Programme du Premier Jour - Mercredi 22 mai 2019

7 h 30 - Les inscriptions sont ouvertes
8 h 00 - Petit déjeuner
8 h 30 - Mots de bienvenue, remerciements, et présentations
9 h 00 - Discours I - Stephen Downes (salle A201, édifice Buchanan)

10 h 15

Adam Lossing: Using xAPI and a Learning Analytics Platform to Support Decision Making Practice
Stream(s) - Stoked for Innovation: Dialogue between elementary, secondary and post-secondary educators/learning designers
Salle B208
At the Justice Institute, in the Fire and Safety Division, we have been developing frameworks to support the rapid development of complex and computer based branching scenarios. As we moved our table-top scenario into this branching scenario framework, we needed to provide the opportunity for course facilitators to provide feedback on the user's experience. xAPI content and a Learning Analytics Platform were brought into the solution to satisfy this need. It is our intent to briefly share the story of our journey so that we can jump into an experience of using the framework to build the logic for a branching scenario that is usable within your context.

Ian Linkletter and Stoo Sepp: Rethinking Discourse in an Online Learning Environment
Stream(s)- Distant Shores - Online Distance Education, Amped to Ride the Party Wave – Collaboration and collaborative practices in distance education
Salle B209
UBC recently piloted an open source team chat technology called Mattermost, which has now been implemented at Enterprise scale for courses and cohorts. Implemented wisely, chat has the potential to increase timeliness of feedback, encourage student to student collaboration, and increase a sense of community within an online course. This technology has been transformative in how it blends real-time and asynchronous modalities, challenges the formality of a traditional discussion forum, and encourages ongoing participation. This session will cover real case studies from UBC's Faculty of Education and provide a space to engage with them in groups.

Florence Daddey, Jairus Korpa and Emma Fanning: How does the use of zero-cost textbook and OER’s impact the learning of students who have to use them?
Stream(s)- Open Horizons - Open textbook, education, pedagogy and research
Salle B210
Justice Institute of British Columbia (JIBC) is on course to create a Zed Cred program where student will complete an academic credential where textbooks will be zero cost or 100% free. One of the drivers for this activity is a recognition that our student demographic is of lower socio-economic circumstance and the majority of our students are likely to face considerable challenges in paying for their programs. (JIBC internal records and statistics from Provisional Financial Aid Report - shows an increase in the number of students applying for financial aid). The difficulties that many students experience in paying for course materials can significantly affect their success as students. It has been well documented that Vancouver is an experience region in terms of the high cost of housing, gas and general expenses. This research will report on the findings from a study that will be conducted with students using zero-cost open educational resources as the primary course material in their Law Enforcement Studies Diploma program (LESD) at Justice Institute of British Columbia (JIBC). Survey instrument will be used to collect primary data from students. Open ended questions will assist in addressing how the use of zero-cost textbook and OER’s have: • Directly lowered the cost of education for them and how it has impacted on their lives as students • Impacted their learning experiences Ethics approval received in December 2019 and data will be collected in January 2019. It is important to hear “student’s voices” on how the use of zero-text book and OER’s saves them money and improves their learning. I’m hoping to present the finds from my research and to present with a student who will share their perspectives in an attempt to encourage more faculty to create, adapt or adopt open-textbooks and resources.

Laura Killam and Katherine Timmermans: Levelling up: Buying in for Badging Version 4.0
Stream(s)- Epic Wipeout: We are always willing to celebrate our successes; this stream will celebrate failures and the learning and growth that comes from them
Salle B211
Gamification in higher education is a strategy to promote student engagement, decrease stress and enhance learning environments (Cheong, Filippou, & Cheong, 2014; Kaufmann, 2018; Wiggins, 2016). Gamification represents the use of game design principles outside of gaming contexts (Deterding, Dixon, Khaled, & Nacke, 2011). Although it is considered “trendy” and debated in academic circles, gamification is widely used both within and outside of educational contexts (Wiggins, 2016; White & Shellenbarger, 2018). Elementary, secondary and post-secondary educators often use games to make learning more interactive and engaging. This use of games in the classroom can unknowingly create a gamified learning environment. Intentional evidence-informed game design is challenging because despite it’s emerging popularity gamification has received insufficient attention from researchers in post-secondary contexts (Wiggins, 2016). Considerations for the design of a gamified learning experience are highly contextualised and require careful planning (White & Shellenbarger, 2018; Wiggins, 2016). It is critical that the student experience is considered in the design process. Yet, student perceptions about gamification are underrepresented within the literature (Cheong et al., 2014; Yildirim, 2017). In 2017 and 2018 the presenters piloted the use of a variety of badging strategies in three different courses. Student feedback and educator reflections were collected over three academic terms. The successes, failures and lessons learnt informed an enhanced game design in two first year nursing courses taught in Winter 2019. The focus of this presentation is on the lessons learned from failures over the experience in all five courses. In May of 2018, the following 10 failures were identified: 1) manual badges were labour-intensive; 2) students found it difficult to navigate the system and earn rewards in the first course; 3) complicated reward systems decreased engagement; 4) some badges were identified as not motivating due to a lack of relevance; 5) students felt completion of some activities was too time-consuming; 6) in one course it increased student stress due to perceived high-stakes; 7) several technical issues were encountered; 8) some students loved it and others disliked it; 9) not enough options for some students; and 10) students cheated (Killam & Timmermans, 2018).
In this presentation an evaluation of the strategies implemented to overcome these failures in 2019 will be shared and new areas for growth identified. These findings are part of an ongoing research study.

11 h 15

Angela Lam, Leanna Chow, Jon Guarin, Meena Kahlon: Active Learning with CLAS/WeVU | Engage Students with Video and Image Annotations
Stream(s)- Stoked for Innovation - Dialogue between elementary, secondary and post-secondary educators/learning designers; Amped to Ride the Party Wave – Collaboration and collaborative practices in distance education
Salle B208
CLAS, the Collaborative Learning Annotation System, also known as WeVU, is a video and image-based platform that facilitates engaged learning through annotations and discussions. Allowing students to interact with video, audio and course materials through text, spoken and video recorded comments enables self-directed, active learning. In addition, the customizable features of CLAS means that it can facilitate almost any classroom activity including peer review, group discussions and audio forums. The widespread and varied use of CLAS throughout UBC and beyond is a testament to its effectiveness. CLAS was first launched in 2010 as a video annotation platform but has mushroomed to fulfill the diverse needs of its users. The platform now contains over 8,000 videos, 50,000 annotations, and sees nearly 2,500 active users each year. It has been used by units as varied as the Department of Music and the Faculty of Medicine to do everything from classroom activities to assessing student applications and psychology experiments. The Faculty of Arts Instructional Support and Information Technology (Arts ISIT) unit provides full support to all courses, university-wide, that utilize the CLAS platform. Specifically, Arts ISIT provides regularly scheduled workshops designed to orient instructors to the technological and pedagogical features of the platform, and offers in-person classroom tutorials to guide students through CLAS learning activities, as well as comprehensive online written and video guides. In addition to getting users comfortable with CLAS, the Arts ISIT team also works hard to make sure CLAS continues to adapt and fit the evolving needs of instructors. When enhancement requests come in, they are implemented into the CLAS platform when possible or put into future development plans. These customization requests are the reason features such as audio discussion boards, specialized peer review templates and image annotations exist in CLAS. This continuing adaption and growth is the key to CLAS’ success as a valued and well used classroom tool. With the Collaborative Learning Annotation System, learning is no longer a passive activity. Rather than simply watching online video content or viewing images, CLAS' interactive features mean that students are encouraged to actively annotate and comment on course materials and ask questions. Not only does this kind of interaction mean that students are retaining and applying concepts, but it also facilitates peer collaboration and makes the student learning process more transparent to the instructor. Most importantly, however, interacting with course material on CLAS enables student self-directed learning skills such as self-management, self-monitoring, self-assessment and motivation. In many ways, CLAS is the future of classroom instruction. By developing social and self-directed learning, students do not passively view course material on this platform; instead, they engage with course content and develop meaningful connections that they can share with their peers. CLAS does teach students, it helps make them learners. With continuing customization, we are only beginning to see all that CLAS offers.

Marie Bartlett, Stephen Doubt, Michelle Harrison, Melissa Jakubec, Ken Monroe and Carol Sparkes
: Synchronized Swimming: A Collaborative Approach to Promoting Student Engagement in Online Learning
Stream(s)- Amped to Ride the Party Wave – Collaboration and collaborative practices in distance education
Salle B209
While all curriculum development for online distance education courses and programs involve an element of collaboration, this session will focus on the intentional addition of collaborative elements to the redesign of Thompson Rivers University’s online Masters in Business Administration. In the early stages, our Director, Curriculum Development and Delivery worked closely with the Dean of the School of Business to articulate shared goals in the program redesign. This collaboration between the School of Business and our Learning Design and Innovations Department continued throughout all stages of the redevelopment of the individual courses, including focus groups with program students. By creating a design framework to be applied by developers and instructional designers across the program, course development was driven by student engagement. As Goodyear et al. (1999) suggest in “Pedagogical frameworks and action research in open and distance learning,” a formal framework is a good way to anchor preliminary discussions about the make-up of individual projects. In fact, Goodyear et al argue that “whatever the individual achievements…contribution to progress in [a] field is [often] hampered by lack of common theoretical framework.” In re-designing the online MBA program, we felt it essential to formalize a framework to inform the development of individual courses. The framework incorporated the work of Garrison, Anderson and Archer’s (2000) Community of Inquiry, highlighting each of the cognitive, social, and teaching presences. Decision making within the framework included an emphasis on increasing the program’s connection to TRU and the Kamloops area, and by extension our Indigenous context, incorporating authentic assessments, and stressing community building through purposeful group interactions. In addition, while individual instructional designers managed their own course development teams, they also worked more closely together than usual. Together, we instructional designers planned and led a large, plenary planning meeting to communicate a philosophical and pedagogical framework for the transformation of the program. We also shared course planning documents, attempting to ensure student workload and assignments were reasonable and varied across the program. Instructional designers collaborated on additional projects designed to enhance the learning experience, including program specific instructor and student orientation modules. The instructor orientation modules were designed to mitigate the amount of time spent on administrative tasks, allowing the instructors to focus on students and their engagement. As well, this process involved internal collaboration with our editing, copyright, media and production teams to ensure the courses were ready for students by January, 2019. This session will focus on how these collaborative elements, as well as the design framework, contributed to the development process. We will also identify lessons learned and promising practices that can be applied to future projects. The audience will be encouraged to share their own collaborative design processes and experience.

