Schedule + Recorded Presentations

Opening Prayer, Welcome And Opening Remarks

Elder John Bigstone

Tommy Mayberry,
Executive Director

Join us as we open with a prayer from Elder John Bigstone followed by our Executive Director, Tommy Mayberry, who will be welcoming all participants to the 4th Annual Online Teaching Institute.

This session will provide an overview of reflective teaching practices. Together we will explore different approaches to reflective practice and examine how reflection can be actively incorporated into effective teaching practice.

The session will outline the key roles criticality and personal narrative can play in forming a meaningful framework for reflection, helping to guide efforts to become a more effective educator. This discussion will then focus on the ways instructors can work to find mirrors for self-reflection—teacher as whole person, teaching events, prior learning experiences, students and student feedback, and theory—which will help promote improved knowledge and practice.

Finally, in the context of post-USRI multifaceted teaching evaluations, the importance of employing critical reflection when developing a teaching dossier will be briefly discussed.

Session 1 of 3: Presentation
In releasing the final findings in 2015, the Truth and Reconciliation Commission of Canada (TRC) made 94 Calls to Action “in order to redress the legacy of residential Schools and advance the process of Canadian reconciliation”.

Nineteen of these Calls to Action have direct implications for post-secondary settings and those working within these settings. They address the education of students and the implementation of course content.

Over three sessions you will have an opportunity to learn local Indigenous knowledge systems and learn:

1. foundational approaches to understanding Indigenous ethics;
2. reciprocal and relationship-building exercises and opportunities for Indigenous knowledge gathering and teaching;
3. how to identify and overcome potential obstacles when it comes to incorporating true Indigenous knowledge systems in a good way.

The goal is to build a foundational teaching and learning approach (no matter what the subject area is) which is local and Indigenous approved. Our journey towards reconciliation can be a creative and positive journey if we are collaborating respectfully together, while making space for local, sovereign, and self-governing knowledge systems to take the lead.

Mandy Penney,
Lead Educational Developer,
Digital Pedagogies and Writing Across the Curriculum

Dr. Dalbir Sehmby,
Educational Developer,
Writing and Multimodal Communication Pedagogies

Incorporating critical reflection nurtures academic maturity by acknowledging students on a holistic level (as embodied humans with their own unique values, experiences, and goals). While there are many approaches for engaging students in critical reflection, unique classroom contexts and goals will also inform the design and implementation process of reflective work.

Mandy and Dalbir will offer an overview of reflective practices which can be incorporated into classrooms across and within disciplines, as well as posing some questions for consideration when choosing how to work with students to develop reflexive capacity.

Participants will be encouraged to participate in group and individual reflection and brainstorming throughout the session, with a goal of co-developing a shared resource which can be used in your future course design and implementation processes.

Do you have a question about...

• Educational technologies,
• Online pedagogies,
• Activities and assessments,
• Equity, diversity, and inclusivity (EDI),
• or another aspect of your teaching?

This drop-in session allows instructors to have a one-on-one consultation with an educational developer. Breakout rooms will be available to ensure your one-on-one can be interruption free!

Educational Leadership Session: Planning and Implementing Departmental Changes to Programming and Teaching Practices

Dr. Cosette Lemelin,
Assistant Director

As a formal or informal educational leader responsible for changes in teaching and learning, (i.e.: changes in framework, curriculum, course description & objectives, mode of delivery, strategies, and teaching evaluation), you have likely faced questions like: 

• How do I get our instructors onboard with changes? 

• How can I make inroads with instructors who are resistant to changes in their teaching practices and approaches? 

Dr. Cosette Lemelin, Assistant Director at CTL will share examples from nearly 20 years in post-secondary education roles and evidence from the current literature on making faculty or departmental level educational and instructional changes. 

Session 2 of 3: Workshop
In releasing the final findings in 2015, the Truth and Reconciliation Commission of Canada (TRC) made 94 Calls to Action “in order to redress the legacy of residential Schools and advance the process of Canadian reconciliation”.

Nineteen of these Calls to Action have direct implications for post-secondary settings and those working within these settings. They address the education of students and the implementation of course content.

