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As many of you will know, my PhD research is exploring the concept of PLNs and networked and connected learning, by investigating how teachers experience professional learning through their own PLNs. This post is based upon my research, and was created in part because I was asked by the lovely Dr Mandy Lupton to prepare a mini-lecture on PLNs to introduce the concept as part of the QUT Master of Education subject Connected Learning. This post includes two short (10 mins) videos where I explain the theory underpinning PLNs, and present a deconstruction of what we mean when we use the term 'PLN'. I have also included much of what I say in the video within this blog post, so that if you prefer, you may read and process at your own pace. This transcript has loads of links also, so you can read further and find the research that I refer to. I hope that this post is useful. I feel that it fills a gap in what is currently available on PLNs - we have loads of practical information about how to use different digital tools to learn online, and also many blog posts encouraging us to dive in and explore learning in this way, but little which draws together the research on how PLNs actually work, and why they may lead to powerful experiences of learning.

So let's begin!

PLNs are nothing new; teachers have been networking for years to learn, share, discuss and feedback on ideas and strategies for the classroom. But we didn't call our network a PLN - it was just the people we knew and worked with.

One of the earliest times the term PLN appeared seems to be in the late 1990s, according to a blog conversation between Stephen Downes and Clint Lalonde. They have traced it to Tobin's 1998 web article, Building your own personal learning network (this link immediately downloads the article in a Word doc), where he defined a personal learning network as

"a group of people who can guide your learning, point you to learning opportunities, answer your questions, and give you the benefit of their own knowledge and experience."

More recently, online networks have broadened the definition. With access to the internet, and more importantly, the interaction that social software provides, the PLN may be expanded to include a wide range of people from all over the world, each with their own knowledge and experience to share. This diversity is what enriches the learning experience and enables opportunities for knowledge creation to occur.

Pinning down what a PLN is by creating a definition is tricky. Everyone has a different experience of what a PLN is, and what it means to them. Some quotes from my research participants are evidence of this:

Elliott, 2009 describes a PLN as a

set of resources, both physical and digital, of your own choice, which are always available, and are used for the growth of personal knowledge and skills required to thrive in emerging information environments (p. 48)

Another definition by Judith Way (2012) says that PLNs can be facilitated by technology or be conducted face to face, or indeed be a combination of both. What we need to remember is that a PLN goes beyond simply connecting with others. Nussbaum-Beach (2013) reminds us that just because one follows a lot of people (on social media) doesn't mean that they are engaging in worthwhile professional development. Indeed, the power of online PLNs comes through the interactions that occur - the connections that are created and the knowledge that is remixed, re-designed and re-imagined. While the learner is at the centre of their own PLN, they are actually only one part of a much wider network - and interdependence means that sharing is key. Warlick captures the active nature of PLNs when he says

Learners become amplifiers as they engage in reflective and knowledge-building activities, connect and reconnect what they learn, add value to existing knowledge and ideas, and then re-issue them back into the network to be captured by others (p.16, 2009).

So now we have a basic grasp of what a PLN might be. The next step is to explore the theory that underpins PLNs. This information is from my research. At the end of this post, I also will add some practical ways of thinking about PLNs in light of the connected learning framework.

A good way to begin is by breaking down the term Personal Learning Network.

P = Personal

The P in PLN may stand for many things. Often it stands for professional, to describe the type of learning that is taking place through the network. I use the term Personal, because I feel that this describes how learning through a PLN is an autonomous experience. Every PLN is created by an autonomous individual, who drives their own learning according their interests, passions and learning needs.

This is the paradox of the PLN. It is based upon social learning, but the learning is driven by the individual. As Stephen Downes says in his description of networked learning, the learner operates independently, but not without input from others. It is this independence which allows the diverse responses which create a rich learning environment.

Here I would direct you to my post which compares developing your own PLN to being the conductor of an orchestra. The conductor has a goal that is singular - to draw the best from each player, and to bring their playing together in such a way as to create magnificent music. The musicians in the orchestra represent the 'nodes' or contacts of the PLN - the people, information or resources that the conductor creates connections with in order to achieve this goal. The participants of a PLN may share certain goals - to enhance professional knowledge, to contribute to the greater good of the profession, to seek and offer support and collegiality. However, just as every orchestra has a conductor, every PLN is determined by the autonomous individual, who drives their own learning according their interests, passions and learning needs. Whether a PLN offers a successful learning experience is dependent upon the individual's actions, although they require the contributions of many others in order to learn.

L = Learning

The type of learning that occurs through a PLN is social learning. This type of learning acknowledges that we have created far too much knowledge for any one person to hold in their head at any one time. Our own cognitive capacity is limited in comparison to the amount of content that is available to us. With information and knowledge multiplying at an astonishing rate, theories such as networked learning and connectivism have evolved to explain how connections between people and information sources might create opportunities for knowledge construction.

Connected learning offers us a pedagogical framework which has been designed around network learning and connectivism and the PLN draws upon these understandings of learning and knowledge.

This table provides a summary of the shared features of networked learning, connectivism, and connected learning that underpin learning through a PLN. When we engage with learning through a PLN we are acknowledging that knowledge is distributed and socially constructed. What this means is that knowledge can be held by different people and (according to connectivist theory)* within non-human appliances such as computers. It is more important that we know how to find this knowledge when we need it then it is for us to carry this knowledge around with us in our brains the whole time. The capacity to create connections and to effectively search and filter large amounts of information is a much more important skill then simple memorization.
*In the video, when explaining this table, you may notice that I said constructivist theory instead of connectivist theory. This is a slip of the tongue. Although these terms sound alike (and are easily swapped in error!!), they are quite different. Constructivism is a theory that many of you will be familiar with, and indeed social constructivism, as defined by Vygotsky, does play a role in understanding these newer social learning theories. For a more indepth explanation of these different theories, please check out my previous post, Learning through connections in theory.
Learning through a PLN is an active process of creating connections and seeing patterns of information within and between these connections. The learner decides what they want to know and navigates their network in order to seek the connections and sources which will provide the information they can use to construct this knowledge. In a personal learning network the learner is autonomous, as already mentioned, and is driven by their own goals rather than a shared set of goals developed by a group of people. Social software is what enables the connections and the spaces for learning. Learning through connections is not dependent upon technology, but it is through the affordances of digital tools, and particularly social software, that we can extend our PLN so that we can access learning opportunities which break through the barriers of time and space.

N=Network

Finally we come to the N which stands for network. We use the word network all of the time in our everyday speech however it is important that we understand what a network actually is and how connections form and are maintained, so that we can develop a truly effective PLN.

A lot of the time learning communities and learning networks are treated as the same thing and yet they are quite different. Whether it is online or offline there are certain aspects that differentiate communities and networks. These features blur across these social structures, so the information below is not a set of hard and fast rules, but general features that have been identified of each.

Generally, a Learning Community is formed intentionally by a group of people who know each other. This means they have strong ties, which is another way of saying that they interact regularly and that there is a level of trust between them. Because most members of a community will know each other, when one shares something with the group, it is more likely that this will be reciprocated and others will acknowledge this. The membership of the learning community is known - even if members don't know each other well there is generally I sense that everyone is working together towards a shared goal such as the completion of a course or task.

There are several advantages of learning within a Learning Community. The most obvious is the sense of security, as members tend to know each other and have a shared language and shared goals, so they are more likely to be supportive of each other. Also knowing each other means that members tend to be mutually accountable to each other. The disadvantages of learning within a community is that it is possible to have an inward focus - having a shared language and goals may become a reason for not accepting outside views. This may lead to an echo chamber or homophily.

Learning networks can include members of a community, but networks tend to be more organic, undefined and have both strong and weak ties. This means that there will be some members of the network who are known to each other and others who may be unknown. The membership of a network is far more flexible and usually changing all of the time. The goals are personal to each individual, and while members might work together, they may be working towards different goals.
The advantage of this is that the network is there to meet your own personal needs and by including diverse connections there is a greater chance of innovation and serendipitous discovery. Unfortunately, a network can include overwhelming amounts of information which can make it difficult to find a high quality learning the noisy channels. Also learning through a network can be quite ambiguous, as it is up to the individual to direct and set their own goals and to achieve those goals.

I've blogged about the differences between different online social configurations previously, and you may find this infographic to be handy as it summarises this information in one document. Here's a PDF version if you want to print it out.

The personal learning network is the social learning space that is supported and extended through social software, where people can connect with others, interact and access a wide range of information. They can develop strong connections which offer them support and validation, and they also can connect with people from diverse backgrounds who they may not know as well, but who might contribute new exciting and innovative perspectives. A PLN is formulated around the learners' own context, professional interests and personal learning goals.

A personal learning network has properties which reflect those of the Connected Learning Framework. Participants are actively involved in constructing and co-constructing new knowledge through dialogue, critique, content curation, creation and reflection. A PLN can be situated across multiple platforms and contexts, allowing the learner to connect with individuals and information all over the world at any time of the day or night. Usually a PLN is situated on social software which is openly networked, which means that there are low barriers for entry and many different ways to express oneself and ones learning. PLN connections have varied expertise and experience which allows learners to mentor and be mentored. There is a 'DIY' (do it yourself) mentality, in that there are no formal teachers in place, and participants learn by doing, using trial and error, asking and searching for information to as they go along. Information and connections are constantly changing and so learning opportunities are ongoing and challenge is constant.

Let's have a look at my own PLN map. I've tried to connect the different tools that I use with the different areas of learning that I explore through my PLN. There are many different processes and strategies that I undertake as part of my learning. I search for information, I share information that I find, and also content that I have created. I connect and talk with individuals, some of whom I know well and others who are strangers to me. I work collaboratively on documents when I am invited, and I openly reflect and discuss my thinking through my blog. I create curated collections of content either for my own use or to use as information packets when I'm teaching. And I use the curation of others to discover new resources and new connections. I connect with different groups of people for different learning experiences, although there is a lot of overlap, with many people being interested in similar concepts and topics that I am. For these reasons, I would consider my PLN to be a connected learning environment.

This has been a huge post, with loads of information! Drop me a line in the comments if you find it useful, or if there are things that you feel need further clarification. The best thing about a PLN is that you can learn anytime, anywhere, from anyone - and I have had so many wonderful experiences and opportunities as a result of the wonderful connections within my network - I hope that your experience is the same!

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As many of you will know, my PhD research is exploring the concept of PLNs and networked and connected learning, by investigating how teachers experience professional learning through their own PLNs.

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Kay O

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Social Learning Configurations | Piktochart Visual Editor

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Learning through Connections - in theory

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So part of the reason I am keeping this blog is so I can share with you the research I am undertaking as part of my doctoral studies. Writing about the 'stuff' that I have been reading and thinking about for my studies in a blog post is great.

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Mapping online practices

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Using 'Visitors and Residents' to visualise digital practices | White | First Monday

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Using 'Visitors and Residents' to visualise digital practices

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Mind Maps

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Coggle is online software for creating and sharing mindmaps and flowcharts. It works online in your browser: there's nothing to download or install. Log in to start diagramming!

Whether you're taking notes, brainstorming, planning, or doing something awesomely creative, it is super simple to visualise your ideas with Coggle. Share with as many friends or colleagues as you like. Changes you make will show up instantly in their browser, wherever they are in the world

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The clear way to share complex information. Coggle is a collaborative mind-mapping tool that helps you make sense of complex things. Create unlimited mind maps and easily share them with friends and colleagues.

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Hinge Questions as a way of assessing knowledge

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Oil the hinge! Continuing his series on teaching practice, Matt Bromley now looks at how to make multiple-choice, hinge questions work in your classroom and your teaching

Editor's Note: This article is part of a series of 10 best practice pieces to have published in 2017. Access them here:
According to Professor Dylan Wiliam there are only two valid reasons for asking a question in class: either to provide information to the teacher about what to do next, or to cause students to think.

The latter involves dialogic questioning, which is to say questions that encourage discussion, questions that are open, philosophical, and challenging.

And dialogic questions - such as Socratic questions - don't just cause thinking, they promote critical thinking. Open questions which cause students to think in this way are widely regarded in academia as effective teaching strategies - as Socrates said: "Questioning is the only defensible form of teaching." I shall look at dialogic questions in my next article in this series.

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Teaching practice: Hinge questions - SecEd

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Oil the hinge! Continuing his series on teaching practice, Matt Bromley now looks at how to make multiple-choice, hinge questions work in your classroom and your teaching

