Presentation about the Ontario Extend professional learning program. CNIE 2018 Conference. Laurentian University, Sudbury, Ontario.

1. 1
Ontario Extend
Rethinking the Skills and Attributes Required
by Empowered Educators
Valerie Lopes and David Porter
Unless otherwise noted, this work is licensed under a Creative Commons
Attribution Non-Commercial Share Alike license. Feel free to use, modify,
reuse or redistribute any or all of this presentation.

2. 2
Professional challenges
often trigger deeper thinking about
teaching and learning designs…

3. 3
Engage and Teach these students about…

4. 4
opportunity
Build capacity for online learning development
and teaching among faculty, instructors, and
instructional developers from smaller
institutions across Ontario, who are building
their capacity but challenged to be competitive
within the eCampusOntario funding processes.

5. 5
We are
Minoo
Provide a support system for post secondary
educators that will allow them to:
• Explore and evaluate a range of existing and
emerging technologies for effective online learning,
teaching, and facilitation.
• Acquire the necessary, additional skills, strategic
knowledge, and experiences to effectively design,
develop and implement online programs and
courses following current trends (such as OER).
• Plan, design, and implement effective and engaging
online programs and courses that meet institutional
needs.
opportunity

6. 6
the Questions
What is the capacity of
smaller institutions to
increase the innovative
use of online and
technology enabled
learning?
What is needed to
support the personal
empowerment of
faculty and to make
their own choices
about tech-enabled
learning?
How do we build
that capacity?

7. 7
What we Needed to do
Explore skills, knowledge,
and attributes that might
extend our teaching and
learning practices in
technology-enabled
environments
Assemble resources,
design and develop a
prototype program for
either face-to-face,
blended or online
learning for professional
development
Work with all Ontario
institutions to develop
determine 5-6 strategic
development modules
that can be facilitated in
face-to-face workshops
or online

8. Prototyping phase

9. What informed the Project
Interviews
- What are some of the key factors that must be in place to build capacity for faculty and those who support
faculty in designing and developing and teaching online and technology-enabled learning experiences?
Meetings and Brainstorming Sessions with Northern Institutions
- What does an institution need to have/do to enable the design, development and delivery of effective
technology enabled and online programs?
- How might we enable growth and innovation of our programs through technology-enabled learning?
Review of Professional Development Models
- @ONE California
- iTeach Alaska
Review of what has already been done in the Province
- Messages sent to ETC and OUCEL listservs asking for input
- Faculty Supports for Online Teaching and Learning (COU 2014)
- HEQCO @Issue Paper No.22 – Research on Technology Enhanced Instruction
Review of International Reports and Initiatives
- All Aboard! (2015). Towards a national digital skills framework for Irish higher education
- JISC (2015) Developing students’ digital literacy
* Bates, A.W. (2015) Teaching in a Digital Age: Guidelines for Designing Teaching and Learning

10. 10
Ontario
Extend
Strategy
Explore skills, knowledge, and attributes that might
extend our teaching and learning practices and
enrich our professional development and scholarship
related to teaching and learning.
Tactic
Design a collaborative approach to knowledge
building, skill development, and resource sharing to
support the technology-enabled learning initiatives
of institutions, their faculty and instructors.

11. 11
Ontario
Extend
Philosophy
The impact on student learning should be the
primary motivator for the creation of technology
enabled and/or online learning experiences
Context
Focus on the skills that are needed in order to make
better decisions about teaching and learning.