Over three sessions you will have an opportunity to learn local Indigenous knowledge systems and learn:

1. foundational approaches to understanding Indigenous ethics;
2. reciprocal and relationship-building exercises and opportunities for Indigenous knowledge gathering and teaching;
3. how to identify and overcome potential obstacles when it comes to incorporating true Indigenous knowledge systems in a good way.

The goal is to build a foundational teaching and learning approach (no matter what the subject area is) which is local and Indigenous approved. Our journey towards reconciliation can be a creative and positive journey if we are collaborating respectfully together, while making space for local, sovereign, and self-governing knowledge systems to take the lead.

One big theme in conversations about teaching and learning over the past few years relates to how instructors can build trusting, equitable, and caring relationships within their classrooms to facilitate learning access and engagement, especially at times of uncertainty and stress.

As the Lead Educational Developer for Digital Pedagogies and Writing Across the Curriculum at CTL, Mandy will facilitate a conversation among participants on the different ways we can nurture and sustain relationships in the classroom. Together, we will think about some of the strategies and approaches which have worked well for us, what we’ve learned about what hasn't work well for us, and what we want to take with us or try as we move forward as educators.

Bryan Braul,
Lead Educational Developer,
Educational Technology Instruction and Strategy

This presentation/workshop, delivered by the Educational Technology Instruction and Strategy Team (ETIS) at CTL, will explore two key features of successful online teaching:

1. effective pedagogical organization of your online teaching environment (eClass);
2. the importance of developing and maintaining a strong online instructor presence.

The workshop portion of the presentation will demonstrate how instructors can implement these strategies using course design principles and visual media.

Let's Learn…Hybridly!

Anita Parker,
Lead Educational Developer,
Online and Hybrid Instruction and Strategy

In a hybrid course delivery mode, an instructor teaches in a physical space, such as a classroom, lab, or clinical setting with in-person students and remote students in attendance simultaneously. Remote students participate by way of video conferencing. Hybrid teaching comes with plenty of opportunities and challenges for instructors and students. In this session, you will be a remote attendee in a hybrid situation. Let’s discover and discuss some active learning strategies, working through the pedagogical and technological aspects of hybrid teaching solutions.

A Call To Action: Centring Indigenous Methodologies And Approaches Part 3

Andrea Menard,
Lead Educational Developer,
Indigenizing Curricula and Pedagogies

Session 3 of 3: Questions
In releasing the final findings in 2015, the Truth and Reconciliation Commission of Canada (TRC) made 94 Calls to Action “in order to redress the legacy of residential Schools and advance the process of Canadian reconciliation.”

Nineteen of these Calls to Action have direct implications for post-secondary settings and those working within these settings. They address the education of students and the implementation of course content.

Over three sessions you will have an opportunity to learn local Indigenous knowledge systems and learn:

1. foundational approaches to understanding Indigenous ethics;
2. reciprocal and relationship-building exercises and opportunities for Indigenous knowledge gathering and teaching;
3. how to identify and overcome potential obstacles when it comes to incorporating true Indigenous knowledge systems in a good way.

The goal is to build a foundational teaching and learning approach (no matter what the subject area is) which is local and Indigenous approved. Our journey towards reconciliation can be a creative and positive journey if we are collaborating respectfully together, while making space for local, sovereign, and self-governing knowledge systems to take the lead.

During this interactive session, facilitated by Everett Igobwa, Lead Educational Developer, Critical Pedagogies and Equity, Diversity and Inclusivity, we will examine EDI. We will discuss practical ways of weaving EDI principles into our learning and teaching. To this end, Jaime Yu, Assistant Professor, Faculty of Medicine & Dentistry, together with some undergraduate students, will share an EDI curriculum initiative. Additionally, Lisa Willis, Assistant Professor, Department of Biological Sciences will showcase an EDI pedagogical strategy. We will close this session with connections made across the disciplines.

Do you have a question about...

• Educational technologies,
• Online pedagogies,
• Activities and assessments,
• Equity, diversity, and inclusivity (EDI),
• or another aspect of your teaching?

This drop-in session allows instructors to have a one-on-one consultation with an educational developer. Breakout rooms will be available to ensure your one-on-one can be interruption free!