Videos

Active learning is an evidence-based teaching strategy that is positively linked to student learning and achievement. However, many great ideas are seemingly impossible to implement in large classes. Join CTL’s Anita Parker for fun, low-prep ways to provide a student-centred experience in-person and online, even with hundreds of students in real time. Watch here.

Have you ever forgotten that you’re human? If so, you may have been stressed. In this webinette, CTL's Dalbir Sehmby (Educational Developer, Writing and Multimodal Communication Pedagogies) will address the stress to revive your course, your students, and yourself with a writing exercise to shake stress, pulverize procrastination, and foster flow. . . and be ready to share your own stress-busting ideas.
Watch here.

Professor Lisa Stein (Faculty of Science) will discuss how she baked CTL’s “Educational Strawberry Pie” in her two microbiology courses which helped her gain consistently positive student feedback. Lisa will explain how she prepared her courses, engaged her students asynchronously and synchronously, and implemented effective, successful and student-appreciated assessments! Watch here.

Learn a few activities, based in improvised theatre, that will get your students interacting with one another in a comfortable way. A first step in creating a community of learners while teaching remotely. Watch here.

If great minds think alike, then why not actively encourage minds to think greatly? Collaborative activities in the classroom can harness the strengths of participants and allow individuals to learn from one another. In this webinette with CTL's Dr. Dalbir Sehmby (Educational Developer, Writing and Multimodal Communication Pedagogies), learn about how collaboration can help enliven learning. Watch here.

Democratizing learning and teaching in especially large classrooms can be deconstructed using critical pedagogy. Collaborative learning using student-centred pedagogies may be navigated via Team-Based Learning (TBL). In the early 1980s, Emeritus Professor Larry K. Michaelson, University of Oklahoma, is credited for championing TBL in especially business and medical courses. CTL's Everett Igobwa (Lead Educational Developer, Critical Pedagogies and Equity, Diversity and Inclusivity) will discuss nurturing TBL in the classroom through collaborative learning, flipping the classroom, and using authentic assessments via the two-stage exam strategy. Watch here.

Arriving at the physical or virtual classroom with compassion in mind is more important than ever before. In this session with CTL’s Anita Parker, we’ll explore ways to weave empathy and kindness in your learning spaces, teaching materials and strategies, and course policies. Watch here.

Are your students' feelings of stress and worry impacting their learning? Join Krysta, CTLs Open Education Lead, for a brief demonstration of a few teaching strategies to shake off some of the stress and empower students with some control over their learning experiences. Watch here.

Does your students’ work land in the void? CTL’s Krysta McNutt will explore how to foster relevancy and integrity by empowering instructors and students to think of their assignments as dual-purpose. Watch here.

There’s no doubt eClass plays an integral role for most instructors. In this webinette, our CTL experts will explain some of the formatting options worth considering when setting up your course, including linking to the new reading list feature. Watch here

Equipped with pandemic-driven innovations and resilience, instructors are entering their teaching spaces with a refreshed toolbox of practices. In this webinette with CTL's Mauricio Rivera-Quijano (Educational Developer, Online Design and Delivery), we’ll explore new opportunities and challenges of traditional, online, and hybrid modalities within a "4E framework"—the enablement, engagement, elevation, and extension of meaningful, authentic learning activities and interactions for students. Watch here.

There is no shortage of online tools and platforms to engage students in your lectures, whether or not you are teaching synchronously, asynchronously, or in a hybrid learning environment. Join CTL's Bryan Braul (Lead Educational Developer, Educational Technology Instruction and Strategy) and explore how these tools can be especially powerful in giving your students a more active role in the classroom. However, it is important we integrate these tools with clear intentions to ensure the introduction of technology is adding meaningful value to the classroom experience. Watch here.

Assignments: Engaging Student Writers (While Managing Your Workload)

Creative and flexible assignment design can engage student writers by giving them opportunities to engage in varied writing contexts. In this webinette, CTL's Mandy Penney (Lead Educational Developer, Digital Pedagogies and Writing Across the Curriculum) will share two strategies for building writing assignments to help your students engage authentically with course material and develop their unique authorial voices. Watch here.

In-class Writing Workshops: Engaging Student Writers (While Managing Your Workload)

Like faculty, students often struggle with time, motivation, and capacity to write. Building in-class time for writing can encourage students to develop a writing community and emphasize that writing skills are a part of their formal learning. In this webinette, CTL's Mandy Penney (Lead Educational Developer, Digital Pedagogies and Writing Across the Curriculum) will describe two kinds of low-stakes writing workshops you can incorporate into your classes, whether they are virtual, in person, or hybrid. Watch here.

Assessment: Engaging Student Writers (While Managing Your Workload)

The best writing feedback is not only focused and constructive, but also manageable (for both student and instructor). In this webinette, CTL's Mandy Penney (Lead Educational Developer, Digital Pedagogies and Writing Across the Curriculum) will share some strategies for providing sustainable, useful feedback on student writing, as well as one assessment framework that engages students directly in the formal process of assessment and grading.
Watch here.

Course learning outcomes are an essential foundation for activities and assessments. Join CTL’s Anita Parker for a demystification of the ingredients and key strategies for writing learning outcomes. Plenty of examples will be provided! Watch here.

This webinette will highlight some of the benefits and challenges of both synchronous and asynchronous instruction, as well as providing examples of how to implement both in your teaching. Watch here.

Centre for Teaching and Learning Executive Director, Dr. Tommy Mayberry, sits down with the U of A English Language School to answer questions about using gender pronouns and creating inclusive spaces at the university. In this personal interview you can learn about:

0:00 Tommy Mayberry
00:33 Using different pronouns
02:35 Singular "they" in practice
02:48 Gender pronouns in academia
03:26 Reasons for sharing pronouns
05:03 Ways to share your pronouns
06:18 How to ask respectfully
07:22 Practicing respectful language
08:29 Going beyond the language

Promoting cultures of respect in academia contributes to a positive and inclusive learning environment that supports student success and fosters academic excellence. Watch here.

Online assessments enable instructors to provide better feedback to students for improved learning. Join Dr. Okan Bulut (Faculty of Education) as he introduces ExamVis, a new tool for generating personalized feedback from online assessments administered on eClass. Watch here.

Handout - Generating Effective Feedback from Online Assessments Using ExamVis (PDF)

Have you ever posed a question to your class over Zoom only to hear soul-crushing silence as a response? This webinette will demonstrate short improv-based activities you can use with your class to encourage conversation and help you to build a sense of community despite your physical distance. Watch here

This webinette explores some design principles to improve your slide design to help streamline information in your presentations. Watch here

eClass Assignments allows students to hand-in assignments directly through eClass, however many instructors prefer to grade assignments offline. This video will show you a few tips for integrating offline grading into eClass. Watch here.

Read the transcript here.

Delivering course content using video has become common, yet how do instructors create videos that students find engaging and supportive of their learning? With the high workload of instructors in mind, CTL’s Instructional Designer Chris Borger will share some simple video design techniques which will hook your student’s attention and keep them engaged. Watch here.

Learn how to connect your students through eClass and to find their peers through Gmail and Google Chat. Watch here.

Less is often better, in terms of content and tasks, for students' depth of learning and success in a course. In this session with CTL’s Anita Parker (Lead Educational Developer, Online and Hybrid Instruction and Strategy), we’ll delve into rules of thumb and concrete tools to provide students with a workload that is reasonable and manageable. Watch here.

Designing and implementing inclusive assessments into your courses can seem an intimidating task. Where does one even begin? Well, how about you start by attending this session!

In this webinette, CTL's Brad Ambury (Lead Educational Developer, Assessment and Evaluation), points out that many of the strategies that foster an inclusive learning environment are steps towards effective teaching practices. Suggesting you start small, Brad provides a few tips on how to create and incorporate inclusive assessments that align with your course context and intended learning outcomes. Watch here.

