities. Dashiell was directly involved with this and has continued to use his 3-D printing to augment his learning in other courses. This workshop features a conversation between Dashiell and Leigh about how the synergy between technology and inquiry and the importance of hands-on learning deepened his own understanding of archaeology and human evolution, developing a project-based approach that flourished into additional educational opportunities for Dashiell as well as increasing department collections, collaborations and learning possibilities for all students. The workshop will include examples of the 3-D printing that Dashiell has done for his courses.
Speaker Bios
Dr Leigh Symonds has taught for the Anthropology Department since 2003 and was awarded the CUPE award for Excellence in Teaching in 2010. While her archaeological research focuses on early medieval landscapes and identity in Anglo-Scandinavian England and the Isle of Man, her current research has expanded into place-based education and inquiry-based learning. She is particularly interested in how we can interweave well-being, nature and technology to promote collaborative and community endeavours that promote well-being for this planet. Leigh is passionate about bringing opportunities to students to fuel passion and growth-minded endeavours. She also works for the Camp Kawartha Environment Centre and is doing an MEd at the University of Cape Breton. She is currently working on the importance of awe in education, specifically archaeology and outdoor education.
Dashiell Ives is a third-year undergraduate student. He is currently working on integrating 3-D printing with anthropological teaching to promote better learning opportunities for students at Trent (and eventually elsewhere) through this new technology. He has been instrumental in bringing his experience of 3-D printing to the Department of Anthropology at Trent University under the tutelage of Profs. Jennifer Newton and Helen Haines. He is currently working on a “how-to” manual for the Department that will allow other faculty and students to take advantage of this exciting technology. He is working with other students in Prof. Newton’s research seminar to develop anthropological collections for the Durham campus. His passion is human evolution.
Prof. Jennifer Newton’s research interests include bioarchaeology; paleopathology; dental anthropology; sociocultural and environmental impacts on health, Southeast Asia (especially Thailand and Cambodia); Mesoamerica (especially Belize). Dr. Newton is the bioarchaeologist for the Ka’kabish Archaeological Research Project (KARP) in Belize.
Prof Helen Haine’s research interests are Maya and Mesoamerica culture (areas of focus: development of social complexity/kingship, architecture, socio-economic organisation, trade, obsidian analysis). She is the director of the Ka’kabish Archaeological Research Project (KARP) in Belize. Return to top.
Inquiry can happen anywhere, including online
Melissa Fockler
In this workshop, I focus on inquiry pedagogies and their application in online teaching environments. Inquiry entails students doing, being active in the teaching-learning process through questioning, exploring, synthesizing, analyzing, and so on. I refer to research I conducted with graduate teaching assistants (GTAs) at a university in southern Ontario, illustrating how inquiry methods like questioning strategies, student discussions, and responsive teaching can be used online. Supported by my research, it is argued that educators gain intrinsic satisfaction from incorporating inquiry methods in their practice, believing that these methods help students develop as learners. Workshop participants will have an opportunity to consider how inquiry can be applied in their teaching to support student engagement and learner competency.
Speaker Bio
Melissa Fockler is an educator and education consultant. She teaches using sustainability pedagogies like place-based education and critical pedagogy and helps educators and educational organizations make more sustainable teaching decisions. Currently, she is working with Reimagine Agriculture and Canadian Multicultural Inventors Museum developing teaching activities for K-12 classrooms. Melissa also contributes to the Environmental and Sustainability Education National E-Course offered by the Canadian Network for Environmental Education and Communication. In this course, she helps teacher candidates develop and further their knowledge and understanding of environmental and sustainability education. Melissa is an Ontario Certified Teacher with a Master’s and PhD in Education from York University. Return to top.
Lessons from Teaching a Web Course with 800+ Students!
Stephanie Ehret & Stephanie Ferguson
Our presentation will mainly fit the category of an experience to remember. We would like to share about our experience in preparing and running the largest fully online course at Trent (largest to date, that is, with 899 students at one point!). We will focus on three aspects of the course and our experience: (1) development of the course, and how and what we “pivoted” when we realized its size; (2) maintaining the integrity of assessments in the online environment; (3) what worked, and what didn’t. Alongside our own experiences and thoughts, we will share feedback that we received from students who were in the course.
