Description
Join us for three research talks by doctoral students taking part in the advanced Certificate in University Teaching (CUT) program, and find out more about the educational research interests of your fellow graduate students across campus. This will be a 1.5 hour-long session that will count toward your Fundamentals workshop credit.
Immersive assignment options in traditional post-secondary classrooms (research presentation; 30 min.)
Luc Cousineau, PhD Candidate, Recreation and Leisure Studies
Experiential education paradigms have a long history in outdoor and alternative educational spaces, providing a means of achieving curricular and group goals through participatory activities (Miles & Priest, 1999). More recently, experiential education has found its way into post-secondary classrooms in diverse fields from Recreation and Leisure Studies, to engineering and robotics (DeHart, 2018; O’Connell, Cuthbertson, & Goins, 2014). As an extension of the experiential educational paradigm, immersive learning serves to put students into novel situations where they must be fully engaged with mind and body in order to participate (Washbush & Gosenpud, 2014). This type of educational space has been used through co-operative educational opportunities, as well as internships, but is rarely used as part of assignment frameworks within courses at the university level. This presentation explores the uses and potential of immersive educational experiences as a way to enhance student learning in traditional post-secondary classroom settings, as well as the critiques levied against this type of experience if poorly conceived or delivered; especially those from critical disability studies.
Cognitive Load Considerations in Multimedia Learning (research presentation; 30 min.)
Mingying Fang, PhD Candidate, School of Public Health and Health System
The study of cognitive load and its applications in multimedia learning is becoming a focus of the researchers in education areas in recent years. Multimedia learning happens when we build mental representations from words and pictures. Multimedia learning is a cognitive theory of learning which has been defined and largely popularized by the work of Mayer and others. Generally, the theory tries to address the issue of how to structure multimedia instructional practices and employ more effective cognitive strategies to help people learn efficiently. This presentation explores the connotation and type of cognitive load, and key components of CTML as well as its measurements.
Transformative Learning and Religious Studies (research presentation; 30 min.)
Douglas Wilson, PhD Candidate, Religious Studies
This presentation will explore some of the roles Transformative Learning theory can play in the religious studies classroom. Transformative learning has been linked to changes in a person’s identity, as well as to spiritual development by transformative learning researchers. Some pedagogical strategies falling largely within the critical and emancipatory dimension of transformative learning research (which focuses on challenging power relations based on gender, race, class, sexual orientation, disability, and religion) and reflecting the aforementioned changes and development will be discussed. These strategies include: spiritual guidance in the classroom (neutral enthusiasm), the ‘travelling classroom’, and the classroom as a ‘site of struggle.’
Registration
- Registration is required. Difficulty registering? Read our registration help guide.
- Participants will receive an attendance credit towards the Fundamentals program if they arrive on time and stay until the end of the event.
- A maximum of one special topic workshops can be counted toward your Fundamentals certificate.
Cancellations
Many of our workshops have waiting lists, so if you've registered but can't attend, please notify us 24 hours in advance (at cte-grad@uwaterloo.ca ) so that we can give your spot to someone else.
Accessibility
The University of Waterloo is committed to achieving barrier-free accessibility for persons with disabilities who are studying, working, or visiting at Waterloo. If you have questions concerning access, such as parking, building layouts, or obtaining information in alternative formats, or wish to request accommodations for a CTE workshop or event, please contact CTE via email (cte@uwaterloo.ca) or phone (ext. 33857) and include the session’s title and date. Our workshops typically involve a mix of presentation and discussion-based activities, and we encourage a scent-free environment. We also welcome accompanying assistants, interpreters, or note-takers; notify us if accommodations are needed in this regard. Please note that some accommodations may require time to arrange.