When we tackled the challenge of teaching an undergrad online course using a problem-based learning PBL approach, we were confronted with the problematic of teaching to students spread over different time zones whom we had never meet. We wished to design the course by imagining the student experience rather than focus on the content, like most online courses are designed.

This shift of focus from content-based material to experience-based material required a different approach to designing course material. We imagined authentic ill-defined problems for which students had to provide a concrete solution.

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These problems were presented in the first three weeks of the course and the students had 12 weeks to provide solutions that would solve the problems, but this approach remained as dry as a content-driven course. This is when we decided to place storytelling at the forefront of our design. We will explain how the four elements —that is PBL, storytelling, technology affordances and formative feedback, were weaved together to create an engaging learning experience for the students.

We will also present how students dealt with the elements of surprise that occurred in the narratives and how they helped inform the students about their own PBL experience. Introductory undergraduate engineering classes in programming and problem solving tend to suffer from seemingly insolvably high failure rates. Few would dispute the need for problem-based or active learning for these courses. Yet, little thought has been given to the laboratory, strange in a faculty of engineering where there are 1.

In the past fall semester, a new holistic perspective was taken, prompting a change in the lab environment, its space and its use of instructors and teaching assistants TAs. Past lab practices had students work in rows of computers, working individually on prescribed programming exercises, with TAs wandering about, answering questions by random students whenever asked.

The new vision was to embrace the literature on the value of collaborative and peer learning, with their positive impacts on community, engagement, skill development, and ultimately on content mastery; nicely, the vision coincided with the current direction of Canadian Engineering Accreditation Board CEAB where teamwork and lifelong learning have been defined as two of twelve graduate attributes of an engineering student.

Use of small groups, seating arrangements, dedicated TAs, pre-and-post meetings and even rolling whiteboards were used to promote relationships between students. Despite the large class size, the intent was to create a community for each student, from which — with direction, training and facilitation by the TAs — would re-direct the learning to peers. The instructors — and even the TAs — were removed as the foci of learning, as the content experts and providers. This session will include discussion about the re-organization of the labs.

Lastly, personal reflections on the venture and a dialogue concerning the rationale and evaluation of the work will ensue. Massive open online courses, or MOOCs, are a phenomenon that has been alternately constructed as both threat and saviour for higher education. Some see them as the demise of the traditional university, others as an exciting new learning experience that will extend education to those underserved by traditional institutions. Whether promise or peril, MOOCs are incredibly popular, with millions of participants engaged in thousands of courses.

Most administrators, researchers, and academics involved in higher education agree it is likely that MOOCs will impact current practices and have the ability to revolutionise learning experiences. It is imperative, therefore, that we have research of the highest quality to guide our understandings of, and responses to, the MOOC phenomenon.

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Yet most research conducted so far has been limited both in scope and methodology. There is a preponderance of research looking at drop out rates, characteristics of learners, and patterns of learners. Most of these studies rely on learning analytics and quantitative data, often automatically logged by MOOC platforms, in an attempt to numerically capture the learner experience. While such studies are valuable in establishing generalities, they are limited in their ability to provide deeper understandings of the actual experience of participants. What is missing is research that focuses on the learner as they attempt to learn through this novel technology.

This session reports on the early stages of a research project that explores how participants learn to learn in a MOOC, focusing on the experience of learners as they navigate through the complex information environment found in MOOCs. Learning in networked online environments requires different skills than are used in a traditional classroom, and previous research has identified some of the struggles learners experience: confusion over the roles of students and teachers, a lack of ability to self-regulate their learning, disorientation from working across multiple platforms, and the need for a complex set of digital and social literacies unique to the online environment.

This study attempts to understand how learners negotiate these struggles while also engaging with the content of the course. Drawing on concepts of self-determined learning, sense-making, and networked learning, and combining data from surveys, learning analytics, and a virtual ethnographic approach, this research follows the paths learners take through a MOOC.

