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Learn Together Collaboratory - Next Steps

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British Columbia Post Secondary Teaching & Learning Centres - Learn Together Meeting
November 29, 2010

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Learn Together Collaboratory - Next Steps

  1. 1. Teaching & Learning Centres Learn Together Meeting November 29, 2010 Wireless Internet access Account ID: sfuvan13-guest Password: sTibFukp
  2. 2. Agenda 1. Welcome & purpose of the day 2. Teaching & learning centre updates 3. Learn Together Collaboratory initiative summary to date o 6 areas of collaborative development o Look at web site & review implementation 1. Discuss & assess fit with teaching and learning centre goals/needs 2. Identify changes needed and additional areas of collaborative development 3. Map out next steps and a way forward
  3. 3. Teaching & Learning Centre Updates • Goals • Activities • Developments • Needs • Collaborative work with other T&L centres?
  4. 4. Learn Together Initiative Summary • Janice Johnson surveys professional development needs across post secondary for BCcampus & report published • 2007 Online Program Development Fund includes professional learning and targets $25OK for proposals • Comments from the evaluation team indicate a need for greater collaboration, coordination, sharing, and use of professional development initiatives across the entire public post secondary system • Approx. $125K set aside for ETUG, UCIPD, NedNet for a collaborative project • Meetings with reps from all three groups organized to define common aspirations/needs More details at
  5. 5. Learn Together Initiative 1. Communication and dissemination 2. Shared resources* 3. Expertise inventory 4. Learning Paths 5. Research (scholarship) 6. Leadership, Advocacy, & Celebration (showcase) Six areas of collaborative development defined: * Shared resources ended up being merged with communication & dissemination
  6. 6. Communication, Dissemination & Shared Resources 1. Calendar of events – contribute to and be aware of – can include meetings (e.g. UCIPD → shared PD) 2. Resources we’ve created; sharing information related to speakers, etc. 3. Testimonials 4. Weblinks 5. Inventory/directory of experts 6. Books articles 7. Streaming video 8. Podcasts 9. What’s local, what’s beyond 10.Credential/courses 11.Comparison chart – different PD opportunities
  7. 7. Communication, Dissemination & Shared Resources Rationale • Minimize duplication of efforts in searching for resources • Maximize capacity to serve educational development needs • Increase awareness of: – What’s happening with the other groups – Existing, relevant resources (e.g. including “lost” C2T2 provincial) – Foster a community of sharing • The pooling of resources may in itself help to create a sense of community • Share “higher-quality/credible” resources – Collaboration may create a higher-quality of resource • Allow members of the three groups to raise issues stemming from our practice and engage in discussion
  8. 8. Communication, Dissemination & Shared Resources Result
  9. 9. Expertise Inventory • Name • Areas of interest • Contact info • Description of expertise (knowledge, skills, experience, etc.) • Resources shared (link to resources section) • Description of what you’re willing to do (e.g. take phone calls, lead workshops, travel, etc. • Relevant background/why I’m offering to do this, quid pro quo – exchange/fee/etc. (please contact to discuss fees), • Contacts for individuals working in same roles in different teaching & learning centres Create a searchable expertise database to include:
  10. 10. Expertise Inventory Rationale • Better use of expertise • Avoid duplication of services • Enhance accessibility • Identify gap in expertise • Share services across institutions with different levels of resources • Recognize & acknowledge existing expertise among individuals working at institutions in BC • Increasing options for professional development • Building capacity across institutions among learning centre personnel • Helps ameliorate turnover issues • Enables people going off secondment in this area to keep working there – ensuring expertise is not lost & people are able to continue working in areas of interest to them • Links faculty to faculty across institutions (eg business schools – bring in people from other institutions to add to what you can offer)
  11. 11. Expertise Inventory Result
  12. 12. Learning Paths • Provide a series of ‘maps’ for accessing collaboratory resources & services, matching services to individual professional development needs, & providing a means of recognizing and credentialing efforts put into professional development, based on competency profiles for different roles across institutions • Tool using online needs assessment to act as gateway to what is available through the collaboratory for individual users - links to example learning paths • Sample learning paths for each role at beginner, intermediate, expert levels • Recognition (including PLAR) • Flexibility, inclusivity, transferability • Progressive build-up of expertise – increasing levels of competency • Electronic passport
  13. 13. Learning Paths Rationale • Supports teaching portfolios • Aids in PD planning • Provides tangible evidence of progress • Captures both formal & informal learning • Meets needs/objectives of participants