Jennifer Lock, Martha Cleveland-Innes, Afsaneh Sharif: Creating Inclusive Learning Environments Using Universal Design for Learning
Stream(s)- Stoked for Innovation - Dialogue between elementary, secondary and post-secondary educators/learning designers
Salle B210
In contemporary higher education, there is currently a greater demand for more flexible, accessible, and inclusive learning environments. Institutional infrastructures have supported greater technology integration into teaching and learning. With the growth of online learning it is allowing education institutions “to increase flexibility, improve efficiency, and foster engagement in learning” (Hashey & Stahl, 2014, p. 78). Through the affordances of the technologies being used for blended and online approaches, students and instructors have multiple ways to engage with the content, with each other, as well as in presenting and representing their understandings. Further, through the neurosciences, we are learning more about how people learn which is helping to better inform the design and facilitation of learning to meet the diverse needs of today’s students. One approach to support more inclusive learning environments is Universal Design for Learning (UDL). UDL helps to guide instructors and instructional designers in creating learning to meet the diverse needs and interests of students (CAST, 2018). It encourages flexible conditions in supporting access and participation by all students. UDL “allows instructors to design a learning environment that maximizes the learning outcomes for the widest range of learners without lowering standards or expectations” (La, Dyjur, Bair, 2018, p. 3). The UDL framework is grounded on three principles that can guide the design and delivery of inclusive learning opportunities: 1) Multiple ways of engagement - ‘why’ of learning; 2) Multiple means of representation – ‘what’ of learning; and 3) Multiple means of action and expression - ‘how’ of learning (Meyer, Rose, & Gordon, 2014). By designing learning using these three principles, students have multiple ways of learning that “diverge from the traditional classroom format…and adapt an inclusive curriculum” (Scott, Temple, & Marshall, 2015, p. 101). The UDL framework provides a foundation for how we can better design and facilitate online and blended learning approaches. The following is an overarching question for our panel: How are higher education institutions integrating UDL in online and blended approaches in creating inclusive learning environments? The panel session begins with an exploration of what is UDL and the key roles and responsibilities of integrating UDL from the perspectives of an administrator/educational leader, a learning designer/instructional designer, and an instructor. As a group, we will share current approaches and challenges to gain insight into how we can modify our current methods to provide more inclusive, authentic opportunities for engagement and reflection. This is followed by the panel opening the discussion to the audience for sharing what is occurring, what needs to be changed, and who needs to be involved to better support UDL implementation in creating more inclusive learning environments. The panel will conclude by identifying key areas that need to be addressed in creating more accessible and inclusive learning environments grounded in UDL.

Laura Killam, Jason Toal, Jeff Tranchemontagne, Jon Fulton, Sidney Shapiro: Tips to Keep Video Production Afloat: Dipping Your Toe Into the Open Water
Stream(s)- Amped to Ride the Party Wave – Collaboration and collaborative practices in distance education
Salle B211
Amidst the rising tides of video choices available for teachers, this panel will share with participants approaches they have found to be successful when selecting, adapting or creating flexible learning opportunities. Selected from institutions across the country with a variety of backgrounds, the panel includes voices from faculty, students, video producers and directors. From lecture capture to screen capture, YouTubbing to fully interactive video, the options available to educators are greater than ever before. Based on a recent Kaltura (2018) report videos are being used to support education by over half of teachers. It is believed that these videos increase satisfaction, student achievement as well as collaboration and improve teaching practice (Gilmore, Adolph, Millman, & Gordon, 2016). Although lecture capture is increasing in popularity (Groen, Quigley, & Herry, 2016), it is important to note that there are more diverse approaches to video use. For example, video can be used for live interaction with students (Beldarrain, 2006), promoting community and engagement through conversation (live or asynchronous) (Bonafini, Chae, Park, & Jablokow, 2017), answering frequently asked questions, micro-teaching (Lin, 2016), and marking (blind citation of presentation and blog post). These innovative strategies serve to humanize the online learning experience and engage learners (Bali, 2016; Cleveland-Innes & Campbell, 2012). Interactive video is becoming more advanced and easier to accomplish with tools like H5P. The use of video from a client’s point of view is also being used to build empathy and simulate clinical situations (Thomson & Cambly, 2018). The potential of video to enhance collaboration and engage learners increases when they are shared openly. Both students and educators require support developing digital literacy skills as video is an important part of the future of education (Kaltura, 2018). The purpose of this diverse panel is to discuss diverse views of the future of video in education. This panel discussion will be guided by the interests of the crowd using interactive video and polling. The panel draws on the experience of video production specialists, faculty and student perspectives. After a brief introduction of each panelist the audience will select topics for discussion from a suggested list or pose their own open-ended questions to the panel. Potential topics of discussion will include: ~An exploration of ways that video can be used to solve problems in both online and in-person learning environments ~Types of video that support student learning ~Simple cost-effective approaches to do it yourself video production ~Director’s tips for engaging the audience ~Strategies for saving time when editing (or do you really need to edit?).

AMTEC Trust Board Meeting - All Welcome
Salle B215

13 h 30

Dianne Jamieson-Noel, Barry Magrill, Alex Stewart, Shashi Seth, Ranga Ventakachary: Building Novel and Effective Online Narratives (NEON) for online and distance education
Stream(s)- Distant Shores - Online Distance Education
Salle B208
If you explore the research on today’s student, the keywords that emerge suggest that students seek out ways to connect with others and are more technologically savvy than ever (Russo, Fallon, Ahang & Acevedo, 2014). At the same time research also suggests today’s student are often disengaged, inattentive, are not reading and find lectures boring (Hoeft, 2012, Mann & Robinson, 2009). Given this, the question we ask is how can we design online learning environments to support student engagement and learning? Research has long suggested that technology be used as cognitive tools to engage students in relevant and meaningful work that involve problem solving, critical thinking and collaboration rather than merely a means to present content (Ertmer & Ottenbreit-Leftwich 2013, Jonassen & Carr, 2000). Moreover, new approaches to teaching and learning that directly involve the student in engaging with content may be the disruptive factor to help students achieve the learning outcomes (Hirumi & Sivo, 2012). In our presentation we argue for a new wave of narrativity in online courses may be able to disrupt the traditional top-down educational experience. With this idea in mind, we propose a discovery-rich session aimed at literally and figuratively re-writing content into learn-by-doing delivery for maximum disturbance of the status quo. Research shows that student engagement, recall, and motivation to continue the learning journey are influenced by the mode of knowledge delivery in online courses (Hirumi & Sivo, 2012). Text heavy pages, long videos unconnected to the course narrative, and excessive amounts of reading are rapidly losing traction with the newest tech-savvy generation of students taking online courses (Instead, storytelling, learning by doing, and interactivity are the new gold-standard in online learning. This session will actively demonstrate how to take data heavy content and turn it into engaging opportunities for online learners. Our group will walk participants through editing and discovery processes to arrive at an interactive product that is hands-on for learners, more engaging, and promotes both recall and deeper subject matter interest.

Leeann Waddington: The Role of Appreciative Leadership in Education
Stream(s) - Amped to Ride the Party Wave – Collaboration and collaborative practices in distance education
Salle B209
The Appreciative Inquiry Framework is most well known as a change management and strategic planning tool. In recent years it has been used as a research methodology within the action research framework. This session will explore possible ways to use an appreciative stance in our course design, evaluation and student interactions in order to develop more positive learning experiences.

Joanne Kehoe and Olga Perkovic: Creating a Collaborative Open Culture on Campus through an OER Committee
Stream(s) - Open Horizons - Open textbook, education, pedagogy and research; Stoked for Innovation - Dialogue between elementary, secondary and post-secondary educators/learning designers
Salle B210
With Open Educational Resources transforming the post-secondary landscape, there is a need within each institution to form and foster a community of people who work together to promote, support and collaborate on the advancement of OER in teaching and learning. This roundtable will provide participants with insight into the formation and sustainability of McMaster University’s OER Committee – an advocacy group established, in part, by the McMaster University Library, to build OER understanding and awareness of adoption, adaptation and creation practices within the McMaster University community. The goal of McMaster’s OER Committee is to promote the advantages and benefits going “Open” represent for its community of learners and educators by centering its activities on addressing inequities around affordability, access, learner retention and diversity and offering opportunities for creating, co-creating and re-mixing content to suit teaching and learning needs. Central to our activities was to work closely with our learners, our educators and our campus bookstore. We will highlight how this was accomplished during the group’s first year of existence. This interactive presentation will have participants developing and sharing personas to help shape and include all needed perspectives and experiences. Whether you are exploring forming a similar group due to a senior administrative mandate or whether it will be a “grassroots” initiative similar to ours, we will share our experiences, activities, recommendations and lessons learned as well as any openly-licensed documents we have created. and support others looking to build a similar culture of practice at their institution.

Stephen Campbell: Changing Participants Roles in Online Community College Courses
Stream(s) - Incoming Tsunami - Research and work done by graduate students; Distant Shores - Online Distance Education
Salle B211
Participants in fully online community college courses benefit by understanding the new expectations of the roles they inhabit; and through realizing the underlying political relationships of a fully online course, how they can better interrelate with other participants as well as the course entity. Community colleges in Canada and the United States are public education institutions highly representative of western society’s populations in higher education (Pittman, 2017, p.4). For the purposes of this paper, “community colleges” will refer to community colleges situated in Canada and the United States. Community colleges are uniquely situated in the western educational world as they had been earlier adapters to online education and can be further developed in their implementation of effective online pedagogical practices compared to other educational institutions (Lokken & Slimp, 2017, p. 74). Fully online courses are, recently, moving away from direct imitations of face-to-face courses into a more remediated unique educational entity (Huntington-Klein, N., Cowan, J., & Goldhaber, D., 2017, p. 244). Community colleges’ online courses in recent years are a good indicator of the effectiveness of contemporary online instructional strengths and weaknesses and therefore can help to illuminate new roles for online course participants. Their online offerings’ successes are not attributable to many previously academically successful students; as could be a confounder in evaluating the success of online university courses. This reveals newly formed roles which, through exploration, prepares participants for success in new educational landscapes.

14 h 45

Fred Cutler, Letitia Henville, Heidi May, and Julie Walchli: Creating a (web)Space for Emergent Knowledge: An ePortfolio Platform to Support Educational and Career Outcomes at UBC
Stream(s) - Stoked for Innovation - Dialogue between elementary, secondary and post-secondary educators/learning designers
Salle B208
ePortfolios facilitate deeper learning, enabling students to connect coursework to experiences in other disciplines and in non-academic settings. ePortfolios can be used for professional identity development, as both the process of making an ePortfolio and the product itself help students reinforce and communicate what they have learned. UBC’s Faculty of Arts ePortfolio initiative – ubcarts.ca -- has built on these concepts, guiding students to articulate the knowledge and skills developed throughout their degrees and share these with external audiences, including employers and graduate schools. In our initiative, ePortfolios have been a tool for students to intentionally craft a professional identity directly connected to their undergraduate learning and their career aspirations. While the majority of students understand the ePortfolio to be a good platform for sharing their work, more needs to be done to help students see ePortfolios as a bridge between their academic learning, life experience, and emerging professional identity. We are now launching a digital platform, based on the WordPress CMS, that aims to enable more integration and connection between students’ academic interests and their aspirations. By creating an eportfolio tool that accommodates and even draws out overlaps and intersections of all learning venues and activities, we intend to increase students’ understanding of what they are learning and how it informs their identities. This presentation discusses a theoretical and practical pedagogical approach informing the technological design of our new platform. In this session we will present findings from a three-year pilot, tools from our Arts Student Webspace platform, and discuss how these tools can be used to foster students’ abilities to draw connections between their multiple identities and emerging knowledge.

Anil Shrestha, Michelle Zeng and Hailan Chen: Running SFM Online Courses using Repurposed OER under International Collaboration
Stream(s) - Distant Shores - Online Distance Education; Amped to Ride the Party Wave – Collaboration and collaborative practices in distance education
Salle B209
UBC Faculty of Forestry has led a multinational multi-university collaboration on the development of a forestry online distance education program since 2014. Five self-directed online courses in sustainable forest management (SFM) have been developed to global learners as open educational resources (OER). Since 2016, existing self-directed OER courses were repurposed and implemented as open-enrolled instructor-facilitated online courses for target international students from the Asia Pacific region. The proposed session will demonstrate two of the current practices organized by UBC Faculty of Forestry in 2017 and 2018 using the available OER courses of the program `Sustainable Forest Management in a Changing World’ and ‘Restoration of Forest Degradation and Plantation Development’. It will showcase good examples in delivering SFM knowledge using available quality OER to global audiences from various culture backgrounds, as well as creating an effective learning community to promote learning and experience sharing in forestry practices in the Asia Pacific region. In the proposed session, we will share our learnings on issues and challeges that we have experienced while offering these online courses. We will also share the strategies that we adapted to address those issues and challenges to enhance student learning experience. Student achievement and satisfaction will be presented. Implications for future delivery will be discussed. We believe the practice will provide useful experience and information to benefit higher education practioners who are interested in seeing examples on how to deliver online courses using repurposed OER for target international students under an effort of international collaboration.