June is National Indigenous History Month, and June 21 is Indigenous Peoples Day. On June 22, CTL would like to welcome the new Lead Educational Developer, Indigenizing Curricula and Pedagogies, Andrea Menard (LLB, LLM, PhD student) who is Métis from the abolished Red River Settlement. She will be discussing the importance of understanding Treaty 6 and Treaty 8 as the foundation to building curricula in a good way that is responsive to inherent sovereignty and the land the University of Alberta sits on. Watch here.

Instructor presence in graduate online courses differs from instructor presence in undergraduate courses because graduate students are seeking scholarly role models, guides, and mentors on their path deeper into the academic discipline or profession. What is instructor presence at the graduate level and online? Join Dr. Cosette Lemelin, Assistant Director at CTL in exploring strategies for establishing instructor presence in online graduate courses. Watch here.

Learn how the new Library Reading List Service can help you can organize and manage all your references for your courses (and for your own use!). Watch here.

YuJa is a new platform being introduced at the UofA which is a ‘one-stop shop” for video creation and editing. Join Graeme Pate, Lead Educational Developer for Technology and Dave Laurie, eClass Support Analyst as they showcase how YuJa can be used for video and screen capture, video editing, captioning, and integrating assessment into videos. Watch here.

Yuja Resources—U of A’s new media streaming service

YuJa is an enterprise-wide media streaming service that integrates with eClass to allow recording, uploading, and embedding of videos and provides a number of advanced video capabilities for instructors including: a personal video library, video editing, in-video quizzing, in-video usage tracking, and the ability to automatically pull in Zoom meeting recordings.

Instructors can add this tool to their courses in eClass to use as a media library for course videos or point to external videos that will open directly for viewers. Watch the video training session YuJa 101: Intro to the Media Streaming Service for Instructors.

You can create quizzes within your video and have them link directly to your eClass course’s gradebook. You must link the YuJa platform to your eClass course and have added some videos in advance. Instructions for adding Yuja to your eClass can be found at https://support.eclass.ualberta.ca/index.php?/Knowledgebase/Article/View/482/13/adding-the-yuja-media-service-to-a-course.

Instructions for linking your YuJa videos to eClass gradebook can be found at https://docs.google.com/presentation/d/16b1CYVg07DPaRhyFTwa5OE5OKX3lR7NAV1aKwA8SPw4/edit?usp=sharing. 

Learn how to use Zoom breakout rooms to allow students to work in smaller groups within your zoom meeting. This video will cover how to:

Watch here.

The creation of text provides students with an opportunity to demonstrate their depth of understanding, thought processes, and ability to communicate ideas. However, written work by students can be time consuming and onerous for an instructor to mark. Join CTL’s Anita Parker for strategies you can use for consistent, efficient marking of essays and long-answer responses. Watch here.

Multimodal = When meaning is communicated through various modes (writing, speaking, visuals, audio, and so on). Join CTL for the exclusive cinematic debut of "Multimodal Magic," which explains how we should approach multimodal teaching and learning. Please note: Smiles, laughter, and joy are permitted. Following this brief video, attendees are invited to share ways they have used various modes, technologies, and apps in the classroom, to share which modes they'd like to learn more about from future CTL sessions, and to share anything else about the multimodal magic lifestyle. Watch here.

Many of us have discovered that online teaching involves not only creating opportunities for students to interact with each other but also nurturing these interactions in order for learning to be effective and for learning objectives to be met. What can nurturing student interaction look like in online graduate courses? Dr. Cosette Lemelin, Assistant Director at CTL, will discuss teaching strategies to foster meaningful and effective interactions between graduate students in an online course.

Watch here.

Whether online or face-to-face, sometimes you need to make quick, unexpected decisions during your class. In this webinette, we’ll explore some on-the-spot techniques to help you:

• quickly organize your pre-set groups of students into breakout rooms;
• create a poll;
• manage chat, video & audio.

Watch here.

Join CTL’s Brad Ambury, Lead Educational Developer, Assessment and Evaluation, as he explores how outcomes and aligned assessments can be used, like LEGO® pieces, to frame and construct meaningful learning experiences for students.

Watch here.

One way that students are stressed is because of the lack of time. We can help them and our courses by adjusting the way we view our syllabi and the university support system. Check out this webinette with CTL's Dr. Dalbir Sehmby (Educational Developer, Writing and Multimodal Communication Pedagogies) to re-imagine your syllabi. Watch here.

Many instructors would like to randomize the questions in their eClass quizzes, however there are a few different approaches to accomplishing this. We will cover three of these during this webinette. Watch here.

Read the transcript here.

How do we engage students in safe and ethical public online discussions? Krysta McNutt, CTL’s Open Education Lead, will discuss instructor and student digital identities and how to prepare students to participate in open and online learning situations.

Watch here.

Autonomy is a sense of responsibility and choice in one’s personal circumstances. It is one of three psychological needs in the Self-Determination Theory framework that, when satisfied, helps pave the way for positive learning outcomes. Supporting autonomy is one way to increase student motivation and engagement in an online course. In this webinette, CTL's Anita Parker (Lead Educational Developer, Online and Hybrid Instruction and Strategy) will focus on integrating autonomy into course design and teaching strategies. Watch here.

Perceived competence is a feeling of mastery over things that are important to us. It is one of three psychological needs in the Self-Determination Theory framework that, when satisfied, helps pave the way for positive learning outcomes. Supporting student perceptions of competence is one way to increase motivation and engagement in an online course. In this webinette, CTL's Anita Parker (Lead Educational Developer, Online and Hybrid Instruction and Strategy), will focus on integrating perceived competence into course design and teaching strategies. Watch here.

Relatedness is a sense of belonging and connectedness with others. It is one of three psychological needs in the Self-Determination Theory framework that, when satisfied, helps open the way for positive learning outcomes. Supporting relatedness is one way to increase student motivation and engagement in an online course. In this webinette, CTL's Anita Parker (Lead Educational Developer, Online and Hybrid Instruction and Strategy) will focus on integrating relatedness into course design and teaching strategies. Watch here.

One of the ways that instructors can nurture trust and transparency is by explaining the theories and goals behind the learning approaches we bring to the classroom. Similarly, engaging students in conversation about the writing process and sharing some of our own writing experiences with them can empower student writers to sit with the sometimes-uncomfortable experiences of academic writing and communication. It can also support student writers in making space for creative play and even failure in their writing. This webinette will reflect on some of the ways that CTL's Mandy Penney (Lead Educational Developer, Digital Pedagogies and Writing Across the Curriculum) has talked with students about writing, as well as some of the exercises she has used to build a community of writers in the classroom. Watch here.

Encouraging metacognition can help learners become more strategic thinkers about how they learn best. Join CTL’s Brad Ambury (Lead Educational Developer, Assessment and Evaluation) for a discussion about the important role of metacognition in learning and to explore suggestions about how to integrate it into your courses.

Watch Part 1/2 here,

Watch Part 2/2 here.

In the summer and fall semestres of 2022, CTL's Mandy Penney (then, Lead Educational Developer, Digital Pedagogies and Writing Across the Curriculum) developed and co-facilitated three Communities of Practice and Care to bring together educators across disciplines to discuss issues related to community, accessibility, reciprocity, and equity in our teaching/learning practices. In this webinette, Mandy (now, Lead Educational Developer, Digital Pedagogies and Access) will share the context and rationale for developing this programming, reflect on some of the big takeaways so far, and share why this framework is one that can also be used in a classroom context. Watch here.

How do you step away from the lectern and instead focus on scaffolding student engagement and active learning? Join Educational Developer Anita Parker for ideas and strategies for maximizing student self-directedness in your online or blended course. Watch here.