Speaker Bios
Stephanie Ehret is an Assistant Professor of Sociology at Trent. She is a critical criminologist, and her research examines ways in which the criminal legal system upholds and perpetuates gendered, raced, classed, and ableist social inequalities, and she explores principles and extralegal options for doing justice. She has critically examined restorative principles and social remedies for responding to intimate partner violence. Her present work includes a SSHRC funded project to build a better understanding of the perceptions and lived experiences that autistic adults have of criminal justice in Canada, and what can be done to create improvements. She has published in The British Journal of Criminology and the Canadian Journal of Women and the Law and presented at Canadian conferences on gendered violence. She also serves as President of the Board of Directors at the Durham Rape Crisis Centre in Oshawa, Ontario, Canada.
Stephanie Ferguson is a proud Trent graduate who fell in love with online learning over a decade ago and has never looked back. For ten years, she was the Curriculum Development and LMS Lead for the Indigenous e-Channel organization of Ontario where she was passionate about providing access to quality online education in remote northern communities. Stephanie has extensive experience in course design and teaching online using both synchronous and asynchronous platforms. She encourages collaboration and innovation through the use of educational technology as demonstrated through her role with eCampusOntario on their Open LMS initiative. Return to top.
One does not simply walk into edtech and online learning: Lessons learned at Nipissing University from the “emergency transition” and back again
Pat Maher & Sarah Driessens
One does not simply walk into edtech and online learning: Lessons learned at Nipissing University from the “emergency transition” and back again. When the COVID-19 pandemic hit in March 2020, Nipissing University (NU), like most post-secondary institutions worldwide, was quickly forced to go 100% online – with little to know warning or readiness. The Teaching Hub, NU’s centre for teaching and learning support, was only six weeks old and yet we were quickly tasked with supporting hundreds of instructors make the transition (and assist stressed students too). The team had some valuable expertise but teaching and learning supports at NU had been in hibernation for 5-7 years. The Teaching Hub was able to run with it; support instructors and students in transition and grow as well. This presentation will highlight the realities of being “thrown into the fire”, how stability was achieved, and how over time even some of the most hesitant online instructors grew to like it. Now that we’re leaning away from the pandemic, what takeaways must we not forget? And where can we continue to grow the use of edtech and the online sphere in a responsible vs. ad hoc manner? This session is proposed as a regular session (20 min), under the postcards from the virtual highway theme.
Speaker Bios
Dr. Pat Maher (he/him) is the inaugural Dean of Teaching at Nipissing University. He is also a Full Professor of Physical and Health Education and a 3M National Teaching Fellow. Pat has taught online, using a variety of edtech, since 2003. He focuses on using virtual tools to augment innovative field-based pedagogies with partners across the globe.
Dr. Sarah Driessens (she/her) is the Manager, eLearning in the Teaching Hub at Nipissing University. Sarah has taught in a variety of contexts including online, face-to-face, hybrid, and hyflex since 2013. Her focus is on creating equitable, caring, and inclusive learning environments, meeting learners where they are at and nudging them to where they can go as empowered changemakers. Return to top.
Open to break boundaries: my experience embracing experiential learning through the Working Across Borders Project and beyond
Dustin Weihs
In this session, I will talk about what the Working Across Borders (WAB) Project is, how I became involved with the WAB project, how I have been shifting from simple Project Management education to international collaboration in my classrooms while adding the 17 UN Sustainability Goals and demonstrate example projects and student experience videos. This will further lead to my own examples of getting out of the formal classroom/textbook mentality and into a worldview modality for classroom delivery. This presentation will utilize PowerPoint with video clip examples.
Speaker Bio
Dr. Dustin Weihs, DBA, PMP, is a contract professor with Trent University School of Business, Durham College, Loyalist College, & St. Lawrence College. Dr. Weihs has been teaching since the end of 2018, shortly after completing his Doctor of Business Administration Degree specializing in Finance from Capella University in the U.S.A. Dr. Weihs has over 10 years of industry experience spanning Finance and Management outside the classroom. He has served three years as part of the international steering committee and as a project facilitator of the Working Across Borders Project at Durham College, bringing together hundreds of business students across 11 countries to collaborate internationally on sustainable business projects for real industry clients. Dr. Weihs has experience teaching across many business disciplines but has become passionate about bringing the real and current issues surrounding the 17 UN Sustainable Development goals to the classroom and provoking thought regarding the need for systemic change to achieve these goals. This is a continuing journey, and he looks forward to future growth and collaboration opportunities in this area. Return to top.
Ontario Extend
Alissa Bigelow
The Ontario Extend program provides just-in-time learning to enhance digital fluency and teaching with technology skills. The program and growing Community of Practice of over 1,200 educators provides foundational upskilling and reskilling opportunities that empower faculty to conquer challenges in the evolving tech-enabled teaching and learning landscape. Finding good quality open educational resources to create a more equitable and accessible learning environment for students is one of those challenges and is addressed within the Curator module.