Natasha Boskic: Instructor Presence in the Online Learning Environment: ”You are here!”
Stream(s) - Amped to Ride the Party Wave – Collaboration and collaborative practices in distance education
Salle B210
A course on Selection, Evaluation and Implementation of Learning Technologies is one of the elective courses in the Master of Educational Technology at UBC. It is one of the rare ones in the program that is practical by nature and requires a lot of “remote” hands on. With the heavy, but not overwhelming use of media, web conferencing and other current tools, the student are active and engaged from the start to the end of the course. The instructor’s presence is realized in many different ways.

Cindy Ives and Pamela Walsh: Organizational change experienced by Canadian universities adopting online learning
Stream(s) - Distant Shores - Online Distance Education
Salle B211
Postsecondary online education is undergoing substantial growth around the world. Recent research about the impact of online learning on higher education in Europe, Australia, the UK and the USA suggests significant changes have been experienced in academic and administrative structures, processes, policies and culture. While there is evidence to suggest that most Canadian universities and colleges consider online learning important for their future, little information exists about related management, leadership, organizational change, and innovation issues. There are relatively few studies in the Canadian higher education context that address the main drivers of the transition to online learning, obstacles to adoption, academic models that have emerged, and technologies that are being utilized. Addressing research on leadership and strategic planning, Paul (2014) notes that rapid technological change and implementation of online learning “have resulted in a significant lag between practice and research in its management and administration” (p. 175). Our review of the literature revealed common themes including online learning as a disruptive change in institutional culture and practice; the importance of leadership and strategic planning; the need to engage stakeholders; and the potential for innovation. Graetz & Smith (2010) conclude that a multi-perspective approach to organizational change management can purposefully engage a cross-section of stakeholders who together can address the “complexity, ambiguity and uncertainty” of higher education culture and design change that will persist (p.x ). Brown (2013) reflects on multiple factors affecting the complexity of change management in higher education, calling for “distributive leadership” and collaborative approaches that are more effective over time than either top-down or bottom-up approaches. Widespread adoption of an innovation such as e-learning relies on strong leadership, shared vision, and a “conducive” culture (King & Boyatt, 2015, p. 3). The inclusion of online learning in higher education has fostered disruptive change; strong leadership can, and must, create the conditions for innovative change (Beaudoin, 2016). Our current study investigates the experiences of a selection of Canadian universities with a history of distance education programs that have moved to online offerings. Using qualitative methods (individual open-ended interviews and document analysis), we review the perspectives of individuals involved in leading, planning, and implementing online initiatives. This session will present the rationale and context of our ongoing research project, key themes, and early findings of the study, including challenges and success strategies.

15 h 15

Bosung Kim, Misuzu Kazama, Bruce Moghtader: Integrating peer feedback to support L2 students’ oral proficiency
Stream(s) - Epic Wipeout - We are always willing to celebrate our successes; this stream will celebrate failures and the learning and growth that comes from them; Stoked for Innovation - Dialogue between elementary, secondary and post-secondary educators/learning designers
Salle B208
Pedagogical benefits of engaging students in reviewing and commenting on the work of their peers (hereafter referred to as peer feedback) have been tested in many disciplines and are now widely accepted (see Nicol, Thomson, & Breslin, 2014, Topping, 1998). In foreign language contexts (L2), however, it is still debated whether the same level of benefits can be observed and L2 students have enough linguistic competency in order to make a proper judgement about their peers’ language proficiency, in particular for spoken language. Cheng and Warren (2005) reported, when the L2 students reviewed their peers’ spoken English, they focused more on pronunciation, pausing, timing, and pacing whereas the teacher equally concerned vocabulary, structure, and other assessment criteria along with oral fluency. The students also felt less comfortable in assessing their peers’ language proficiency due to their poor linguistic competency and their lack of understanding about language proficiency. An assignment that has a peer feedback component tends to be more complicated because it involves more steps and requires students to engage in a high-level of thinking. For the successful implementation of peer feedback, the assignment should be clearly laid out and students must be trained on how to perform the task. How can it be done in L2 speaking contexts? Recently, Rodríguez-González and Castañeda (2018) found that training L2 students, using the speech samples of previous students, on effective Spanish communication, helped students provide feedback on the language accuracy and fluency of their peers’ speech. But there are still a dearth of studies on peer feedback for L2 speaking (Rodríguez-González & Castañeda, 2018), and are not enough guidance for language educators and instructional designers on what to consider when integrating peer feedback into a speaking assignment and how to guide the process. In 2016 and 2017 Winter term II, we integrated peer feedback into a job interview assignment in a second-year Beginning Japanese course. Students posted their job interview practice video onto the Collaborative Learning Annotation System (CLAS), and provided feedback onto the timeline of a video of their peers using the annotation feature in CLAS. The preliminary data analysis support that students can benefit from formative peer feedback on oral proficiency. Our presentation will focus on various strategies used to prepare L2 students for the peer feedback activity, the technology used for the implementation, and student perception towards the use of peer feedback on the preparation of a speaking test.

Julie Wei: Assessment Analytics: Learning What Students Know, Knowing How Students Learn
Stream(s) - The Impact Zone - A dialogue series, on indigenous/inclusion/student well being, between Student and Designer/Educator/Instructor
Salle B209
Assessment analytics is the analysis of data with student assessment, and feedback to that assessment. It can benefit all stakeholders involved in the educational process, as it not only defines what learners consider important and measures their achievements across all phases of learning process, but also gives instructor and institutions a valuable feedback about whether the program goals and institutional objectives have achieved. However, assessment analytics is almost never considered as a part of the available data sets that can inform learning analytics. This is probably because most assessment data are not granular enough, and the possibility of collecting and collating assessment data at a level of granularity that is meaningful and useful has simply been unthinkable. With the advent of reliable and advanced assessment tools and the upsurge in interest to move towards evidence-based decision making on teaching and learning, this is about to change. To get maximal benefits from assessment analytics, assessments should be designed mindfully to collect finer level test data, as well as be analyzed to provide detailed information about in which specific areas that learners do well or need to make improvements. This presentation identifies that assessment analytics is a missing step in learning analytics, and shares an empirical study about how to design assessment mindfully so that it can collect and analyze data about leaners for the purpose of understanding and optimizing, learning and the environment in which it occurs. Such assessment is especially helpful to understand complicated learning process that are traditionally considered to be difficult. Findings from the empirical study demonstrate that assessment analytics benefits would extend to all stakeholders involved in the educational process. Specifically, • At the student level, it can provide detailed reports about their learning progress, measure attainment of knowledge and skills over time, compare it to where they started, benchmark performance against other learners or cohorts. • At the teacher level: as instructors can get information about student behaviour in their assessment tasks for their strengths/ weaknesses and the areas that they need to improve Instructors can actually act on that and adjust in time interventions inside the curriculum for that cohort of student based on what their assessment data is telling us. At the institutional level, it is easier and faster to present student learning outcomes. It will help assess programs by comparing cohorts of students, offer inter- and intra-school benchmarking, nationwide inter-institutional benchmarking or even at the international levels. It will also shed lights on efficiency of teaching methods, evaluate curricular developments and quality assurance.

Rob McMahon, Amanda Almond, Diana Steinhauer, Stewart Steinhauer, Diane P. Janes (presenter) and Greg Whistance-Smith: Learning and Practicing Indigenous-Settler Relations through Digital Media Co-Creation: The We are All Related Augmented Reality Storytelling Guide
Stream(s) - The Impact Zone - A dialogue series, on indigenous/inclusion/student well being, between Student and Designer/Educator/Instructor
Salle B210
The We are All Related Augmented Reality Guide is a freely available Open Educational Resource (OER) developed to explore and practice Indigenous-settler relations through digital media storytelling. Indigenous and settler team members created a “learn-by-design” process that instructors and students can use to respectfully engage with Indigenous Knowledge Keepers, Elders and storytellers to co-create Augmented Reality (AR) digital media stories. Our process aimed to generate opportunities for critical, reflective, and reciprocal relationship building through direct engagement between partners from Indigenous and settler backgrounds (Bower, Howe, McCredie, Robinson, & Grover, 2014; Castleden, Morgan & Lamb, 2012; McFarlane & Schabus, 2017; Menzies, 2004). One approach to exploring and building Indigenous-settler relations is through creative and collaborative projects, including digital media co-creation (Gaertner, 2016). Building on this approach, we chose to focus on AR, a form of digital media that layers information over a real-world object, view, or experience (Dunleavy, 2014; Hidalgo, 2015). AR geolocated stories can centre Indigenous understandings, knowledge, and language, challenging dominant colonial narratives about what is known about an area’s past, present, and future (Hildebrandt, Lewis, Kreuger, Naytowhow, Tupper, Couros, & Montgomery, 2016). With this focus in mind, our project retells stories from Saddle Lake Cree Nation knowledge keepers that are activated at the site of Sweetgrass Bear, a Treaty No. 6 marker bear sculpture in amiskwaciwâskahikan (Edmonton, AB). In this presentation, we present the design process and pedagogical framework used in our project and documented in the We are All Related AR Guide. We describe our design process, encompassing several cycles of iterative development involving graduate student researchers and a graduate course held in Fall 2018. The Guide highlights and reviews the many considerations embedded in digital media co-creation, including respectful relationship-building, OCAP® principles, representation and appropriation, stewardship, and data and information governance. It braids an overview of these considerations with relevant multimedia resources, steps we used to create prototype AR stories, and issues related to logistical and technical support. Themes of respectful communication, collaboration, and consent are stressed throughout the Guide, which focuses on treaty education and Indigenous-settler relations in the context of Treaty No. 6 territory (Alberta). The AR stories from these projects will be shared with the public, with ownership retained by Knowledge Keepers who protect the stories for future generations. In our presentation we will reflect on how the guide was developed, from starting the process in ceremony, to researching and writing the guide. We provide observations from our experience utilizing AR and digital media as a tool for teaching and learning. We used the commercial AR platform HP Reveal, and will discuss some of the benefits and limitations of this and other AR platforms. We hope to spark discussion regarding how emerging forms of digital media such as AR might be further utilized in diverse projects seeking to build and sustain Indigenous-settler relations in a good way.

Daph Crane (Presenting), Adrienne Peters & Jane Costello: Finding the Wave Crest using Twitter
Stream(s) - Open Horizons - Open textbook, education, pedagogy and research; Distant Shores - Online Distance Education; Amped to Ride the Party Wave – Collaboration and collaborative practices in distance education
Salle B211
Social media usage in post-secondary education is expanding, as is the research literature examining its effectiveness in engaging students. Studies have examined the use of Twitter as an assessment and engagement tool, and since this is a broad and growing research area, better understanding whether Twitter can promote these outcomes in an upper-level university course is valuable (Peters, Costello, & Crane, 2018a). This presentation will explore two recent studies in the use of Twitter in upper level Sociology courses at a Canadian University. We will also explore how students respond to the use of Twitter as a “community-classroom” engagement and assessment tool. Our findings, suggest there are interesting differences in the social networking platform’s use between two course formats, online and on-campus and that Twitter does contribute to some students’ sense of community (Peters, Crane, & Costello, 2018b). We offer suggestions for how instructors can successfully integrate Twitter activities into their course assessment to make them more engaging and to improve connectedness. We use these to recommend strategies for instructors to integrate Twitter into their courses.