Whether in-person or online, in real time or asynchronous, how you end the semester is important. Summing up the key lessons shapes students’ learning beyond the interactions and tasks of the course. Join CTL’s Cosette and Anita for a range of low-prep fun, engaging, and reflective ways to make the last day count. Watch here.

Hybrid teaching requires an instructor to think, listen, see, speak, move, and breathe at the same time for the entire duration of a synchronous class. It truly is a specialized set of motor skills that can improve with practice over time. In this webinette with CTL's Anita Parker (Lead Educational Developer, Online and Hybrid Instruction and Strategy), we’ll take inventory of the many tasks that an instructor needs to perform simultaneously in the moment, and we'll build a list of realistic strategies to increase the effectives of hybrid teaching. Watch here.

Join CTL’s Everett Igobwa (Lead Educational Developer, Critical Pedagogies and Equity, Diversity and Inclusivity) as he explores the University of Alberta’s Strategic Plan for Equity, Diversity and Inclusivity (EDI). This webinette will outline and overview the eight EDI principles as outlined in the strategic plan, and will focus on the principle of Equity as it relates to teaching and learning. Watch here.

Join CTL’s Everett Igobwa (Lead Educational Developer, Critical Pedagogies and Equity, Diversity and Inclusivity) as he explores the University of Alberta’s Strategic Plan for Equity, Diversity and Inclusivity (EDI). This webinette will outline and overview the eight EDI principles as outlined in the strategic plan, and will focus on the principle of diversity as it relates to teaching and learning. Watch here.

Join CTL’s Everett Igobwa (Lead Educational Developer, Critical Pedagogies and Equity, Diversity and Inclusivity) as he explores the University of Alberta’s Strategic Plan for Equity, Diversity and Inclusivity (EDI). This webinette will outline and overview the eight EDI principles as outlined in the strategic plan, and will focus on the principle of inclusion as it relates to teaching and learning. Watch here.

Join CTL’s Andrea Menard (Lead Educational Developer, Indigenizing Curricula and Pedagogies) and Everett Igobwa, (Lead Educational Developer, Critical Pedagogies and Equity, Diversity and Inclusivity) as they explore the University of Alberta’s Strategic Plan for Equity, Diversity and Inclusivity (EDI). The plan has 8 principles, and this is a series of EDI webinettes. This webinette will outline and overview the 8 EDI principles. Additionally, we will focus on Reconciliation with Indigenous Peoples as it relates to teaching and learning. Watch here.

Join CTL’s Everett Igobwa (Lead Educational Developer, Critical Pedagogies and Equity, Diversity and Inclusivity), and Dr. Joanne Weber (Assistant Professor and Canada Research Council Chair, Tier 2, in Deaf Education) as they explore the University of Alberta’s Strategic Plan for Equity, Diversity and Inclusivity (EDI). The plan has 8 principles, outlined in a series of EDI webinettes. This webinette will provide an overview of the 8 EDI Principles with a focus on accessibility as it relates to teaching and learning. Watch here.

Join CTL’s Everett Igobwa (Lead Educational Developer, Critical Pedagogies and Equity, Diversity and Inclusivity), and Donald Mason (Director, English Language School, Faculty of Education) as they explore the University of Alberta’s Strategic Plan for Equity, Diversity and Inclusivity (EDI). The plan has 8 principles, outlined in a series of EDI webinettes. This webinette will provide an overview of the 8 EDI Principles with a focus on Equality-Substansive as it relates to teaching and learning. Watch here.

Join CTL’s Everett Igobwa (Lead Educational Developer, Critical Pedagogies and Equity, Diversity and Inclusivity), and Evelyn Hamdon (Senior Advisor, Human Rights, Office of the Provost) as they explore the University of Alberta’s Strategic Plan for Equity, Diversity and Inclusivity (EDI). This webinette will outline and overview the eight EDI principles as outlined in the strategic plan, and will focus on human rights as they relate to teaching and learning. Watch here.

Understandably, the university is commonly viewed as a place of endeavours of only the most serious of erudite intellectuals. However, there is considerable value in treating the classroom as a space for play, exploration, experimentation, and even making mistakes–all to aid learning. In this webinette with CTL's Dr. Dalbir Sehmby (Educational Developer, Writing and Multimodal Communication Pedagogies), learn the value of play and some strategies to make the classroom more playful. Watch here.

Students often face hidden barriers to learning that instructors may not be aware of. This webinette will highlight some of these barriers and explain some simple steps instructors can do in their online course to minimize them. Watch here.

This webinette will provide an overview of podcast production and explain the educational benefits podcasting can provide. Watch here.

Whether face-to-face, online, synchronous or asynchronous, using polling software can help engage students and provide feedback to them (and you!) about their learning. In this webinette, Graeme Pate (Lead Educational Developer) will demonstrate some easy-to-implement activities using PollEverywhere. Watch here.

Many courses at the U of A now have a hybrid delivery mode, perhaps located in a hybrid classroom. But what does hybrid mean? And how does it differ from online, blended, or in-person modes? In this session, CTL’s Anita Parker (Lead Educational Developer, Online and Hybrid Instruction and Strategy) will define and clarify these various teaching situations, highlight the opportunities provided by a hybrid format, and provide ideas for teaching successes in classrooms with remote and in-person students attending simultaneously. Watch here.

Technological advances and resources have changed the face of education, but have you found yourself asking: is this worth it? When technology is utilized in a classroom without proper forethought or purpose, it can indeed hinder student learning rather than benefit it. Join CTL’s Chris Borger (Instructional Designer, Technology Enhanced Teaching and Learning) in this webinette to learn about some of the limitations and pitfalls of using technology in the classroom. Watch here.

The ZTC (Zero Textbook Cost) Indicators pilot is now live in UofA’s BearTracks system. Find out more about why and how to identify your course as ZTC with CTL’s Krysta McNutt, joined by Abner Monteiro from the Students’ Union. Watch here.

Taking Pandemic online learning into a flipped classroom for in-class teaching
Sabina Valentine (Agricultural, Life & Environmental Sciences)

This session will share the experiences and observations of transforming the online classroom into the flipped classroom for undergraduate nutrition students. Watch here

Hybrid Teaching and Active Learning: Friend or Foe?
Kim Meszaros & Hani Henein (Engineering)

In this session, we will share our experience with case-based instruction in a 4th-year materials engineering design course. We implemented this active learning strategy in a hybrid format over the Fall 2021 term. Despite a rocky start, the student experience was mostly consistent with that of an in-person classroom. Student self-evaluations about graduation readiness provided us with information about the outcome of our active learning, hybrid teaching efforts. Watch here

Crafting in the Humanities Classroom
Andrea Korda, Priscilla Adebanji, Juliana Carrier (Augustana)

This session on “Crafting in the Humanities Classroom” introduces the concepts of “critical making” (Ratto) and “embodied humanities” (Davis) though a case study of a course offered in Winter 2022 on Modern Art. Instead of studying familiar artworks by Pablo Picasso or Jackson Pollock, students learned about the history of modern visual and material by crafting optical toys, collages, and rag rugs. This session shares strategies for incorporating hands-on making into teaching and learning and considers its benefits for community building, accessibility, and for honing skills in critical reflection. Watch here

‘Gen Z’: Lessons from the Technology Generation on Post Pandemic Education
Kyrie Kuss & Sydney Podgurny (Nursing)

The proposed session will explore and review how technology influences undergraduate education. Literature on how ‘Gen z’ learns as well as the shift in learning continuums due to Covid will be tied together. The overall goal of this session will be to immerse learners in this topic and create discussion points and knowledge to create change in post secondary education. Watch here

Exploring Virtual Teaching Approaches Among Pediatricians During the SARS-CoV-2 Pandemic: A virtual ethnographic study
Marghalara Rashid (Medicine & Dentistry)

