Resources for In 20 Minutes Series by

Multiple Means of Engagment

anwenburk1 — 2025-01-20 22:23:45 UTC

Multiple Means of Representation

anwenburk1 — 2025-01-20 22:24:23 UTC

UDL: Multiple Means of Action and Expression

anwenburk1 — 2025-01-20 22:26:48 UTC

PDF Version of the Above Resources

anwenburk1 — 2025-01-20 22:28:03 UTC

UDL Syllabus: Rubric

anwenburk1 — 2025-01-20 22:31:31 UTC

You can use this syllabus to review a current course outline and to start thinking about where UDL principles can be integrated.

You find an example of a UDL syllabus on the UDL on Campus Section on the CAST Website.

UDL Lesson Plan Template

anwenburk1 — 2025-01-20 22:35:04 UTC

This is another tool you can use to think about how you can incorporate UDL in your course planning.

Universal Design for Learning: CIEL Blog

anwenburk1 — 2025-01-20 22:38:12 UTC

Incorporating Universal Design (UDL) principles into your design is an effective way to address diverse learning needs and build flexibility into your course design.

This blog post will provide you with an overview of UDL

Session Outline and Links

anwenburk1 — 2025-01-20 22:44:43 UTC

This PDF contains the session outline and links used in "Engage Students Asynchronously".

What is a 20 Minute Tea?

anwenburk1 — 2025-01-20 22:56:48 UTC

In the 20 Minute Tea Online series we share a teaching strategy in just 20 minutes. It's a quick way to learn new strategies and leave with inspiration for your classroom, with discussion available for those who want to linger a bit longer.

We will use this Padlet to share the resources shared in each of these sessions.

You can learn more about each session and register via our Events Calendar.

jessicagemella — 2025-01-21 17:52:58 UTC

The strategy shared in this session can help streamline your marking while making feedback on assessments more useful and meaningful. In this session, we will share a strategy for designing or refining rubrics to provide clear, focused feedback to students, and helping them evaluate their own work.

Early Feedback Services

jessicagemella — 2025-01-24 23:04:45 UTC

Mid-term Feedback occurs halfway through the course, giving students an opportunity to provide feedback while the course is still in progress. The intent is to gather insights into how students are experiencing the course, allowing instructors to make adjustments (e.g., pacing, clarity, teaching methods) to improve learning outcomes before the course ends. This differs from the end-of-semester evaluation, which is used for summative purposes, such as future course planning. While mid-term feedback focuses on immediate adjustments, end-of-semester evaluations are more about long-term reflection.

Request Early Feedback Form

jessicagemella — 2025-01-30 21:51:38 UTC

The CLARA method of de-escalation

elodiebutton — 2025-02-01 00:11:29 UTC

The CLARA Method is used internationally to address conflict in the moment, whether people are verbally attacking others, behaving unruly, or when a difficult conversation is needed. The CLARA Method helps us model compassionate, kind, empathic listening and communication to help de-escalate a situation and bring harmony.

The CLARA principles

elodiebutton — 2025-02-01 00:14:14 UTC

This is an additional handout that outlines the CLARA method.

4S Framework

jessicagemella — 2025-02-05 23:30:29 UTC

Active Learning Stratgy: designing small group learning activities with the 4-S Framework

https://camosun.libguides.com/c.php?g=727536&p=5223478

Example

jessicagemella — 2025-02-05 23:59:30 UTC

See example under Anatomy of a Great 4-S Activity:

Significant Problem: Activity Design

jessicagemella — 2025-02-06 00:13:48 UTC

page 279- 280

Identify and describe the types of actions and decisions that people in your discipline, field, or industry often make.

Conflict in the Classroom- Slides

elodiebutton — 2025-02-07 20:37:39 UTC

Strategies

jessicagemella — 2025-02-25 00:34:12 UTC

Five broad strategies you can use to discourage and prevent GenAI misuse:

Motivate students to complete assignments without misusing GenAI.

Require students to complete assignments without access to GenAI.

Use a combination approach: incentivise the learning outcomes.

Design assignments to disincentivize GenAI use.

Collaborate with GenAI and build literacy.

Additional Resources

jessicagemella — 2025-02-25 00:40:31 UTC

Ethan Mollick and Lilach Mollick

CIEL Blog

Teaching and Learning with Generative AI – The CIEL Blog

BCcampus

https://bccampus.ca/2023/12/08/digital-pedagogy-toolbox-digital-literacy-outcomes/

AI-proof your course

jessicagemella — 2025-02-25 00:42:02 UTC

This thirty-minute video discusses a variety of strategies to AI-proof your course. One of the highlights is a set of example rubrics (around 11.5 min.) that are specifically designed to emphasize authenticity and critical thinking. Rubric design can highlight the limitations of GenAI and guide students on where to focus their attention.

Tools and Resouces

jessicagemella — 2025-02-25 18:18:13 UTC

Provincial Framework

jessicagemella — 2025-02-25 18:19:12 UTC

Single Point Rubric

jessicagemella — 2025-03-13 18:52:47 UTC

Spoiler Alert: AI Detectors Don't Work

anwenburk1 — 2025-05-08 19:33:51 UTC

Spoiler Alert: AI Detectors Don’t Work

AI vs AI: How effective are Turnitin, ZeroGPT, GPTZero, and Writer AI in detecting text generated by ChatGPT, Perplexity, and Gemini?

Why AI Detectors Don't Work

GenAI @ VIU: In Conversation

anwenburk1 — 2025-05-08 19:34:40 UTC

Guest: Sarah Segal

Resources

anwenburk1 — 2025-05-08 22:17:33 UTC

Rethinking Assessments and Rubrics

AI Assessment Scale

Build AI Literacy for You and Your Students

Talk to us!

So, what do I do?

anwenburk1 — 2025-05-08 22:34:42 UTC

AI & Post-Secondary

anwenburk1 — 2025-05-20 18:47:59 UTC

Academic Integrity
- Instructor
- Student
Assessment Validity
Equity

AI Detectors!

anwenburk1 — 2025-05-20 18:49:26 UTC

What does this mean?

anwenburk1 — 2025-05-20 19:06:07 UTC

False Positives
Does not check for veracity
- Summer Reading List
No traceable source
The are predictive, not definitive
Inconsistent

anwenburk1 — 2025-05-20 22:00:15 UTC

"Let’s stop treating AI as a shortcut to answers, and start seeing it as a way to deepen our questions."

From: From Fear to Fluency: Rethinking AI in Post-Secondary Education

...and also

anwenburk1 — 2025-05-20 22:35:35 UTC

AI Detection tools can be outsmarted.
- “GenAI detection tools privilege students who are English first language, have access to paid large language models/applications, and are more digitally literate” (Leon Furze)*
Bias against ELL
Lack of Transparency
Intellectual Property of Students
Does not encourage AI Literacy

*From: Focusing on GenAI detection is a no-win approach for instructors

anwenburk1 — 2025-05-21 18:15:15 UTC

Artificial Intelligence (Taylor Institute, UofC)

AI in Teaching (UBC)

How to Navigate GenAI in Course and Assignment Design (ISU)

Hello There

2025-12-11 23:17:17 UTC