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ID Specialist project_Title Name of PI or project lead(s) Project Stage Year Awarded Faculty_School Department Course Format Course_Level Enrolment Cap matrix source target value
0 Bruce Moghtader A mobile blended curriculum: Evaluating a novel undergraduate radiology teaching app Kathryn Darras In progress 2017-1 Medicine Department of Radiology Lecture; seminar; tutorial; capstone project A combination thereof High (more than 150 students) practiceXimpact Content - instructor generated Attitudes and motivation 1
1 Bruce Moghtader A mobile blended curriculum: Evaluating a novel undergraduate radiology teaching app Kathryn Darras In progress 2017-1 Medicine Department of Radiology Lecture; seminar; tutorial; capstone project A combination thereof High (more than 150 students) impactXevaluation Actions and behaviours Attitude surveys 1
2 Bruce Moghtader A mobile blended curriculum: Evaluating a novel undergraduate radiology teaching app Kathryn Darras In progress 2017-1 Medicine Department of Radiology Lecture; seminar; tutorial; capstone project A combination thereof High (more than 150 students) practiceXimpact Active learning - short activities Actions and behaviours 1
10 Bruce Moghtader Community-based experiential component in second year conversational Spanish courses: Evaluating impact on communicative performance and students' affective response to experiential learning of a second language. Maria Carbonetti Planning 2017-2 Arts FHIS Clinical; community based; internship 200-400 Low (fewer than 50 students) practiceXimpact Community based Attitudes and motivation 1
11 Bruce Moghtader Community-based experiential component in second year conversational Spanish courses: Evaluating impact on communicative performance and students' affective response to experiential learning of a second language. Maria Carbonetti Planning 2017-2 Arts FHIS Clinical; community based; internship 200-400 Low (fewer than 50 students) impactXevaluation Attitudes and motivation Attitude surveys 1
20 Bruce Moghtader From Pillar to Posts: An evidence-based analysis of differences and complementarities between the traditional term paper and student blogs Robert M A Crawford Planning 2017-2 Arts Political Science & Arts One Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Content - student generated Attitudes and motivation 1
21 Bruce Moghtader From Pillar to Posts: An evidence-based analysis of differences and complementarities between the traditional term paper and student blogs Robert M A Crawford Planning 2017-2 Arts Political Science & Arts One Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Actions and behaviours Attitude surveys 1
30 Bruce Moghtader Blended Practice in large first year courses: Student experiences Siobhan McPhee In progress 2016 Vantage Geography Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) practiceXimpact Active learning - multi-session activities Actions and behaviours 1
31 Bruce Moghtader Blended Practice in large first year courses: Student experiences Siobhan McPhee In progress 2016 Vantage Geography Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) impactXevaluation Attitudes and motivation Attitude surveys 1
32 Bruce Moghtader Blended Practice in large first year courses: Student experiences Siobhan McPhee In progress 2016 Vantage Geography Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) impactXevaluation Attitudes and motivation Interviews 1
40 Firas Moosvi Active engagement with feedback: improving assessment to foster learning Andrew Owen Planning 2017-1 Arts Political Science Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Active learning - short activities Actions and behaviours 1
41 Firas Moosvi Active engagement with feedback: improving assessment to foster learning Andrew Owen Planning 2017-1 Arts Political Science Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Active learning - short activities Course specific knowledge 1
42 Firas Moosvi Active engagement with feedback: improving assessment to foster learning Andrew Owen Planning 2017-1 Arts Political Science Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Course specific knowledge Knowledge tests 1
43 Firas Moosvi Active engagement with feedback: improving assessment to foster learning Andrew Owen Planning 2017-1 Arts Political Science Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Actions and behaviours Attitude surveys 1
50 Firas Moosvi Improving real-time student engagement during large-class lectures using an online learning platform David Massaro Planning 2017-1 Pharmaceutical Sciences Pharmacy Practice Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) practiceXimpact Active learning - short activities Course specific knowledge 1
51 Firas Moosvi Improving real-time student engagement during large-class lectures using an online learning platform David Massaro Planning 2017-1 Pharmaceutical Sciences Pharmacy Practice Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) impactXevaluation Course specific knowledge Attitude surveys 1
52 Firas Moosvi Improving real-time student engagement during large-class lectures using an online learning platform David Massaro Planning 2017-1 Pharmaceutical Sciences Pharmacy Practice Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) practiceXimpact Active learning - short activities Actions and behaviours 1
53 Firas Moosvi Improving real-time student engagement during large-class lectures using an online learning platform David Massaro Planning 2017-1 Pharmaceutical Sciences Pharmacy Practice Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) impactXevaluation Actions and behaviours Attitude surveys 1
60 Firas Moosvi Exploration of Dominance and Muting in Student-Led Software Development Meetings Elisa Baniassad Planning 2017-2 Science Computer Science Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Program structure Actions and behaviours 1
61 Firas Moosvi Exploration of Dominance and Muting in Student-Led Software Development Meetings Elisa Baniassad Planning 2017-2 Science Computer Science Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Program structure Attitudes and motivation 1
62 Firas Moosvi Exploration of Dominance and Muting in Student-Led Software Development Meetings Elisa Baniassad Planning 2017-2 Science Computer Science Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Attitudes and motivation Attitude surveys 1
63 Firas Moosvi Exploration of Dominance and Muting in Student-Led Software Development Meetings Elisa Baniassad Planning 2017-2 Science Computer Science Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Actions and behaviours Attitude surveys 1
64 Firas Moosvi Exploration of Dominance and Muting in Student-Led Software Development Meetings Elisa Baniassad Planning 2017-2 Science Computer Science Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Actions and behaviours Observations 1
70 Firas Moosvi Quantitative Arts: Scientists by Nurture Silvia Bartolic Planning 2016 Arts Sociology Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Active learning - multi-session activities Course specific knowledge 1
71 Firas Moosvi Quantitative Arts: Scientists by Nurture Silvia Bartolic Planning 2016 Arts Sociology Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Active learning - multi-session activities Attitudes and motivation 1
72 Firas Moosvi Quantitative Arts: Scientists by Nurture Silvia Bartolic Planning 2016 Arts Sociology Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Attitudes and motivation Attitude surveys 1
73 Firas Moosvi Quantitative Arts: Scientists by Nurture Silvia Bartolic Planning 2016 Arts Sociology Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Course specific knowledge Knowledge tests 1
80 Kari Grain Building Bridges between Health and Politics: a New Course at UBC Farah Shroff In progress 2017-2 Arts Political Science Lecture; seminar; tutorial; capstone project 200-400 Low (fewer than 50 students) practiceXimpact Content - instructor generated Attitudes and motivation 1
81 Kari Grain Building Bridges between Health and Politics: a New Course at UBC Farah Shroff In progress 2017-2 Arts Political Science Lecture; seminar; tutorial; capstone project 200-400 Low (fewer than 50 students) impactXevaluation Attitudes and motivation Attitude surveys 1
82 Kari Grain Building Bridges between Health and Politics: a New Course at UBC Farah Shroff In progress 2017-2 Arts Political Science Lecture; seminar; tutorial; capstone project 200-400 Low (fewer than 50 students) impactXevaluation Attitudes and motivation Interviews 1
90 Kari Grain Pilot testing of an online nutrition discussion forum for the MD Undergraduate Program (MDUP) and development of a strategy to measure its impact on medical student outcomes. Linda Casey In progress 2017-2 Medicine Pediatrics Program-level project (not limited to a specific course) A combination thereof N/A practiceXimpact Active learning - multi-session activities Course specific knowledge 1
91 Kari Grain Pilot testing of an online nutrition discussion forum for the MD Undergraduate Program (MDUP) and development of a strategy to measure its impact on medical student outcomes. Linda Casey In progress 2017-2 Medicine Pediatrics Program-level project (not limited to a specific course) A combination thereof N/A impactXevaluation Course specific knowledge Interviews 1
92 Kari Grain Pilot testing of an online nutrition discussion forum for the MD Undergraduate Program (MDUP) and development of a strategy to measure its impact on medical student outcomes. Linda Casey In progress 2017-2 Medicine Pediatrics Program-level project (not limited to a specific course) A combination thereof N/A impactXevaluation Course specific knowledge Other evaluation 1
100 Kari Grain Exploring International Student's Perceptions and Use of Peer Review in a First-Year Science Communications Course Ashley Welsh Completed 2015 Vantage UBC Vantage College Lecture; seminar; tutorial; capstone project 100 Low (fewer than 50 students) practiceXimpact Active learning - multi-session activities Course specific knowledge 1
101 Kari Grain Exploring International Student's Perceptions and Use of Peer Review in a First-Year Science Communications Course Ashley Welsh Completed 2015 Vantage UBC Vantage College Lecture; seminar; tutorial; capstone project 100 Low (fewer than 50 students) impactXevaluation Course specific knowledge Observations 1
102 Kari Grain Exploring International Student's Perceptions and Use of Peer Review in a First-Year Science Communications Course Ashley Welsh Completed 2015 Vantage UBC Vantage College Lecture; seminar; tutorial; capstone project 100 Low (fewer than 50 students) impactXevaluation Course specific knowledge Other evaluation 1
110 Kari Grain Flexible learning student engagement: a case study Phaedra Burke In progress 2015 Sauder Sauder School of Business Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Reduced seat time Attitudes and motivation 1
111 Kari Grain Flexible learning student engagement: a case study Flexible learning student engagement: a case study In progress 2015 Sauder Sauder School of Business Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Attitudes and motivation Attitude surveys 1
120 Kari Grain Teaching Historical Controversy: South Asian Case Studies Tara Mayer In progress 2017-2 Arts History Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Content - instructor generated Attitudes and motivation 1
121 Kari Grain Teaching Historical Controversy: South Asian Case Studies Tara Mayer In progress 2017-2 Arts History Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Attitudes and motivation Other evaluation 1
130 Kristi Carey Improving Teamwork Skills in Geological Engineering Susan Hollingshead Completed 2015 Science Earth, Ocean & Atmospheric Sciences Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Content - instructor generated Lifelong learning skills 1
131 Kristi Carey Improving Teamwork Skills in Geological Engineering Susan Hollingshead Completed 2015 Science Earth, Ocean & Atmospheric Sciences Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Content - instructor generated Attitudes and motivation 1
132 Kristi Carey Improving Teamwork Skills in Geological Engineering Susan Hollingshead Completed 2015 Science Earth, Ocean & Atmospheric Sciences Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Lifelong learning skills Attitude surveys 1
133 Kristi Carey Improving Teamwork Skills in Geological Engineering Susan Hollingshead Completed 2015 Science Earth, Ocean & Atmospheric Sciences Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Lifelong learning skills Interviews 1
134 Kristi Carey Improving Teamwork Skills in Geological Engineering Susan Hollingshead Completed 2015 Science Earth, Ocean & Atmospheric Sciences Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Attitudes and motivation Attitude surveys 1
135 Kristi Carey Improving Teamwork Skills in Geological Engineering Susan Hollingshead Completed 2015 Science Earth, Ocean & Atmospheric Sciences Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Attitudes and motivation Interviews 1
140 Kristi Carey On being strategic in selecting active learning techniques: A comparative analysis of pedagogical interventions in the furthering of specific learning objectives. Jenny H Peterson Completed 2015 Vantage Political Science/Vantage College Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Active learning - multi-session activities Attitudes and motivation 1
141 Kristi Carey On being strategic in selecting active learning techniques: A comparative analysis of pedagogical interventions in the furthering of specific learning objectives. Jenny H Peterson Completed 2015 Vantage Political Science/Vantage College Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Active learning - short activities Attitudes and motivation 1
142 Kristi Carey On being strategic in selecting active learning techniques: A comparative analysis of pedagogical interventions in the furthering of specific learning objectives. Jenny H Peterson Completed 2015 Vantage Political Science/Vantage College Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Active learning - multi-session activities Course specific knowledge 1
143 Kristi Carey On being strategic in selecting active learning techniques: A comparative analysis of pedagogical interventions in the furthering of specific learning objectives. Jenny H Peterson Completed 2015 Vantage Political Science/Vantage College Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Active learning - short activities Course specific knowledge 1
144 Kristi Carey On being strategic in selecting active learning techniques: A comparative analysis of pedagogical interventions in the furthering of specific learning objectives. Jenny H Peterson Completed 2015 Vantage Political Science/Vantage College Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Active learning - multi-session activities Lifelong learning skills 1
145 Kristi Carey On being strategic in selecting active learning techniques: A comparative analysis of pedagogical interventions in the furthering of specific learning objectives. Jenny H Peterson Completed 2015 Vantage Political Science/Vantage College Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Active learning - short activities Lifelong learning skills 1
146 Kristi Carey On being strategic in selecting active learning techniques: A comparative analysis of pedagogical interventions in the furthering of specific learning objectives. Jenny H Peterson Completed 2015 Vantage Political Science/Vantage College Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Attitudes and motivation Interviews 1
147 Kristi Carey On being strategic in selecting active learning techniques: A comparative analysis of pedagogical interventions in the furthering of specific learning objectives. Jenny H Peterson Completed 2015 Vantage Political Science/Vantage College Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Attitudes and motivation Reflective writing 1
148 Kristi Carey On being strategic in selecting active learning techniques: A comparative analysis of pedagogical interventions in the furthering of specific learning objectives. Jenny H Peterson Completed 2015 Vantage Political Science/Vantage College Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Course specific knowledge Interviews 1
149 Kristi Carey On being strategic in selecting active learning techniques: A comparative analysis of pedagogical interventions in the furthering of specific learning objectives. Jenny H Peterson Completed 2015 Vantage Political Science/Vantage College Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Course specific knowledge Reflective writing 1
149.1 Kristi Carey On being strategic in selecting active learning techniques: A comparative analysis of pedagogical interventions in the furthering of specific learning objectives. Jenny H Peterson Completed 2015 Vantage Political Science/Vantage College Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Lifelong learning skills Interviews 1
149.2 Kristi Carey On being strategic in selecting active learning techniques: A comparative analysis of pedagogical interventions in the furthering of specific learning objectives. Jenny H Peterson Completed 2015 Vantage Political Science/Vantage College Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Lifelong learning skills Reflective writing 1
150 Lyana Patrick Peer assessing of language proficiency: student-based peer evaluation of oral interviews in real-life job hunting situation Misuzu Kazama Completed 2017-1 Arts Asian Studies Lecture; seminar; tutorial; capstone project 200-400 Low (fewer than 50 students) practiceXimpact Active learning - short activities Course specific knowledge 1
151 Lyana Patrick Peer assessing of language proficiency: student-based peer evaluation of oral interviews in real-life job hunting situation Misuzu Kazama Completed 2017-1 Arts Asian Studies Lecture; seminar; tutorial; capstone project 200-400 Low (fewer than 50 students) practiceXimpact Assessment Actions and behaviours 1
152 Lyana Patrick Peer assessing of language proficiency: student-based peer evaluation of oral interviews in real-life job hunting situation Misuzu Kazama Completed 2017-1 Arts Asian Studies Lecture; seminar; tutorial; capstone project 200-400 Low (fewer than 50 students) practiceXimpact Active learning - short activities Actions and behaviours 1
153 Lyana Patrick Peer assessing of language proficiency: student-based peer evaluation of oral interviews in real-life job hunting situation Misuzu Kazama Completed 2017-1 Arts Asian Studies Lecture; seminar; tutorial; capstone project 200-400 Low (fewer than 50 students) practiceXimpact Assessment Course specific knowledge 1
154 Lyana Patrick Peer assessing of language proficiency: student-based peer evaluation of oral interviews in real-life job hunting situation Misuzu Kazama Completed 2017-1 Arts Asian Studies Lecture; seminar; tutorial; capstone project 200-400 Low (fewer than 50 students) impactXevaluation Actions and behaviours Observations 1
155 Lyana Patrick Peer assessing of language proficiency: student-based peer evaluation of oral interviews in real-life job hunting situation Misuzu Kazama Completed 2017-1 Arts Asian Studies Lecture; seminar; tutorial; capstone project 200-400 Low (fewer than 50 students) impactXevaluation Actions and behaviours Reflective writing 1
156 Lyana Patrick Peer assessing of language proficiency: student-based peer evaluation of oral interviews in real-life job hunting situation Misuzu Kazama Completed 2017-1 Arts Asian Studies Lecture; seminar; tutorial; capstone project 200-400 Low (fewer than 50 students) impactXevaluation Course specific knowledge Knowledge tests 1
157 Lyana Patrick Peer assessing of language proficiency: student-based peer evaluation of oral interviews in real-life job hunting situation Misuzu Kazama Completed 2017-1 Arts Asian Studies Lecture; seminar; tutorial; capstone project 200-400 Low (fewer than 50 students) impactXevaluation Actions and behaviours Interviews 1
160 Lyana Patrick Measuring Change: Improving Methods to Evaluate Case Analysis Assignment Reports in Dental Hygiene Program Batoul Shariati (Afsaneh Sharif) Completed 2016 Dentistry Oral Health Sciences Other 200-400 Medium (50-150 students) practiceXimpact Content - instructor generated Attitudes and motivation 1
161 Lyana Patrick Measuring Change: Improving Methods to Evaluate Case Analysis Assignment Reports in Dental Hygiene Program Batoul Shariati (Afsaneh Sharif) Completed 2016 Dentistry Oral Health Sciences Other 200-400 Medium (50-150 students) practiceXimpact Content - instructor generated Lifelong learning skills 1
162 Lyana Patrick Measuring Change: Improving Methods to Evaluate Case Analysis Assignment Reports in Dental Hygiene Program Batoul Shariati (Afsaneh Sharif) Completed 2016 Dentistry Oral Health Sciences Other 200-400 Medium (50-150 students) impactXevaluation Attitudes and motivation Attitude surveys 1