12. Simon Bates, University of
British Columbia. CC BY-NC-SA
EMPOWERED
EDUCATOR
THE

13. enlightenment

14. e4
ü explore
ü engage
ü extend
ü empower
Our mantra…

15. 15
The resources created for the project are a
starting point, an activity-oriented set of
challenges that are intended to stimulate
further thought and collaboration. They
provide the context for more deliberate
course design and online pedagogical
practice
Modules
Digital identity is the core of the
DoOO –it’s about creating a digital
presence, learning how to use digital
tools, exploring the possibilities of
digital spaces and defining who you
are online.
Domain of Your Own
Highlights technology-enhanced
learning resources currently in use at
Ontario colleges and universities. The
cases are exemplars of practice.
Casebook of Examples
They are openly licensed and available
for all Ontario post-secondary
institutions to adopt, adapt, reuse or
remix.
CC-BY-NC-SA
License

16. Module Design – A Constructive Alignment Framework
Adapted from Open Educational Resources of UCD Teaching and Learning, University College Dublin
http://www.ucdoer.ie/index.php/Using_Biggs%27_Model_of_Constructive_Alignment_in_Curriculum_Design/Introduction
The Learning Outcomes
Extend Activities
Resources
Measurable outcomes and
objectives are articulated
first. From these, the
activities and resources are
developed.
The activities are designed to
practice the skills that are
required to achieve the
learning outcomes and
objectives of each Module.
The resources are chosen to
support the skills and
activities and to extend the
knowledge about the content
and context of each module

17. 17
An immersive, experiential learning opportunity where the participants are challenged to
teach and learn with different modes and formats, to create and collaborate using digital
technology tools, and to discern what approaches may be used to design significant
technology-enabled learning experiences.
@ontarioextend https://extend.ecampusontario.ca #oextend
We use technology to enable
learning experiences

18. 18
ü Guide to Extend and a Facilitator’s Handbook
ü Modules available on a generic website that can be customized and
deployed by institutions
ü MS Word and PDF versions of the content of the modules
ü Workshop guides and resources

19. 19

20. 20

21. 21

22. 22

23. Reflection and
revisions

24. 24
ü Modified delivery format: one day workshop + virtual participation
ü Multi-week approach to module engagement
ü Three variations on management of domain of one’s own (DOO)

25. 25

26. 26

27. 27

28. 28

29. 29

30. 30

31. 31

32. Design-based Research
Iteration 1

33. 33
Adapted from: Reeves, T.C. (2006). Design research from a technology perspective.
In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.),
Educational design research (pp. 52-66). London: Routledge.

34. 34
Fleming College
March 29, 2018
29 in-person participants – 22 virtually
Extend East
Lambton College
May 8, 2018
33 in-person – 35 virtually
Extend West

35. 35
Research Questions
What pedagogical values
and practice influences
do educator participants
report after their
interactions within the
Ontario Extend
professional learning
program?
What changes or
improvements to the
program design, program
materials or facilitation
strategy / approach to
training do Ontario
Extend participants
recommend?
Other questions?

36. 36
We are using a phenomenological approach to
data collection for an iterative design-based
research study

37. 37
Research Framework
The study is using a
phenomenological
approach to record the
lived experience by
program developers,
program leaders and
participants from recent
Ontario Extend
professional learning
cohorts.
The study is using surveys,
interviews, personal
statements and artifact
collection (including
analysis of additions to
the activity banks by
participants, tweets and
blog posts) as data for
analysis
Thematic analysis
will be used to
display, analyze and
discuss the data,
prior to cycles of
revision and
refinement to the
program elements.