By focusing on the experience of participants, we hope to identify the critical literacies, threshold concepts, and types of support that can best help learners in MOOCs successfully attain their goals. As well as providing information, this session will encourage discussion around the complexities of leaning in such massive, information rich, networked environments, with the goal of generating insights that will help educators support students in navigating and succeeding in these new learning environments.

Open access OA is a movement to make knowledge freely and publicly available, typically through unrestricted online access to research literature in the form of journal articles and books Suber, The OA philosophy is most often associated with the dissemination of research findings, with the underlying idea that free and unrestricted access to information and greater sharing of knowledge leads to public benefits, through facilitating the transformation of knowledge into action.

The cultural and academic transformation underway with the adoption of open approaches offers promise to change the way educators create and share these objects. A course syllabus is a tool that communicates course expectations and can improve student learning Johnson, As an institutional document, it also functions to detail how a student will be assessed and the roles that students and instructors play in this process Habanek, Yet while important, a syllabus may be seen as little more than a necessary formality.

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Applying CC BY-SA licenses to class notes makes it clear to students when and how they should share and attribute knowledge gained in class. The CC BY-SA license also provides a framework for collaboration among instructors, such that notes can be shared and developed more collaboratively. We will reflect on ways that OA notes can support a more collaborative teaching culture among instructors. As we review these key issues, we will also seek feedback from participants about potential barriers to and facilitators of OA practices and philosophies in the classroom.

The significance of Universal Design for Learning is growing rapidly in the context of postsecondary education and pedagogy. In order to widen access to learning and create an inclusive learning environment for a diverse student population, university and college campuses in Quebec have started to work with Faculty to implement principles of Universal Design in their teaching practices. Spanning a three-year process, the project culminates in the creation of a user-friendly pedagogical toolkit using a qualitative mixed method action research approach.

Initial research began in the winter semester, semester and is spanning to fall, This is natural because faculty probably learned their specialization in the same way. A constructivist philosophy is called for in this case: a paradigm shift from students who are passive recipients of instruction designed for them to students actively involved in determining their own learning needs are and how they can be met. Enter the field of Instructional Design.

Instructional design is a method of matching learner characteristics motivation, experience, age, attitude, learning style, background, education , to the conditions for learning, especially content. Using the frame of constructivist conditions for learning, this session will explore a model which is an adaptation of Motivation Theory by Keller adapted by de Vincent in Weibelzahl and Kelly.

It demonstrates how effort, performance and consequence are the outputs of both the learner and the organization. If students bring their own inputs learner characteristics and we as the learning organization supply the environmental factors conditions for learning , then ideally the selection of instructional strategies to match the learning goals should address the output of effort, performance and consequences through increased motivation. As an increasing number of institutions in higher education are required to adhere to quality assurance standards set by governments and accreditation agencies, many post-secondary programs must now undergo some form of cyclical review process.

Among the variety of approaches and tools used to review these programs, the process of curriculum mapping is emerging as a particularly helpful option. It maps each course to the program-level learning outcomes, and can often map the level at which each of these outcomes is presented introductory, intermediate, advanced , how the outcome is covered in a given course taught, practiced, assessed , and if assessed, by what means. When complete, this data can provide a fairly accurate image of what actually occurs within a program and what the learning experience of a given student looks like from beginning to end.

Used as part of curriculum design and the support services offered at many Canadian universities, curriculum mapping has proven most effective when it is faculty driven, data informed and supported by curriculum design specialists Wolf, Recently, in the pursuit of making the process of data collection easier, the Centre for University Teaching has been using FluidSurvey as a tool for data collection and analysis. This session will provide an opportunity for faculty members, administrators and curriculum design specialists to discuss and share best practices relating to curriculum mapping and analysis.

Current curriculum review questionnaires used at the University of Ottawa and sample curriculum maps will be shared. It is likely that more than one-third of our students are introverted. This session will provide background on the introversion-extraversion spectrum, information on the learning needs of introverts and extraverts, and opportunities for participants to discuss and share teaching practices for increasing inclusion of introverts in the classroom.