163 Lyana Patrick Measuring Change: Improving Methods to Evaluate Case Analysis Assignment Reports in Dental Hygiene Program Batoul Shariati (Afsaneh Sharif) Completed 2016 Dentistry Oral Health Sciences Other 200-400 Medium (50-150 students) impactXevaluation Lifelong learning skills Attitude surveys 1
170 Lyana Patrick The use of video-recorded answer keys in pharmacy practice education Charles Park Completed 2016 Pharmaceutical Sciences Pharmaceutical Sciences Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Content - instructor generated Course specific knowledge 1
171 Lyana Patrick The use of video-recorded answer keys in pharmacy practice education Charles Park Completed 2016 Pharmaceutical Sciences Pharmaceutical Sciences Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Course specific knowledge Attitude surveys 1
172 Lyana Patrick The use of video-recorded answer keys in pharmacy practice education Charles Park Completed 2016 Pharmaceutical Sciences Pharmaceutical Sciences Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Course specific knowledge Interviews 1
180 Nathan Roberson Exploring the linguistic features of multiple choice questions: Evening the playing field for English as an additional language students Mark Lam In progress 2017-2 Arts Psychology/Vantage College Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) practiceXimpact Assessment Instructional team practices 1
181 Nathan Roberson Exploring the linguistic features of multiple choice questions: Evening the playing field for English as an additional language students Mark Lam In progress 2017-2 Arts Psychology/Vantage College Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) practiceXimpact Assessment Course specific knowledge 1
182 Nathan Roberson Exploring the linguistic features of multiple choice questions: Evening the playing field for English as an additional language students Mark Lam In progress 2017-2 Arts Psychology/Vantage College Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) impactXevaluation Instructional team practices Knowledge tests 1
183 Nathan Roberson Exploring the linguistic features of multiple choice questions: Evening the playing field for English as an additional language students Mark Lam In progress 2017-2 Arts Psychology/Vantage College Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) impactXevaluation Course specific knowledge Knowledge tests 1
190 Nathan Roberson Identifying Interdisciplinary Connections Using an Ongoing Reflection Activity Chris Addison In progress 2017-2 Science Chemistry, Science One Program Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) practiceXimpact Program structure Actions and behaviours 1
191 Nathan Roberson Identifying Interdisciplinary Connections Using an Ongoing Reflection Activity Chris Addison In progress 2017-2 Science Chemistry, Science One Program Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) practiceXimpact Program structure Lifelong learning skills 1
192 Nathan Roberson Identifying Interdisciplinary Connections Using an Ongoing Reflection Activity Chris Addison In progress 2017-2 Science Chemistry, Science One Program Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) impactXevaluation Lifelong learning skills Reflective writing 1
193 Nathan Roberson Identifying Interdisciplinary Connections Using an Ongoing Reflection Activity Chris Addison In progress 2017-2 Science Chemistry, Science One Program Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) impactXevaluation Actions and behaviours Reflective writing 1
194 Nathan Roberson Identifying Interdisciplinary Connections Using an Ongoing Reflection Activity Chris Addison In progress 2017-2 Science Chemistry, Science One Program Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) practiceXimpact Active learning - short activities Actions and behaviours 1
195 Nathan Roberson Identifying Interdisciplinary Connections Using an Ongoing Reflection Activity Chris Addison In progress 2017-2 Science Chemistry, Science One Program Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) practiceXimpact Active learning - short activities Course specific knowledge 1
196 Nathan Roberson Identifying Interdisciplinary Connections Using an Ongoing Reflection Activity Chris Addison In progress 2017-2 Science Chemistry, Science One Program Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) impactXevaluation Course specific knowledge Reflective writing 1
200 Nathan Roberson What do first-year students need? Assessing students' transition to university studies to enhance the first-year experience in the Faculty of Land and Food Systems Candice Rideout In progress 2017-2 Land and Food Systems Food, Nutrition and Health Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) practiceXimpact Content - instructor generated Attitudes and motivation 1
201 Nathan Roberson What do first-year students need? Assessing students' transition to university studies to enhance the first-year experience in the Faculty of Land and Food Systems Candice Rideout In progress 2017-2 Land and Food Systems Food, Nutrition and Health Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) practiceXimpact Program structure Attitudes and motivation 1
202 Nathan Roberson What do first-year students need? Assessing students' transition to university studies to enhance the first-year experience in the Faculty of Land and Food Systems Candice Rideout In progress 2017-2 Land and Food Systems Food, Nutrition and Health Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) practiceXimpact Program structure Instructional team practices 1
203 Nathan Roberson What do first-year students need? Assessing students' transition to university studies to enhance the first-year experience in the Faculty of Land and Food Systems Candice Rideout In progress 2017-2 Land and Food Systems Food, Nutrition and Health Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) practiceXimpact Content - instructor generated Attitudes and motivation 1
204 Nathan Roberson What do first-year students need? Assessing students' transition to university studies to enhance the first-year experience in the Faculty of Land and Food Systems Candice Rideout In progress 2017-2 Land and Food Systems Food, Nutrition and Health Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) impactXevaluation Attitudes and motivation Secondary data 1
205 Nathan Roberson What do first-year students need? Assessing students' transition to university studies to enhance the first-year experience in the Faculty of Land and Food Systems Candice Rideout In progress 2017-2 Land and Food Systems Food, Nutrition and Health Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) impactXevaluation Attitudes and motivation Attitude surveys 1
206 Nathan Roberson What do first-year students need? Assessing students' transition to university studies to enhance the first-year experience in the Faculty of Land and Food Systems Candice Rideout In progress 2017-2 Land and Food Systems Food, Nutrition and Health Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) impactXevaluation Instructional team practices Secondary data 1
207 Nathan Roberson What do first-year students need? Assessing students' transition to university studies to enhance the first-year experience in the Faculty of Land and Food Systems Candice Rideout In progress 2017-2 Land and Food Systems Food, Nutrition and Health Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) practiceXimpact Program structure Lifelong learning skills 1
208 Nathan Roberson What do first-year students need? Assessing students' transition to university studies to enhance the first-year experience in the Faculty of Land and Food Systems Candice Rideout In progress 2017-2 Land and Food Systems Food, Nutrition and Health Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) impactXevaluation Lifelong learning skills Attitude surveys 1
210 Nathan Roberson Two Stage Review as an Approach to Improving Student Application of 1st year Math and Physics Concepts in a 3rd year Earth Science Course. Tara Ivanochko In progress 2015 Science Earth, Ocean & Atmospheric Sciences Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) practiceXimpact Active learning - multi-session activities Course specific knowledge 1
211 Nathan Roberson Two Stage Review as an Approach to Improving Student Application of 1st year Math and Physics Concepts in a 3rd year Earth Science Course. Tara Ivanochko In progress 2015 Science Earth, Ocean & Atmospheric Sciences Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) practiceXimpact Content - instructor generated Course specific knowledge 1
212 Nathan Roberson Two Stage Review as an Approach to Improving Student Application of 1st year Math and Physics Concepts in a 3rd year Earth Science Course. Tara Ivanochko In progress 2015 Science Earth, Ocean & Atmospheric Sciences Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) impactXevaluation Course specific knowledge Knowledge tests 1
213 Nathan Roberson Two Stage Review as an Approach to Improving Student Application of 1st year Math and Physics Concepts in a 3rd year Earth Science Course. Tara Ivanochko In progress 2015 Science Earth, Ocean & Atmospheric Sciences Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) impactXevaluation Course specific knowledge Secondary data 1
214 Nathan Roberson Two Stage Review as an Approach to Improving Student Application of 1st year Math and Physics Concepts in a 3rd year Earth Science Course. Tara Ivanochko In progress 2015 Science Earth, Ocean & Atmospheric Sciences Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) practiceXimpact Program structure Course specific knowledge 1
220 Patrick Dubois Reducing language-related extraneous cognitive load for non-native English-speaking students in the Faculty of Forestry Patrick Culbert Planning 2017-1 Forestry Forest and Conservation Sciences Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) practiceXimpact Content - instructor generated Course specific knowledge 1
221 Patrick Dubois Reducing language-related extraneous cognitive load for non-native English-speaking students in the Faculty of Forestry Patrick Culbert Planning 2017-1 Forestry Forest and Conservation Sciences Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) impactXevaluation Course specific knowledge Knowledge tests 1
230 Patrick Dubois A novel use for high-fidelity Human Patient Simulation (HPS): Does integration of HPS into the Speech-Language Pathology curriculum facilitate clinical competencies? Stacey Skoretz Planning 2017-2 Medicine School of Audiology and Speech Sciences Lecture; seminar; tutorial; capstone project Graduate Medium (50-150 students) practiceXimpact Active learning - multi-session activities Course specific knowledge 1
231 Patrick Dubois A novel use for high-fidelity Human Patient Simulation (HPS): Does integration of HPS into the Speech-Language Pathology curriculum facilitate clinical competencies? Stacey Skoretz Planning 2017-2 Medicine School of Audiology and Speech Sciences Lecture; seminar; tutorial; capstone project Graduate Medium (50-150 students) practiceXimpact Active learning - multi-session activities Attitudes and motivation 1
232 Patrick Dubois A novel use for high-fidelity Human Patient Simulation (HPS): Does integration of HPS into the Speech-Language Pathology curriculum facilitate clinical competencies? Stacey Skoretz Planning 2017-2 Medicine School of Audiology and Speech Sciences Lecture; seminar; tutorial; capstone project Graduate Medium (50-150 students) impactXevaluation Course specific knowledge Knowledge tests 1
233 Patrick Dubois A novel use for high-fidelity Human Patient Simulation (HPS): Does integration of HPS into the Speech-Language Pathology curriculum facilitate clinical competencies? Stacey Skoretz Planning 2017-2 Medicine School of Audiology and Speech Sciences Lecture; seminar; tutorial; capstone project Graduate Medium (50-150 students) impactXevaluation Attitudes and motivation Attitude surveys 1
240 Patrick Dubois Reflection by Design: Using Peer Annotation of Video to Enhance Student Learning Eric Meyers (Fred Cutler) Completed 2016 Arts SLAIS Lecture; seminar; tutorial; capstone project Graduate Low (fewer than 50 students) practiceXimpact Active learning - multi-session activities Actions and behaviours 1
241 Patrick Dubois Reflection by Design: Using Peer Annotation of Video to Enhance Student Learning Eric Meyers (Fred Cutler) Completed 2016 Arts SLAIS Lecture; seminar; tutorial; capstone project Graduate Low (fewer than 50 students) impactXevaluation Actions and behaviours Secondary data 1
250 Patrick Dubois The differential learning effects of paper vs. digital textbooks Catherine Rawn (Stefan Bourrier) In progress 2016 Arts Psychology Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) practiceXimpact Content - instructor generated Course specific knowledge 1
251 Patrick Dubois The differential learning effects of paper vs. digital textbooks Catherine Rawn (Stefan Bourrier) In progress 2016 Arts Psychology Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) practiceXimpact Content - instructor generated Attitudes and motivation 1
252 Patrick Dubois The differential learning effects of paper vs. digital textbooks Catherine Rawn (Stefan Bourrier) In progress 2016 Arts Psychology Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) practiceXimpact Content - instructor generated Actions and behaviours 1
253 Patrick Dubois The differential learning effects of paper vs. digital textbooks Catherine Rawn (Stefan Bourrier) In progress 2016 Arts Psychology Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) impactXevaluation Course specific knowledge Knowledge tests 1
254 Patrick Dubois The differential learning effects of paper vs. digital textbooks Catherine Rawn (Stefan Bourrier) In progress 2016 Arts Psychology Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) impactXevaluation Attitudes and motivation Attitude surveys 1
255 Patrick Dubois The differential learning effects of paper vs. digital textbooks Catherine Rawn (Stefan Bourrier) In progress 2016 Arts Psychology Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) impactXevaluation Actions and behaviours Attitude surveys 1
260 Patrick Dubois Using a concept inventory for early identification of at risk students in genetics Jennifer Klenz (Pam Kalas) In progress 2016 Science Botany Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) practiceXimpact Assessment Course specific knowledge 1
261 Patrick Dubois Using a concept inventory for early identification of at risk students in genetics Jennifer Klenz (Pam Kalas) In progress 2016 Science Botany Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) impactXevaluation Course specific knowledge Knowledge tests 1
270 Patrick Dubois Educating Occupational & Environmental Hygienists - The Canadian Experience George Astrakianakis Completed 2015 Medicine SPPH Program-level project (not limited to a specific course) N/A N/A practiceXimpact Program structure Lifelong learning skills 1
271 Patrick Dubois Educating Occupational & Environmental Hygienists - The Canadian Experience George Astrakianakis Completed 2015 Medicine SPPH Program-level project (not limited to a specific course) N/A N/A impactXevaluation Lifelong learning skills Attitude surveys 1
280 Patrick Dubois Measuring Student Aptitude for Knowledge Transfer Across Disciplinary Boundaries Chris Addison Completed 2015 Science Chemistry, Science One Program Lecture; seminar; tutorial; capstone project A combination thereof High (more than 150 students) practiceXimpact Assessment Course specific knowledge 1
281 Patrick Dubois Measuring Student Aptitude for Knowledge Transfer Across Disciplinary Boundaries Chris Addison Completed 2015 Science Chemistry, Science One Program Lecture; seminar; tutorial; capstone project A combination thereof High (more than 150 students) impactXevaluation Course specific knowledge Knowledge tests 1
290 Patrick Dubois Negotiating Change: Determining the readiness of second-year students for self-directed learning Gail Hammond; Alice Cassidy Completed 2015 Land and Food Systems Food, Nutrition & Health, FAculty of Land & Food Systems Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Active learning - multi-session activities Course specific knowledge 1
291 Patrick Dubois Negotiating Change: Determining the readiness of second-year students for self-directed learning Gail Hammond; Alice Cassidy Completed 2015 Land and Food Systems Food, Nutrition & Health, FAculty of Land & Food Systems Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Active learning - multi-session activities Attitudes and motivation 1
292 Patrick Dubois Negotiating Change: Determining the readiness of second-year students for self-directed learning Gail Hammond; Alice Cassidy Completed 2015 Land and Food Systems Food, Nutrition & Health, FAculty of Land & Food Systems Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Course specific knowledge Knowledge tests 1
293 Patrick Dubois Negotiating Change: Determining the readiness of second-year students for self-directed learning Gail Hammond; Alice Cassidy Completed 2015 Land and Food Systems Food, Nutrition & Health, FAculty of Land & Food Systems Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Attitudes and motivation Attitude surveys 1
300 Patrick Dubois Productive Failure in biology classrooms Sunita Chowrira, Karen Smith Completed 2014 Science Biology Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) practiceXimpact Active learning - short activities Course specific knowledge 1
301 Patrick Dubois Productive Failure in biology classrooms Sunita Chowrira, Karen Smith Completed 2014 Science Biology Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) impactXevaluation Course specific knowledge Knowledge tests 1
310 Paulina Semenec Exploring CLAS implementation in physics teacher education Marina Milner-Bolotin In progress 2017-1 Education Department of Curriculum and Pedagogy Lecture; seminar; tutorial; capstone project Graduate Low (fewer than 50 students) practiceXimpact Active learning - multi-session activities Actions and behaviours 1
311 Paulina Semenec Exploring CLAS implementation in physics teacher education Marina Milner-Bolotin In progress 2017-1 Education Department of Curriculum and Pedagogy Lecture; seminar; tutorial; capstone project Graduate Low (fewer than 50 students) practiceXimpact Active learning - multi-session activities Attitudes and motivation 1
312 Paulina Semenec Exploring CLAS implementation in physics teacher education Marina Milner-Bolotin In progress 2017-1 Education Department of Curriculum and Pedagogy Lecture; seminar; tutorial; capstone project Graduate Low (fewer than 50 students) practiceXimpact Active learning - multi-session activities Lifelong learning skills 1
313 Paulina Semenec Exploring CLAS implementation in physics teacher education Marina Milner-Bolotin In progress 2017-1 Education Department of Curriculum and Pedagogy Lecture; seminar; tutorial; capstone project Graduate Low (fewer than 50 students) practiceXimpact Active learning - multi-session activities Course specific knowledge 1
314 Paulina Semenec Exploring CLAS implementation in physics teacher education Marina Milner-Bolotin In progress 2017-1 Education Department of Curriculum and Pedagogy Lecture; seminar; tutorial; capstone project Graduate Low (fewer than 50 students) impactXevaluation Actions and behaviours Attitude surveys 1
315 Paulina Semenec Exploring CLAS implementation in physics teacher education Marina Milner-Bolotin In progress 2017-1 Education Department of Curriculum and Pedagogy Lecture; seminar; tutorial; capstone project Graduate Low (fewer than 50 students) impactXevaluation Attitudes and motivation Attitude surveys 1
316 Paulina Semenec Exploring CLAS implementation in physics teacher education Marina Milner-Bolotin In progress 2017-1 Education Department of Curriculum and Pedagogy Lecture; seminar; tutorial; capstone project Graduate Low (fewer than 50 students) impactXevaluation Attitudes and motivation Interviews 1
330 Paulina Semenec The "Ideathon Challenge" as Pedagogic Method Towards Interdisciplinary Collaboration, Innovation, and Applied Learning: A Case Study Su-Jan Yeo In progress 2017-2 Applied Science School of Community and Regional Planning Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Active learning - multi-session activities Actions and behaviours 1
331 Paulina Semenec The "Ideathon Challenge" as Pedagogic Method Towards Interdisciplinary Collaboration, Innovation, and Applied Learning: A Case Study Su-Jan Yeo In progress 2017-2 Applied Science School of Community and Regional Planning Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Community based Actions and behaviours 1
332 Paulina Semenec The "Ideathon Challenge" as Pedagogic Method Towards Interdisciplinary Collaboration, Innovation, and Applied Learning: A Case Study Su-Jan Yeo In progress 2017-2 Applied Science School of Community and Regional Planning Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) practiceXimpact Content - student generated Lifelong learning skills 1