Join us for an interactive workshop where you will learn how the Ontario Extend program can help you solve some of your own tech-enabled teaching and learning challenges. You will leverage the eCampusOntario Open Library to find Open Educational Resources (OER) and explore the world of Creative Commons licensing. By the end of the session, you will be well on your way to completing the Curator module!
This session will encourage others to become interested and involved with OER, participate in the Ontario Extend program and become Empowered Educators.
• Outline the goals of the Ontario Extend program and recognize the benefits of building a flexible community of practice through open access to digital fluency and technology-enabled teaching and learning resources.
• Participate in hands-on activities to source and select Open Educational Resources (OER) from the eCampusOntario Open Library.
• Identify the six Creative Commons licenses and explain how they are used.
• Complete part of the Curator module in the Ontario Extend program!
• Reflect upon ways in which the Ontario Extend program could enhance your own teaching practice and join the Ontario Extend personal learning network!
Speaker Bio
Alissa Bigelow is a Digital Learning Associate with eCampusOntario. In this role she leads the scaling and growth initiatives for the Ontario Extend program across the province of Ontario. She is passionate about experimenting with new and emerging technologies and designing creative learning experiences that leverage these tools to enhance digital fluency skills. Return to top.
Persuasive Technologies for Education
Alaa Alslaity
Persuasive technologies for education are designed to promote desired studying behaviour and increase students' engagement using various persuasive strategies. "Persuasive Technology" is a wide area that concerns implementing and adopting some persuasive techniques in different technological platforms, including computer programs, mobile applications, games, and more. The presentation will be an overview of this domain with a focus on its state of the art. Recent years have witnessed an increasing number of persuasive interventions implemented in various education domains, including student engagement, increase awareness, and promote desired habits. Most of these interventions adopt a one-size-fits-all design approach. However, research has shown that a persuasive strategy that works for one student may demotivate others, suggesting that persuasive interventions should be personalized and adaptive to users and context. recent research shows that user’s responsiveness to persuasive strategies can be affected by their characteristics (e.g., personality traits, age, gender, etc.) and contextual factors (e.g., time, weather, location, etc.). In this session, I will discuss the latest persuasive interventions for education. Also, I will present approaches to personalize persuasive interventions by understanding users and contextual factors that might affect the efficacy of different persuasive interventions in the teaching domain.
Speaker Bio
Alaa Alslaity
Dr. Alaa Alslaity is an assistant professor at Trent University and a researcher at the Persuasive Computing Lab at Dalhousie University. He received his Ph.D. in Computer Science from the University of Ottawa, Canada. His Ph.D. thesis was nominated for the Best Ph.D. Thesis Award 2021. Dr. Alslaity has published several peer-reviewed papers, two of which have received the Best Paper Award. His research interests include persuasive technology, personalization, user modeling, and Human-Computer Interaction. Return to top.
Preparing Paths for Students and Students for their Paths
Adam Guzkowski
This session will explore pedagogical considerations that shaped the design and re-design of an interdisciplinary foundational course intended to help students transition effectively to university and hone academic skills relevant to studies in the Humanities and Social Sciences. I will share highlights, stumbles, and lessons learned, while delving into the ways in which I integrated principles of universal design for learning, reimagined and updated course content and teaching strategies as course delivery shifted from in-person to online, and enhanced elements of choice to allow students to shape their learning experiences in the course. In doing so, I will highlight technological dimensions incorporated into the newer version of the course, including the impacts of having all course readings and resources be digitally accessible and the benefits of leveraging the functionalities of Ally, Blackboard, Leganto, and Zoom.
Speaker Bio
Adam Guzkowski is an Academic Advisor affiliated with Gzowski College at Trent University. They previously coordinated teaching recognition programs with the Centre for Teaching and Learning at Trent, taught a professional coaching certification program with Coach Training Alliance, facilitated community-based research projects with the Trent Centre for Community-Based Education, and taught and managed outdoor and environmental education programs with the Toronto and Region Conservation Authority. Adam has taught at Trent, Seneca, Western, and Fleming, and completed programs in Cultural Studies, Outdoor Recreation, Coaching, Adult Education, and Career Development and Academic Advising. Return to top.