38. 38
References
Bates, A.W. (2015). Teaching in a Digital Age: Guidelines for Designing Teaching
and Learning. Vancouver, BC: Tony Bates Associates Ltd. Retrieved from
https://opentextbc.ca/teachinginadigitalage/
Dahlstrom, E. (June 2015). Educational Technology and Faculty Development
in Higher Education. Louisville, CO: ECAR. Retrieved from
http://www.educause.edu/ecar
European Commission. (January 2017). Transforming higher education: how
we teach in a digital age. Malta: Working Groups on the Modernisation of
Higher Education and Digital Skills and Competences. Retrieved from
https://ec.europa.eu/education/sites/education/files/2016-pla-digital-higher-
education_en.pdf
European Union. (October 2014). Report to the European Commission on New
modes of learning and teaching in higher education. Luxembourg: Publications
Office of theEuropean Union. Retrieved from
http://ec.europa.eu/dgs/education_culture/repository/education/library/repo
rts/modernisation-universities_en.pdf
Fisher, Kenn. (2010). Technology-enabled active learning environments: an
appraisal. CELE Exchange, OECD. Retrieved from
http://www.uwo.ca/wals/pdf/technology-enabled.pdf
Grand-Clement, S., Devaux, A., Belanger, J., & Manville, C. (2017). Digital
learning: Education Skills in the digital age. RAND Corporation and Corsham
Institute. Retrieved from
https://www.rand.org/pubs/conf_proceedings/CF369.html
Grand-Clement, S., Devaux, A., Belanger, J., & Manville, C. (2017). Digital learning:
Education Skills in the digital age. RAND Corporation and Corsham Institute.
Retrieved from https://www.rand.org/pubs/conf_proceedings/CF369.html
James Jacob, W., Xiong, W., & Huiyuan, Y. (February 2015). Professional
development programs at world-class universities. Pittsburgh, PA: Institute for
International Studies in Education. Retrieved from
https://www.nature.com/articles/palcomms20152
Kirkwood, A., & Price, L. (2013). Technology-enhanced Learning and Teaching in
Higher Education: What is ‘enhanced’ and how do we know? A Critical Literature
Review. Milton Keynes, UK: Institute of Educational Technology, The Open
University. Retrieved from https://doi.org/10.1080/17439884.2013.770404
McSharry, B. All Aboard: Digital Skills in Higher Education. Retrieved from
http://www.allaboardhe.ie/stations/
OECD. (2016). Innovating Education and Educating for Innovation: The Power of
Digital Technologies and Skills. Paris: OECD Publishing. Retrieved from
http://dx.doi.org/10.1787/9789264265097-en
Ontario Public School Boards’ Association. (February 2013). A Vision for Learning
and Teaching In a Digital Age. Retrieved from
http://www.opsba.org/SiteCollectionDocuments/OPSBA_AVisionForLearning.pdf
Price, S. (2005). Review of the impact of technology-enhanced learning on roles
and practices in Higher Education. EU Sixth Framework programme priority 2,
Information society technology. Retrieved from
https://telearn.archives-ouvertes.fr/hal-00190147/
U.S. Department of Education, Office of Educational Technology. (2017).
Reimagining the Role of Technology in Higher Education: A Supplement to the
National Education Technology Plan. Washington, DC. Retrieved from
https://tech.ed.gov/higherednetp/

39. 39
References
Englander, M. (2012). The Interview: Data Collection in Descriptive
Phenomenological Human Scientific Research. Journal of Phenomenological
Psychology 43 (2012) pp 13–35. http://phenomenologyblog.com/wp-
content/uploads/2012/04/Englander-2012-The-Interview-Data-Collection-in-
Descriptive-Phenomenological-Human-Scientific-Research.pdf
Huber, M., and Hutchings, P. 2005. The Advancement of Learning: Building the
Teaching Commons. San Francisco: Jossey-Bass.
Hubball, H., & Clarke, A. (2010). Diverse Methodological Approaches and
Considerations for SoTL in Higher Education. The Canadian Journal for the
Scholarship of Teaching and Learning, 1 (1). http://dx.doi.org/10.5206/cjsotl-
rcacea.2010.1.2
Illich, I. (1973). Tools for conviviality. Marion Boyars Publishers Ltd (Dec 10
2001).
http://www.mom.arq.ufmg.br/mom/arq_interface/3a_aula/illich_tools_for_c
onviviality.pdf
Van Manen (1990). Researching lived experience: human science for an
action sensitive pedagogy.
SUNY Press. http://www.sunypress.edu/p-1066-researching-lived-
experience.aspx
Van Manen, M. (2007). Phenomenology of practice. Phenomenology &
Practice, Volume 1 (2007), No. 1, pp. 11–
30. http://www.maxvanmanen.com/files/2014/03/Max-Phenomenology-
of-Practice1.pdf

40. Thank you VERY MUCH