333 Paulina Semenec The "Ideathon Challenge" as Pedagogic Method Towards Interdisciplinary Collaboration, Innovation, and Applied Learning: A Case Study Su-Jan Yeo In progress 2017-2 Applied Science School of Community and Regional Planning Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Actions and behaviours Attitude surveys 1
334 Paulina Semenec The "Ideathon Challenge" as Pedagogic Method Towards Interdisciplinary Collaboration, Innovation, and Applied Learning: A Case Study Su-Jan Yeo In progress 2017-2 Applied Science School of Community and Regional Planning Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Lifelong learning skills Attitude surveys 1
335 Paulina Semenec The "Ideathon Challenge" as Pedagogic Method Towards Interdisciplinary Collaboration, Innovation, and Applied Learning: A Case Study Su-Jan Yeo In progress 2017-2 Applied Science School of Community and Regional Planning Lecture; seminar; tutorial; capstone project 200-400 Medium (50-150 students) impactXevaluation Lifelong learning skills Secondary data 1
340 Paulina Semenec Narratives of affect and academic writing: Exploring student attitudes to writing in the Faculty of Arts Jaclyn Rea (Kate Power) Completed 2016 Arts Arts Studies in Research and Writing (ASRW) Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) practiceXimpact Assessment Attitudes and motivation 1
341 Paulina Semenec Narratives of affect and academic writing: Exploring student attitudes to writing in the Faculty of Arts Jaclyn Rea (Kate Power) Completed 2016 Arts Arts Studies in Research and Writing (ASRW) Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) impactXevaluation Attitudes and motivation Attitude surveys 1
342 Paulina Semenec Narratives of affect and academic writing: Exploring student attitudes to writing in the Faculty of Arts Jaclyn Rea (Kate Power) Completed 2016 Arts Arts Studies in Research and Writing (ASRW) Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) impactXevaluation Attitudes and motivation Interviews 1
350 Paulina Semenec Beyond the Classroom: Assessing the Impact of Community Based Experiential Learning (CBEL) on First Year Arts Students' Course Performance and Satisfaction Kerry Greer In progress 2017-2 Arts Sociology Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) practiceXimpact Community based Actions and behaviours 1
351 Paulina Semenec Beyond the Classroom: Assessing the Impact of Community Based Experiential Learning (CBEL) on First Year Arts Students' Course Performance and Satisfaction Kerry Greer In progress 2017-2 Arts Sociology Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) practiceXimpact Community based Course specific knowledge 1
352 Paulina Semenec Beyond the Classroom: Assessing the Impact of Community Based Experiential Learning (CBEL) on First Year Arts Students' Course Performance and Satisfaction Kerry Greer In progress 2017-2 Arts Sociology Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) practiceXimpact Community based Lifelong learning skills 1
353 Paulina Semenec Beyond the Classroom: Assessing the Impact of Community Based Experiential Learning (CBEL) on First Year Arts Students' Course Performance and Satisfaction Kerry Greer In progress 2017-2 Arts Sociology Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) impactXevaluation Lifelong learning skills Attitude surveys 1
354 Paulina Semenec Beyond the Classroom: Assessing the Impact of Community Based Experiential Learning (CBEL) on First Year Arts Students' Course Performance and Satisfaction Kerry Greer In progress 2017-2 Arts Sociology Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) impactXevaluation Course specific knowledge Knowledge tests 1
355 Paulina Semenec Beyond the Classroom: Assessing the Impact of Community Based Experiential Learning (CBEL) on First Year Arts Students' Course Performance and Satisfaction Kerry Greer In progress 2017-2 Arts Sociology Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) impactXevaluation Attitudes and motivation Interviews 1
360 Paulina Semenec Students as Emerging Artists in Society: Experiential Learning in Visual Arts Christine DOnofrio In progress 2017-2 Arts Art History, Visual Art and Theory Lecture; seminar; tutorial; capstone project 200-400 Low (fewer than 50 students) practiceXimpact Content - student generated Actions and behaviours 1
361 Paulina Semenec Students as Emerging Artists in Society: Experiential Learning in Visual Arts Christine DOnofrio In progress 2017-2 Arts Art History, Visual Art and Theory Lecture; seminar; tutorial; capstone project 200-400 Low (fewer than 50 students) practiceXimpact Content - student generated Attitudes and motivation 1
362 Paulina Semenec Students as Emerging Artists in Society: Experiential Learning in Visual Arts Christine DOnofrio In progress 2017-2 Arts Art History, Visual Art and Theory Lecture; seminar; tutorial; capstone project 200-400 Low (fewer than 50 students) impactXevaluation Actions and behaviours Interviews 1
363 Paulina Semenec Students as Emerging Artists in Society: Experiential Learning in Visual Arts Christine DOnofrio In progress 2017-2 Arts Art History, Visual Art and Theory Lecture; seminar; tutorial; capstone project 200-400 Low (fewer than 50 students) impactXevaluation Attitudes and motivation Interviews 1
364 Paulina Semenec Students as Emerging Artists in Society: Experiential Learning in Visual Arts Christine DOnofrio In progress 2017-2 Arts Art History, Visual Art and Theory Lecture; seminar; tutorial; capstone project 200-400 Low (fewer than 50 students) impactXevaluation Attitudes and motivation Reflective writing 1
370 Simon Ho Efficacy of a Voting App for Online Students Roland Stull In progress 2017-2 Science Earth, Ocean & Atmospheric Sciences Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) practiceXimpact Other practice Actions and behaviours 1
371 Simon Ho Efficacy of a Voting App for Online Students Roland Stull In progress 2017-2 Science Earth, Ocean & Atmospheric Sciences Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) practiceXimpact Other practice Attitudes and motivation 1
372 Simon Ho Efficacy of a Voting App for Online Students Roland Stull In progress 2017-2 Science Earth, Ocean & Atmospheric Sciences Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) practiceXimpact Other practice Course specific knowledge 1
373 Simon Ho Efficacy of a Voting App for Online Students Roland Stull In progress 2017-2 Science Earth, Ocean & Atmospheric Sciences Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) impactXevaluation Actions and behaviours Secondary data 1
374 Simon Ho Efficacy of a Voting App for Online Students Roland Stull In progress 2017-2 Science Earth, Ocean & Atmospheric Sciences Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) impactXevaluation Attitudes and motivation Attitude surveys 1
375 Simon Ho Efficacy of a Voting App for Online Students Roland Stull In progress 2017-2 Science Earth, Ocean & Atmospheric Sciences Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) impactXevaluation Course specific knowledge Secondary data 1
380 Trish Varao-Sousa A fresh look at Visual Note Taking Carol Ann Courneya Planning 2017-2 Medicine Cellular and Physiological Sciences Program-level project (not limited to a specific course) A combination thereof High (more than 150 students) practiceXimpact Active learning - multi-session activities Course specific knowledge 1
381 Trish Varao-Sousa A fresh look at Visual Note Taking Carol Ann Courneya Planning 2017-2 Medicine Cellular and Physiological Sciences Program-level project (not limited to a specific course) A combination thereof High (more than 150 students) practiceXimpact Active learning - multi-session activities Lifelong learning skills 1
382 Trish Varao-Sousa A fresh look at Visual Note Taking Carol Ann Courneya Planning 2017-2 Medicine Cellular and Physiological Sciences Program-level project (not limited to a specific course) A combination thereof High (more than 150 students) impactXevaluation Course specific knowledge Knowledge tests 1
383 Trish Varao-Sousa A fresh look at Visual Note Taking Carol Ann Courneya Planning 2017-2 Medicine Cellular and Physiological Sciences Program-level project (not limited to a specific course) A combination thereof High (more than 150 students) impactXevaluation Lifelong learning skills Attitude surveys 1
390 Trish Varao-Sousa The evaluation of team-based learning in a large environmental chemistry class Anka Lekhi Planning 2017-2 Science Chemistry Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) practiceXimpact Active learning - short activities Attitudes and motivation 1
391 Trish Varao-Sousa The evaluation of team-based learning in a large environmental chemistry class Anka Lekhi Planning 2017-2 Science Chemistry Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) practiceXimpact Active learning - short activities Lifelong learning skills 1
392 Trish Varao-Sousa The evaluation of team-based learning in a large environmental chemistry class Anka Lekhi Planning 2017-2 Science Chemistry Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) impactXevaluation Attitudes and motivation Attitude surveys 1
393 Trish Varao-Sousa The evaluation of team-based learning in a large environmental chemistry class Anka Lekhi Planning 2017-2 Science Chemistry Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) impactXevaluation Lifelong learning skills Knowledge tests 1
400 Trish Varao-Sousa Does Flexible Learning in Neuroanatomy have longterm impacts on neurophobia? Claudia Krebs Planning 2016 Medicine Department of Cellular and Physiological Sciences Program-level project (not limited to a specific course) A combination thereof High (more than 150 students) practiceXimpact Content - instructor generated Course specific knowledge 1
402 Trish Varao-Sousa Does Flexible Learning in Neuroanatomy have longterm impacts on neurophobia? Claudia Krebs Planning 2016 Medicine Department of Cellular and Physiological Sciences Program-level project (not limited to a specific course) A combination thereof High (more than 150 students) impactXevaluation Course specific knowledge Attitude surveys 1
403 Trish Varao-Sousa Does Flexible Learning in Neuroanatomy have longterm impacts on neurophobia? Claudia Krebs Planning 2016 Medicine Department of Cellular and Physiological Sciences Program-level project (not limited to a specific course) A combination thereof High (more than 150 students) impactXevaluation Attitudes and motivation Attitude surveys 1
404 Trish Varao-Sousa Seating the scene Simon Lolliot In progress 2018 Arts Psychology Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) practiceXimpact Content - instructor generated Attitudes and motivation 1
405 Trish Varao-Sousa Seating the scene Simon Lolliot In progress 2018 Arts Psychology Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) impactXevaluation Attitudes and motivation Attitude surveys 1
406 Trish Varao-Sousa Seating the scene Simon Lolliot In progress 2018 Arts Psychology Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) impactXevaluation Actions and behaviours Secondary data 1
443 Ashenafi Aboye Enriching Educational Experience in Social Justice and Active Citizenship through Community Based Experiential Learning Reginald D'Silvia Planning 2018 Faculty of Education Department of Language and Literacy Education Other N/A Low (fewer than 50 students) practiceXimpact Community based Lifelong learning skills 1
445 Ashenafi Aboye Enriching Educational Experience in Social Justice and Active Citizenship through Community Based Experiential Learning Reginald D'Silvia Planning 2018 Faculty of Education Department of Language and Literacy Education Other N/A Low (fewer than 50 students) impactXevaluation Attitudes and motivation Attitude surveys 1
446 Ashenafi Aboye Enriching Educational Experience in Social Justice and Active Citizenship through Community Based Experiential Learning Reginald D'Silvia Planning 2018 Faculty of Education Department of Language and Literacy Education Other N/A Low (fewer than 50 students) impactXevaluation Attitudes and motivation Reflective writing 1
447 Ashenafi Aboye Enriching Educational Experience in Social Justice and Active Citizenship through Community Based Experiential Learning Reginald D'Silvia Planning 2018 Faculty of Education Department of Language and Literacy Education Other N/A Low (fewer than 50 students) practiceXimpact Community based Attitudes and motivation 1
448 Ashenafi Aboye Enriching Educational Experience in Social Justice and Active Citizenship through Community Based Experiential Learning Reginald D'Silvia Planning 2018 Faculty of Education Department of Language and Literacy Education Other N/A Low (fewer than 50 students) impactXevaluation Lifelong learning skills Interviews 1
450 Gerald Tembrevilla Exploring the potential for first-year undergraduate courses to participate in research projects at the Beaty Biodiversity Museum Bridgette Clarkston Completed 2018 Science Botany Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) impactXevaluation Attitudes and motivation Attitude surveys 1
451 Gerald Tembrevilla Exploring the potential for first-year undergraduate courses to participate in research projects at the Beaty Biodiversity Museum Bridgette Clarkston Completed 2018 Science Botany Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) practiceXimpact Content - student generated Actions and behaviours 1
452 Gerald Tembrevilla Exploring the potential for first-year undergraduate courses to participate in research projects at the Beaty Biodiversity Museum Bridgette Clarkston Completed 2018 Science Botany Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) practiceXimpact Content - instructor generated Course specific knowledge 1
453 Gerald Tembrevilla Exploring the potential for first-year undergraduate courses to participate in research projects at the Beaty Biodiversity Museum Bridgette Clarkston Completed 2018 Science Botany Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) impactXevaluation Instructional team practices Knowledge tests 1
458 Gerald Tembrevilla Instructor versus student perspectives of cognitive tasks in chemistry laboratories Robin Stoodley In progress 2018 Science Chemistry Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) practiceXimpact Content - instructor generated Course specific knowledge 1
459 Gerald Tembrevilla Instructor versus student perspectives of cognitive tasks in chemistry laboratories Robin Stoodley In progress 2018 Science Chemistry Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) practiceXimpact Content - student generated Course specific knowledge 1
460 Gerald Tembrevilla Instructor versus student perspectives of cognitive tasks in chemistry laboratories Robin Stoodley In progress 2018 Science Chemistry Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) impactXevaluation Course specific knowledge Attitude surveys 1
461 Gerald Tembrevilla Instructor versus student perspectives of cognitive tasks in chemistry laboratories Robin Stoodley In progress 2018 Science Chemistry Lecture; seminar; tutorial; capstone project 200-400 High (more than 150 students) impactXevaluation Instructional team practices Interviews 1
462 Gerald Tembrevilla The Role of Metacognition in Developing Transdisciplinary Skills in First Year Engineering Students Susan Nesbit In progress 2018 Applied Science Civil Engineering Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) practiceXimpact Assessment Attitudes and motivation 1
463 Gerald Tembrevilla The Role of Metacognition in Developing Transdisciplinary Skills in First Year Engineering Students Susan Nesbit In progress 2018 Applied Science Civil Engineering Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) practiceXimpact Content - instructor generated Course specific knowledge 1
464 Gerald Tembrevilla The Role of Metacognition in Developing Transdisciplinary Skills in First Year Engineering Students Susan Nesbit In progress 2018 Applied Science Civil Engineering Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) impactXevaluation Actions and behaviours Attitude surveys 1
465 Gerald Tembrevilla The Role of Metacognition in Developing Transdisciplinary Skills in First Year Engineering Students Susan Nesbit In progress 2018 Applied Science Civil Engineering Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) impactXevaluation Attitudes and motivation Interviews 1
466 Gerald Tembrevilla The Role of Metacognition in Developing Transdisciplinary Skills in First Year Engineering Students Susan Nesbit In progress 2018 Applied Science Civil Engineering Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) impactXevaluation Course specific knowledge Interviews 1
467 Gerald Tembrevilla The Role of Metacognition in Developing Transdisciplinary Skills in First Year Engineering Students Susan Nesbit In progress 2018 Applied Science Civil Engineering Lecture; seminar; tutorial; capstone project 100 High (more than 150 students) practiceXimpact Active learning - multi-session activities Attitudes and motivation 1
472 Gerald Tembrevilla Evaluating the process and outcomes of using the ComPAIR system in UBC undergraduate courses Katja Thieme In progress 2018 Arts English Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) practiceXimpact Assessment Course specific knowledge 1
473 Gerald Tembrevilla Evaluating the process and outcomes of using the ComPAIR system in UBC undergraduate courses Katja Thieme In progress 2018 Arts English Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) practiceXimpact Program structure Course specific knowledge 1
474 Gerald Tembrevilla Evaluating the process and outcomes of using the ComPAIR system in UBC undergraduate courses Katja Thieme In progress 2018 Arts English Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) impactXevaluation Course specific knowledge Reflective writing 1
475 Gerald Tembrevilla Evaluating the process and outcomes of using the ComPAIR system in UBC undergraduate courses Katja Thieme In progress 2018 Arts English Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) impactXevaluation Instructional team practices Interviews 1
476 Lisa White Effectiveness of a first year health course on developing student factors for academic success Sally Stewart In progress 2018 Health and Social Development Health and Exercise Sciences Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) practiceXimpact Assessment Actions and behaviours 1
477 Lisa White Effectiveness of a first year health course on developing student factors for academic success Sally Stewart In progress 2018 Health and Social Development Health and Exercise Sciences Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) practiceXimpact Active learning - short activities Lifelong learning skills 1
478 Lisa White Effectiveness of a first year health course on developing student factors for academic success Sally Stewart In progress 2018 Health and Social Development Health and Exercise Sciences Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) practiceXimpact Active learning - multi-session activities Lifelong learning skills 1
479 Lisa White Effectiveness of a first year health course on developing student factors for academic success Sally Stewart In progress 2018 Health and Social Development Health and Exercise Sciences Lecture; seminar; tutorial; capstone project 100 Medium (50-150 students) practiceXimpact Content - instructor generated Actions and behaviours 1
480 Lisa White Complementarity of teaching approaches in Soil Science Education: Instructor and student perspectives Sandra Brown In progress 2017 Land and Food Systems Applied Biology A combination thereof A combination thereof N/A impactXevaluation Course specific knowledge Secondary data 1
481 Lisa White Complementarity of teaching approaches in Soil Science Education: Instructor and student perspectives Sandra Brown In progress 2017 Land and Food Systems Applied Biology A combination thereof A combination thereof N/A impactXevaluation Actions and behaviours Secondary data 1
482 Lisa White Complementarity of teaching approaches in Soil Science Education: Instructor and student perspectives Sandra Brown In progress 2017 Land and Food Systems Applied Biology A combination thereof A combination thereof N/A impactXevaluation Attitudes and motivation Attitude surveys 1
483 Lisa White Complementarity of teaching approaches in Soil Science Education: Instructor and student perspectives Sandra Brown In progress 2017 Land and Food Systems Applied Biology A combination thereof A combination thereof N/A impactXevaluation Course specific knowledge Other evaluation 1
488 Lisa White Complementarity of teaching approaches in Soil Science Education: Instructor and student perspectives Sandra Brown In progress 2017 Land and Food Systems Applied Biology A combination thereof A combination thereof N/A impactXevaluation Instructional team practices Interviews 1