We wanted to gain an in-depth understanding of paediatricians' perspectives of virtual teaching using virtual ethnography and field observations, focusing on the following question: How is synchronous virtual teaching impacting and transforming teaching experiences of paediatricians during a pandemic and how will teaching look like moving forward once we are out of COVID pandemic? Watch here

Developing a Digitally Immersive Clinical Experience
Jen Dewhurst, Brian Chwyl & Cody Wesley (Medicine & Dentistry) The Covid-19 pandemic has challenged educators to develop novel technical solutions to several pedagogical and logistical problems. Such problems include 1) teaching clinical skills in a virtual environment, and 2) sharing our clinical role with other health professionals. Immersive video/virtual reality technology allows the viewer an unprecedented viewing experience of almost being there. We have developed two immersive VR videos to meet these challenges. This talk will share our inspiration and experiences developing these projects and where we hope to go from here. Watch here

Creating a New Normal for Work Integrated Learning Advising
Anita Dapaah, Amanda Tam & Fred Mills (Engineering)

During this session we will share our own experiences of advising Co-op operative education students who have been based around the world during this pandemic, sharing the benefits and challenges experienced. Attendees will have an opportunity to ask questions and also share their own experiences and best practices in student advising. Areas for discussion include privacy, equitable access and flexible methods of advising. Watch here

A Secondary Database for Active Learning of Genetics in the Dentistry Program
Nazlee Sharmin & Ava K. Chow (Medicine & Dentistry)

Students at the School of Dentistry study genetics of tooth and facial development through didactic lectures only. There is a growing surge towards applying active learning strategies to teach genetics in higher education. We have developed a secondary database called ‘Genetics for Dentistry’ to use as an active learning tool for teaching genetics in the dentistry program. Currently (phase 1), the database contains human genes involved in enamel and dentin formation. The data can be searched by gene name, protein sequence, chromosomal location, cellular function, and other keywords related to protein and gene function. Students can identify interacting protein partners, find the role of a protein in a metabolic pathway, identify mutations, and access related literature. ‘Genetics for Dentistry’ will be introduced as an active learning tool for teaching genetics at the School of Dentistry. The database-infused activities will supplement the genetics lecture in the dentistry program. We hope that incorporating this database as an active learning tool will reduce students’ cognitive load for learning genetics and make them interested in new branches of science like bioinformatics and precision dentistry. Watch here

A Call to Action: Pedagogies for Career-Integrated Learning and Interdisciplinarity in School Communities
Colleen Knechtel (Secondary Education)

While employers are prioritizing new skill sets such as creative/problem-solving skills, digital skills, skills related to international collaboration, and social/human skills, our education and training systems are simply not keeping pace. Canada is ranked 10th of 36 countries prepared for the demand of future skills (OECD, 2022). How might educators embrace change and collaborate to advance employment opportunities for students in our shifting economy while strengthening school communities during this time of transition? Watch here

No Going Back: Problem-based Learning Pedagogy in the Virtual Space - Demonstrating Integrative Learning through a Stakeholder Roundtable Simulation
Ruth Wolfe, Hector Villarroel Ocando, Falynn Bilyk, Jeff Johnson, Dean Eurich & Jesse Alook (School of Public Health)

Using Problem-based Learning in a graduate-level Master of Public Health course, student teams work to address complex public health challenges, culminating in a team simulation of a Stakeholder Roundtable. Excerpts of three student teams’ recorded Stakeholder Roundtables and reflective Debriefs showcase how the different components of the course build on each other towards an “aha” moment that reflects integrative learning, and reveal the advantages of the virtual space for this type of class exercise. Watch here

Mobile Apps as a Form of Remote Experiential Learning: Replicating empirical findings within cognitive psychology
Ben Dyson (Arts)

To meet the challenge of experiential learning in the context of remote teaching, 8 ‘Flex Labs’ were set up in a 2nd year Cognitive Psychology course. Each lab was delivered via mobile phone and attempted to replicate an historic or contemporary finding (1976 – 2016) related to course content. I will demonstrate the app, discuss the advantages and disadvantages of remote data collection, and, illustrate how our data speak to the 'replication crisis' within science. Watch here

Playfulness to Support Learning, Creating Engaging Learning Artifacts
Jen Dewhurst (Medicine & Dentistry)

This talk will discuss some of the opportunities within teaching that the pandemic has brought to us. It will highlight the opportunity to use content that is currently developed but reimagine it in interesting ways, also allowing for flexible learning environments. Focusing on creativity within pedagogical delivery this discussion will encourage the audience to not necessarily reinvent the wheel but to take advantage of technology and a playful spirit to do it differently and better engage with their students as they do. Watch here

Building Experiential Education Capacity Using a Peer-Assisted Learning (PAL) Strategy: The past, present and future for “making this work” in pharmacy education
Ann Thompson & Michelle MacDonald (Pharmacy & Pharmaceutical Sciences)

Experiential education is a required component of pharmacy education, and across our PharmD programs, approximately 950 placements are planned and delivered annually, with 450 offered in Alberta Health Services sites provincially. Using effective and efficient preceptorship models, such as peer-assisted learning (PAL), have been an important strategy to develop the capacity needed to deliver our programs. The approach used, as well as resources developed, will be shared with the academy. Watch here

Keynote: The Post-COVID Teaching Environment
Alex Usher (Founding President of Higher Education Strategy Associates)
Watch here

A Double Transition: Reactivating The Occupational Medicine Residency Program In Pandemic Times
Quentin Durand-Moreau (Faculty of Medicine & Dentistry)

During this presentation, we will present the collaboration between the UofA and 2 other universities (UdeM and UofT), in delivering academic half day sessions. After a year with our program being inactive, we revisited our curriculum, moved our teaching sessions through Zoom, established new mock exams. This national virtual collaboration is instrumental in strengthening connections between Occupational Medicine trainees and specialists at a national level, which is critical in our small professional community. Watch here

All Group Work is Multicultural Group Work: The Multicultural Learning Pods and Strategies for Intercultural Exchange
Lisa Lozanski, Xiaobing Lin, Heather Seyl Miyashita (University of Alberta International)

In a context of cultural diversity, how can you structure and support group work to encourage cross-cultural exchange and innovation? This session will briefly explore the Multicultural Learning Pods program out of the University of Alberta International and draw out lessons for instructors on how to model mutual cultural adaptation and support all students as they engage in intercultural collaboration. Watch here

Capitalizing on Covid-19 Restrictions to Improve Linkages Between Students and The Real World of Animal Agriculture
Frank Robinson (Faculty of Agricultural, Life and Environmental Sciences)

In Animal Science 101 in the Winter Term of 2021, 48 farmers engaged with the class via Zoom to provide virtual tours of their livestock and poultry farms. Groups of students engaged with farmers in developing animal production units in an 8-week project. Student and farmer responses were very positive and this approach will likely be continued after a return to in-class instruction. Watch here

Challenging Conversation Workshops: Using Zoom to Create Safe(r) Spaces
Teri Charrois, Eleanor Leoni (Faculty of Pharmacy & Pharmaceutical Sciences)

In a new third year pharmacy course, students were provided the opportunity to discuss scenarios and case studies on challenging topics related to death and dying, racism, and gender diversity, using Zoom breakout rooms. Based on the activity feedback, instructors have decided in the upcoming year to continue to use Zoom for these challenging topics, in order to allow the students to feel safe(r) than they might in a live classroom setting. Instructors will discuss how they effectively used the virtual environment for three different potentially challenging topics related to patient care. Watch here

Curating Course Materials: Lessons Learned from Using Open Educational Resources for Remote Teaching
Andrea Korda (Augustana)

