Events

2018 Festival Program

University of Alberta, Festival of Teaching and Learning

What to Expect for 2018

Held on Friday, May 4, the 2018 edition of the festival will feature a full day of presentations, workshops, and networking sessions from across the academy. The day will kick-off with a guest Keynote Lecture by José Bowen, Ph.D., author of “Teaching Naked."

Learn More About José Bowen

Schedule at a Glance

Festival of Teaching and Learning 2018 schedule

The Sessions

Friday, May 4, 2018

 

Edmonton Clinic Health Academy (ECHA) L1-190
University of Alberta

8:15- 8:45

Coffee & Refreshments (Outside of ECHA L1-190)

8:45-9:00 

ECHA L1-190

Opening Remarks:
Janice Miller-Young, Director, Centre for Teaching and Learning
Sarah Forgie, Vice-Prov/Learning Initiatives, Provost and Vice-President (Acad)

9:00-10:00

ECHA L1-190 

Keynote Presentation: Nudges, the Learning Economy and a New 3Rs: Redesigning for Student Relationships, Resilience and Reflection
José Antonio Bowen, President of Goucher College 

Technology has created a new learning economy. If we want this new economy to be more inclusive, we will need to prepare students for jobs that do not yet exist, learning new information on their own. The liberal arts have never mattered more, but new circumstances demand that we make our value more explicit. If we are serious that we teach the ability to ask better questions, interrogate information, reframe problems and transform thinking, then we need to focus more on that process. A convergence of behavioral economics, neuro-science, and cognitive psychology suggest both a new focus (a new educational 3Rs of “Relationships, Resilience and Reflection” as the “what”) and new ways for this to be designed and delivered (the “how”). Our shift from teaching to learning is incomplete unless we recognize that our best way to help students is to design environments that “nudge” them into better learning behaviors. Like it or not, we are only their cognitive coaches, on the sidelines, and we cannot do the work for them.

How Moving Technology out of your College Classroom will Improve Student Learning 

10:00-10:15 Break
10:15-12:05 Concurrent Sessions

ECHA L1-140

Workshop with Keynote: Teaching Naked Techniques: A Practical Workshop on Designing Better Classes
José Antonio Bowen, President of Goucher College 

This is a practical and active workshop for all faculty that distills the latest research on how students learn into tested techniques and best practices that work. Decades of research have brought an explosion of knowledge about how human evolution has shaped the way we process, think, and remember. Technology also provides new ways for students to receive first contact with material, enhanced opportunities to connect and create community, better ways to ensure that students are prepared for class, and new options for the sequence of learning encounters and activities. Teaching is largely a design problem, and we need to design our classes for the brain in the body. This workshop will suggest lots of easy techniques to improve student learning while providing a process (see figure) to guide faculty in creating better modules and courses.

TNT Workshop: A Practical Guide to Designing Better Classes 

 

ECHA L1-150

Enhancing the scholarship of teaching and learning: implementing a peer-review of teaching program in a School of Public Health 
Jeffrey Johnson

The School of Public Health recently implemented a Peer-Review of Teaching (PRT) program in response to increasing attention on multi-faced evaluations of teaching in decisions for tenure and promotion. While over 90% of instructors in SPH had little to no prior experience having a peer review their teaching, the School established principles and procedures for PRT. Attend this session to hear more from Jeff Johnson, Associate Dean (Education) about uptake in the first year of the PRT program and what they are learning!

Implementation of online homework in a large second-year engineering course: instructor experience and student perceptions
Anastasia L. Elias and Janet A. W. Elliott 

There is a need for evidence-based decision making as new technologies are deployed in higher education. In Engineering Thermodynamics, a problem-solving focused course with over 600 second year students in four sections, instructors Anastasia Elias and Janet Elliott implemented online homework software. With colleague Duncan Elliott, the instructors administered a survey to gauge students' perceptions of traditional and online learning tools. Come learn about the findings of their peer-reviewed published study on best practices, learning outcomes, and student opinions.

Supporting and Developing Student Teams
Marnie V. Jamieson and John M. Shaw

Faculty of Engineering design instructors, Marnie V. Jamieson and John M. Shaw use metrics from industry to develop and assess student team member effectiveness including conflict management and leadership inventories, peer evaluation, and team evaluation. In this session, you’ll learn about their experience with these metrics and related tools used to develop students’ skills and to assess individual students on a team.

 

ECHA L1-420

Tylenol for Digital Testing Pains: Common Cures to Common Problems 
Jamie Stewart, Shannon LaFave and Breanna Crichton

When instructors first leave the world paper-based testing to enter the digital testing realm, they face a number of mental challenges that, if not addressed, commonly push them back to familiar approaches to testing. In this presentation, Jamie Stewart, Shannon LaFave, and Breanna Crichton from The Learning Assessment Centre (LAC) will share the most frequent instructor questions and concerns about digital testing, and present tools and techniques to address these concerns.