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Filters - Context Project Details Focus Projects + ID Specialist project_Title Name of PI or project lead(s) Project Stage Year Awarded Faculty_School Department Course Format Course_Level Enrolment Cap matrix source target value 0 Bruce Moghtader A mobile blended curriculum: Evaluating a novel undergraduate radiology teaching app Kathryn Darras In progress 2017-1 Medicine Department of Radiology [...]

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International Journal for Scholarship of Technology Enhanced Learning

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An open access peer-reviewed journal exploring the intersections of the scholarship of teaching and learning and technology enhanced learning.

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"Teachers who act also as scholars of teaching and learning in the practice of their discipline must consider the ethics of their dual roles in situations in which their students are also their subjects of research " (MacLean & Poole 2010: 1).

SoTL research has the potential to provide insights into student learning while at the same time intrude on their learning. This tension is compounded by the unequal relationship between the researcher and his or her students in a context where the researcher likely has more to gain from the experiment than they. For these reasons, adopting the highest ethical standards is paramount. In particular, the researcher must ensure that all students are given the opportunity for free, informed and ongoing consent, the right to privacy, and fair and equitable treatment. Every decision regarding their educational experience, whether it is part of habitual teaching or a research protocol, should be designed to improve their learning (MacLean & Poole 2010: 2). Only when these principles are demonstrably met can the requirements of the research be served.

Respect for human dignity is the core value that governs all research involving human participants. The role of research ethics boards is to evaluate research proposals involving human participants to insure that the protocol meets its moral obligations. Three principles, as laid out by the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans, guide their review:
Respect for persons Concern for welfare Justice

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"Teachers who act also as scholars of teaching and learning in the practice of their discipline must consider the ethics of their dual roles in situations in which their students are also their subjects of research " (MacLean & Poole 2010: 1).

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Perryman Blog

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Journal and repository

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Open Research Online (ORO) shares the OU's high-quality, peer-reviewed publications. It features over 40,000 research outputs across a broad range of OU research from science to arts.
Nearly three quarters of Open University research was assessed as world-leading or internationally excellent in the UK Research Excellence Framework 2014.
Where copyright permissions allow, a full copy of each research publication is directly available from ORO.
ORO disseminates the outcomes from our research, helping to facilitate its impact, influence on policy and practice and ability to change lives for the better.

For more information see FAQs.

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Open Research Online (ORO) shares the OU's high-quality, peer-reviewed publications. It features over 40,000 research outputs across a broad range of OU research from science to arts. Nearly three quarters of Open University research was assessed as world-leading or internationally excellent in the UK Research Excellence Framework 2014.

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By no means an exhaustive list, herein lie three tensions that exist within academia, about the use, uptake, embrace and definition of Digital Scholarship...or Open Scholarship.

Tension 1

tenure and promotion is tied to traditional publishing of journal articles

When institutions live by the old paper model motto "publish or perish"; repurposed and translated to the electronic journal industry, there is an immediate disconnect between the work of a scholar using Networked Participatory Scholarship as fuel for enriching knowledge and knowledge networks. With a few notable exceptions, university promotion systems still rely on academics doing research so that it can be written up and published in a journal. There is little workload benefit for academics to spend time on being participatory, when they're obligated to persevere with traditional options. Martin Weller discussed The Open University and how it has recently made a small concession to recognising the work of Open Scholarship (Weller, 2018); this from the host of the free and open course, The Digital Scholar! The University of British Columbia is also changing the wording of promotion policy to recognise the benefit of networked participatory scholarship on the ability of academics to pursue and create valuable research using the knowledge networks technology has gifted them.

Dutch academic Julian Kirchher published this excellent piece in The Guardian, where he makes the publish-for-tenure argument look like the work of unimaginative accountants. He describes how he published research in his area of expertise (hydro dams) and received three citations. He was told, without ceremony, that this wasn't good enough to guarantee academic permanence. So, he played them, publishing a piece reviewing all of the available definitions of the term "circular economy", receiving ten times the number of citations, as well as the acknowledgement of peers and complete strangers at conferences. Voila - without being open, or sharing or participating in knowledge networks of any kind, he gave them what they wanted, without adding anything much to the pool of knowledge academia is meant to be adding to. He regards his work on "circular economy" as junk research.

According to Veletsianos and Kimmons(2012 p767) because the value or potential of open scholarship is still being demonstrated, the risky work of 'going open' isn't worth the time, effort and the risk of compromising promotion and tenure. Much is made of academics risking their jobs through activism on social media, an aspect of open scholarship that can spectacularly backfire. This, in spite of the overwhelming evidence that scholars can use, and are using social networks to share, reflect, critique, improve, validate and develop ideas. (Veletsianos & Kimmons, 2012. p.768

Tension 2

Universities are knowledge businesses and traditionally, they don't share well with others.

Scientia Potentia Est

Businesses don't like sharing their currency unless there is an equal exchange. Universities stake reputation, funding, donations and status on research and scholarly output, as well as student learning. They have much to lose by embracing open scholarship. As Stewart (2012) suggests, network participatory scholarship extends the walls of the university in "a new techno-cultural system" (p335) and this new system represents knowledge abundance. The idea that analogue/closed scholarship has always represented a framework of scarcity, relates to the idea of academia as a 'closed shop' that only the blessed few shall enter. Stewart adds, "While the research and teaching functions of the university have to some extent incorporated digital knowledge artifacts, many aspects of the techno-cultural system of the contemporary academy remain rooted in the premise of scarcity, or the hierarchies scarcity has fostered".(p.320)

As Katz boldly stated in 2010, "Technologies that foster an abundance and multiplicity of relationships create or reinforce relationships across sectors of society." (p.49), ergo......the great unwashed community of scholars who work beyond the ivory towers can now actively contribute to real scholarship. The occupants of the towers know a good thing when they see it too; many agitators for changing to a more participatory culture, are right there.

All the world's a stage, and all the men and women, merely players.

And all the men and women are now part of a "broad diverse and global ecosystem" (Katz, 2010 p49) of scholars and scholarship. As Masterman (2016) notes, "...the open sharing of knowledge has facilitated the blurring of boundaries between disciplines; between roles (research and teaching, teacher and learner); between the scholarly community and the lay community; between institutions and the world beyond; between formal and informal learning; and between geographical borders. "

Another way of referencing this is to speak about the democratisation of knowledge. It used to be scarce, in the hands of the few, and now it is not. This represents a profound knowledge revolution. Knowledge is power. (Bacon, F. a long time ago - maybe - nobody really knows if he said it or not)

Tension 3

Definitions

Open Scholarship is, as Weller (2018) suggested, a much more descriptive term for what many(but not all) have named "digital scholarship". One of the many reasons the former is better, is there are whole schools of the sciences (library and information science, social science, history, zooarcheology - just a few examples) who have a very different understanding of what digital scholarship is. It's not a subtle difference either.

A discussion of definitions beckons - based on literature searches using the terms "digital scholarship" and "open scholarship". To paraphrase large swathes of information into a couple of sentences

Open Scholars think it's about using the power of digital networks to connect, share, collaborate, refine, curate..and use that power to produce new scholarly material with a communal benefit to humans

Others consider "digital scholarship" to be the work of digital systems, metadata, machines, software, coding and programming. Their scholarship is producing the kind of information that simply wasn't possible with data spreadsheets and human analysis.

If we settle on a basic and entirely contestable definition; that Open Scholarship is about broadening scholarly work through "fostering extensive cross-disciplinary, public ties and rewarding connection, collaboration and curation between individuals" (Manca, 2017) so too, can we perhaps agree that it is not about crunching numbers in massive datasets using digital tools to uncover information too large for us to calculate without machine help.

While open scholars may have satisfied themselves about how they define their work, a large alternate universe within the academy, does define digital scholarship quite differently. It's the kind of scholarship that allows a journal of Zooarcheology (McKechnie et al 2015) to crunch very large number sets to make connections hitherto unseen. One of the papers in the journal, Ethnobiology Letters, details how bar coding software increases the efficiency and accuracy of zooarcheological data collection. You get the idea.

As @MelRicco says......

90% of world's #data was created in the last 2 years #O365SatBNE18 #o365sat18 pic.twitter.com/Q5GnL29spc

- Mel Khim (@MelRicco) 11 August 2018

Roy (2013) asks, "Is linking, thinking?" - suggesting in the process that linking big data sets is not scholarship. I don't agree with that, for a whole range of reasons, because it still takes a scholar to analyse and see significant factors in data. It is using digital tools to create new information, but this isn't about the openness or otherwise of the endeavour, it's simply about using digital tools to assess data for scholarship, and that's why I think the discussion about definitions is important.

For a team of history scholars, they linked the data and made some accidental discoveries about women in jazz.
Linked Jazz aims to uncover meaningful connections between data and documents from digital archives of jazz history (Pattueli et al 2017 p.918)

access to integrated views of otherwise dispersed information offers approaches to discovery that might otherwise be impossible, and new methods to engage with cultural heritage information.(Pattueli, Hwang & Miller, 2017)

It's clever and it is scholarship, but it isn't open scholarship. Not as those of us on the inside of this #openscholar machine understand it.

References

Bateman, O. (2017 May 10th). The young academic's Twitter conundrum. The Atlantic. Retrieved from https://www.theatlantic.com/education/archive/2017/05/the-young-academics-twitter-conundrum/525924/

Katz, R. (2010, April 15th). Scholars, scholarship, and the scholarly enterprise in the digital age. EDUCAUSE Review, 45(2), 44-56

Kirchherr, J. (2018, Aug 9th). A PhD should be about improving society, not chasing academic kudos. The Guardian. Retrieved from https://www.theguardian.com/higher-education-network/2018/aug/09/a-phd-should-be-about-improving-society-not-chasing-academic-kudos?CMP=twt_gu

Manca, S., & Ranieri, M. (2017). A study on use of social media for scholarly communication among Italian academics Research 2.0 and the impact of digital technologies on scholarly inquiry (pp. 117-142): IGI Global.

Masterman, E. (2016). Bringing Open Educational Practice to a Research-Intensive University: Prospects and Challenges. Electronic Journal of e-Learning, 14(1), 31-42.

McKechnie, I., Kansa, S. W., & Wolverton, S. (2015). Snapshots of Digital Scholarship in Zooarchaeology: Introduction to the Special Issue. Ethnobiology Letters, 6(2), 218-223. doi:10.14237/ebl.6.1.2015.556

Pasquini, L., Wakefield, J., & Roman, T. (2014). Impact Factor: Early Career Research & Digital Scholarship. TechTrends: Linking Research & Practice to Improve Learning, 58(6), 12-13. doi:10.1007/s11528-014-0797-7

Pattuelli, M. C., Hwang, K., & Miller, M. (2017). Accidental discovery, intentional inquiry: Leveraging linked data to uncover the women of jazz. Digital Scholarship in the Humanities, 32(4), 918-924. doi:10.1093/llc/fqw047

Roy, M. (2013). Is Linking Thinking? Addressing and Assessing Scholarship in a Digital Era. EDUCAUSE Review, 48(1), 52-53.

Shakespeare, W. (long, long ago) As You Like It

Stewart, B. E. (2015). In Abundance: Networked Participatory Practices as Scholarship. International Review of Research in Open & Distance Learning, 16(3), 318-340.