In this presentation, art historian Andrea Korda talks about the role of the instructor as a curator of resources, drawing on her experiences using and creating open educational resources (OERs) during a year of remote teaching. She introduces two OERs—the virtual exhibition Photographies and the Crafting Communities website—and takes a fresh look at the value of OERs for both remote and face-to-face teaching. Watch here

Embodied, Engaged, and Experiential Learning in Online Physical Education
Hayley Morrison (Faculty of Education)

Teaching movement-based, curriculum and pedagogy courses is no easy task in an online format. To ensure that embodied and experiential learning were still a key focus in my courses, I developed a teaching strategy and assignment that centered on experiential learning and professional engagement. These experiential learning tasks encouraged students to learn course material while experiencing a variety of outcomes such as developing their own practical pedagogy skills, collaborating with classmates, reflecting in- and on-action, and learning critical thinking and problem-solving skills. Watch here

Engaging International Students Online
Denise Lo, Zuzana Buchanan (Faculty of Extension)

This presentation will give you suggestions and resources on how to engage and support international students online. Some of the points covered will include building rapport, adapting activities to an online class, providing basic language support / resources, and using online tools to engage your students. Lo and Buchanan are experienced language educators at the English Language School, Faculty of Extension. Lo is the recipient of 2020 COVID-19 Remote Teaching Award and Buchanan is the recipient of 2020 Wellness Champions. Watch here

Fishbowls: Promoting Student Engagement & a Safe Atmosphere for Remote Teaching
Janet Wesselius (Augustana)

In this presentation, I will describe and explain how I adapted a fishbowl conversation strategy for remote teaching this past year. I will discuss the outcomes of this strategy for my students and what I learned and will be taking back to my in-person classes, followed by a conversation about what strategies worked for us as teachers and what did not. Watch here

Flipgrid and Padlet: The Perks of Remote Teaching
Houssem Ben Lazreg (Faculty of Arts)

In this presentation, I will explain how I used flipgrid and Padlet to facilitate discussion and collaboration between students.These tools empower teachers and learners to continue their learning, supplement existing teaching methods, and enable new ways of doing meaningful tasks using the target language. They include both synchronous and asynchronous opportunities online.By the end of this presentation, participants will learn how to motivate the learners and stimulate their active engagement with digestible and interesting content. Watch here

Generating Effective Feedback from Online Assessments
Okan Bulut (Faculty of Education)

Compared to paper-and-pencil assessments, online assessments can be more effective in generating and delivering timely feedback for students. ExamVis, a digital score reporting tool designed for eClass, allows instructors to create more effective assessments that can produce personalized feedback for students. In this study, we will demonstrate how to use the ExamVis tool and demonstrate empirical findings from several courses that have implemented ExamVis during Fall 2020 and Winter 2021. Watch here

How The Flipped Class Model Facilitated Transition to Online Learning
Stan Houston, Edwina Veerasingam, Lauren Lindsey (Faculty of Medicine & Dentistry)

This course had previously adopted a "flipped class" model as a method more appropriate to students at a graduate level. This approach and the resources developed to support it facilitated the transition to virtual delivery. We continue to explore strategies to encourage student engagement during synchronous class components. The geographic flexibility conferred by virtual learning is particularly advantageous in a class with many Global Health students. Watch here

How Application of Self-Determination Theory Helped Solve Multiple Pandemic-Related Instruction and Assessment Problems in a Professional Program
Vijay Daniels (Faculty of Medicine & Dentistry)

Self-Determination Theory (SDT) is a theory of motivation that posits that supporting autonomy, competence, and relatedness will lead to more intrinsic motivation with benefits on learning and the emotional response to challenges. The COVID-19 pandemic had significant impacts on the opportunities for medical students to learn essential knowledge and skills as well as increased emotions around mandatory assessments. This session will explore an instructor’s journey through the application of SDT in several pandemic-related challenges with practical applications for all instructors. Watch here

Meaningful Professional Transformation in the Midst of a Pandemic: Teaching with Compassion, Embracing Essential Foundations in Education and Why There is No Going Back
Shereen M. Hamza (Faculty of Medicine & Dentistry)

My vision for the video presentation is to describe my own professional transformation as an instructor, with particular emphasis on my complete change in philosophy regarding assessment (which was the most difficult decision for me, but has turned out to be one of the best and most effective). I shifted from high-stakes mid-term and final exams to creative and practical assignments and open-book assessments based on integrated knowledge from various course topics and lectures. I am also re-introducing compassion in the classroom and share how I intend to carry these new traditions forward in my work. Watch here

Open-Book Higher-Level Thinking Multiple Choice Assessments
Jacqueline P. Leighton (Faculty of Education)

Unless instructors are primarily interested in assessing memory of knowledge and skills, closed book exams are often misaligned with higher-level and critical thinking objectives. Open-book and diagnostic-type (OBD) multiple choice questions with formative feedback can be created and objectively scored in eClass. OBD multiple choice items can be (a) aligned with higher-level thinking objectives, (b) rigorous in terms of item statistics, and (c) objectively scored with meaningful feedback for remediating misconceptions in students. Watch here

Pivoting in 3 dimensions: Combining an Open Educational Resource and a 3D-Printing Project for Visualizing the Earth's Interior
John W. F. Waldron (Faculty of Science)

Our TLEF-supported project aimed to bring 3D-printed models to students using our Open Educational Resource text in Earth Science. The pandemic forced us to pivot to presenting the same models on-screen. In the process we discovered powerful new ways to deliver ideas and skills. We may not go back to pencils and tracing paper when the pandemic is over..Watch here

Putting Students At The Centre Of Their Learning Journey
Johana Zuluaga (Faculty of Agricultural, Life and Environmental Sciences)

Applying human-centered design requires us to change our mindset from “creating a class for the students” to “creating a class with the students”. This presentation discusses different approaches to enable partnership, dialogue, experimentation, and mutual learning in a large, virtual classroom. Watch here

Relationality in the Classroom
Tanya Ball (Faculty of Education)

This presentation discusses Indigenous Ways of Being and Knowing. Specifically, it hones in on the concept of relationality and how it can be incorporated into the classroom. Watch here

Teaching with a Lightboard
Keith Godfrey (Alberta School of Business), Stevan Dubljevic (Faculty of Engineering)

First came the blackboard, then the whiteboard, and now the Light Board. We will show how a Light Board can add interest to your classes and discuss the basics of using one. Watch here

The Development of an Interactive Open Educational Resources Website for Engineering Courses
Samer Adeeb, Lindsey Westover (Faculty of Engineering)

Here is the objective of the OER website as posted here: Engineering at Alberta is committed to providing engineering students with as many resources as possible to facilitate the students’ learning experience. With this in mind, this website was born to provide a platform for educators to publish their open educational resources to help our students and all engineering students around the world in their pursuit of knowledge. The website is arranged in books. Each book presents a set of open educational resources designed for a particular engineering course. The resources could include text, videos, interactive examples, or downloadable content such as code snippets. The material on this website is licensed under a creative commons license. Watch here

Using Student Feedback To Improve Communication Skills In Live Zoom Classes
Sabina Valentine (Faculty of Agricultural, Life and Environmental Sciences)

This presentation will discuss how student feedback can be used to direct student learning for case simulations in a healthcare setting. Watch here

Digital Tools & Literacy

Templating the eClass Learning Experience: Tools, settings and strategies
Bryan Braul, Kim Wardrop, Amanda Magnan & Alex Lomas (Faculty of Extension)

This presentation will highlight the main components of the Faculty of Extension’s eClass course template and discuss the educational benefits of providing a standardized learning environment. Watch here.

Teaching the Concept and the Tool: Lessons in ethical, equitable digital literacy practice
Lydia Zvyagintseva & Kate Cawthorn (Library and Museums)

Teachers interested in developing digitally fluent and ethical scholars of the 21st century are well-positioned to partner with makerspaces and digital scholarship centres to provide meaningful opportunities to unite the subject matter and the praxis of digital methods. This presentation proposes a vision for such partnerships through an intersectional, interdisciplinary lens grounded in constructionist theory and a commitment to an equitable, diverse community space. Watch here.