15 h 45

Ken Monroe and Bala Nikku: Delivering an International Social Work course in an international setting
Stream(s) - Distant Shores - Online Distance Education
Salle B208
In Fall 2018 SOCW 4800, International Social Work was offered in a COIL format between TRU and students in Pakistan. This session will discuss the planning and implementation processes with a eye to guide others in the development and delivery of this kind of learning

Kathleen (Kate) Lenert: When Waves Collide: Transforming Teaching in a Biomedical Science Doctoral Program
Stream(s) - The Impact Zone - A dialogue series, on indigenous/inclusion/student well being, between Student and Designer/Educator/Instructor; Stoked for Innovation - Dialogue between elementary, secondary and post-secondary educators/learning designers
Salle B209
Doctoral programs in the biomedical sciences focus primarily on the science, where trainees are often funded to work in labs, with the goal of producing a dissertation. Once the student graduates, and pursues a career in academia – a postdoctoral position or junior faculty – they will likely be expected to teach. However, the new graduate is ill equipped to meet the demands of a teaching career (Bosch & Casadevall, 2017) where they may be expected to design a curriculum, teach with effective active learning strategies, use a Learning Management System or incorporate technology into their course. Their own academic courses are often taught in a traditional lecture-based format leaving the students with little mentoring in more progressive teaching and learning approaches. A course on teaching techniques taught by an Instructional Designer/Educational Technologist is offered to doctoral students, starting with learning theory and focusing on constructivist interactive learning, and the incorporation of technology in the classroom. Subsequent to the course, the pre-doctoral students participate in a mentored teaching externship at one of two participating undergraduate colleges.

Michael Dabrowski: Shaping Global Citizens: A collaborative teaching approach to multidisciplinary language learning
Stream(s) - Open Horizons - Open textbook, education, pedagogy and research; Amped to Ride the Party Wave – Collaboration and collaborative practices in distance education
Salle B210
A global citizen is aware of and understands their place in the world. The first steps on this journey involve learning another language and comprehending an alternate perspective on the world that comes from learning about other cultures. In language classes, this is typically done through exploring cultural snippets and reading literary works by literary masters. While both these practices expand cultural awareness, in many ways, they are passive forms of learning in which students consume information. It takes action to play a role in community development and collaboration to make our planet more equal, fair and sustainable. To harness and direct the talent and energy of language students, we adopted Open Educational Practices (OEP) incorporating reusable or meaningful open assignments (Wiley, 2013) into the language classroom. The assignments are reusable because students perfect the living course textbook through various collaborative editorial and pedagogical practices (Paoletti, 1995) focusing on vocabulary, grammar, and structure. Additionally, through open and collaborative practices online (Stahl et al., 2006) and in the classroom, the students create, edit, and design ancillary learning materials under Creative Commons licenses with the objective of producing a meaningful stand-alone open educational resource for future iterations of the course while exploring socially relevant topics. The content is based on UN’s 17 Sustainable Development Goals to guide sociocultural understanding of Hispanic America and to develop global consciousness while working on polishing the target language (Spanish). This project relies on four dimensions of OEP: leveraging social learning, balancing privacy and openness, developing digital literacies, and challenging teaching roles (Cronin, 2017). The students with support from the teacher and graduate students have co-created a knowledge resource available globally. The course activities enhanced scholarship and empowered the learner to leverage collaborative digital technologies, perfect language skills by teaching their peers, and have their course-work impact the world in a socially meaningful way by contributing to the open movement. Work that embodies collaborative learning practices (Dillenbourg, 1999) in stark contrast to the competitive nature of our current educational system. OEP allows the learner to participate actively in and contribute to the subject matter that they are studying by creating information and transforming a passive learning model into an active one. We will also explore some of the risks and drawbacks for educators and students when engaged in open and collaborative practices in creating open educational resources.

Tannis Morgan: Instructional Designers and Open Education Practices
Stream(s) - Open Horizons - Open textbook, education, pedagogy and research
Salle B211
Instructional Designers/Learning Designers/Instructional Developers (IDs) occupy a unique position in higher education as a support to faculty in the course development process. As an awareness of OER grows in higher education in Canada and the US, and a body of research pointing to the benefits, barriers and challenges in implementing OER more broadly emerges, it is important to shed the light on the role of instructional designers in relation to open education practices (OEP). In their role as support to faculty in the course development (and often delivery) process, instructional designers can play an important part in alleviating some of the well-known barriers of OEP: faculty time required to find appropriate OER to adopt or remix, resistance to change, and institutional support (Annand and Jensen, 2017, Barker et al, 2018; Jhangiani et al, 2016). Yet little is known about how IDs engage with OEPs in the course development process and how they see their role in relation to OEPs. This presentation will focus on the preliminary results of a qualitative study that examined how instructional designers at BC public post-secondary institutions incorporate open education practices (OEP) into the course development process or in the process of working with faculty.

16 h 15

Laura Killam and Sidney Shapiro: Top Ten Negotiated Grading Lessons: Failing Forward
Stream(s) - Open Horizons - Open textbook, education, pedagogy and research; Epic Wipeout - We are always willing to celebrate our successes; this stream will celebrate failures and the learning and growth that comes from them; Stoked for Innovation - Dialogue between elementary, secondary and post-secondary educators/learning designers
Salle B208
Negotiating grades with students is a cutting edge and disruptive innovation in higher education. Traditional grading systems have been identified as problematic because they do not promote student growth, are demotivating, are unreliable, and have been found to be inflated and unfair (Barth, Liu, & Wells, 2009; Elikai & Schuhmann, 2010; Labenberg, 1993; Schneider & Hutt, 2014). Yet, some argue that there is insufficient evidence to support moving away from traditional grading systems (Ferry, 2013). Inspired by a presentation from secondary school educators about a “gradeless” classroom (Kurt, 2018) and a review of the literature, this individual interactive presentation is a reflection, by two professors from different departments (Data Analytics and Nursing), who have ventured into this unknown territory together. Schneider and Hutt (2014) found that grades are primarily useful for administrative purposes, not the promotion of student growth. Negotiated grading was our solution to this problem. Negotiated grading was defined in this context as a process whereby students are not assigned a numerical grade until they have reflected on feedback about their work and engaged in self-assessment. Students use feedback from their instructor and peers to evaluate their coursework. The final grade is a result of a discussion with the course instructor. This process empowers students to advocate for the grade they desire, and allows students to resubmit work as desired. With negotiated grading, feedback and iterative learning/improvement is given more emphasis than terminal grading. In this framework, students have agency to be a more active participant in their education, and are able to develop critical, real-world, skills. The process of negotiating grades in three different courses followed different evolving paths. Scholars have explored similar approaches to promote self-assessment in a variety of contexts with mixed results (Fitzpatrick, 2006; McMorran, Ragupathi, & Luo, 2017; Storjohann, Raney, & Buckley, 2015). In our context, many lessons were learnt from the process and are now being used to inform the development of ongoing research. Our interest is understanding how shifting the focus from a numerical grade to a student-centric positive growth approach will impact teaching and learning within a system traditionally driven by quantitative grading. A key question raised is how to ease the paradigm shift for students in a way that does not increase student stress and encourages a more positive experience. This presentation will focus on the top five failures and top five successes, some of which are quite surprising!

Kelly Brennan: Laurentian University CAE Coffeehouse - Developing a Physical and Virtual Faculty Learning Community
Stream(s) - Amped to Ride the Party Wave – Collaboration and collaborative practices in distance education
Salle B209
The Centre for Academic Excellence (CAE) Coffeehouse started as a passion project in early 2016. At that time our newly formed Teaching and Innovation team identified the need for a centralized repository of faculty supports as it relates to pedagogy and technology, and we wanted to bridge the gap between traditional teaching practices and technology enabled teaching and learning approaches as they apply to our institution’s context. Realizing that “[s]tandard approaches towards faculty development often miss the dynamic and complex relationship between content, pedagogy, and technology” we drew inspiration for the coffeehouse from the London and Oxford Coffeehouses of the 17th and 18th centuries. We wanted to integrate their same spirit into this virtual space. To create “a place for like-minded scholars to congregate, to read, as well as to learn from and to debate with each other.” In keeping with the conference thread of Collaboration and Collaborative practices in both on-campus and distance education, this presentation will highlight how our coffeehouse is a Faculty Learning Community as defined by Cox (2004) and is meant to open the door to collaboration and ignite discussion relating to design thinking, pedagogy, and technology-enabled teaching and learning strategies for our bilingual faculty and graduate teachers both on campus and at a distance. Fundamentally, the Coffeehouse operates in tandem with the CAE’s faculty development workshops. Housed in our university’s LMS, one function of the Coffeehouse is to act as a resource for faculty who are interested in teaching with technology. The Coffeehouse is also a place for faculty to share ideas amongst their peers and receive support for their ideas from the CAE faculty support team. It is a hub to celebrate teaching excellence, encourage innovative thinking as it relates to technology-enabled teaching and learning, and an environment to further explore and discuss pedagogical approaches to teaching with technology. Within the Coffeehouse we post copies and recordings of past faculty workshops sessions, provide access to the in-house created Course Syllabus Generator, plus host an appointment booking tool with members of the Teaching and Innovation team. Although perhaps not new in concept or practice, we are excited and proud to have created the Coffeehouse space so that faculty members can participate in a virtual community dedicated to enhancing technology-enabled teaching and learning to supplement and enhance the in-person individual consultations. We currently have 247 faculty, both full-time and part-time, teaching either on-campus or online in the Coffeehouse and at the conference will be reporting informally on their experiences with accessing and applying the resources found in the Coffeehouse. We will also speak to their level of engagement with other faculty in the virtual space.

Gerald Ardito: We built it, but they didn't come: an analysis of a social network platform for learning
Stream(s) - Epic Wipeout - We are always willing to celebrate our successes; this stream will celebrate failures and the learning and growth that comes from them
Salle B210
Inspired by the work for Jon Dron and Terry Anderson at Athabasca University, the author designed a social network for learning for his university called Pace Commons. The goal of this platform was to given teachers and teacher candidates a profound experience of the power of learning via connections (a la Siemans and Downes Connectivism and Cormier's Rhizomatic Learning). While these teachers and teacher candidates appreciated the freedom of this platform as compared with the typical LMS, they spent little time actually connecting with others beyond assigned course work. This interactive presentation seeks to unpack these experiences with and through interactions with conference participants.

18 h 00 - RÉCEPTION Cecil Green Park House

20 h 00 - CONCERT DE MUSIQUE - Chan Centre

Programme du Deuxième Jour - Jeudi 23 mai 2019

9 h 00 - Discours II - Mary Burgess (salle A201, édifice Buchanan)

10 h 15 -

David Romero and Julie Wei: Higher Education Evaluation: What Student Feedback Comments Tell Us?
Stream(s) - Incoming Tsunami - Research and work done by graduate students
Salle B208
In this presentation, we discuss our exploration and analysis of students’ responses to course evaluation surveys. Our purpose is to explore and critically understand students’ explicit suggestions aimed at providing actionable feedback that can help practitioners and diverse stakeholders to improve the quality of teaching at a university level. The data was selected using three different sampling strategies, randomized, purposeful and casuistic, in order to capture a general conception of the students’ needs and expectations, a specific snapshot of the categories that need to be improved within the context of a single course, and a more focused landscape in cases where highly problematic teaching practices emerged within the data. The different datasets were later imported into NVivo and coded manually through an iterative and reconstructive process that lead us to identify different aspects in need of attention. The coding model is the result of a hybrid approach that unifies theoretical conception of coding (Saldaña, 2016) within the context of suggestion extraction and elements that emerge from the coder’s interpretation of the specificity of the data itself (grounded, iterative and cyclical approach). The definitive code model contains the following elements: 1. Sentiment towards different teaching dimensions (positive, negative and neutral); 2. Explicit suggestions (actionable feedback that students provide); 3. Red flags (instructors’ attitude or practices that need to be examined in depth due to its contentious and problematic nature); and 4. Excellent cases (pedagogical practices that demonstrate a high degree of commitment and exemplary potential). Due to its potential to become actionable, we focused the discussion on explicit suggestions that reveal areas that students see as in need of improvement (course content, evaluation, organization and assignment), and we analyzed the students’ suggestions using a theoretically framework informed by the conception of good practice (Entwisted & Ramsden, Ramsden, Chickering & Gamson). This helped us review the literature from a perspective grounded on the main actors’ experiences to identify literature’s silences and perfectible areas. At the same time, the opposite process was conducted as well: students’ comments were reviewed from the theoretical frame enabled by this literature body to identify areas that, from a normative point of view are important, which, however, do not emerge within students’ responses. Our findings align with two different sets of assumptions: 1. expert literature needs to be reconstructed (Burawoy) taking into consideration experiential elements and 2. students’ suggestions need to be weighted within the normative frame that the specialized literature offers. None of this sets of premises should totalize the other but need to be carefully put into constant dialogue and tension. More important, proper use of teaching evaluation instruments is not an ability that occurs naturally, and universities require to open a discussion to educate users as to the possibilities and limitations of these tools.