Veletsianos, G., & Kimmons, R. (2012). Networked Participatory Scholarship: Emergent techno-cultural pressures toward open and digital scholarship in online networks. Computers & Education, 58(2), 766-774. doi:https://doi.org/10.1016/j.compedu.2011.10.001

Weller, M. Guest colloquium #INF537 CSU MKNDI (yes, I know - that's not a proper citation but for now, it'll do)

Winter Solstice [youtube] (Producer). (2014, Aug 19th). All the world's a stage [from the motion picture As You Like It, 1936 directed by Paul Czinner]. [motion picture] Retrieved from https://www.youtube.com/watch?v=qJ2xxvGA7xE

Yano, B., Munro, D., & Coolidge, A. (2018 July 18th). University of Britsh Columbia: recognising open in promotion and tenure. EDUCAUSE Review. Retrieved from https://er.educause.edu/blogs/2018/7/university-of-british-columbia-recognizing-open-in-promotion-and-tenure

@MelRicco. (2018 Aug 10th 5.08pm). 90% of the world's #data was created in the last 2 years #0365SatBNE18 #o365sat18 [tweet]. Retrieved from https://twitter.com/MelRicco/status/1028070664287047682 doi:https://twitter.com/MelRicco/status/1028070664287047682

# data[].attributes.attachment_link.description
By no means an exhaustive list, herein lie three tensions that exist within academia, about the use, uptake, embrace and definition of Digital Scholarship...or Open Scholarship. When institutions live by the old paper model motto "publish or perish"; repurposed and translated to the electronic journal industry, there is an immediate disconnect between the work of a scholar using Networked Participatory Scholarship as fuel for enriching knowledge and knowledge networks.

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The Open Education Research Hub (OER Hub) are leaders in researching the impact of open educational resources (OER) on teaching and learning practices. Our aim is to raise the quality and profile of research in this field.

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, Pedagogue / Open Educator / Public Digital Humanist

Published on

Keynote at WILU2019, The Workshop for Instruction in Library Use

Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, assemble content, predetermine outcomes, and craft assessments before having met our students. We reduce students to data. And learning to input and output.

Radical openness isn't a bureaucratic gesture, isn't linear, offers infinite points of entry. It has to be rooted in a willingness to sit with discomfort. Radical openness demands educational institutions be spaces for relationships and dialogue. bell hooks writes, "for me this place of radical openness is a margin-a profound edge. Locating oneself there is difficult yet necessary. It is not a 'safe' place. One is always at risk. One needs a community of resistance." For hooks, the risks we take are personal, professional, political. When she says that "radical openness is a margin," she suggests it is a place of emergent outcomes, a place of friction, a place of critical thinking.

1. 1. Against Scaffolding: Radical Openness and Critical Digital Pedagogy Jesse Stommel @Jessifer

2. 2. "A class is ... an independent organism with its own goal and dynamics. It is always something more than what even the most imaginative lesson plan can predict." ~ Thomas P. Kasulis, "Questioning"

3. 3. In my ﬁrst teaching job 19 years ago, I was given a stock syllabus and told I couldn't change anything.

4. 4. That stock syllabus had one blank line for me to write my name. I couldn't help but feel interchangeable. A cog in a machine I didn't yet understand.

5. 5. Learning can not be reduced to or packaged as a series of static, self-contained content. Rather, learning happens in tangents, diversions, interruptions - in a series of clauses (parentheticals) ... and gaps.

6. 6. Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. We design syllabi, predetermine outcomes, and craft rubrics before having gotten to know the students. We reduce students to data.

7. 7. Scaffolding is too often a mechanism of control under the guise of care - with too much of the work done presumptively, sometimes patronizingly, in advance of students arriving upon the scene.

8. 8. "Any effort on my part to scaffold (and effort to scaffold learning at all) would be colonial, patriarchal, and disempowering. Instead, I wish to lay upon the table before you the works which can - do, should, maybe will - inform what each of us also brings." ~ Sean Michael Morris, "Subversion and Instructional Design"

9. 9. The scaffolding process "enables a child or novice to solve a problem, carry out a task or achieve a goal which would be beyond his unassisted efforts. This scaffolding consists essentially of the adult 'controlling' those elements of the task that are initially beyond the learner's capacity, thus permitting him to concentrate upon and complete only those elements that are within his range of competence." ~ David Wood, Jerome S. Bruner, and Gail Ross, "The Role of Tutoring in Problem Solving" (1976)

10. 10. We haven't been nearly imaginative enough with outcomes. I want outcomes like "for us to have an epiphany" or "for students to do something I couldn't anticipate."

11. 11. Scaffolding, at its worst, breaks learning up into neat and tidy chunks, discrete linear steps, without being responsive to the speciﬁc contexts, backgrounds, and experiences of students.

12. 12. "Where the human tutor excels or errs, of course, is in being able to generate hypotheses about the learner's hypotheses and often to converge on the learner's interpretation. It is in this sense that the tutor's theory of the learner is so crucial to the transactional nature of tutoring. If a machine program is to be effective, it too would have to be capable of generating hypotheses in a comparable way." ~ David Wood, Jerome S. Bruner, and Gail Ross, "The Role of Tutoring in Problem Solving" (1976)

13. 13. In Pedagogy of the Oppressed, Paulo Freire argues against the banking model of education, "an act of depositing, in which the students are the depositories and the teacher is the depositor."

14. 14. In place of the banking model, Freire advocates for "problem-posing education," in which a classroom or learning environment becomes a space for asking questions -- a space of cognition not information.

15. 15. A few approaches for scaffolding with students 1. student-designed rubrics 2. leave blank space on the schedule, syllabus, lesson plan for students to ﬁll 3. have students do lots of metacognitive work, process letters, self- evaluation, public blogging 4. have students read and discuss articles about metacognition, learning, grading, outcomes, etc 5. design learning spaces together with students

16. 16. The bureaucracies of schooling ﬂatten students, reducing them to rows in a spreadsheet and their work to columns.

17. 17. Photo by ﬂickr user www.GlynLowe.com Ranking. Metrics. Norming. Objectivity. Uniformity. Accreditation. Measurement. Rubrics. Outcomes. Quality. Data. Performance. Averages. Excellence. Inﬂation. Mastery. Standardization. Rigor.

18. 18. An "objective" system for grading was created so systematized schooling could scale. And we've designed technological tools in the 20th and 21st Centuries that have allowed us to scale further. Toward standardization and away from subjectivity, human relationships, and care.

19. 19. Photo by ﬂickr user in pastel Prior to the late 1700s, feedback systems in Education were incredibly idiosyncratic. Throughout the 19th Century, they became increasingly comparative, numerical, and standardized.

20. 20. Photo by ﬂickr user Shelly The ﬁrst "ofﬁcial record" of a grading system was at Yale in 1785. The A-F system appears to have emerged in 1898 (with the "E" not disappearing until the 1930s) and the 100-point or percentage scale became common in the early 1900s. Letter grades were not widely used until the 1940s. Even by 1971, only 67% of U.S. primary and secondary schools used letter grades. (Schinske and Tanner)

21. 21. Google Trends shows increased search volume around the term "grades" over the last 14 years. It also shows an increasingly furious pattern of search-behavior centered each year around the months of May and December, like a heartbeat beginning to race.

22. 22. "Research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in learning itself." ~ Alﬁe Kohn, "The Trouble with Rubrics"

23. 23. Some Data About Bias in the Classroom: * Black girls are twelve times more likely than their white counterparts to be suspended. * While Black children make up less than 20% of preschoolers, they make up more than half of out-of-school suspensions. * Teachers spend up to two thirds of their time talking to male students; they also are more likely to interrupt girls. When teachers ask questions they direct their gaze towards boys more often, especially when the questions are open-ended (In STEM ﬁelds). ~ Soraya Chemaly, "All Teachers Should Be Trained to Overcome Their Hidden Biases"

24. 24. 62% of higher education faculty/staff stated they'd been bullied or witnessed bullying vs. 37% in the general population. People from minority communities are disproportionately bullied. (Hollis 2012) 51% of college students claimed to have seen another student being bullied by a teacher at least once and 18% claimed to have been bullied themselves by a teacher. (Marraccini 2013)

25. 25. "Today's college students are the most overburdened and undersupported in American history. More than one in four have a child, almost three in four are employed, and more than half receive Pell Grants but are left far short of the funds required to pay for college." ~ Sara Goldrick-Rab and Jesse Stommel, "Teaching the Students We Have Not the Students We Wish We Had"

26. 26. "The reason we are talking about basic needs today is because the students brought it to our attention. A student spoke up, 'the reason I am not succeeding in college is because I haven't eaten in two days.' In fact, 1 in 2 of your students are experiencing food insecurity. In the last 30 days." ~ Sara Goldrick-Rab, Dream 2019

27. 27. This means we can't presume to know the reasons students are distracted. Or craft laptop policies that make it impossible for disabled students to receive accommodation without their disability made visible to an entire classroom. Or throw students (with nowhere else to go) out of their dorms over the holidays.

28. 28. "You cannot counter structural inequality with good will. You have to structure equality." ~ Cathy N. Davidson

29. 29. "We need to design our pedagogical approaches for the students we have, not the students we wish we had. This requires approaches that are responsive, inclusive, adaptive, challenging, and compassionate. And it requires institutions ﬁnd more creative ways to support teachers and prepare them for the work of teaching. This is not a theoretical exercise - it is a practical one." ~ Sara Goldrick-Rab and Jesse Stommel, "Teaching the Students We Have Not the Students We Wish We Had"

30. 30. When at least 50% of the teachers in higher education have no direct preparation for the work of teaching, the conversation about what higher education is for should begin there. And not from a place of demeaning those (or any) teachers.

31. 31. By "pedagogy," I mean something broader than just preparing graduate students to teach university classes. I also mean preparing them for public scholarship and leadership roles in labs, non-proﬁts, libraries, etc. Work that moves beyond important disciplinary content to consider how our study of that content gets shared with others or inﬂected in the world.

32. 32. "It is urgent we have teachers, it is urgent we employ them, pay them, support them with adequate resources; but it is also urgency which deﬁnes the project of teaching. In a political climate increasingly deﬁned by its obstinacy, anti-intellectualism, and deﬂection of fact and care; in a society still divided across lines of race, nationality, religion, gender, sexuality, income, ability, and privilege, teaching has an important (urgent) role to play." ~ Sean Michael Morris and Jesse Stommel, An Urgency of Teachers: The Work of Critical Digital Pedagogy

33. 33. To innovate, at this particular moment, we don't need to invest in technology. We need to invest in teachers.

34. 34. Tools are made by people, and most (or even all) educational technologies have pedagogies hard-coded into them in advance. This is why it is so essential we consider them carefully and critically -that we empty all our LEGOs onto the table and sift through them before we start building. Some tools are decidedly less innocuous than others. And some tools can never be hacked to good use.

35. 35. Radical openness demands our schools be spaces for relationships and dialogue. Far too many tools we've built for teaching are designed to make grading students convenient- or designed to facilitate the systematic observation of teachers by administrators. These are not dialogues.

36. 36. "Spaces can be real and imagined. Spaces can tell stories and unfold histories. Spaces can be interrupted, appropriated, and transformed through artistic and literary practice." ~ bell hooks, "Choosing the Margin as a Space of Radical Openness"

37. 37. bell hooks means something very speciﬁc when she talks of Radical Openness, and so far the Open Education movement has failed to tread that particular water.

38. 38. bell hooks writes, "for me this place of radical openness is a margin-a profound edge. Locating oneself there is difﬁcult yet necessary. It is not a 'safe' place. One is always at risk. One needs a community of resistance." For hooks, the risks we take are personal, professional, political. When she says that "radical openness is a margin," she suggests it is a place of uncertainty, a place of friction, a place of critical thinking.

39. 39. Radical openness isn't a bureaucratic gesture. It has to be rooted in a willingness to sit with discomfort.

40. 40. A discussion of pedagogy needs to include a critical examination of our tools, what they afford, who they exclude, how they're monetized, and what pedagogies they have already baked in. But it requires we also begin with a consideration of what we value, the kinds of relationships we want to develop with students, why we gather together in places like universities, and how humans learn.

41. 41. Critical Digital Pedagogy: 1. centers its practice on community and collaboration; 2. must remain open to diverse, international voices, and thus requires invention to reimagine the ways that communication and collaboration happen across cultural and political boundaries; 3. will not, cannot, be deﬁned by a single voice but must gather together a cacophony of voices ; 4. must have use and application outside traditional institutions of education.

42. 42. Photo by ﬂickr user Fio For education to work, there can be no divide between teachers and students. There must be what Paulo Freire calls "teacher-students." Speciﬁcally, he writes, "no one teaches another, nor is anyone self- taught." So, "teacher" becomes a role that shifts, and learning depends upon a community of teacher-students.

43. 43. "Critical formative cultures are crucial in producing the knowledge, values, social relations and visions that help nurture and sustain the possibility to think critically, engage in political dissent, organize collectively and inhabit public spaces in which alternative and critical theories can be developed." ~ Henry Giroux, "Thinking Dangerously: the Role of Higher Education in Authoritarian Times"

44. 44. We need to stop having conversations about the future of education without students in the room.

45. 45. "We need more, not fewer, ways to listen for the voices of students reﬂecting on education. We need more, not fewer, ways to include students in conversations about the future of teaching and learning in college. These conversations cannot begin by sending a signal to students that their voices don't matter." ~ Sara Goldrick-Rab and Jesse Stommel, "Teaching the Students We Have Not the Students We Wish We Had"

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Against Scaffolding: Radical Openness and Critical Digital Pedagogy

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Pedagogue / Open Educator / Public Digital Humanist Published on Keynote at WILU2019, The Workshop for Instruction in Library Use Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene.

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This post is co-authored with Suzan Koseoglu (@suzankoseoglu) who is an academic developer at the Teaching and Learning Innovation Centre at Goldsmiths, University of London. Suzan has recently defended her doctoral dissertation on open participants' experiences in a massive open online course. You can read it here!
This post is based on a presentation Suzan and Maha gave this year at the OER16 conference in Edinburgh. Slideshare available here.

...the true benefit of the academy is the interaction, the access to the debate, to the negotiation of knowledge - not to the stale cataloging of content. - Dave Cormier and George Siemens

When we look at common definitions of Open Educational Resources or OERs (e.g., OER Commons, The William and Flora Hewlett Foundation) it is clear that there is tendency to equate open educational resources to open educational materials and tools, such as course materials in text, audio, or video format, open textbooks, and educational software. But what if we adopt a different perspective, a broader understanding of OERs, which includes the processes and products of open scholarship as valuable, and viable, resources too? What if we focus on these practices as much as educational content in our conversations on open educational resources?

It is important to clarify what we mean by open scholarship in this argument. George Veletsianos and Royce Kimmons (2013) define open scholarship as "any teaching and research practices that are public and that espouse openness" (p. 167). The authors further consider open scholarship to take three major forms: "(1) open access and open publishing, (2) open education, including open educational resources and open teaching, and (3) networked participation" (p. 168). Some examples of open scholarship based on this definition can be publishing an article in an open access journal, teaching a MOOC, and joining a Twitter hashtag to chat about an educational issue. Furthermore, Mariana Funes in her eloquent blog post titled a human OER (our inspiration for the title of this work) gives a detailed description of how she positions herself as a learning resource for others in the unbounded, and often vulnerable, spaces of the web.