Developing Students’ Learning Philosophies Can Improve Student Learning Outcomes 
Neil Haave and Kelly Keus

Neil Haave and Kelly Keus are interested in promoting deeper learning in their students through a learning philosophy assignment in biology courses at the first, second, and fourth-year levels. In their study, they considered students’ abilities to develop learning philosophies on their intellectual development and on specific course learning outcomes in students using a pre/post-test design. Come find out if students learned more deeply or continued with superficial strategies (such as the infamous memorize-regurgitate-purge strategy).

Teachnology: Learning about Learning Through an Active, Authentic Approach to Using Technology 
Christy Raymond, Jose Benito Tovillo, Margot Zemrau, Jessica Ley and Laurie Candy

Christy Raymond and Team from the Faculty of Nursing were interested in the how active learning, experiential learning and authentic assessment played out in graduate student projects on teaching and learning technologies. Their experience with student technology projects will prompt a discussion of: (a) how active learning can be actualized in different contexts; (b) how active learning, experiential learning, and authentic assessment overlap and can be synergized; and (c) how to create more evidence to support authentic, active and experiential approaches to learning.

 

ECHA L1-430

Interprofessional Learning Pathway: Developing paths to professional practice with experiential learning
Sharla King, JoAnne Davies, Pam Rock, Melanie Garrison and Louisa Fricker

Interested in learning more about interprofessional education experiences? Sharla and her colleagues from The Health Sciences Education and Research Commons (HSERC) present about the development, implementation, and evaluation of interprofessional education (IPE) experiences for pre-licensure and continuing professional learners in health sciences faculties. Students have unique opportunities to learn about and develop skills for interprofessional competencies for collaborative practice in experiences threaded through the 2-4 year programs and into professional practice.

Experiential Learning and Student Empowerment: A Case Study from Alberta Aphasia Camp
Esther Kim, Andrea Ruelling, Karin Werther and Sharla King

In this presentation, Esther Kim and Team share teaching and learning experiences at the Alberta Aphasia Camp to highlight the specific factors that create a powerful experiential learning opportunities for pre-professional students in the Faculty of Rehabilitation Medicine (FRM). Their Aphasia Camp case study will lead to a discussion of how the principles of experiential learning theory can be applied to traditional classroom activities.

Experimental Collaboration in the Digital Landscape to Enhance Teaching and Learning in the Painting Graduate Seminar
Jesse Thomas, Noemi de Bruijn, Tamires Para, Adrienne Dagg and Kimberly McCollum

In this presentation, Jesse Thomas of the Faculty of Arts, Arts and Design Department shares and overview of the project design and goals while the painting graduate students discuss the knowledge and skills they gained through face-to-face studio conversation with a visiting artists and critiques who guided them in their work. This innovative project has created a superlative learning environment for students while raising the research profile of the University of Alberta painting program and leading the way to an effective model for Canadian post-secondary visual arts collaboration. In this presentation, we will discuss the processes and strategies employed in the collaborative production of these artworks and the effectiveness of students’ work together as a means to develop important soft skills over the course of the project.

 

 

ECHA L1-220

Introduction to Using Open Educational Resources  
Krysta McNutt and Michelle Brailey

In this interactive session, Krysta McNutt, OER Project Manager and Michelle Brailey, Digital Initiatives Projects Librarian will (a) introduce key Open Educational Resources (OER) concepts, (b) show participants where to locate OER resources, and (c) demonstrate the most common ways OER can be remixed and reused in post-secondary education.

New Features in eClass Summer 2018
Dave Laurie and Chris Goetz

The IST eClass Team is upgrading the eClass system to a new version in summer 2018. The upgrade will include both visual and functional changes that you will need to be aware of for your upcoming classes. Dave Laurie and Chris Goetz from the eClass team will offer a hands-on demonstration of the important changes to come. The same session is offered three times; make sure you attend one of them so you don't miss out!

New Features in eClass Summer 2018
Dave Laurie and Chris Goetz

The IST eClass Team is upgrading the eClass system to a new version in summer 2018. The upgrade will include both visual and functional changes that you will need to be aware of for your upcoming classes. Dave Laurie and Chris Goetz from the eClass team will offer a hands-on demonstration of the important changes to come. The same session is offered three times; make sure you attend one of them so you don't miss out!

12:05-13:20
Lunch /Poster Presentations (ECHA L1-280 Quiet Study Lounge)

A Motivational Perspective on Academic Burnout
Lindsey Nadon, Co-authors: Frohlich, J. R., Daniels, L. M., Ross, S., Oswald, A., White, J., Babenko, O.