Rajiv Jhangiani: Introduction to Open Pedagogy
Stream(s) - Open Horizons - Open textbook, education, pedagogy and research
Salle B209
Open Pedagogy is both an access-oriented commitment to learner-driven education and a process of designing architectures and using tools for learning that enable students to shape the public knowledge commons of which they are a part. It is an approach to teaching and learning that draws on both open licensing and critical pedagogy to interrogate the traditional roles of the instructor and the student by providing more agency to both. This hands-on workshop will draw on a diverse range of examples to illustrate what open pedagogy can look like in practice before challenging participants to (re)design traditional course assignments so that they are less disposable (limited in impact, audience, and life) and more renewable. Among other strategies, participants will explore how faculty can work with students to curate, annotate, adapt, update, and create open educational resources. Participants will be equipped with practical strategies and a suite of supporting resources as they work collaboratively to generate and provide feedback on one another's ideas, which will themselves be shared as a public resource.

Terryl Atkins, Marie Bartlett, Jon Fulton, Thomas Sandhoff and Carolyn Teare: Team Visual: Sailing the Open Sea, Together
Stream(s) - Open Horizons - Open textbook, education, pedagogy and research
Salle B210
A group of people from various departments find themselves sailing the open sea, in the same boat, sharing a purpose. This purpose is to create an Open Educational Resource that will not only support a number of Thompson Rivers University’s Visual Arts and Fine Arts courses, but also contribute to the open visual vocabulary worldwide. Imagine an online, open gallery space, featuring visuals, media and thoughts on themes that include Gender, Capitalism, Mass Media, and Globalization, to name a few. See learners, engaging critically with their environment, documenting their observations by visual means, and creating an original body of work. Learners have a choice to keep their work private within the confines of a learning management system, or give consent to share their work openly. This session will relate a seafaring tale of mapping visual themes, navigating rough waters of copyright, and inviting students to create open content. Using a variety of technological platforms, team visual is developing a unique tool that is still evolving. We will elaborate on most memorable moments of our voyage, as well as main topics that the team debated, which include privacy and publicity, collaboration and co-creation, and relevance to the post-secondary sector as well as the visual community at large. Session participants will also get an opportunity create visuals and contribute their work to the Open Educational Resource if they choose to do so.

Melissa Jakubec: Diving In: Creating an Open Repository of Learning Activities
Stream (s) - Open Horizons - Open textbook, education, pedagogy and research; Distant Shores - Online Distance Education
Salle B211
Despite the increased ease of access and availability of open educational resources, actual efficient reuse of learning objects, learning resources and learning designs is still described as “a Holy Grail within e-learning” (Wills & Pegler, 2016). Current resources aimed at increasing blended learning and the use of technology in the classroom focus on detailing best practices and describing pedagogies and activity types by their characteristics. They also commonly provide examples at the course level but it may be difficult for a novice or even an experienced educator to see how these patterns/ideas could be transferred to their own context. These are useful resources as starting points but do not provide much guidance or time-saving strategies. In this workshop, participants will be introduced to an open repository of successful learning activities, including sample stem language and examples to be remixed, reused and reshared. Learning activities are categorized by type (online discussion, group project, blog post, etc.), learning outcome level (according to Bloom’s taxonomy) and discipline to facilitate reuse by faculty, instructional designers and educational technologists. This results in a resource that can be searched according to widely known fields. For example, the resource can be searched for discussion activities appropriate for comprehension, analysis or synthesis. Participants will search the resource for learning activities they could adapt and use in their own teaching and learning contexts. They will be encouraged to bring successful learning activities to the session, or to create or adapt (possibly from the repository) a learning activity during the session and add them to the open repository.
11 h 15 -

Steven Barnes and Aidin Niavarani: Tapestry: An Online Tool for Building Interactive, Remixable, and Reusable Educational Modules
Stream(s) - Open Horizons - Open textbook, education, pedagogy and research; Incoming Tsunami - Research and work done by graduate students; Stoked for Innovation - Dialogue between elementary, secondary and post-secondary educators/learning designers; Distant Shores - Online Distance Education
Salle B208
Tapestry tool is a newly developed learning-centered web application created by UBC students, faculty and staff. It allows for creation, discovery, and viewing of non-linear, dynamic, easily updatable, shareable, and student-centered content. Tapestry is being designed to allow for student/faculty co-creation of knowledge, engage students with their community, and enhance learning experiences across disciplines.

Cindy Ives, Martha Cleveland-Innes, Larry Mitchell, Nathaniel Ostashewski, Nancy Parker and Dan Wilton: Learning to Learn Online – Learner Reflections
Stream(s) - Open Horizons - Open textbook, education, pedagogy and research; Distant Shores - Online Distance Education
Salle B209
Athabasca University has offered a Massive Open Online Course (MOOC) on Learning to Learn Online (LTLO) six times in recent years (see Cleveland-Innes et al., 2016a, 2016b, 2015a, 2015b, and www.ltlo.ca for descriptions of the context and design of the MOOC). The most recent version, in October 2018, attracted hundreds of learners from around the world, a large proportion of whom were teachers. The session proposed will describe a study of the perspectives of these teacher-learners, taken from their responses to questionnaires and their posts to discussion forums. The comments reflect evidence of reflection, both on their teaching practices and on their experiences as learners in the MOOC. Research related to this course has been approved by the Research Ethics Board of Athabasca University, and only participants who expressly gave consent are included in the analysis. CNIE members are teaching and learning practitioners, designers and technologists. Beaudoin (2016) asserts that an obligation for today’s experienced distance educators is the important work of preparing the next generation to move into the field. Beetham & Sharpe (2007) declare that is important for learning designers to create and instructors to offer opportunities for reflection as evidence of learning, especially in professional and vocational education and lifelong learning. Rose (2013, p.ix) claims that “the technologies that support human interaction and knowledge acquisition are implicated in some profound changes in habits of mind” and suggests that reflection leads to small actions that can profoundly affect teaching decisions. The LTLO MOOC was purposefully designed to support learner reflection in the context of a community of inquiry. The presentation will include a qualitative analysis of almost 600 responses submitted to the pre-course survey, user experience survey and discussion posts from of a sample of 84 teacher-learners who agreed to participate in the research. Evidence of developing thinking and increasing awareness over the five weeks of the course will be traced where possible, with a view to understanding if learner reflection occurred, detecting reflective approaches and identifying conclusions, including teaching plans where they are referenced, of participants. Some of the questions explored include: - How can reflection be facilitated in the online learning environment? - Do these learners believe that reflection can transform their teaching practice? - Do these learners indicate awareness of the need for or value of instructional and web design capacity in the development of online learning? How do they envision their teaching role in relation to these skill sets? Session participants will be invited to join the discussion by sharing their experiences with reflection.

Ranga Venkatachary and Kanthi Jayasundera: Assessment Best Practices in Online (& Blended Learning) Why consider assessment first?
Stream(s) - Stoked for Innovation - Dialogue between elementary, secondary and post-secondary educators/learning designers; Amped to Ride the Party Wave – Collaboration and collaborative practices in distance education
Salle B210
We argue that that active learning is much more than content–focused interactive strategies. High impact assessment strategies which signal to students how they learn is as important as what they learn can influence academic performance, faculty student interaction and program quality indicators in online and blended learning. What drives innovation in programs and Faculties in the context of technology-enabled learning? In semi-immersive workshop mode, we will illustrate the the challenge, solution, pedagogical approach, technology tools in revamping the assessment scheme in a graduate business program using team-based learning principles. (Michelson, Sweet, & Parmelee 2008) We will conclude this cameo with early evidence from faculty and students. Our work in this program exemplifies collaborative partnership among instructors in a program, internal and external stakeholders and resultant impact on effective student learning. It is featured as a national case study; Pockets of Innovation, Contact North: https://teachonline.ca/pockets-innovation/peer-evaluation-learning-and-assessment-strategy-school-business-simon-fraser-university-british Using this exemplar as a springboard we shall explore larger questions around what stokes innovation to benefit student learning in programs. Audience engagement will be through three small group activities on disciplinary drivers for change (accreditation vs faculty renewal), bridging learning and assessment, role of learning designers in capacity building, enabling technologies (custom, methodology focused, licensed tools, open source). Participants open the session with a brief account of their experience and questions in assessing of student learning with or without enabling technologies. This generates key focal questions for the session. Through case study presentation and small group activities, participants address these questions from their respective disciplinary, teaching and educational development contexts.

Saeed Dyanatkar & Patrick Pennefather: Learning with Emerging Media – How UBC EML Works and An Overview of Its Projects
Stream(s) - Open Horizons - Open textbook, education, pedagogy and research; Epic Wipeout - We are always willing to celebrate our successes; this stream will celebrate failures and the learning and growth that comes from them; Stoked for Innovation - Dialogue between elementary, secondary and post-secondary educators/learning designers
Salle B211
UBC Emerging Media Lab is an interdisciplinary group of faculty, staff and students working collaboratively to develop educational applications using emerging technologies such as Virtual and Augmented Reality. EML invites all CNIE attendees to an interactive showcase to learn about and experience the educational applications of VR and AR in medicine, music, math and more!