Online Videos and Augmented Reality in the Higher Education Classroom

Augmented Reality Application to Develop Learning Tool for Students: Transforming cellphones into flashcards
Nazlee Sharmin & Ava Chow (Dentistry)

This presentation explores using Augmented Reality to develop a learning app. Using this app, students will be able to use their cell phones as a flash card to learn and self-test their learning. Watch here.

Implementation of Augmented Reality Teaching Tools in Biomedical Sciences
Paul LaPointe (Cell Biology) & Pierre Mertiny (Mechanical Engineering)

Augmented reality (AR) is an emerging technology with potential to realize cognitive benefits and enhanced student engagement while accommodating diverse learning styles. This presentation discusses the experience with student learning, application and content app design, classroom deployment, and opportunities for institutional support that will bring AR learning tools in to the mainstream. Watch here.

Online Instructional Videos: Best practice and leveraging analytical data
Michael McNally (School of Library and Information Studies), Amanda Wakaruk (Library and Museums), Julia Guy (School of Library and Information Studies), Luc Fagnan (School of Library and Information Studies) & Adrian Sheppard (Library and Museums)

This presentation examines how best practice in the design on online instructional videos can be complemented with insights from analytical data on user engagement from YouTube. Watch here.

Creating a Culture of Academic Integrity and Honesty in Online Courses

Supporting Academic Integrity in Equitable, Diverse, Inclusive Contexts at the University of Alberta
Helen Vallianatos & Mebbie Bell (Student Services)

This presentation provides an overview of academic integrity best practices, a snapshot of the current University of Alberta academic integrity resources, and short-term strategies to pilot new ways of learning about academic integrity. Watch here.

Strategies to Prevent Academic Misconduct in Online Exams
Sabina Valentine (Agricultural Food & Nutritional Science)

This presentation discusses why online courses are especially vulnerable to cheating behaviours, strategies that were implemented in Nutrition 100 to prevent cheating in online exams, and a discussion of how strategies for prevention of cheating in Nutrition 100 can be improved for the future. Discussion of strategies utilized has significant implications for other instructors who use online exams in their courses. Watch here.

Supervised Exams in Online Classes: Experiences, advice, and requests
Timothy Mills (Linguistics)

This presentation discusses how to make closed-book online exams work at the University of Alberta. (This presentation addresses instructors as well as administrators). Watch here.

Recognizing and rewarding excellent teaching: yes it's hard and yes it can be done

Universities continue to struggle with recognising and rewarding excellent teaching, despite over 30 years of exhortations that we should. All universities want their students to have a successful and positive learning experience. Fewer universities consider that rewarding and recognising teaching is critical to achieving this. But how and what to recognise and reward is just as critical. What is excellent teaching and how can universities build a culture to achieve and sustain it?

There is a growing focus on the quality of higher education teaching. There are questions from governments about the quality of teaching in universities and a desire to identify indicators of quality and excellence. Universities recognise they need to reward excellent teaching better but continue to struggle in identifying how to achieve it. In Australia, as elsewhere, universities have been working towards clarifying their criteria and expectations as to what constitutes excellent teaching, as well as clarifying their research and service expectations and criteria. They are reviewing their policies and practices to enable their teachers to access development and support to build quality practices and to provide a pathway for teachers to be rewarded through promotion, with a number of universities now promoting their excellent teachers to professor level.

This presentation will provide an overview of the work that is taking place in Australia on defining criteria and standards for excellence in teaching, research and service, and with the goal of making an impact on students’ learning and engagement. However, these on their own are not sufficient to achieve lasting change if they are not embedded into institutional systems and processes and monitored using powerful indicators of impact. Strategic academic leadership at different levels within the university is required if a whole-of-institution culture change is to be achieved. Watch here.

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. Watch here.

Featuring Dr. Vincent Bouchard, Mathematics & Statistical Sciences, University of Alberta

Explore the teaching practices and philosophies of some of the University of Alberta’s most excellent teachers. The instructors profiled engage learners in meaningful ways with approaches to teaching that create significant learning experiences for students. Watch here.

Featuring Dr. Charles Lucy, Chemistry, University of Alberta

Explore the teaching practices and philosophies of some of the University of Alberta’s most excellent teachers. The instructors profiled engage learners in meaningful ways with approaches to teaching that create significant learning experiences for students. Watch here.

Featuring Dr. Catherine Kellog, Political Science, University of Alberta

Explore the teaching practices and philosophies of some of the University of Alberta’s most excellent teachers. The instructors profiled engage learners in meaningful ways with approaches to teaching that create significant learning experiences for students. Watch here.

Featuring Dr. Kisha Supernant, Anthropology, University of Alberta

Explore the teaching practices and philosophies of some of the University of Alberta’s most excellent teachers. The instructors profiled engage learners in meaningful ways with approaches to teaching that create significant learning experiences for students. Watch here.

Featuring Dr. Catherine Kellog, Political Science, University of Alberta

Explore the teaching practices and philosophies of some of the University of Alberta’s most excellent teachers. The instructors profiled engage learners in meaningful ways with approaches to teaching that create significant learning experiences for students. Watch here.

Featuring Dr. Masoud Ardakani, Electrical And Computer Engineering, University of Alberta

Explore the teaching practices and philosophies of some of the University of Alberta’s most excellent teachers. The instructors profiled engage learners in meaningful ways with approaches to teaching that create significant learning experiences for students. Watch here.

Featuring Dr. Jolanta Lapiak, University of Alberta

Explore the teaching practices and philosophies of some of the University of Alberta’s most excellent teachers. The instructors profiled engage learners in meaningful ways with approaches to teaching that create significant learning experiences for students. Watch here.

Featuring Dr. Doug Gleddie, Elementary Physical Education, University of Alberta

Explore the teaching practices and philosophies of some of the University of Alberta’s most excellent teachers. The instructors profiled engage learners in meaningful ways with approaches to teaching that create significant learning experiences for students. Watch here.

Featuring Dr. Samira ElAtia, Campus Saint-Jean, University of Alberta

Explore the teaching practices and philosophies of some of the University of Alberta’s most excellent teachers. The instructors profiled engage learners in meaningful ways with approaches to teaching that create significant learning experiences for students. Watch here.

Featuring Dr. Samira ElAtia, Campus Saint-Jean, University of Alberta

Explore the teaching practices and philosophies of some of the University of Alberta’s most excellent teachers. The instructors profiled engage learners in meaningful ways with approaches to teaching that create significant learning experiences for students. Watch here.

Includes an overview of the program and why you would want to use it as well as a demonstration of adding the bookmark tool to your browser. 

After watching the video, it is recommended that you register for the reading list service and - add the bookmark tool to your browser. Watch here.

This video will cover creating your list and dividing it into sections as well as an explanation of sections, notes, and references. Note: Prior to watching this session it is recommended that you:

• view the first video in this series,
• register for the reading list service and - add the bookmark tool to your browser.