Shaping SOCI-CRIM: Early reflections from a scholarship of teaching and learning project with students and faculty
Elizabeth Torrens and Kristy Buccieri
What drives student motivation to complete one degree over another – is it the subject matter, the method of delivery online or in-person, the instructors in the department, or something else entirely? What do students want to see as part of their program, or what works best for their learning? These are the questions that we have been seeking to answer as part of an on-going Scholarship of Teaching and Learning (SoTL) project at Trent University. The launch of an online Criminology degree in 2021 provided an ideal opportunity to investigate student motivations and experiences and engage students in this program, and those in a similar in-person specialization, in discussions about in-person and web-based curricular design. Our project intends to bring students and faculty together in conversation, with a reflexive feedback loop that keeps all participants engaged in a sustained dialogue about teaching and learning within our department. In this presentation we will discuss our own motivations in establishing a collaborative project to bring Criminology and Socio-Legal Studies students into conversation with faculty members in the Department of Sociology. We will also share early findings from student surveys and comments from roundtable discussions with faculty members to highlight key advantages or obstacles with online courses compared to the strengths and weaknesses of in-person learning, and demonstrate how our project can play a role in strengthening both degree pathways. This session will be of interest to all educators and learners who are invested in developing strong learning communities amongst students and faculty in live and virtual classroom settings.
Speaker Bios
Elizabeth (Beth) Torrens is an Assistant Professor in the Department of Sociology at Trent University who teaches mostly within the Socio-Legal Studies Specialization. While attending Western University, Beth completed her PhD research which focused on student experiences of, and educator responses to gender and sexuality-based bullying. She currently holds a three-year Teaching Fellowship with the Centre for Teaching and Learning at Trent.
Kristy Buccieri is an Associate Professor and Criminology Coordinator in the Department of Sociology at Trent University. She completed a PhD in Education at York University, examining the informal learning of young people experiencing homelessness in the City of Toronto. She currently holds a three-year Teaching Fellowship with the Centre for Teaching and Learning at Trent. Return to top.
The Humanized Syllabus
Will Hennessy
Our syllabus is a document that identifies key information about our course/section. It provides an overview of the weekly learning activities, assignments, and information about course policies and expectations. What is typically missing from this template is our voice, teaching values, how we will welcome learners into the course, and how we will support them throughout. So, if learners read our syllabus when they get access to our course just before Week 1, what kind of impression do they develop of our course, our teaching style, and their role in the course - before they have even met us? How does this document welcome learners to our course, and how does it communicate support for under-represented and equity-deserving learners who may experience barriers to learning? How can we leverage technology to share power and agency with our learners, and humanize the Learning Management System (LMS) to foster a welcoming, supportive, and personable digital environment? Through a combination of autobiographical and vulnerable storytelling, discussion, and reflective activities, this workshop will discuss how a humanized syllabus can contribute to a welcoming learning community, and reduce learner anxiety, all while identifying crucial information about your course, class topics, assignments, and expectations. Participants will engage with a variety of infographic, annotated, and liquid humanized syllabus approaches through in-person small-group discussion, and online via Slido and Padlet. Additionally, participants will have the opportunity to reflect on the humanizing elements that they can implement into their own syllabus design.
Speaker Bio
Will Hennessy is an Educational Developer and Curriculum Consultant in Algonquin College’s Learning and Teaching Services department, where he develops and delivers PD workshops and professional learning programs and supports faculty with their course development. He is passionate about inclusive education, specifically supporting neurodivergent learners, humanizing teaching, and learning, Universal Design for Learning, and Critical Pedagogy.
He has been teaching in Higher Education for over a decade after earning a Master of Education from the University of Ottawa. He is honoured to have also completed his B.Ed and B.A degrees at Trent University! Return to top.
The Use of Effective Educational Technology Interventions to Support Student Well-being
Justin Heenan
In this presentation, I hope to discuss practical skills, strategies and techniques to support K-12 classrooms. Included in these technological interventions, an emphasis will be placed on interventions that support classroom and school well-being. This is an important topic as many K-12 Educators are facing a significant challenge in our post-pandemic school environment. With the mental health of students becoming increasingly important, teachers need to have a firm grasp on the technology tools that can support students with diverse learning needs. While this presentation will be geared towards elementary and secondary educators, there will also be transferable skills to be learned for those who also teach in Adult Education, College and University level students as well.