A Systematic Review Investigating Active Learning in Dental Education 
Jacqueline Green, Tanushi Ambekar and Seema Ganatra

Creation and Implementation of Scientific Research Methods Modules in an Introductory Psychology Course 
Deanna Singhal, Brandon Hauer, Paul Croome and Peter Hurd

Educator Self-reflections On Experiences in Sharing Feedback in the Workplace
Rosslynn Zulla, Delaney Wiebe and Shelley Ross

Evidence-based Strategies to Support Students with Attention-Deficit/Hyperactivity Disorder (ADHD)
Yuanyuan Jiang

Factors Affecting Student Satisfaction in Blended Learning in the Faculty of Science Undergraduate Courses
John Hoang and Anna Rissanen

From Start to Finish: Design, Implementation and Evaluation of InSciTE, a First-year Interdisciplinary Science Threshold Experience
Rus Hathaway, Anna Rissanen and Michelle Spila

Integration of Foundational and Interdisciplinary Knowledge in the Nutrition and Metabolism Doctoral Program 
Michelle Mackenzie and Vera Mazurak

Interprofessional Education: Active Learning in an Online Course 
Louisa Fricker, Barbara Norton, Susan Mulholland, Kathy Tam and JoAnne Davies

Need Based Course Restructuring within the Dental Curriculum
Ivano Ongaro

Quality of Student Prosthodontic Preparations Using Surgical Loupes and Dental Operating Microscopes (DOM)
Usama Nassar and Alan Kilistoff

Simulation to Instill Foundations of Lab Practice in Medical Laboratory Science Students
Lisa Purdy, Rachel McKellar, Roberta Martindale and Amanda Van Spronsen

The Allure of the Real: Teaching Translation with Authentic Materials and CSL
Odile Cisneros, Sathya Rao and Ann De León

13:20-15:10

Concurrent Sessions


ECHA L1-140

Do Lecture Capture Videos Reduce Classroom Attendance? 
Valentina Kozlova and Alexander Gainer

Valentina Kozlova and Alexander Gainer, instructors of Economics in the Faculty of Arts have piloted the Kaltura lecture capture software in courses with enrollment ranging from 20 to 400 students. Their goal with this presentation is to explain the lecture capture technology, discuss how they implement it in their classrooms, and to present results from their study testing whether lecture capture lowered student attendance in their classes.

Enhancing Interprofessional Competencies Through an Experiential Learning Activity
Karin Werther and Kim Dao

Karin Werther, Occupational Therapy and Kim Dao, Physical Therapy at the Faculty of Rehabilitation developed an interprofessional experiential learning activity for students in speech-language pathology, nutrition and dietetics, occupational therapy, and physical therapy. In fall 2017, approximately three hundred students participated in a three-hour interactive session facilitated by 16 faculty members and clinicians. Students developed and communicated treatment plans based on evolving problem-based case studies to meet IP competencies. If you are interested in developing a similar opportunity for your students across faculties, this session is for you!

Open Learning Resources in first year Biology
Anna Rissanen, Margaret Caldwell, Marshal Rodriguez, Jane Costello, Sally Goddard and Piotr Trela

A team consisting of four biologists, a graduate student, instructional designer and media developers collaborated on the design, development and evaluation of first year Biology open, online tutorials in 2016-2017. The tutorials sought to address knowledge gaps resulting in low success rates and attrition of first year students. Tutorials included learning materials, quizzes, reflective questions and badges to facilitate deep learning of the topics. Their mixed-method, quasi-experimental study aimed to determine if the tutorials were an effective means of providing supplementary assistance to students as well as gains in students’ levels of engagement.

 

ECHA L1-150

Is it Feedback? Is it Teaching? Does it Matter?
Delaney Wiebe, Rosslynn Zulla and Shelley Ross

Formative feedback is essential to support learning, especially in workplace-based learning in professional training. Most educators recognize the value of formative feedback to learning, but many front-line educators continue to struggle with how to best share feedback with their learners. The goal of this study by Delaney Wiebe, Rosslynn Zulla, and Shelley Ross was to explore feedback practices in the workplace and to apply to knowledge gained to help educators improve their feedback behaviours.

“Game of Gears” – Implementing a gamified application into an introductory engineering design course
Pierre Mertiny

In Pierre Mertiny’s second-year course ‘MEC E 260 – Mechanical Design I’, student teams are challenged to conceive, embody, build, test and analyze robotic vehicles. This unique course was recently expanded to include a gamified application to further student engagement. The gamified application was used to accommodate student assessment in a manner that drives student motivation and maximizes students’ control over the time and place of learning. In this presentation, Pierre Mertiny shares the process for selecting and implementing the gamified application, its context and content, and the class responses that were collected through a pre- and post-game survey.