There’s no doubt eClass plays an integral role for most instructors. In this webinette, our CTL experts will explain some of the formatting options worth considering when setting up your course, including linking to the new reading list feature. Watch here

Opening Prayer, Welcome And Opening Remarks
Elder John Bigstone & Tommy Mayberry (Executive Director, CTL)

A Call To Action: Centring Indigenous Methodologies And Approaches
Part 1, Part 2, Part 3
Andrea Menard (Lead Educational Developer, Indigenizing Curricula and Pedagogies)

Community Conversation: Building Meaningful Relationships In Your Classroom
Mandy Penney (Lead Educational Developer, Digital Pedagogies and Writing Across the Curriculum)

Educational Leadership Session: Planning and Implementing Departmental Changes to Programming and Teaching Practices
Cosette Lemelin (Assistant Director, CTL)

Let's Learn…Hybridly!
Anita Parker (Lead Educational Developer, Online and Hybrid Instruction and Strategy)

Mirror, Mirror: Building Reflective Capacity In The Contemporary Classroom
Mandy Penney (Lead Educational Developer, Digital Pedagogies and Writing Across the Curriculum)
Dalbir Sehmby (Educational Developer, Writing and Multimodal Communication Pedagogies)

Mirror, Mirror: Criticality, Personal Narrative, And Reflective Teaching
Brad Ambury (Lead Educational Developer, Assessment and Evaluation)

Organizing Your Online Teaching Environment And Establishing Your Instructor Presence
Bryan Braul (Lead Educational Developer, Educational Technology Instruction and Strategy)
Gian Marco (Educational Technologist)
Christopher Borger (Instructional Designer)

What Is EDI—And How Can We Weave EDI Principles Into Our Practice (Learning And Teaching)?
Everett Igobwa (Lead Educational Developer, Critical Pedagogies and Equity, Diversity and Inclusivity)

Keynote: Assessing Our Impact on Students' Learning: Becoming a Critically Reflective Teacher
Stephen D. Brookfield

Keynote: Why Students Don't Learn What We Think We Teach
Robert A. Duke, University of Texas

How Can CTL's Resources Help You Reflect?
Krysta McNutt, Open Education Lead, CTL

Effective Pedagogy Using New eClass Tools
Anita Parker, Educational Developer, CTL

Assessing Our Students’ Metacognition and Critical Reflection
Tommy Mayberry, Executive Director, CTL

Harnessing the Hybrid Classroom: Using Indigenous teaching praxis to increase student engagement
Jennifer Ward, Lead Educational Developer, CTL

Blended Learning: What is my preferred blend? Merging COVID with post-COVID teaching
Anita Parker, Educational Developer, CTL
Lisa Stein, Professor, Faculty of Science
Graeme Pate, Lead Educational Developer, CTL

Fostering Civility, Communication, and Trust in Synchronous Zoom Classes Online
Cosette Lemelin, Assistant Director, CTL

Learn more about the Online Teaching Institute

Opening Remarks
John Nychka, Vice-Provost (Learning Initiatives)

Keynote: Gender Pronouns, Teaching and Learning, and Cultures of Respect
Tommy Mayberry, Manager of Outreach and Recruitment at St. Jerome’s University at the University of Waterloo

Metacognition: Developing successful learners in remote learning environments
Dr. Greg Thomas, Professor, Secondary Education

Engaging Your Students with Online Readings
CJ de Jong, Access Services Coordinator, Librarian & Kim Frail, Public Services Librarian

Creating an Engaged Remote Learning Environment while Remaining Equitable, Diverse and Inclusive
Jen Ward, Educational Developer, Indigenous-Focused

Using Self-assessment in Online Classes to Promote Students’ Learning
Ellen Watson, Senior Educational Developer, Assessment

Classroom Management in Zoom and eClass: The Importance of an Impactful Virtual Teaching Presence
Cosette Lemelin, Assistant Director

Synchronous Teaching: Moving Beyond the Q&A
Graeme Pate, Educational Developer, Technology

Learn more about the Online Teaching Institute

This video provides examples of open teaching (also known as open educational practices (OEP) or open pedagogy). Watch here

University of Alberta Open Education

Elder's Prayer & Opening Remarks
Elder Francis Whiskeyjack and Tommy Mayberry, CTL Executive Director (University of Alberta)

March 7—Open Pedagogy Lightning Talks

Using OEP to Engage First Year Biology Students—Online!
Annie Prud'homme-Genereux (Capilano University)
Verena Roberts (Thompson Rivers University)
Natasha Ramroop Singh (Thompson Rivers University)

Lessons Learned on Our Test Drive: Iterative Development of Wordpress ePortfolios Jamie Drozda (Thompson Rivers University)
Brenna Clarke Gray (Thompson Rivers University)

Using Student Open Pedagogy Projects to Improve OER Design
Yang Wu (Clemson University)

March 8—Middle of the Open Road
Dan Cockcroft (Athabasca University)
Josie Gray (BCcampus)
Alexandre Enkerli (Collecto)
Emily Carlisle-Johnston (Western University)

March 8—Open Pedagogy Lightning Talks

Open Pedagogy in the Trades
Chad Flinn (Medicine Hat College)

Open Anthropology: OERs, Open Pedagogy, and Accessibility in Anthropology
Jan Newberry (University of Lethbridge)

March 8—Zero Textbook Cost Panel
Karsten Loepelmann (University of Alberta) 
Chaten Jessel (University of Calgary)
Urooj Nizami (Kwantlen Polytechnic University)
Verena Roberts (Thompson Rivers University)
Brenda Smith (Thompson Rivers University)
Sona Macnaughton (Red Deer Polytechnic)
Caitlin Ratcliffe (Red Deer Polytechnic)
Ann Ludbrook (Ryerson University)

March 9—Educational Technologies for Open Pedagogies 1
Cal Murugu (Brock University)
Tim Ribaric (Brock University)

March 9—Open Pedagogy Lightning Talks

Integrating an OER: A True Learning Adventure
Jacqueline Lyndon (Southern Alberta Institute of Technology)

Creating a Computational-Science Platform at the University of Eswatini
Peter Berg (University of Alberta)
Harshil Vyas (University of Alberta)
Joseph Menezes (University of Alberta)

University of Calgary Digital Archives and Curriculum Project
Laura Koltutsky (University of Calgary)
Emilee Bews (University of Calgary)

March 9—The OEA Story: Leading the way in open educational publishing in Alberta Panel
Sona Macnaughton (Red Deer Polytechnic)
Christie Hurrell (University of Calgary)
Laura Gunn (Medicine Hat College)
Oscar Vergara (NorQuest College)

March 10—Open Education and UDL Meet Course Design
Verena Roberts (Thompson Rivers University)
Josie Gray (BCcampus)

March 10—Open Pedagogy Lightning Talks

Into the Open: Podcasting as a Medium for Open Networking, Co-designing, and Knowledge Building
Nicole Neutzling (University of Calgary)

DigitalNWT: Open Digital Literacy Education for and with Northern Communities Belinda Ongaro (University of Alberta) Deanna Taylor (University of Alberta)

Creation of a Fully Open Course in Environmental Geology
Steven Earle (Thompson Rivers University)
Verena Roberts (Thompson Rivers University)

March 10—Educational Technologies for Open Pedagogies II
Lisa Gedak (Kwantlen Polytechnic University)
Robin Leung (Kwantlen Polytechnic University)
Chris Ryan (Kwantlen Polytechnic University)
Urooj Nizami (Kwantlen Polytechnic University)

March 11—Evaluating Open Pedagogies & Quality
Tim Carson (BCcampus)
Sally Vinden (Vancouver Island University)
Lucy Griffith (Vancouver Community College)
Nicole Rehn (New Brunswick College of Craft and Design)
Chad Flinn (Medicine Hat College)

March 11—Open Pedagogy Lightning Talks

The Integration of Leadership, Art & Sustainability through Community Art; Open Curriculum
Dawne Bringeland (Thompson Rivers University)

Research on Open Pedagogy Practices and Student Engagement
Elena Antoniadis (Red Deer Polytechnic)

Open Licensing: An Infrastructural Element of OER
Amanda Wakaruk (University of Alberta)

#EdTechEthics - Pressbook Launch - Version 2
Barb Brown (University of Calgary)

Keynote: Local to Global: Values of Open Education
Dr. Constance Blomgren, Associate Professor, Centre for Interdisciplinary Studies, Athabasca University.