12 h 45 -

Laila Ferreira, Marie Krbavac, Afsaneh Sharif and Christina Hendricks: Don't Want to Miss another Student: Introducing UDL into your practice
Stream(s) - The Impact Zone - A dialogue series, on indigenous/inclusion/student well being, between Student and Designer/Educator/Instructor
Salle B208
In North American post secondary institutions, creating learning environments that are inclusive for learners who are culturally diverse, have different socioeconomic backgrounds, and visible and invisible disabilities is becoming increasingly important as a result of changes to the student population. Recognizing this need, many institutions, including The University of British Columbia (UBC), have built accessibility, diversity, and inclusion goals into their strategic plan. The next step, implementing this goal, requires providing support and resources that can be used by instructors and teaching assistants. At UBC, the Centre for Accessibility provides support for addressing student needs in the classroom, but additional resources on how to address these issues when designing course materials needs to be developed in order to create a positive learning environment. Incorporating principles from Universal Design for Learning (UDL) is one approach that can be used to provide support for creating inclusive learning environments in both blended and online courses. UDL emphasizes that access and inclusivity begin with changes to curriculum that are responsive to students’ needs and interests rather than requiring individual students to conform to existing and inaccessible curriculum (CAST, 2018). Guidelines for implementing UDL are based on three principles: 1) Multiple ways of engagement - ‘why’ of learning; 2) Multiple means of representation – ‘what’ of learning; and 3) Multiple means of action and expression - ‘how’ of learning (Meyer, Rose, & Gordon, 2014). In addition to creating inclusive learning environments, implementing these principles in the design of course materials will create the conditions for all students to meet high educational standards. To help increase the awareness and implementation of UDL principles and to shift beliefs that UDL means “disability,” “technology,” or “extra work” rather than inclusive classroom practices, we have created a publicly available 1 hr self-paced online module. The information presented in this module shows how incorporating UDL alleviates barriers for all students. Through activities and examples, those who participate in the online module will learn how to use the affordances of online technologies and course design strategies to allow students and instructors to have multiple ways to engage with the content, with each other, as well for presenting and representing their understandings in blended and online courses. In this session we will introduce UDL through giving examples of strategies that are in our module and feedback that instructors have received from students after incorporating UDL principles. Through guided small group discussions, participants will be asked to reflect on their own interactions with their students that illustrate their current inclusive teaching practices and how they might incorporate UDL principles to further improve the “impact zones” (diversity, inclusion, and accessibility) in one or more areas of course design (e.g. syllabus, assignments, course materials). This process will help to increase the awareness of UDL and the knowledge that incorporating UDL is a process that can be achieved over time, based on the particular organization of each course.

Martha Cleveland-Innes, Nathaniel Ostashewski, Cindy Ives, Dan Wilton and Larry Mitchell: Learning to Learn Online: A MOOC to support Open Learning
Stream(s) - Open Horizons - Open textbook, education, pedagogy and research
Salle B209
Much discussion and research has centered on the role MOOCs may play in public and higher education. This session will review seminal literature, report on recent research, with time to share the knowledge and experiences of session participants. MOOCs are still relatively under-investigated, with institutional investment and media attention preceding a more rigorous, peer-reviewed evaluation. Gasevic et. al (2014) point out this lack of methodological or theoretical rigour in early MOOC reports, suggesting a difficulty in applying existing social learning frameworks at the scale of a MOOC. However, the notion that productive learning environments can be constructed without facilitator leadership is deemed to be erroneous (Cleveland-Innes, Briton, Gismondi, & Ives, 2015).
The creation of MOOCs on sound online instructional design strategies (Cleveland-Innes, Briton, Gismondi, & Ives, 2015) is now essential. MOOCs can be designed based on the premises found in the online community of inquiry (CoI) theoretical framework (Garrison, Anderson, & Archer, 2001; Cleveland-Innes, Parker, Ostashewski, & Wilton, 2016). This type of CoI delivery has been named an inquiry-based MOOC, or iMOOC, which includes three types of Teaching Presence to support learning. The first type is labeled ‘instruction.’ Here there is no opportunity for student response but rather content is delivered in an adjusted lecture format. This instruction is offered in two modes. One is through short videos of someone presenting information supported by a visual of the person and slides/other visuals. The second mode of offering instruction is in text-based presentation of material.
The second type of Teaching Presence offered in an iMOOC is labeled ‘inspiration.’ This learning support is offered by a person who plays the role of Inspirer, who, through text-based communication and short-videos, open and close each week of the course. This communication provides encouragement, direction, and inspiration at the start of each week and validation and closure at the end of each week. The third type of Teaching Presence is offered through roving facilitators who provide ‘information’ as needed. A facilitator for every 250 participants is available online to answer questions about technology, learning processes, and encourage students to respond to each other’s questions, comments, and discussion forum posts.
The purpose of this extended interactive presentation is to create deliberative discussion about the relationship, if any, between MOOCs and the development of confident, competent lifelong learners.

Mary Burgess: The Inner Critic in the Academic Environment
Stream(s) - The Impact Zone - A dialogue series, on indigenous/inclusion/student well being, between Student and Designer/Educator/Instructor
Salle B210
The academic environment is one of critical thought, high standards of knowledge and expectations of ability. This unique culture has taboos about self-inquiry and systemic pressure to conform to particular ways of being in relationship with each other. These rules do not allow for educators or students to bring their whole selves to the learning environment. More concerning is that this culture has taught many of us to fear the shame of rejection should our behaviours fall outside the norm. These factors have resulted in debilitating self-doubt for many educators in the post-secondary system. Self-doubt causes us to stay in our safe boxes, playing small, not being creative or innovative. It’s time to start bringing authenticity and compassion into our classrooms, for students and educators alike. Have you thought of something you’d like to do, but self-doubt is holding you back? Would you like to apply for that new faculty position, research grant or conference proposal but fear the possibility of failure and its impact? Would you like to try something new in your teaching practice, but are concerned about how that might go to the point that you aren’t willing to try? In this interactive workshop session you will engage your Inner Critic and learn how to: Identify the inner critic as separate from self Separate the inner critic’s voice from realistic thinking Describe the pull of one's’ safety instinct Distinguish emotional discomfort from that of actual risk Participants will be led through a series of steps in which they will identify their Inner Critics, reflect on and work with those thoughts to move into more vulnerable and courageous spaces as educators and members of the post-secondary community.

Tara Ivanochko and Michael Sider: Improving In-Class Pedagogy: A Video-Prompted Authentic Science Activity
Stream(s) - Stoked for Innovation - Dialogue between elementary, secondary and post-secondary educators/learning designers
Salle B211
In their final year at UBC, all environmental science students are required to complete a two-term, team project in collaboration with a community partner. This capstone project is designed to be a bridge linking theoretical learning at the university with practical experience in the community. Two core courses prepare students for this transformational experience, the first is ENVR 200: Introduction to Environmental Science. Aiming to improve pedagogy in ENVR 200 and to consciously prepare students for working with a community partner, we have replaced three 50-minute guest lectures with structured video-prompted learning activities. Six videos were scoped, filmed and edited to present community perspectives on relevant, local environmental issues. The 4 to 6-minute long videos present pollination services, water infrastructure, urban waste management, fire management plans, sustainable fisheries and invasive species management, each from the perspective of the practitioner. These videos challenge the students’ perception of the role of science in society and expose students to community voices, while reinforcing course learning goals. The videos are used to prompt in-class activities and discussions that have students 1) synthesize environmental information from a variety of sources and viewpoints and 2) articulate a testable scientific question and consider relevant sources of data. In this presentation, we will demonstrate both the process used to select useful video content and the in-class activity that has been developed for ENVR 200.

14 h 00 - 15 h 00 - Discours IV - Neil Fassina, Président de l'Université Athabasca (Salle A202, édifice Buchanan)
15 h 00 - Posters (Salle A214, édifice Buchanan)

Angela Lam, Leanna Chow, Jon Guarin, and Meena Kahlon: Supporting Students through ePortfolios: Supporting Professional Development and Reflective Learning
UBC ePortfolios is a web-based platform designed to help students within the Faculty of Arts communicate their academic work and extracurricular projects to a wide range of audiences. Throughout a student's education, the student will regularly author content related to their learning and personal growth, thereby creating a unique online digital portfolio that will remain with them long after graduation. Students can then share the knowledge and skills they develop with family and friends, peers and professors, or potential employers. As part of the university's mandate to support teaching and learning, Arts Instructional Support and Information Technology (ISIT) provides both technical and educational ePortfolio assistance to students as they build their ePortfolio site. We work one-on-one with students to provide individualized feedback, ranging from how one can showcase themselves using different mediums to how one can connect their life experiences to their academic work. In doing so, students are encouraged to be creative with ePortfolios' rich media environment, as well as reflect on and apply their learning from one academic context to another. Based on the WordPress platform, ePortfolios feature a simple interface that should be recognizable by veterans of the website creation tool and intuitive for new members. To better support students' user experience, Arts ISIT developers added the custom Collections page builder. This built-in feature allows students to easily organize activities together under user-defined collections that may be targeted towards a specific audience, an assigned group project, or even global issues. In short, Arts ISIT provides not only the tools to help students design the look and structure of their ePortfolio site, but also the motivation for students to convey their own unique personality and voice. The ePortfolio initiative stems from the Educational and Career Outcomes for UBC Arts Students: Towards a New Paradigm project. In the three years (2015-2018) since its inception, instructors from various Faculty of Arts departments managed to integrate the platform into their course assignments, complementing the existing material rather than creating additional work. Examples include having students draft a philosophical response to an ethical case study; submit a resume, cover letter, and research paper for a third-year Italian course; and even use the site as a portfolio of maps and models drawn up for an introductory course to Geographic Information Science. By incorporating ePortfolios into their courses, instructors observed that students were more likely to connect learning across multiple disciplines and semesters as the tool essentially provides a record of their activities that demonstrates to them changes in their thinking over time. As self-reflection and peer feedback also play a large role in the use of ePortfolios, students were able to make meaning out of and evaluate their experiences in order to adapt their learning behaviour to that of both an academic and professional setting. When placed at the center of professional development and reflective learning, UBC ePortfolios provide students with the opportunity to showcase their learning, skills, and achievements.

Daphne Liu, Maja Krzic, Saeed Dyanatkar, Tiger Oakes, Daanyaal Sobani and Kevin Yang: Augmented Reality in Introduction to Soil Science Course: Soil TopARgraphy App Example
In most postsecondary introductory soil science courses, students learn about the broadest soil classification categories (or soil orders). Since topics of soil formation and classification are of direct importance for land use and management it is essential that our future land managers have a solid understanding of soil formation factors. To enhance students’ learning on this important topic in the introductory soil science course at the University of British Columbia (UBC), Vancouver, Canada we are developing the Soil TopARgraphy app. Augmented Reality (AR) is technology that overlays digital enhancements on top of existing reality, in this case through your phone. With AR, different soil orders are shown within one real-life terrain across different parts of topography. We selected an area just north of Kamloops, BC that is characterized by a great diversity of soil types and built an initial terrain model using Blender and Mapbox heightmaps. The objective of this project is to develop a phone app (Soil TopARgraphy) to allow students in the introductory soil science course to learn about the effects of topography on formation of different soil types through an immersive and visual AR terrain. This app brings interactivity to the lectures and laboratory sessions focused on soil formation and classification, and in turn, promotes student engagement and deeper comprehension of the material. The app will allow students to view the terrain model with a color-coded height map or a photorealistic satellite image and read about different soil orders, view images, watch a video, and take a self-study quiz to review their understanding. The app, written with Unity, will be launched in the Apple App Store and Google Play Store by January 2019, and it will be tested in the introductory soil science course at UBC during March 2019.

Maja Krzic, Fran Walley, Will Engle, Amanda Diochon, Maxime Paré, Rich Farrell and Lucas Wright: Open Textbook for Canadian Introductory Soil Science Courses
About 3,000 students per year are enrolled soil science courses at Canadian postsecondary institutions. Several introductory soil science textbook are available and are commonly used resources; however, none of these textbooks are Canadian, which poses a problem for Canadian instructors and learners. Specifically, although there are many fundamental aspects of soil science that are universally recognized, Canadians use a different system of soil classification from that used in the United States (where the majority of the soil science textbooks originate). Since soil genesis and classification underpin subsequent discussions of soil functions including nutrient cycling and supporting plant growth as well as soil’s roles in climate change, the non-Canadian perspective is particularly frustrating and problematic for both teachers and learners. Introductory soil science textbooks typically cost between $100.00 - $250.00 and this can be a barrier for students limiting access, and potentially hindering their learning. Making soil science educational resources more accessible to all students supports goals of inclusive and diverse learning environments. With a support of the Canadian Society of Soil Science, we are currently developing a Canadian open textbook for the introductory soil science courses (commonly offered in the 2nd year of postsecondary degrees focused on natural resources), with membership contributing expertise, knowledge, and multimedia materials. The open textbook will cover the main areas of study within the discipline of soil science, highlighting soils of Canada. Presenting this information in an open textbook format, will allow individual instructors to tailor the textbook to their specific region and/or perspective. Our goal is to complete the project in 24 months, with students having access to the open textbook for the fall term of the 2020-2021 academic year.