Transdisciplinary Design Education for Engineering Undergraduates: Bloom’s Taxonomy in Engineering Design Education
Alyona Sharunova, Mehwish Butt and Ahmed Jawad Qureshi

Transdisciplinary Design Education for Engineering Undergraduates: Bloom’s Taxonomy in Engineering Design Education A research team from the Faculty of Engineering comprising members of each engineering discipline and a psychologist, aims to ensure that students possess an appropriate knowledge level of engineering design, and well-developed technical and professional skills for the successful entrance into the workplace upon their graduation. They believe that better preparation means developing a first-year transdisciplinary engineering design course. Thus, the main investigators - Alyona Sharunova, Mehwish Butt, and Ahmed Jawad Qureshi reviewed the current engineering design education through the in-house interviews with engineering professors to establish a common understanding of the design processes across all Engineering departments. In the process, they developed a game (based on Bloom’s Taxonomy) for the interviews to study the design thinking of engineers and types of design activities taught to students. The game results were used for establishing a transdisciplinary engineering design process as well as developing a proper teaching methodology with the focus on students’ technical and professional skills and cognitive development.

 

ECHA L1-420

“Hard fun!” Learning Complex Subject Matter and Identifying Levels of Skilled Performance 
Steven Khan

In this Festival session Steven Khan at the Faculty of Education will help participants relate relate the concepts of Learning Trajectory, Variation Theory, and Productive Struggle, and apply these theories in games, puzzles, and problems in a framework for learning complex subject matter. The session will facilitate participants’ development of a vocabulary, habits of mind, and set of anchoring experiences to meaningfully connect these theories to the learning of complex content or identification of levels of skilled performance in their own disciplines and contexts. Join in the fun!

Promoting departmental-wide course improvements by providing Graduate Teaching Awards to assist with instructor-lead teaching innovation 
Mark Wolansky, Jocelyn Hall and Tracy Raivio

The Department of Biological Sciences is in year one of three of a pilot project that offers Certificates of Teaching Innovation to graduate teaching assistants as a mechanism for fostering a culture of teaching innovation across the department though the use of synergistic expertise of professors and graduate students. In this Festival presentation, Mark Wolansky, Jocelyn Hall, and Tracy Raivio share details of organizing and running this certificate program; innovations and course developments these awards have fostered in year one; and their key learnings of this pilot project.

Evaluating a Method to Create Course Syllabi and Map Curriculum: Functionality, usability and promotion of course design principles
Ken Cor, Cheryl Sadowski, Anthony Radziszewski and Brenna Zatto

Collectively, course syllabi contain information necessary to define intended curricula of a program and can be a key source of curriculum mapping data. In this session, presenters describe the design framework used to develop a Moodle based tool that facilitates course syllabus creation and mapping capabilities; demonstrate functionality of the syllabus tool for creating course syllabi and starting to map curriculum; and share results of an evaluation of user acceptability from a University of Alberta pilot.

 

ECHA L1-430

New Features in eClass Summer 2018
Dave Laurie and Chris Goetz

The IST eClass Team is upgrading the eClass system to a new version in summer 2018. The upgrade will include both visual and functional changes that you will need to be aware of for your upcoming classes. Dave Laurie and Chris Goetz from the eClass team will offer a hands-on demonstration of the important changes to come. The same session is offered three times; make sure you attend one of them so you don't miss out!

Effect of Detailed Score Reporting in an Objective Structured Clinical Exam (OSCE) on Student Learning
Vijay Daniels, Hollis Lai, Okan Bulut, Minn Yoon and Tracey Hillier

Faculty members in Medicine, Dental Hygiene, and Education have come together to look at better ways to use assessment data to support student learning. They used a new score reporting system as part of the final year Objective Structured Clinical Exam (OSCE) in the MD Program with the intention of providing students better feedback to learners to focus their future learning and growth as practitioners. If you are interested in scoring rubrics, formative feedback, and how students interact with assessment data beyond their final grade, this session is for you.

Active Case-based Learning in Oral Pathology: The confluence of multiple teaching and learning techniques
Seema Ganatra

Seema Ganatra, Clinical Professor of Dentistry created oral pathology seminars with multiple teaching approaches including think/pair/share (TPS) technique, active learning, mentorship between third and fourth year students, and utilization of narrative storytelling with actual clinical cases to provide a contextually grounded experience. Her mixed methods study captured students’ experiences in the seminars through the completion of an online survey. While each approach individually added value to a student’s learning, the combination provided a holistic, supportive, and inspirational environment that impacted their approach to patient care as practicing clinicians.