OpenEd Lightning Talks #1

• Samer Adeeb, Professor, Civil and Environmental Engineering
• David Hay, Teacher, Elk Island Public Schools; Callysto Ambassador, Cybera
• Michael McNally, Associate Professor, Faculty of Education, School of Library and Information Studies, University of Alberta
• Valentin Villatoro, Curriculum and Instruction Specialist, Northern Alberta Institute of Technology
• Joerdis Weilandt, Teaching Development Facilitator

5 Lessons from OER Policy
Jessica Norman, OER Librarian, Southern Alberta Institute of Technology

Open Pedagogy, Collaboration, and Community
Michael Dabrowski, Academic Coordinator, Spanish, Athabasca University

Copyright and OER
Amanda Wakaruk, Copyright Librarian, University of Alberta

Pressbooks: Your Springboard to Interactive Learning

• Debbie Feisst, Education and Arts Librarian, University of Alberta Library
• Kim Frail, Education and Arts Librarian, University of Alberta Library
• Denis Lacroix, Librarian, Rutherford and Bibliothèque Saint-Jean, University of Alberta Library
• Lauren Stieglitz, Science Librarian, University of Alberta Library

OpenEd Lightning Talks #2

• Michelle Brailey, Digital Initiatives Projects Librarian, University of Alberta Library and Museums & Christie Hurrell, Associate Librarian, Digital Library & Research Technologies, University of Calgary
• Heather Caverhill, PhD candidate in the Department of Art History, Visual Art and Theory at the University of British Columbia & Andrea Korda, Assistant Professor (Visual Art), University of Alberta
• Mary Greenshields, Librarian, University of Lethbridge
• Greg Thomas, Professor, University of Alberta
• Richard Zach, Professor, University of Calgary

Wikipedia in the Classroom
Sarah Severson, Digital Initiatives Projects Librarian, University of Alberta Library

Panel: Considerations in Creative Commons, Copyright, and OER

• Janice Kung (Health Sciences Librarian, University of Alberta)

Panelists:

• Michael McNally, Associate Professor, Faculty of Education, University of Alberta
• Meera Nair, Copyright Officer, Northern Alberta Institute of Technology
• Amanda Wakaruk, Copyright Librarian, University of Alberta

Open-Inspired Midday Yoga
Anita Parker, Educational Developer, Centre for Teaching and Learning

OpenEd Lightning Talks #3

• Elena Antoniadis, Ph.D.; Instructor, Red Deer College
• Dr. Claudia Kost, Associate Professor of German and Applied Linguistics, University of Alberta
• Stephen Lane, Science Education SME - Physical Sciences, University of Alberta
• Nicole Neutzling, MEd Student, University of Calgary & Joel Templeton, MEd Student, University of Calgary
• Dr. Verena Roberts, Adjunct Assistant Professor, Werklund School of Education, University of Calgary

Preparing Elementary Teachers to Curate, Adapt and Use OERs in Mathematics Education
Steven Khan, Assistant Professor, Brock University

Learn more about Open Education at the University of Alberta

Would you like to consider a different option from the traditional closed-book exam? CTL's Alternatives to a Closed-Book Exam video explores some often ignored but just as effective ways to assess your students' skills and knowledge. Watch here.

The following video takes viewers through a flow-chart which examines the considerations that instructors should take as they plan to assess group work. Watch here.

This video will give you some foundational information on assessment which can help you identify the method which works best for you and your course. Watch here.

In this video, instructors will learn about writing multiple versions of multiple choice questions and then how to create versioned exams in eClass. Watch here.

As educators, we aim to create the classroom conditions through which students can learn and thrive as whole, embodied humans. However, the ongoing pandemic has highlighted the systemic barriers faced by disabled students - and educators - across post-secondary institutions. In order to resist the exclusion of disability in our spaces and communities, we must meaningfully reflect and take action on access through a justice-oriented lens. This means moving beyond simplistic and medical frameworks of accommodation and inclusion and towards understanding our communities as complex and unique in each instance. Now, more than ever, we need to reflect on how we can support and advocate for pedagogies of care and access. We invite educators across the University of Alberta (including instructors, graduate students, and parafaculty staff) to participate in a facilitated panel conversation on access and disability justice in teaching and learning.

Panelists:

• Dr. Jeff Preston, Associate Professor of Disability Studies, King’s University College
• Billie Anderson, PhD Student in the Faculty of Information and Media Studies, Western University
• Danielle Lorenz, PhD Candidate in the Faculty of Education, University of Alberta

Watch here.

A good discussion can be difficult to foster—especially online; it starts with good questions. In this webinar, participants will engage in asynchronous discussion (using eClass forums) for one week on the topic of good questions in the classroom. This will be followed by a synchronous discussion about best practices in using discussion in online courses. Participants will experience online discussion forums from the student’s point of view and evaluate strategies to develop good discussions in their online courses. Watch here.

Read the transcript here.

Explore additional resources on engaging and managing your class.

Over the past year, many questions about assessing students in online and remote environments have surfaced. Should instructors use proctoring software? If they choose not to, how can they assess students and maintain academic integrity? Can instructors assess students in large, remote classes without proctoring software and without exponentially increasing their marking workload? In this webinar, participants' will have the opportunity to share their experiences, successes, and less than successful attempts with assessing large courses online. Drawing on these experiences and participants' questions, evidence-based and practicable strategies to assess students in large, online courses will be provided. Watch here.

Centre for Teaching and Learning Executive Director, Dr. Tommy Mayberry sits down with the U of A English Language School to answer questions about using gender pronouns and creating inclusive spaces at the university. In this personal interview you can learn about:

0:00 Tommy Mayberry
00:33 Using different pronouns
02:35 Singular "they" in practice
02:48 Gender pronouns in academia
03:26 Reasons for sharing pronouns
05:03 Ways to share your pronouns
06:18 How to ask respectfully
07:22 Practicing respectful language
08:29 Going beyond the language

Promoting cultures of respect in academia contributes to a positive and inclusive learning environment that supports student success and fosters academic excellence. Watch here.

As we continue to instruct online, our bodies and minds are experiencing strain. This video explores questions such as "What is online fatigue?" and "What is causing online fatigue?" Vocal instructor Jennifer Spencer discusses vocal health, vocal fatigue, how our voices are reacting to the increase of working online and shares strategies on how to reduce online fatigue. Watch here.

The unedited full conversation with vocal instructor Jennifer Spencer can be viewed here: https://youtu.be/XBZiq5f4eQY

This video explores: What a rubric is? What types of rubrics exist? What to consider during creation? When to share your rubric? and the benefits rubrics provide. Watch here.

Read the transcript here.

How often should instructors be responding to emails? How available should instructors be to students during online learning? How can I connect with my students without being too informal? How can I teach online without spending all of my time on one course?

These are all questions that instructors need to answer when they teach online. In this webinar, participants will discuss how they’ve responded to these questions and hear what experts in education have to say about setting healthy boundaries while teaching online. Participants will leave the session with concrete, evidence-based strategies they can use to set up and maintain these boundaries in their courses. Watch here.

Learning outcomes are most effective when they are used in conjunction with planning your teaching inputs and your assessments. Watch here.

Read the transcript here.

This playlist features videos answering the questions posed for our webinar "Synchronous or Asynchronous: Deciding What Students do on Their Own Time and What is Done Together" held on June 16 and June 25, 2020. Watch here.

In this video, instructors will learn about writing multiple versions of multiple choice questions and then how to create versioned exams in eClass. Watch here.

The purpose of this video is to provide an exemplar of what a course on eClass may look like, why and how it is setup a certain way. Watch here.

This video will discuss how to override an individuals course total in eClass Gradebook. Watch here.

This video will show you how to change your course format from topics format to collapsed topics format in eClass. Watch here.

This video discusses how to use eClass effectively for online learning. Watch here.