Speaker Bio
My name is Justin Heenan and I am a Course Instructor and Faculty Advisor at Trent. I am a Special Education Teacher in the Durham District School Board where I work in Educational and Community Partnership Programs with students with behavioural and mental health needs. I am also a Registered Psychotherapist in Private Practice where I specialize in psychotherapy for clients with Anxiety and Eating Disorders. I am also a Contract Faculty Member at Fleming College where I teach Counselling in the Social Service Worker and Mental Health and Addictions Worker Programs. I am very passionate about the work I do in Education and Psychotherapy, and I have recently presented at the CEC Special Education Conference where I presented with Dr. Tiffany Gallagher on Flow State in Education. Return to top.
Turning E-Learning into Environmental Learning
Lauren Yandt
My presentation is called "Turning E-Learning into Environmental Learning". Consider my topic one of your "wild cards"! I will deliver this presentation in-person in a Workshop format, with a slideshow and concluding with an interactive activity.
We live in a world where technology and virtual learning is prevalent and growing, but we also live in a world where the need to focus on the environment is greater than it has ever been before. Embracing technology and saving the environment are commonly considered two opposite pathways; the two realities cannot coexist, and the topics can quickly divide a conversation. I am here to explain that not only can these two realities coexist, but that their synchrony is the key to the future. Through the use of technology, we can teach younger generations to be environmental activists, and we can contribute to the development of meaningful relationships between children and the land. My presentation explains the value of being a technologically-savvy and environmentally-savvy individual- citing Richard Louv's idea of "The Hybrid Mind"- and I discuss how to teach these two kinds of skills in tandem. We will explore why a tech/nature balance is the key to a successful future, and I will offer actual ideas for incorporating technology and environmental learning into the classroom. We will end with an interactive activity: a live demonstration of a possible lesson idea that brings tech and nature together easily!
Speaker Bio
Hey there! My name is Lauren Yandt, and it's a pleasure to have you read my proposal. Thanks for that! Firstly, I am an Honours graduate from Trent U, with a BA in English Literature, and specializations in Theatre Studies and the Teacher's Education Stream. Secondly, I am an educator. I am currently in my first year of Trent's B.Ed program, and I am absolutely loving it! Teaching is certainly one of my greatest passions. Thirdly, and most important to me, I am a voice. Our world desperately needs voices, to speak up and to make change happen. Whenever I am given a platform, I have the responsibility- and the delight- to bring environmental awareness to the forefront. The topic of the environment is intimidating, however. It's a lot of pressure! How can we make this topic approachable? Enjoyable, even? And how can we teach it in such an electronically driven world? The answer is balance. Collaboration. Innovative, creative, and curious thinking! Bringing technology and the environment together, instead of polarizing the two subjects, is key. Let's explore technology together and use it for the good of our future generations, and for the good of our Earth! Return to top.
UDL for HyFlex Delivery
Amy Cook & Darla Benton Kearney
If you are a Universal Design for Learning (UDL) implementer who is thinking about possibilities for HyFlex delivery in your teaching, this session is for you!
Participants are welcome to reinforce their foundation of UDL by reviewing Mohawk College's UDL webpages prior to attending: https://www.mohawkcollege.ca/employees/centre-for-teaching-learning/universal-design-for-learning and for participants who are new (or new-ish) to HyFlex, please review the 4 pillars of HyFlex in Brian Beatty's ebook Hybrid-Flexible Course Design: https://edtechbooks.org/hyflex
Participants are encouraged to bring their ideas, experiences, and questions to this session!
Speaker Bios
Amy has worked at Mohawk College for 17 years providing faculty with the tools and support they need to create pedagogically sound and inclusive online learning environments. Amy has taken an active interest in UDL in higher education and how its implementation in Teaching & Learning can support all learners.
Darla is the Teaching & Learning Consultant - Universal Design for Learning (UDL) in the Centre for Teaching & Learning Innovation. In this role, Darla works collaboratively with educators to support college wide UDL research and implementation in order to facilitate more inclusive, equitable and accessible learning environments. Return to top.
Understanding the Interface Between Teaching and Technology
Nancy M. Smith
I wish someone had facilitated my understanding of Universal Design for Learning (UDL) at the level of heart-knowledge before I began incorporating it into my teaching. The practical applications and context of UDL were missing and despite my investing a lot of time and effort, the needs of students were not being met at the level of my expectations. Once I augmented my definition of context, communication with students and the benefits of UDL flourished. The goal of this 20-minute session is to raise awareness of and appreciation for expectations of the assumed elements for success when connecting UDL with technology. Examples from iClicker, Poll Everywhere, Blackboard, Zoom’s transcription and whiteboard functions, and Qualtrics will illuminate the important role of the educator. Understanding the interface between teaching and technology will have a significant impact on designing learning adventures in the AI and Quantum Computing environments.