The session will strive to promote instructional philosophy and practice that better meets the learning needs of all students, including introverted students. The session is an invitation to educators to engage with Cain's Quiet Revolt, where contemplation is as valued as participation, where gregariousness is optional, and where introverts are invited to do what they do best. Primary literature is known to be the best source for scientific information. It is often perceived to be inaccessible to an undergraduate audience. The jargon, methodologies and overall structure of a paper can be confusing and overwhelming, often left to senior undergraduates or graduate students.

However, these perceived challenges can be used as effective teaching tools when a structure and scaffold is provided to help students understand how to navigate and digest primary literature. We encourage our students to look to the primary literature not only as a source of reference but also as a fundamental medium for conceptual exposure and understanding. In the second and third years of the Integrated Science Program at McMaster University, we utilize primary literature as a key pedagogical method for teaching conceptual content.

In the second year of the program, key articles are chosen by the instructors, which exemplify the theory and application of important concepts. Articles are discussed in a seminar format, in place of a lecture, facilitated by the instructor. Students are not asked to simply read the paper but select particular sections of the paper to focus upon and provide explanation to the class.

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Students must provide insight on their assigned section in the context of relevance to the topic, the discipline and society at large. For example, during our ecology module we use a paper focusing on mutualisms beneficial interactions between two or more species. The students discuss the paper in the context of ecology and biology and also make extensions to economics and group theory. Through this exercise students learn concepts from the curriculum and also become more familiar with primary literature, its structure and receive a better understanding of scientific methodologies, experimental logistics and communication.

The foundation created in the second year provides a jumping off point for students in third year.

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At this point, students identify and select primary literature pertinent to their project, and lead small, peer groups in discussion. The responsibility taken by the instructor in the second year to facilitate is now placed upon the student. Students must critically evaluate the larger body of literature to identify primary sources that apply to their specific research projects. Additionally, they are tasked with helping their peers understand and appraise the concepts, methodologies and applications of the chosen paper. Use of this pedagogy has received positive feedback from our students.

It has allowed them to take more responsibility in how they learn and gain much appreciation for the communication of science. Students improve their skills in critically evaluating scientific writing and their ability to glean pertinent information from this source. Further, students practice leading others in the understanding and evaluation of sources of information.

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In this session we will share the pedagogy and processes we have used as well as communicate some of the lessons we have learned from using primary literature as a key pedagogical technique. We will also challenge participants to think of situations where they can apply similar techniques in their own courses. This session will share the insights gained about teaching during a scholarship of teaching and learning inquiry exploring student learning in an undergraduate studies course. As teachers from different backgrounds, our learning and growth began when we came together to explore a series of learning questions and reflective journals completed by students in our classes.

During data analysis, we became part of a process of transformation and growth; realizing our students were offering valuable lessons about not only the design and delivery of the course, but also about our teaching. We shared teaching approaches and styles with each other through the information we gathered for our research: student feedback within learning questions, assessments used in the course, and feedback provided to students. Our insights resulted in a powerful experience that changed the way we viewed our teaching and the course, and resulted in adaptations to course design and delivery.

At times it felt like an endeavor where we were taking a risk, other times an experience of affirmation, but most importantly it developed into a unique means for learning about teaching and ourselves.



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In this session, two teachers share how collaborative research impacted their future teaching experiences and delivery of an undergraduate studies course. Lessons learned from students during the research process will be explored through a description of the inquiry, the data collected and insights gained during the data analysis process. Adaptations to course assessments as a result of the research will also be shared. Finally the impact of the group research process and its data analysis process will be identified.

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Participants will have the opportunity to reflect on the information presented and discuss the impact it may have on their personal growth, teaching, and course development. The lessons students teach and their opportunities for transformation will also be explored. Dialogue about the importance of these lessons and how research facilitates learning opportunities will conclude the discussion. This session will be about the use of individual learning plans in the classroom.