  14. 14. Learning Paths Result Electronic Passports of Participation: A Provincial Approach to Encouraging and Recognizing Faculty Professional Development Partners: University of Northern British Columbia, Vancouver Island University, Simon Fraser University, Camosun College, University of British Columbia Project: Design and develop a passports of participation system and registry that records and celebrates participation in professional development events.
  15. 15. Research (scholarship) 1. Share and disseminate scholarly approaches to teaching and learning throughout BC 2. Develop PD processes/SoTL 3. Leverage partnerships for SoTL funding "Purposeful academics & accidental teachers” This project will:
  16. 16. Research & Scholarship Rationale • Access to ideas/concepts/tools • Dissemination • Research partnerships for public post secondary • Reflective and rigorous approaches to teaching and learning • Clarification of multiple ways of knowing, layers of effective teaching/scholarly teaching/ SoTL • Inter-disciplinary, cross-disciplinary, and disciplinary perspectives • Rethinking and enhancing learning and teaching • Models of practice
  17. 17. Research & Scholarship Results
  18. 18. Research & Scholarship Results Authentic Assessment and Evaluation in Online Environments Partners: Royal Roads University, Vancouver Island University, University of British Columbia, Camosun College Develop and deliver a new online course that will provide BC educators with enhanced skills and knowledge on how to design and use authentic forms of assessment in online learning environments. First Nations Pedagogy for Online Learning Partners: Nicola Valley Institute of Technology, Kwantlen University College Develop collection of best practices in support of creating and implementing online learning opportunities for aboriginal learners. Development will include 4 resources; mixed mode courses, implementing active learning strategies, teaching and facilitating online courses, and instructional design for online courses. Initiative supports ongoing dialogue and sharing across institutions. Instructional Video Series in Post-Secondary Teaching: Art of Teaching – Inquiry Learning Partners: Vancouver Island University with Vancouver Island Educational Developers Alliance (Royal Roads University, University of Victoria, North Island College, Camosun College) Publish and disseminate an instructional video on The Art of Teaching to all BC post secondary institutions. Write, film, develop and publish a second Art of Teaching video on Inquiry-based Learning.
  19. 19. Research & Scholarship Results Culturally Diverse Learners – Video/DVD Project Partners: Thompson Rivers University Develop a set of four professional learning videos around cultural differences and learning environments dealing with academic integrity/writing skills, group work/communication, participation/learning styles, and assessment strategies. Online Development Instructor Skills Workshop Partners: Vancouver Community College, BCIT, Capilano University, Douglas College, Kwantlen Polytechnic University, University of British Columbia Develop 20-25 hour workshop that helps instructors get up and running teaching web-based courses. Workshop will provide participants with instructional design principles for online teaching including; instructional objectives online, using webquests, using BOPPPS to develop an active lesson plan, evaluating prior knowledge, using online and Web 2.0 instructional aids, student participation online, online questioning techniques, giving feedback in online environment.
  20. 20. Research & Scholarship Results Facilitating Learning in Synchronous Environments Partners: Royal Roads University, University of Northern British Columbia Develop a new 3 credit, 12 week online course that provides educators with enhanced skills and knowledge on how to facilitate learning using synchronous technologies in face-to-face, blended, and online learning environments. Enhances educator skill in designing and delivering learning activities using synchronous learning to produce real-time learning activities that stress active learning and community-based engagement. Case Studies in Innovative Educational Technology Use Partners: University of Victoria, Simon Fraser University, Vancouver Island University, Royal Roads University Develop an open access web-based series of case studies that profile instructors who use educational technologies in effective and innovative ways. Includes 10 case study videos from expert instructors, 15-20 video snapshots of technology use demonstrating innovative pedagogy in practice, online assessment tools, a workshop series and other aids.
  21. 21. Leadership, Advocacy, & Celebration (showcase) • Models of faculty development / institutional awards / recognition / provincially, other types of awards compare to other provinces • Database for funding / SoTL awards / workshops/degrees • Design and develop mentoring and faculty development skills through partnership and collaboration • Build strategic advocacy plan • Best practices with teaching and learning centres
  22. 22. Leadership, Advocacy, & Celebration (showcase) Rationale • Share leadership and capacity building • Advocacy for professional development and targeted funding across the BC system • Celebration & recognition • Share best practices • Develop faculty developers to champion scholarly approaches to teaching and learning
  23. 23. Leadership, Advocacy, & Celebration (showcase) Results Nancy Randall and team 2010 2010 campus-based professional development study. In development. The 2010 study will describe the range of faculty development models as implemented in BC, as well as descriptions of the varying missions, mandates and organizational structures.
  24. 24. Learn Together Collaboratory Review ideas into action …