Speaker Bio
Nancy M. Smith is a Registered Corporate Coach, Learning Specialist, and Accessibility Advisor who brings a strengths-based lens to conversations and projects. Nancy has developed an intuitive understanding of teaching and learning challenges gathered from a career spanning literacy and English-language learning, accessibility, and post-secondary teaching, with a focus on the disciplines of computer science, systems theory, and project management. Nancy remains boundlessly curious about learning and nurtures this curiosity in others. One of her most treasured resources is a hardcover copy of Roget’s International Thesaurus. Return to top.
Using H5P in Pressbooks
John McLeod
John McLeod, an account manager for Pressbooks, will host this presentation on the Pressbooks LTI 1.3 integration and describe how Pressbooks Results users have used H5P to create formative assessments in their OER projects.
Pressbooks is "software to support new models for book publishing with an emphasis on helping make educational resources (aka digital textbooks) free for all. They are passionate about open source, open content, open knowledge, open education, and the intersection of books and the web." https://pressbooks.com/about Return to top.
You want a student to do what? Where? Lessons from the first co-op programme at Tent University
Brian Srivastava & Shayne Rudolph
In 2018 the Computer Science department created the first co-op programme at Trent university, and 2022 saw our first batch of graduates. In the last 4 years we have had approximately 100 successful placements with employers at 3-person local shops up to organizations like TD bank and Google. In this talk we will go over the work done to prepare students for co-op work terms, lessons from their experiences, and some of the key takeaways from connecting employers and students. We will explore challenges in preparing students for a diverse range of computing resources and use cases, ranging from small independent web development shops to hospital infrastructure and province wide medical databases. We will also cover several of the challenges posed by trying to securely connect students all over the world to employer networks so they can work for only a few months.
Speaker Bios
Brian Srivastava has been a Lecturer in Computer Science at Trent University since 2015 and is a PhD candidate in Computer Science at the University of Western Ontario, specializing in Wargaming, AI and Graphics.
Shayne Rudolph has been the Academic Counsellor for Computer Science Co-op since 2018 and has 2 decades of experience in all levels of government and private sector. Shayne has assisted in managing and creating rules and outlines around co-ops and internships. Return to top.
Wandering through Student Learning: Formative Assessment Strategies and Tools
Greg Denomme & Cliona Geraghty
In this session we will discuss what formative assessment is, why it is a vital element of every lesson and how to achieve it within any delivery model. We will then explore a variety of strategies and tools to achieve such assessment in your weekly lessons. By the end of the session, you will have a plethora of formative assessment strategies supported by the use of a variety of educational technologies to choose from for your teaching toolkit.
Speaker Bios
Greg Denomme is an Educational Technologist at Fanshawe College. He provides technical support for the College’s D2L learning management system and other related technologies. He is also involved with providing training to employees in both technical and non-technical aspects of the College’s learning technologies. Greg has an Advanced Diploma from the Computer Programmer Analyst program at Fanshawe.
Cliona Geraghty M.Sc., B.Ed., B.Sc. is an eLearning Curriculum Consultant in the Centre of Academic Excellence at Fanshawe College. She works collegewide to support the quality assurance of program delivery and development, and with faculty in providing training particular to eLearning. Cliona is a certified Quality Matters Rubric and Peer Reviewer and has achieved the Master Online Teacher Certificate. Return to top.
Who wrote it? An AI. Who graded it? An AI.
Brian Srivastava and Trevor Hill
The frontiers of academic integrity as AI are being integrated into everyday software. Does using a spell checker improve your spelling? If you have dyslexia can a spell checker identify that, and in doing so make better corrections? Should it? If you know nothing about a topic, and are too busy to learn, can an AI just write an assignment for you? If you have too many students, and not enough teaching support, can you just have an AI grade assignments for you? Could it learn how you grade, and grade things like you would? Where does the arms race stand between AI generated content and our efforts to detect and prevent it?
Speaker Bios
Brian Srivastava has been a Lecturer in Computer Science at Trent University since 2015 and is a PhD candidate in Computer Science at the University of Western Ontario, specializing in Wargaming, AI and Graphics.
Trevor Hill is a Lab demonstrator in Computer Science and a M.Sc. student in the AMOD: Big Data program. In his 5 years at Trent as an undergraduate and graduate student he has been a grader and student lab demonstrator for 12 different courses. His research is related primarily to improving languages and methods used for machine learning and data science. Return to top.