Shawna Narayan: Exploring high school students’ experience through the Life After High School Project
The Lower Mainland is home to over 200,000 students. Several of the schools that students attend are designated inner city where low average incomes, high ESL and single parent family rates and low standardized test scores challenge staff daily to address both the basic needs of students and their educational departments. High school students within inner-city schools experience a lack of support in the difficult transition from high school to post-secondary school. The study explores students' experience with the Life After High School Project where workshops and mentorship were provided to help overcome post-secondary challenges.

15 h 45 -

Kathleen (Kate) Lenert: Swimming Outside the Lane: Teaching Subject Matter Experts about Learning
Stream(s) - Stoked for Innovation - Dialogue between elementary, secondary and post-secondary educators/learning designers
Salle B208
Tasked with enhancing educational offerings to the clinical research community, improving the content was not going to work unless the instructors knew how to teach more effectively. A biomedical research university has more learners than just those in academic degree programs. The university research community as a whole, which includes principal investigators, postdoctoral fellows, graduate students, research administrators and research coordinators, are constantly in need of learning about the research they do. Policies, protocols, Federal compliance rules, ethical conduct of research, data resources for research, research funding and grant administration are only a few of the topics with constantly changing content for researchers. The challenges with enhancing the training in the research domain was three-fold: 1. the instructors are not often skilled in effective teaching and student engagement strategies and default to training by lectures with PowerPoint slides. 2. the learners see their training as mandatory for their employment position and do not often enroll voluntarily, and are constrained by time limitations. 3. training content is often not clearly aligned with outcomes, nor is directly relevant to specific job roles or levels of expertise. The biomedical research community at a research university in the southeast US was not often exposed to more contemporary modes of teaching and learning. Both the instructors and the learners seemed resigned to the training being a compulsory activity everyone was required to suffer though in an environment with constant time limitations. Before transitioning to the development of more effective modes of teaching, the instructors, the learners and the content needed individualized attention.

Steve Cairns and Michael Dabrowski (55 min): You can’t stand still on a wave: Redefining human engagement in a digital learning context
Stream(s) - Amped to Ride the Party Wave – Collaboration and collaborative practices in distance education
Salle B210
Distance learning requires an openness to understanding digital engagement in relational terms if authentic collaboration is to be both encouraged and expected. Being authentic in virtual spaces offers a challenge to notions of what it means to be human in a digital age. In what began as a divergent conversation about humanizing digital experiences, co-presenters Steve Cairns and Michael Dabrowski are on a path of collaborative dialogue that re-images perspective on what constitutes authentic human capacity for engagement among participants in distance learning. This session involves transforming etiquette expectations of traditional forms of relationship into online relational experiences, as expressed by Doane and Varcoe (2015); and explores the importance of digital fluency in: relational insight, growth in the human potential of knowledge networks, and resiliency amidst social change within a digital age. Steve Cairns is an Assistant Professor within the School of Nursing at Nipissing University. He holds a 2018/19 fellowship with the Associated Medical Services and Registered Nurses Association of Ontario. His research interests relate to the pedagogical experience of transition into digital learning spaces and the opportunities and challenges for instructor/student engagement embedded in technology. Michael Dabrowski is the Academic Coordinator of Spanish at Athabasca University and the President of the Canadian Network for Innovation in Education. His research interests include collaborative peer teaching and technology assisted language learning.

Diane P. Janes (25 min): Raising OHS Awareness via MLOC
Stream(s) - The Impact Zone - A dialogue series, on indigenous/inclusion/student well being, between Student and Designer/Educator/Instructor
Salle B211
In 2016, over 210,000 or more millennials worked in Alberta then were present, on average, in the Canadian workforce (Canada Census, 2017). They comprise over 37% of the Canadian workforce (2015) and that number continues to grow (OHS Canada, 2017). Research has suggested that using technology to train millennial learners is becoming more prevalent as they grew up with technology and it is a familiar learning tool (OHS Insider Webinar, January, 2017). In addition, time flexibility is an important consideration as well with this learner group. Finally, as of 2014 in the US, over 15% of millennials were already in management positions with mobile and elearning as the 'hallmark' to OHS training success (OHS Online, 2014). In late 2018, the Occupational Health and Safety (OHS) Continuing Professional Education (CPE) program at the Faculty of Extension began to create programming using microlessons and microlearning via funding by the Government of Alberta. Our research suggested that MicroLearning Online Courses or MLOCs would develop, within this age group, an interest for a deeper exploration of the topics OHS topics current in their workplaces. This presentation will explore MLOC (as envisioned by the Faculty) as a learning option for millennial workers who are new to management and HR but who are looking for ways to support their OHS roles in their current workplace. Secondary audience targets would be current and new OHS professionals looking for up to date, just in time materials for unexpected workplace situations. This session will be of interest to instructional designers, faculty members, continuing education developers and administrators.

Natasha Boskic and Ian Linkletter (25 min): Mental Health MOOC for pre-service teachers: Learn as you go!
Stream(s) - The Impact Zone - A dialogue series, on indigenous/inclusion/student well being, between Student and Designer/Educator/Instructor
Salle B213
This self-paced online MOOC for pre-service teachers is a result of a four-institution partnership (The University of British Columbia, St Francis Xavier University, Western University, and TeenMentalHealth.org) and unique in it is offering. It addresses a gap identified by the National surveys report which says that about 70% of Canadian teachers recognize a need for more knowledge about mental health and mental illness. Most Faculties of Education in Canada do not have a comprehensive mental health literacy curriculum resource. Although Teach Mental Health is opened in August 2018 and offered for free, not required by any institution, a number of registered participants is already surpassing almost 3000, with over 1350 paid certificates, talking to its transformative power.

16 h 15 -

Richard Pinet: E-Collaboration: Moving Beyond Developmental Support of Online Courses and Programs
Stream(s) - Amped to Ride the Party Wave – Collaboration and collaborative practices in distance education
Salle B208
CNIE / Making Waves: Educational Disruptions and Transformations E-Collaboration: Moving Beyond Developmental Support of Online Courses and Programs Traditionally, university and college centres that cater to the support and development of online materials tend to focus on helping faculty members in the development of online and/or blended courses and programs. In this presentation I will showcase a selection of collaborative initiatives that the CIPDL team helped develop in collaboration with a number of faculty members across a range of disciplines. More often than not, such materials, upon completion, were offered up as Open Educational Resources (OER). Throughout the presentation I hope to demonstrate that a range of benefits accrue to faculty members, development teams, students and the university / college communities at large – by actively seeking out and working collaboratively with faculty members in the development of these kinds on online materials – be they special online tools or resources incorporated in their teaching – or other kinds of resources that are directly related to faculty members research activities. I will conclude with outlining a promotional strategy we put in place through reaching out to our University’s Research Services. Throughout this presentation I will solicit audience members and/ or other panelist input on their experiences in working with faculty members in the design and development of similar online resources.

Rolin Moe (25 min): Failing to Fail Better: A Discursive Analysis of Positive Failure in Education (25 minutes)
Stream(s) - Epic Wipeout - We are always willing to celebrate our successes; this stream will celebrate failures and the learning and growth that comes from them
Salle B211
The cultural celebration of failure is summarized in a quotation of the initial lines of Samuel Beckett’s novella Worstward Hoa: “Ever tried. Ever failed. No matter. Try again. Fail again. Fail better.” This is antithetical to Samuel Beckett the playwright and author, form whom there was no solace in failure, no celebration of failure as a stepping stone to success. Beckett’s engagement (to the point of obsession) with failure was due to an inextricable belief that failure was permanent in his condition. Today in education we are encouraged to celebrate our failures, to adopt growth mindsets and find our grit. These education failure movements and ideologies have seen mainstream engagement yet stand in contrast to a history of educational literature. It is not that educational literature devalues struggle or perseverance; there are numerous educational terms and concepts and ideologies to explain such phenomena: iterative-based learning, process, trial and error, design research, problem-based learning, etc. However, the ‘Fail Like Beckett’ discussion of failure as a positive in education ignores these theories and examples, choosing to appropriate the negative term in a positive fashion rather than using positive practices to denote the same thing. By foregoing established research on struggle-as-learning to rather frame the experience as failure, what are we saying about our cultural perception of education and its obstacles? Casting the problems of education as an unwillingness to negotiate failure untethers society from its role in creating an untenable educational structure. The problem is complex, and one not solved through self-help exercises. Educator Joe Bower has connected the rise of grit conversation to an extension of inequitable practices rather than the growth of accessible spaces for equity; grit as an historical approach to equity results in a system of rewards and punishments that focus on the individual rather than the system. In this system, focusing on grit as an attribute hides the landscape our schools are in, where many students fail to have their basic needs met anywhere but the school walls. Educational psychologist Alfie Kohn sees the structural focus on how students are doing rather than what they are doing as antithetical to the failure celebration; when society measures education in terms of achievement and performance how can we say we want process? Both Bower & Kohn’s thinking is aligned with the theories of psychologist Jerome Bruner, for whom ‘successes’ and ‘failures’ are merely informative and not to be rewarded or punished. This session seeks to frame failure in a sociocultural context, using a discursive analysis of media context to identify why the failure motif grabbed the attention of education when educational research did not. Canvassing an five-year period from the distribution of Carol Dweck’s growth mindset theory through TED to today, this research tracks the discourse on positive failure to determine its educational roots, its hyperbolic roots and to identify opportunities to have more nuanced conversations on the topic in the future.

18 h 00 - COCKTAILS ET BANQUET DE REMISE DES PRIX Alumni Jack Poole Hall

Programme du Troisième Jour - Vendredi 24 mai 2019

9 h 00 - Discours III - Bates (Salle A201, édifice Buchanan)

10 h 15 -

Joseph Anthony, Saeed Dyanatkar and Michael Sider: Immersive Learning: Challenges and Opportunities of 360-Degree Video for Educational Media
Stream(s) - Stoked for Innovation - Dialogue between elementary, secondary and post-secondary educators/learning designers
Salle B208
Use of immersive media in medical education has been the focus of a recent collaboration between UBC Faculty of Medicine and UBC Studios. Through this collaboration, a series of 360-degree educational videos have been produced that are designed to provide health care students with immersive and emotionally engaging simulated experiences in challenging clinical scenarios. This presentation will explore the process of the project from different perspectives. It will start by explaining the initial problem/need, potential solutions to the problem, and the process of finding and designing the best solution to the problem using available technologies. The presentation will cover: - learning objectives and context of the project, from the faculty instructor’s perspective - the process of choosing media technology and format to best suit the learning objectives of an educational media project - production and post production process of 360-degree video for educational media purposes - lessons learned, methods and techniques developed during the project, and the pros and cons of 360-degree video as a format for educational media Participants will also have an opportunity to experience the 360-degree video production process, using the live preview function of the Insta360 Pro camera, which gives a live immersive view of the camera perspective to individuals one at a time through a headset. Participants will also be given the opportunity to view the immersive professionally produced 360-degree videos that were produced as part of the Challenging Clinical Situations project. Production of these videos included professional actors and director, and professional filming and editing by UBC Studios. The live interactive and pre-recorded experiences will offer participants a first-hand introduction to the unique opportunities and challenges of 360-degree video educational media.