However, we go beyond these definitions of open scholarship - beyond open access and public scholarship. While open scholarship can be planned, it can also be an everyday activity: unplanned, informal, arising out of relationships as much as personal motivations. It can be part of our identity. Here we are interested in exploring openness as a worldview, in other words, openness as a state of being in the world - and not necessarily in a digitized world. We highlight below four ways of what this might look like:

Editable person (a term Kevin Hodgson used here): This might include being willing to listen and change our perspective: being willing to change our mind when interacting with someone with a different worldview from our own, being willing to take risks or try something new, being willing to give another the benefit of the doubt in our social interactions. This goes beyond more common understandings of openness in terms of giving to others and being helpful to them, and turns our openness inwards.

Narrated practice: This might include making our own processes explicit. Laura Gogia and Bonnie Stewart, for example, opened up their academic practice to the public by making the process of their thesis defenses transparent, as described here). There are some educators who regularly share their processes of creation behind-the-scenes on their blogs, narrating it (see Alan Levine and Terry Elliott 's blogs).

Making ourselves vulnerable: This might include sharing half-baked thoughts with others, challenging dominant discourses while putting selves at risk, allowing others to see us as who we are (our authentic identities) and not just our polished selves. See this blogpost by South African Paul Prinsloo on his feelings while organizing a recent conference in his hometown. Another example is Rebecca Hogue, who openly blogged about her breast cancer, and went beyond this to start open conversations about ePatients.

Negotiation of knowledge: This might include encouraging open conversations as opposed to polished knowledge sharing, such as publishing a journal article or presenting at a conference. Think of people who participate in Virtually Connecting conversations, bringing their unpolished selves to spontaneous conversations - even when they are keynote speakers, they are willing to have an open conversation about their topic with other scholars who are often younger and not necessarily as experienced in the field.

But we must also be critical of who has the privilege of being open in these ways - do minorities take greater risks in being open? Do the few people of color who are able to speak loudly become tokenized, become inevitably representatives of "their people" (think Malala and what she represents in terms of advocacy for female education, watch Rusul AlRubail's TED Talk describing her experience as a refugee student in Canada). This is why publications dedicated to these particular voices matter, so that one can get more than the one-off representation (for examples, see Sherri Spelic's "Identity, Education, and Power", or EdContexts).
Should everyone strive to adopt openness as a worldview in their educational practices? As Suzan has discussed before, openness is a personal journey and doesn't have to be the same thing for everyone. We are very interested in hearing your perspective on openness. During our presentation at OER16, we encouraged people to participate via Twitter using hashtag #SelfOER - feel free to respond to this article that way, or tell us in the comments what you think the self as OER might mean for you. flickr photo by ma_bali https://flickr.com/photos/25902165@N03/25021676471 shared under a Creative Commons (BY-NC-SA) license
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This post is co-authored with Suzan Koseoglu (@suzankoseoglu) who is an academic developer at the Teaching and Learning Innovation Centre at Goldsmiths, University of London. Suzan has recently defended her doctoral dissertation on open participants' experiences in a massive open online course. You can read it here!

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This is the last (for now) in a series of posts over the last couple of days on open pedagogy. Previous posts:

Part 1, where I do some not terribly focused reflecting on some recent posts on open pedagogy, as well as my own view before reading them (warning: long!)

Part 1.5, where I consider: why try to define open pedagogy at all?

This post is dedicated to trying to pull together some of the threads from what I've read in the last two days.

Note: I have gone back later (November 2017) and added some things here and there...so not all of this was written in the original post.

What is "open" about open pedagogy?

In part 1 of this series, I discovered that I don't have an answer to the question of what is added to "pedagogy" or "educational practices" when I put "open" in front of them. Now I'm going to try to come to some clarity for myself on that.

Note that I'm using open pedagogy (OP) and open educational practices (OEP) interchangeably here. Maybe someday I'll separate them.

Some commonalities in what I've gathered from others' views

I'm here including links to some new posts and resources that I didn't have in part 1 of this series, as well as some that I did.

OER: a number of people (e.g., Wiley 1, Wiley 2, Hegarty) define open pedagogy in terms of practices that are made possible by open licenses, so practices that are made possible by OER
Under this view, one might say that OP or OEP include things like revising, remixing, redistributing OER (is retaining them an open practice, though?)

Access:

Robin DeRosa: "The open license helps us reduce textbook costs, but it also symbolizes the belief that college costs- everything from tuition to transportation- should be addressed and reduced/covered as part of a strong public educational infrastructure."

Samantha Veneruso: "Open practices privilege access: access to content, access to learning."

Connections: A number of posts talk about OP as promoting connections-between students, between students and teachers, between the class and people outside the class, etc. E.g.,

Jim Luke: "Isolation vs. Connectedness: Does the pedagogy and learning activities exist predominantly in a closed, isolated space such as the traditional classroom or do they engage and form connections with the larger, outside world?"

Maha Bali: "A focus on students networking in public. Having students interact with each other or people outside the class altogether on social media like Twitter (see my Twitter Scavenger Hunt as a small-scale example) or creating entire courses where students are constantly interacting with others outside of the course (a recent example is Networked Narratives by Mia Zamora and Alan Levine)...."

Samantha Veneruso: "Open practices emphasize connection and community enabled by technology."

Tannis Morgan: "Open as a means to connect with a broader, global community"

Robin DeRosa: "Connection. Helping students become lifelong learners is a real thing, and I am tired of the lip service that we pay it. ... Teaching them the skills that help them enter a collaborative scholarly and/or professional community will give them access to the content in their fields as it changes over time."

Bronwyn Hegarty: "connected community: participate in a connected community of professionals"

Students as co-creators, as having more authority & autonomy in their education

Heather Ross: "If teachers and students can now modify their textbooks and learning materials, we shift the student emphasis to contribution to knowledge as opposed to simple consumption of knowledge."

Devon Ritter: "the ability for learners to shape and take ownership of their own education"

Samantha Veneruso: "Open practices are learner driven."

Catherine Cronin: "Overall, open education practitioners and researchers describe OEP as moving beyond a content-centred approach to openness, shifting the focus from resources to practices, with learners and teachers sharing the processes of knowledge creation."

Robin DeRosa: "Learner-Driven Structures. Another thing Higher Ed pays a lot of lip service to is the idea of "student centered learning." Working with OER helped me see learning materials as more shape-able, and involving students in that shaping had a profound effect on the location of authority in our classroom."

Jim Luke: "Teacher as "the" authority vs. Students being able to bring other sources of authority."

Me, in part 1 of this series: "Involving students in co-creating the curriculum, such as through helping to choose some of the course topics, choosing the nature of assignments for the course, or creating texts, videos or other content for the course."

Students contributing valuable knowledge and resources to the world

Maha Bali: "...trying to create assignments that are sustainable or not disposable, assignments that would have benefit to others beyond the limited course time and space. For example, having students create their own blogs or domains (see Domain of One's Own), edit Wikipedia or create podcasts or websites that have value beyond the course."

Gill Green: "Learners contributing novel ideas and original research to pressing contemporary problems."

David Wiley 2013: "Because students know their work will be used both by their peers and potentially by future generations of students, they invest in this work at a different level.")

David Wiley 2016: "A "renewable assessment" differs [from a disposable one] in that the student's work won't be discarded at the end of the process, but will instead add value to the world in some way."

Me, in part 1 of this series: "Asking students to do renewable, or non-disposable assignments in courses. These involve students creating things that others can revise and reuse, that add value to the world beyond the course."

Social justice, equity

Maha Bali: one of the two components of the ethos of OP: "A social justice orientation - caring about equity, with openness as one way to achieve this"

Open Educational Practices Scotland, which I found through this slide deck by Beck Pitt et al.: "We think of Open Educational Practices as those educational practices that are concerned with and promote equity and openness. Our understanding of 'open' builds on the freedoms associated with "the 5 Rs" of OER, promoting a broader sense of open, emphasising social justice, and developing practices that open up opportunities for those distanced from education."

Open-mindedness, receptivity to change

Suzan Koseoglu: "What are our "spaces of possibility"? How do we construct those spaces and nurture democratic learning environments where people get exposed to different perspectives, challenge the way they view the world and their position it?"

Maha Bali and Suzan Koseoglu: Being an "editable person": "being willing to listen and change our perspective: being willing to change our mind when interacting with someone with a different worldview from our own, being willing to take risks or try something new, being willing to give another the benefit of the doubt in our social interactions." [this item added to this post Nov. 2017]

Bronwyn Hegarty: open practices "encourage spontaneous innovation and creativity"

Transparency

David Wiley: "No doubt we have yet to see definitions of open pedagogy that approach from other open traditions, like the "open" in open government where open primarily means transparent."

Rajiv Jhangiani: "open pedagogy would also encompass instructional practices such as open and transparent course design and development"

Rajiv Jhangiani: "even though we may operationally define "open" differently, we share a common foundation that values access, agency, transparency, and quality."

Maha Bali and Suzan Koseoglu: "... making our own processes explicit. Laura Gogia and Bonnie Stewart, for example, opened up their academic practice to the public by making the process of their thesis defenses transparent, as described here). There are some educators who regularly share their processes of creation behind-the-scenes on their blogs, narrating it (see Alan Levine and Terry Elliott's blogs). [this item added to this post Nov. 2017]

Me, in part 1 of this series: "Open course planning, which I first saw via Paul Hibbits at an ETUG (British Columbia Educational Technology User's Group) meeting in 2014. See my blog post about that here."

Reflective practice: this could be part of transparency, but I'm pulling out as separate for now

Me, in part 1 of this series: "Engaging in open reflection on educational practices and processes, whether by students or profs or staff or anyone else involved in an educational experience."-I was thinking of public reflections like on this blog

Bronwyn Hegarty: "engage in opportunities for reflective practice"; Hegarty includes the value of feedback from peers on this practice (p. 10), so it sounds like doing reflection to some degree openly would be good

And as I am reading through, finally, I think all of the posts and slide decks on Maha Bali's curated list, I find that Open Door Classroom by Jesse Stommel (slides) has many of the above points in it as well.

What else?

Have anything to add? Please put it in the comments, below!

What might all this have to do with open?

I'm trying to figure out, recall, what is added to "pedagogy" when we talk about "open pedagogy." And if it's something like the above list (with the list being not final, not necessarily the last word and me policing boundaries), then why might we call something like a gathering of the above things "openness" in terms of pedagogy?

There's open as in:

visible: transparency

changeable: open-mindedness, openness to change; 5R's (e.g., revision, remixing)

available: access

crossing boundaries: connections, wider communities, students contributing knowledge and resources to the world

freedom: autonomy, shared authority

Where does equity/social justice fit in here, though?

Here's another way to think about it. Open is the opposite of closed, and to me, closed means things like:

encircled by boundaries that keep some things in and others out

private

hidden

locked or restricted

And these have to do with social justice, because they often mean that what is private and hidden to some is not so to others. So in a way, all of the above might be related to social justice and equity.

So maybe we could think of the above in terms of reducing boundaries, or making them permeable (because I don't think a practice without any boundaries at all is even conceivable)? (And with due credit to Alan Levine for helping me understand the difference between porosity and permeability!) Making things visible, available, changeable, and providing freedom to be self-directed would all be connected to permeable boundaries to some extent.

From this, I tried to come up with some pithy definition, but I'm not really succeeding. So for now I'm just going to think of OP or OEP as: teaching and learning practices that open up otherwise closed educational boundaries to promote access, agency, connections, transparency, and transformation for the sake of improved student learning along with equity and social justice. But that's a mouthful and not really all that more helpful than the list above. Hmmmm....

And I discover that after all this, I am very much in agreement with Maha Bali's two aspects of the ethos of open pedagogy!

I would say open pedagogy is an ethos that has two major components:

A belief in the potential of openness and sharing to improve learning

A social justice orientation - caring about equity, with openness as one way to achieve this

I welcome comments on these reflections, as well as attempts to put the above together into a less wordy way of thinking about open pedagogy!

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This is the last (for now) in a series of posts over the last couple of days on open pedagogy. Previous posts: Part 1, where I do some not terribly focused reflecting on some recent posts on open pedagogy, as well as my own view before reading them (warning: long!)

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Wiley on renewable assessments

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For some time now I've been critical of "disposable assessments." An assessment can be characterized as "disposable" if everyone understands that its ultimate destiny is the garbage can. Take an all-too-typical example:

Faculty member assigns student to write a two page compare and contrast essay

Student writes the paper and submits it to faculty

Faculty grades the paper and returns it to student

Student checks what grade they received, briefly peruses any written comments, and then throws the paper away

(This example assumes physical paper, but the principles are exactly the same in the context of assessments submitted, graded, and returned electronically.)

A "renewable assessment" differs in that the student's work won't be discarded at the end of the process, but will instead add value to the world in some way. Take, for example, the Murder, Madness, and Mayhem assessments from 2008:

The University of British Columbia's class SPAN312 ("Murder, Madness, and Mayhem: Latin American Literature in Translation") contributed to Wikipedia during Spring 2008. Our collective goals were to bring a selection of articles on Latin American literature to featured article status (or as near as possible). By project's end, we had contributed three featured articles and eight good articles. None of these articles was a good article at the outset; two did not even exist.

Rather than writing essays to submit to their instructor and then throw away, these students contributed good quality research and writing to Wikipedia, where others will be able to benefit from their work for years to come. That's the core idea between renewable assessments like Murder, Madness, and Mayhem, or Project Management for Instructional Designers, or Blogs vs Wikis, or the DS106 Assignment Bank, or The Open Anthology of Earlier American Literature, and many of the other examples listed by the community here.

In many ways, I think the most powerful part of renewable assignments is the idea that everyone wants their work to matter. No one wants to struggle for hours or days on something they know will be thrown away almost as soon as it is finished. Given the opportunity, people want to contribute something, to give something back, to pay it forward, to make the world a better place, to make a difference. Few right thinking person will invest their heart and soul in work that is academic in the way that non-faculty use the term - "not of practical relevance; of only theoretical interest. The debate has been largely academic."

It's no wonder people hate homework so much. They don't hate learning - they hate wasting time and energy and effort. Try to imagine dedicating large swaths of your day to work you knew would never be seen, would never matter, and would literally end up in the garbage can. Maybe you don't have to imagine - maybe some part of your work day is actually like that. If so, you may know the despair of looking forward and seeing only piles of work that don't matter. And that's how students frequently feel. Your results may vary, but I estimate that the 20 million postsecondary students in the US spend over 150M hours per year on disposable assessments. Every year. Year after year. When time is being used so poorly at such scale, I can't believe it doesn't negatively impact society.

Replacing disposable assessments with renewable assessments goes a long way toward re-humanizing education, giving students a reason to care about and truly invest in their work. Without this broader motivating context, students are just waxing cars, sanding decks, and painting fences.

"You promise learn. I say, you do. No question. That your part."

Research on Renewable Assessments

A change of this magnitude - and really, any change in assessment strategy - deserves to be well understood. So how do we conceptualize research about renewable assessments (and perhaps other forms of open pedagogy)? What kinds of questions are appropriate and useful to ask in this context?

My colleagues in the Open Education Group and I like to say that when you're considering the outcomes of research on OER adoption, there are "two ways to win." First, think about three possible outcomes of OER adoption in terms of change in cost and change in learning:

Students save money and learn less

Students save money and learn the same amount

Students save money and learn more

When OER is adopted in place of commercial resources, students save a substantial amount of money. But what happens to learning? Two of the three possible outcomes are "wins" for OER - the same amount of learning for less money is a win, and more learning for less money is a win. Hence our "two ways to win" mantra.

Are there parallels to this set of questions in the assessment context? I believe so. Instead of cost and learning, I think we should begin by examining the value students recognize in their work and the amount of learning these new assessments support. I realize this requires some additional explanation.

[We now interrupt this essay with a brief, unscheduled rant. The overwhelming majority of assessments used by faculty to assign grades to students and, in a very real sense, determine some of their future life prospects, are created by faculty with no training in psychometrics. These assessments are never evaluated in terms of the reliability and validity of their results. (The test item banks and other assessments that commercial publishers provide with textbooks are also almost never subjected to this level of rigor in their design.) To say that the current state of play among faculty is a widespread ignoring of issues of reliability and validity in assessment is to give faculty too much credit. I would wager that over 90% of faculty don't know these are technical terms in the assessment context, that over 99% of faculty couldn't properly define the terms in this context, and that over 99.99% of faculty couldn't describe a reasonable process for establishing the reliability and validity of an assessment's results. So the first person who objects to the idea of renewable assessments on the grounds that they "might not be as good" as the assessments they've traditionally used has some serious explaining to do.]

In the early days of OER adoption, we found that there are ways of adopting OER that actually cost more than using commercial materials. (See Wiley, Hilton, Ellington, and Hall ( 2012) for an example of how a poorly planned print-on-demand strategy can make OER more expensive than publisher textbooks.) In similar fashion, I think it's reasonable to anticipate that in the early days of renewable assessment design we'll see assessments that students find no more motivating than their disposable counterparts. Just as we spent time in the early years of OER adoption research specifically investigating the whether-or-nots and hows of cost savings, we'll need to spend time in the early years of renewable assessment design specifically investigating the value students find in doing this work, how motivating or engaging they find it, etc. Just writing that sentence I can see there's still some construct clarification to do here.

As we work to establish common patters for designing renewable assessments that students find significantly more valuable to do than their disposable counterparts (just as we found OER adoption patterns that consistently save students money), we can also ask questions about the assessments are functioning. At a minimum we can begin by asking questions about outcome alignment. For example, should a rubric for grading a renewable assessment differ from the rubric used to grade the disposable assessment it is replacing? If so, how? We'll have to guard carefully against "construct irrelevance creep" in rubrics for renewable assessments. For example, it might be tempting to award points for a renewable assessment published on YouTube based on how many views or likes it gets. Unless the course context is marketing with social media, this is likely completely irrelevant to the learning outcomes we ought to be assessing in introductory sociology or biology. If I replace a two page compare and contrast essay with a renewable assessment, should it not assess the same (or very highly overlapping) set of learning outcomes? Establishing some degree of comparability in what is assessed and the rigor with which it is assessed will be key to persuading faculty to abandon disposable assessments for renewable assessment strategies.

If you take the (inexplicably radical) position that assessments can be a productive part of learning and not just an autopsy of the learning process, we might also hypothesize better learning outcomes for students whose faculty use renewable assessments strategies. (Establishing the comparability described in the previous paragraph will also be helpful here.) Given a disposable assessment and a renewable assessment that both assess the same learning outcomes, might we hypothesize that students who find the renewable assessment work valuable, and consequently invest more time and effort in it, will display higher levels of mastery on the outcomes we care about? While only a hypothesis, it appears reasonable on its surface. And I have a few years of anecdotal evidence that give me confidence that it's a hypothesis worth testing.

Looking for a topic for that dissertation or for your next journal article? You might think about attacking questions like:

Do students assigned renewable assessments find them more valuable, interesting, motivating, or rewarding than traditional assessments? Why or why not?

Do students assigned renewable assessments demonstrate greater mastery of learning outcomes than students assigned traditional assessments? Why or why not?

And what do you suppose will be the result of research into these and similar questions? Again, going back to the OEG mantra, there are two ways to win:

Assessments that students find significantly more rewarding to do that result in lower levels of mastery,

Assessments that students find significantly more rewarding to do that result in the same level of mastery, and

Assessments that students find significantly more rewarding to do that result in higher levels of mastery.

Renewable Assessments and Open

Open licenses allow faculty and students to revise and remix materials (both content and assessments) in a broad range of ways. As you look through the examples of renewable assessments above, you will see that many of them involve revising and remixing - demonstrating that renewable assessments are enabled by the 5R permissions granted by open licenses. (It's true that a student could do a renewable assessment completely "from scratch," but that doesn't appear to be the way they've worked to date.) In other words, "open" makes possible renewable assessments that would otherwise be illegal. This is why I think renewable assessments are the best examples of open pedagogy we have now. You might argue that a student could use a range of copyrighted materials in a homework assignment and claim it was a Fair Use. However, I suspect many people would hesitate to share this kind of material broadly given the ambiguities of Fair Use, which kind of undermines the "give something back" philosophy underlying renewable assessments. And without providing the permissions for others to revise, remix, build on, and improve the work, it's difficult to really call it "renewable."

Students are the authors and, thanks to Berne, the copyright holders of the homework and other artifacts they create as part of their education. There is no morally or ethically appropriate scenario in which faculty require students to openly license their homework or other creations as part of an assignment. However, faculty can espouse the benefits of openness and advocate for students to license their works under a Creative Commons license. This advocacy will be significantly more effective (and less hypocritical) if the faculty member is using OER in the class and can point to OER they have created and shared.

If some portion of the over 150M hours higher ed students currently spend on disposable assessments can be spent on renewable assessments instead, and if some portion of those students choose to openly license their work, questions about the sustainability and maintainability of the OER ecosystem can be answered. Over time, we could see a transition to a place where the majority of content and assessments a learner encounters were created "by students, for students" with editorial support from faculty (what we used to call "grading"). What an incredible, inspiring, sustainable world that would be...

Let's create and share more renewable assessments as OER - open renewable assessments - that others can adopt, improve, and share broadly. And let's get this research going.

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For some time now I've been critical of "disposable assessments." An assessment can be characterized as "disposable" if everyone understands that its ultimate destiny is the garbage can.

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From Hendricks blog

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Disposable assignments

In the past couple of years I've really been grabbed by the issue of "disposable assignments," as discussed by David Wiley here:

These are assignments that students complain about doing and faculty complain about grading. They're assignments that add no value to the world - after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away. Not only do these assignments add no value to the world, they actually suck value out of the world.

A non-disposable assignment, then, is one that adds value to the world beyond simply being something the students have to do to get a grade. A similar idea is expressed by Derek Bruff in a post on the idea of "students as producers" -treating students as producers of knowledge, rather than only as consumers: Bruff talks about students creating work for "authentic audiences," beyond just the teacher.

Wiley gives an example of a non-disposable assignment: students taking instructional materials in the course (which are openly licensed) and revising/remixing them to create tutorials for future students in the course. Other examples can be found in this growing list of examples of open pedagogy. One that I often hear about is asking students to edit or create Wikipedia articles. Or students could post their work more locally, but still have it be publicly visible, such as what Judy Chan does with her students' research projects at UBC (click on "team projects" in the various years). Simon Bates has his physics students create learning objects to help their peers (see this story for more).

Students as producers in philosophy courses

I have already started to ask students to do some activities that could add value to the world, whether to their fellow students and/or beyond.

In a second-year moral theory course I asked them to sign up for 1-2 days on which to do "reading notes" on the class wiki page: they had to outline one of the main arguments in the text assigned for that day and write down questions for their small group to discuss. You can see those here (organized by group number).

In a first-year, introduction to philosophy course I have asked students to:

blog about what they think philosophy is, both at the beginning and end of the course-this, I thought, could provide some interesting information to others about what our students think "philosophy" is. I don't have those blog posts visible anymore because I didn't ask students if I could keep them posted after the course was finished (d'oh!!).

write a blog post describing how they see philosophical activity going on in the world around them, beyond the class-I thought this could be useful to show the range of what can count as philosophical activity. I do still have those posts up (but not for long, because again I forgot to ask for permission to keep the posts up after the course is finished...I will do that this term!): http://blogs.ubc.ca/phil102 (click on "philosophy in the world")

But now that I'm working on my Intro to Philosophy course for Fall 2015 ( see planning doc here), I'm trying to think through some other options for assignments with authentic audiences and that add value to the world. Here are some ideas (not that I'm going to implement all of these; I'm just brainstorming).

Editing Wikipedia articles on philosophy

This is a big task; it requires that students learn how to do so (not just technologically, but in terms of the rules and practices of Wikipedia), plus determining which articles need editing, etc.

I would prefer to start with students creating Wikipedia-style articles on philosophers or texts on the UBC Wiki first. Then other students (in future classes) could edit those, and then maybe eventually we could move to doing something on Wikipedia itself (the content would be good, and maybe students would be motivated to move some of it over to Wikipedia at that point).

Creating tutorials or other "learning objects" for their fellow students and for the public

As noted above, Simon Bates does this in his Physics 101 course, and I can pretty easily see how one might ask students to do so for basic physics concepts. But why not do so for some basic philosophy concepts too?
e.g., find something you find difficult in the course, and once you feel you have a handle on it, create something to help other students

could be done in groups (probably best, with a large class like Intro to Phil (150 students))

could be text based, but better if also incorporates some other kinds of visual or auditory elements (e.g., a video, or incorporating images, or slides or something)

Creating study questions or suggestions of "what to focus on" for the readings

students often get lost in reading primary philosophical texts, and I haven't yet managed to write up study questions or suggestions for what to focus on for each reading. This would definitely be useful to other students.

But wouldn't it be cruel to ask students to do this for later students when I haven't done it for them myself? and do I have time to do this before the Fall term this year? Unfortunately not.

Creating lists of "common problems" or advice for writing, after doing peer review of each others' work and self-reflecting on their own
I do provide quite a lot of writing advice to students, but I wonder if advice coming from students' direct experience in my courses might be helpful to later students?

Creating possible exam questions

I ask students to do this informally, in groups, as part of the review for the final exam. But why not formalize this somehow so their suggestions are posted publicly? The course page on the UBC Wiki seems like a good place, at least to start. Then students could see them from year to year.

A number of instructors at UBC use PeerWise as a tool for students to ask and answer questions. It seems like an interesting thing, but:

It's not public; but it could be used to generate questions and then the best ones could be made public somewhere

It's limited to multiple choice questions, which I hardly ever use (and never on exams)

Those are my ideas for now. Have any others? Or comments on any of this? Please comment, below!

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disposable assignments - You're the Teacher

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In the past couple of years I've really been grabbed by the issue of "disposable assignments," as discussed by David Wiley here: These are assignments that students complain about doing and faculty complain about grading.

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Downloading tunes in Lagos. Not all internet access is equal. Akintunde Akinleye/Reuters

By 9.30am today I will have skyped Malawi, emailed Ghana, Facebooked Nepal, paid a bill online and used the satnav on my mobile phone. It feels a long time since we first got colour TV at home and, years later, when I accessed the internet using a dial-up modem. When I recalled these moments to my son he yawned. Aged, 19, he doesn't remember a time before ubiquitous connectivity.

According to a new report from the World Bank, more than 40% of the global population now has internet access. On average, eight in ten people in the developing world own a mobile phone. Even in the poorest 20% of households this number is nearly seven in ten, making cellphones more prevalent than toilets or clean water.

Digital Dividends Report

There is no doubt that the world is experiencing a revolution of information and communication technology, bringing about rapid change on a massive scale. But despite great expectations for the power of digital technologies to transform lives around the world it has fallen short and is unevenly distributed, with the most advantages going, as ever, to the wealthy. The World Bank argues that increasing connectivity alone is not going to solve this problem.

Digital dividends

Around the world, digital investments bring growth, jobs and services. They help businesses become more productive, people to find better life opportunities and governments to deliver stronger public services. At their best, the report finds that inclusive, effective digital technologies provide choice, convenience, access and opportunity to millions, including the poor and disadvantaged.

For example, in the Indian state of Kerala the community action project Kudumbashree outsources information technology services to cooperatives of women from poor families - 90% of whom had not previously worked outside the home. The project, which supports micro-credit, entrepreneurship and empowerment, now covers more than half the households in the state.

The World Bank also emphasises that the poorest individuals can benefit from digital technologies even without mobile phones and computers. Digital Green, an NGO working with partners in India, Ethiopia, Afghanistan, Ghana, Niger and Tanzania, trains farmers using community-produced and screened videos.

Many governments are using the most of positive digital dividends to empower their citizens. In countries with historically poor birth registration, for example, a digital ID can provide millions of people with their first official identity. This increases their access to a host of public and private services, such as voting, medical care and bank accounts, enabling them to exercise their basic democratic and human rights.

Digital divides

For every person connected to high-speed broadband, five are not. Worldwide, around four billion people do not have any internet access, nearly two billion do not use a mobile phone, and almost half a billion live outside areas with any mobile signal. Divides persist across gender, geography, age and income.

Digital Dividends Report

Those who are not connected are clearly being left behind. Yet many of the benefits of being online are also offset by new risks.

The poor record of many e-government initiatives points to high failure of technology and communications projects. Where processes are already inefficient, putting them online amplifies those inefficiencies. In Uganda, according to the World Bank, electronic tax return forms were more complicated than manual ones, and both had to be filed. As a result, the time needed to prepare and pay taxes actually increased. The report cites the risk that states and corporations could use digital technologies to control citizens, not to empower them.

The general disruption of technology in the workforce is complex and yet to be fully understood, but it seems to be contributing to a "hollowing out" of labour markets.

Digital Dividends Report

Technology augments higher skills while replacing routine jobs, forcing more workers to compete for low-skilled work. This trend is happening around the world, in countries of all incomes, demonstrated by rising shares in high and low-skilled occupations as middle-skilled employment drops. The World Bank notes that:

The digital revolution can give rise to new business models that would benefit consumers, but not when incumbents control market entry. Technology can make workers more productive, but not when they lack the know-how to use it. Digital technologies can help monitor teacher attendance and improve learning outcomes, but not when the education system lacks accountability

Not surprisingly, the better educated, well connected, and more capable have received most of the benefits -- circumscribing the gains from the digital revolution.

The report emphasises that investment in connectivity itself is not enough. In order to achieve the full development benefits of digital investment, it is essential to protect internet users from cybercrime, privacy violations and online censorship, and to provide a full set of "analogue complements" alongside. These include:

Regulations, to support innovation and competition

Improved skills, to enable access to digital opportunities

Accountable institutions, to respond to citizens' needs and demands

Ultimately, while the World Bank continues to champion connectivity for all as a crucial goal, it also recognises the tremendous challenge in achieving the essential conditions needed for technology to be effective.

In my privileged home, digital technology brings me choice and convenience. It will be a long time before the digital revolution brings similar returns for everyone, everywhere.

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Connecting everyone to the internet won't solve the world's development problems

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By 9.30am today I will have skyped Malawi, emailed Ghana, Facebooked Nepal, paid a bill online and used the satnav on my mobile phone. It feels a long time since we first got colour TV at home and, years later, when I accessed the internet using a dial-up modem.

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Weller talk for OU

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As The Open University celebrated its 50 th anniversary and its mission of openness, Martin Weller, Professor of Educational Technology at the OU, examined what the term 'open' means and considered what an 'Open University' would look like if we were to invent it now.

When the OU was founded 50 years ago, it established a model of 'open education' that went on to be successfully replicated in many countries.

Watch the video of Professor Weller's inaugural lecture:

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Aspects of the Open: The evolution of the meaning of open education

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As The Open University celebrated its 50th anniversary and its mission of openness, Martin Weller, Professor of Educational Technology at the OU, examined what the term 'open' means and considered what an 'Open University' would look like if we were to invent it now.