Guangyu Wang, Ms. Michelle Zeng, and Ms. Joris Jun: Well-being and inclusion for Chinese international students at UBC
Stream(s) - The Impact Zone - A dialogue series, on indigenous/inclusion/student well being, between Student and Designer/Educator/Instructor
Salle B209
Undergraduate transfer programs (also referred to as “2+2”/”3+2” programs) represent a very successful collaboration between the UBC Faculty of Forestry and several Chinese forestry universities. These programs prepare participants to be proficient in Chinese and English, and familiar with forest practices, conservation issues, and wood science. The students spend first 3-year studying in a partner university and if they meet UBC’s Admission requirements, they can transfer to UBC for the last 2-year study. Since the first Chinese transfer student was accepted in 2008, over 390 students have successfully transferred to the UBC Forestry. With the increasing number of 2+2/3+2 students, the Faculty has noticed the growing need for helping students in distress and enhancing student well-being. Most of these students have never been outside of their home country and commonly experience cultural shock during first few months at UBC. The first term has been particularly challenging for them due to language barriers, lack of local background knowledge, and higher requirements in senior-level courses. In China, students have a very strong sense of the “classmate” concept. Since being admitted to university, they have been staying with the same group of 30-40 students, taking almost the same classes, living in the same dormitory building, and getting support from specific advisor for either academic or non-academic issues. After transferring to UBC, it often takes them some time to get used to the idea that the students they meet are more like “coursemates”. They have found that it is challenging to get to know people and build longer term friendships. With the increased freedom in course selection comes more stress, as students were very used to have fixed timetables and courses. The Faculty of Forestry has taken many actions to tackle issues that impact on student well-being and to support these Chinese transfer students in a more holistic approach. A Program Manager position was developed in order to work more closely with the students and staff from partner universities. Faculty members from UBC traveled to China to provide in-person teaching sessions to help students understand UBC learning style prior to their transfer. A summer orientation program was also established in order to help incoming students become familiar with forestry issues locally, adjust to new campus life, and promote academic integrity. For helping students blend into the existing student body, many social events were organized for cross-cultural understanding. Our staff also completed training programs to help students with mental health issues, provide individual consultation sessions especially during exam period, and support students to take advantage of various programs offered by the university. The current strategies have been helping students with a smoother transfer; however, there is an urgent need for a long term plan to promote inclusion and student well-being for the 3+2 students and for other international students as well. This presentation aims to provide lessons learnt from working with the 3+2 students, and open a dialogue to explore more effective ways to support student well-being among international students.

Kaitlyn Kozlowski and Leeann Waddington: Open Pedagogy Leadership Course Design
Stream(s) - Open Horizons - Open textbook, education, pedagogy and research; Amped to Ride the Party Wave – Collaboration and collaborative practices in distance education
Salle B210
Leadership course redesign was completed with the desired outcomes of experiential learning, self directed inquiry and supported scholarly activity. We moved this course from a fully online format to a blended format to allow experiential and collaborative elements be expanded. In addition, a focus on students capacity for self directed inquiry was used to drive scholarly inquiry projects with final papers submitted, peer evaluated and finalized in the Open Journal System. In this session we will share our design elements and key learning and provide Q&A time to help participants identify opportunities for open pedagogy in their own courses.

Mauricio Rivera Quijano: Adapting the MOOCs from large scale to small groups
Stream(s) - Epic Wipeout - We are always willing to celebrate our successes; this stream will celebrate failures and the learning and growth that comes from them; Distant Shores - Online Distance Education
Salle B211
Adapting the MOOCs from large scale to small groups. The Faculty of Science at University of Alberta is a leader on the Development and creation of MOOCs with 17 available via Coursera and 2 more on the development stage. Each our MOOC follows an exhaustive Instructional Design Process identified as DDPI for: Discovery Phase: Identifying Scope, Timeline, Resources Development Phase: Mapping the course, Objectives, Units, Scripting, Storyboarding Production Phase: working with external producers, refining scripts & storyboards, filming, recording, editing and producing ILO (interactive Learning Objects) Implementation Phase: From Beta version, revisions to move into Coursera Platform. During this presentation, we are going to present the different steps in the process of building a new MOOC from a proposal to the delivery. The process involves two different delivery options: the first is one publish it on Coursera platform and the second one is to take the same Learning Objects and build with additional material and activities a credited course which in many cases is full online course and also a blended course offer on campus. At the moment the MOOC is implemented on Coursera a new process start with the follow up of the participants. Each MOOC has a facilitator which is permanently tracking the participation and he or she became the communication bridge between students, Coursera and University of Alberta in case of technical problems, bugs and modifications. We are also show the different components added when the MOOC is adapted on the LMS (MOODLE) for alternatives delivery options.

CNIE Board Meeting
Salle B215

11 h 15 -

Maria Pighini and Natasha Boskic: Let’s play together in an online Early Childhood Education program
Stream(s) - Amped to Ride the Party Wave – Collaboration and collaborative practices in distance education
Salle B208
The MEd in Early Childhood Education online-cohort program allows participants to inquire into their professional practice with young children and explore issues in early childhood research, theory, and practice. It is an interdisciplinary, cross-departmental program disrupting the boundaries of single departmental curriculum. The technology is used to engage students in collaborative and more immediate interaction through web conferencing, online chat tools and multiple group projects.

Paul Jerry: The imprecise art of predicting the future of learning in higher education
Stream(s) - Distant Shores - Online Distance Education
Salle B209
Predicting the future is a risky business. Everyone tries, but it is not always certain how many succeed. Several tools can support increasing accuracy in prediction. These include taking a risk management approach to the future, using available data such as Gartner’s ‘hype cycle’ research, population pyramids, and advanced methods such as Delphi polling. Risk management is the reduction of uncertainty. Using this frame, it becomes possible to be an informed observer of the changing landscape of health education and technology. It may even be possible to position oneself favourably for the changes that are inevitable. This contribution discusses strategies that may be useful to those who are tasked with anticipating “what’s next” in Canadian higher education.

Lucas Wright and Will Engle: Designing for Open: Exploring Educational Design Challenges in Open Contexts
Stream(s) - Open Horizons - Open textbook, education, pedagogy and research
Salle B210
“Open pedagogy could be considered as a blend of strategies, technologies, and networked communities that make the process and products of education more transparent, understandable, and available to all the people involved.” - Tom Woodward, Associate Director, Learning Innovation Virginia Commonwealth University As more faculty, instructors, and students desire to share and to expand their work beyond classroom walls, or LMS firewalls, an intentional approach to learning design is critical to ensuring open intentions support desired outcomes. Open educational practices are varied and may include: - The creation and use of an open textbooks and open resources - Projects in which students creating openly licensed learning resources and publishing or sharing them. - Self-paced online modules or courses which have little to no instructor presence - Open online courses that engage students from all over the world. - Connected course projects that engage with diverse communities, both online and in the real world, to help facilitate the learning process and break down barriers This World Café style session will be discussion based on clusters of people, sharing their thoughts around specific open design challenges, which will be drawn from the facilitators experience working in open context, from building engagement in MOOCs to helping students create knowledge in Wikipedia assignments. What are the best practices for designing for open resources and how do you keep learners engaged in self-paced courses? How do you engage a worldwide audience in learning experiences? How can learning design minimize learner risk in online environments? Thoughts will be documented, clustered and themed and we’ll end the discussion by looking at some of the patterns, insights, further questions and recommendations that emerge.

Rajiv Jhangiani, Murdoch de Mooy et Leeann Waddington: Embracing Open Educational Practices: Motivations, Strategies, and Lessons from KPU
Stream(s) - Open Horizons - Open textbook, education, pedagogy and research
Salle B211
Kwantlen Polytechnic University (KPU) leads Canadian post-secondary institutions in the adoption of open textbooks--textbooks that are published with an open license and so are free for users to reuse, revise, remix, retain, and redistribute. In 2017, we built on the foundation of this strong grassroots interest and launched Canada’s first “Zed Cred” program. This innovative initiative permits students to earn a credential (the Certificate of Arts) with zero required textbook costs by identifying such courses at the point of registration. Since then we have gone on to launch two additional Zed Creds: the Adult Graduation Diploma and the Associate of Arts Degree. With a majority of post-secondary students in BC now opting against purchasing at least one of their required course textbooks due to cost (Jhangiani & Jhangiani, 2017), this initiative ensures that students at KPU have immediate, permanent, and cross-format access to required course materials. Beyond the significant cost savings to our students ($1.2 million for the first year of the program and projected to grow), supporting the adoption of open textbooks has enabled our faculty to adapt and contextualize content to serve their pedagogical objectives while integrating videos, simulations, formative quizzing, and other interactive content within the students’ readings. Moreover, research at KPU has shown that students enrolled in sections that are assigned open textbooks perform the same as or better than those enrolled in sections that are assigned commercial textbooks (Jhangiani, Dastur, Le Grand, &. Penner, 2018). This is in line with research in the United States that has demonstrated gains in course enrolment, persistence, and performance from the adoption of open textbooks and other open educational resources (OER; Hilton, 2016). In support of our growing Zed Cred initiative, KPU also recently launched OPUS, our open publishing suite that enables faculty authors to write and publish open textbooks and other open educational resources. Together with OER and Zed Cred grants, this service provides our faculty with the support and training necessary to create and customize open textbooks. In this interactive panel, members of KPU’s Open Education Working Group (which includes faculty, staff, students, and administrators) will describe the motivations and steps that have led to the launch of KPU’s Zed Cred and OPUS initiatives and share strategies used to overcome challenges and build institutional capacity.

Martha Cleveland-Innes, Tannis Morgan and Afsaneh Sharif: Creating lifelong learners with open education: What role for education?
Stream(s) - Open Horizons - Open textbook, education, pedagogy and research
Salle B213
Much discussion and some research supports current views on the need for lifelong learning, the role of open education resources for learning, and the opportunities for higher education to support both. This session will review seminal literature, report on developing research, and offer much time to discuss the topics and review experiences with session participants. Lifelong Learning is a broad term that encompasses formal and informal learning, learning that takes place in professional contexts, higher education institutions, or in the community, with goals of attracting and providing access to a diversified adult population (Lane, 2013, p.142). At the same time, lifelong learning is often defined as learning from the cradle to the grave based on the fact that human beings do learn throughout their lives and life is a continuous learning cycle. As education institutions in Canada turn their attention to lifelong learning, it is timely to consider how open education and open education resources (OER) requires competent use to facilitate the success and widen implementation of lifelong learning in the context of education reform. Lane (2013) also outlines practical applications of OER in lifelong learning specific to a UK context. However, this connection between open education opportunities and engaged, competent lifelong learning can’t be left to chance. How are education programs and institutions supporting the development of such competence and understanding of use and abuse of open education resources? The purpose of this extended interactive presentation is to highlight recent research and institutional examples of support for access to open education resources and lifelong learning. As one example, Athabasca University has created and delivered two MOOCs, designed to create understanding and competence for teachers and learners in reference to open education and life learning (www.ltlo.ca and www.telmooc.org). As a second example, JIBC creates Short and Simple Open Online Courses (SOOCs) for communities and unregistered students as a way of empowering and broadening a non-traditional student audience (https://ctli.jibc.ca/portfolio/adrp/; https://irc.jibc.ca). Other examples will be presented to, and identified by audience members, for discussion and exploration. Issues for consideration in reference to these examples are: What challenges exist for higher education institutions in Canada? Why should open be part of an institutional response to lifelong learning? What do institutions offer students with respect to lifelong learning? How do you design for open lifelong learning? What kinds of educational technology infrastructure considerations are needed? How can open be seen as academic innovation? As Dinevski (2008) believes, “ the most important elearning development directions, in order to come to the lifelong learning reality, are open access to learning, open source software, open standards, and open educational resources.” We will consider this premise, and the questions above, in discussion with session participants.

12 h 15 - DÉJEUNER DE CLÔTURE ET REMERCIEMENTS Salle A202