2015 Training Program in Instructional Technologies

8:30 am to 10:00 am

Welcome, Introductions, and More

• Welcome. Mario Coniglio, the University of Waterloo's Associate Vice President, Academic will officially open the Training Program. 
• Introductions. The KSU instructors will introduce themselves: their names, teaching discipline, and any special interests they have in instructional technologies. 
• Administrative items.
  • We will circulate a sheet of paper so that KSU instructors can write their names exactly as they would like it to appear on their Training Program certificates. We will also provide name tags to help facilitators learn the names of KSU instructors. 
  • Requirements for certificate:
    • Attendance: the KSU attendance sheet must be signed each morning and each afternoon. 
    • Participation: please participate energetically and attentively. Ask questions whenever you have them, participate in small group activities, and help make the training program a success for everyone involved. 
    • Instructional Challenge Survey reflections: one of the first things participants will do is complete the Instructional Challenge Survey. This survey will identify particular challenges that each instructor should be thinking about during the various workshops. On the last day of the Training Program, each participant will submit to Dr. Mark Morton (mmorton@uwaterloo.ca) a brief reflection (a page or so) that reflects on how various educational technologies can help the participant solve his or her unique instructional challenges. 
  • Overview of the week:
    • Schedule: the schedule of workshops is given below. 
    • Breaks: we will have a 15-minute break at 10:00 am and another 15-minute break at 11:45 am. 
    • Prayer time: we will have a 20-minute break for prayer from 1:25 pm to 1:45 pm. 
    • Lunch. Lunch will immediately follow prayer time. Lunch will be 60 minutes in length, from 1:45 pm to 2:45 pm. Lunch is halal, and has been prepared by a local restaurant called Schawerma Plus. 
  • Preliminary questions from KSU instructors? 
• The Instructional Challenges Survey. The Instructional Challenges Survey helps instructors identify the most significant challenges that are hindering their students' learning. To this end, we will do the following:
  1. ​​Instructors will be given a paper copy of the Instructional Challenges Survey.
  2. They will take five or so minutes to complete the survey.
  3. We will have a large group discussion about the instructional challenges, focusing especially on causes (and preliminary solutions) for the instructional challenges.
  4. A CTE co-op student will collect the Instructional Challenges Surveys and collate the responses so that we have a sense of which instructional challenges are most important to this particular group of instructors.
  5. As we complete the various workshops through the week, participants should continually be asking themselves, "Can this instructional technology help  solve my instructional challenges?" At the end of the week, each participant will submit a brief reflection on his or her instructional challenges. (If you would like to use the Instructional Challenges Survey when you are back at KSU, an electronic copy is available here as a PDF.)

Facilitator: Mark Morton. 

 

10:00 am to 10:15 am

Break
 

10:15 am to 11:45 am 

Question Facilitation Tools. During a learning experience, it's important that both the instructor and students ask questions. The instructor asks questions for two reasons: first, to help students learn by asking thought-provoking questions that "push" the limits of what they already know; second, to find out if the students are understanding the material. The students ask questions for one reason: to get clarification on something they don't understand. The tools covered in this workshop facilitate the asking of questions, either by the instructor, the students, or both. Additionally, most of the tools also support peer instruction, a teaching strategy that research has proven to be highly effective. The tools that will be discussed in this workshop include the following:  

• ​Question Cookie. Question Cookie is a free tool that allows individuals to ask questions online. Other individuals can then vote on those questions to indicate whether they share the question. KSU workshop participants are encouraged to ask questions using the Question Cookie session that has already been created for this training program, and which is available here. 
• Clickers. Clickers are an instructional tool that allow students to easily respond to an instructor's multiple-choice questions. Clickers are primarily used for three reasons: 1. to increase student engagement; 2. to facilitate peer instruction; 3. to help an instructor gauge whether students are understanding course content. 
• Top Hat. Top Hat is a student response systems that is used to increase student engagement during your lectures. Students access Top Hat via their cell phones, laptops, or other mobile device. In a sense, Top Hat is like a clicker (with additional functionality) but it is software-based. 
• Piazza. Piazza is an online learning platform that allows students to ask and answer their own questions. It is unique in that is combines the functionality of an online discussion forum with that of a wiki. 

Learning Outcomes. After the session, participants will be able to:

• explain why peer instruction is an effective teaching strategy
• distinguish the various question facilitation tools with regard to purpose and functionality
• identify which question facilitation tool is best suited to their courses
• locate resources to help them implement a given question facilitation tool

Facilitators: Mark Morton, Paul Kates. The presentation is here (PPT)

 

11:45 am to 12:00 pm

Break

 

12:00 pm to 1:25 pm

Course Design for Blended Learning, Part 1
Blended Learning integrates thoughtfully structured online activities into face-to-face courses. Students engage in online activities such as quizzes, and interact with online course materials such as lecture notes, screencasts, and simulations. These online activities and resources contribute to student success in several ways: they can help prepare students for class discussions or lab experiences; they can promote understanding of challenging course concepts; they can assess students’ retention of course concepts and skills; and they can foster a sense of community within the course. 

Learning Outcomes. After the session, participants will be able to:

• describe different kinds of blended learning
• identify the advantages and challenges of developing and teaching blended courses
• identify the technological tools  available for designing and creating content and activities for blended courses
• align the intended learning outcomes, assessments and teaching and learning activities
• create a  plan for implementing a blended task and/or a blended course

Facilitators: Monica Vesely, Christine Zaza, Samar Mohamed

Presentation materials:

• Blended Course Design for KSU Handout (PDF)
• Blended Learning -- Triple Alignment Chart(PDF)
• Blended Learning Course Design for KSU July 2015 (PDF)

1:25 pm to 1:45 pm

Prayer
 

1:45 pm to 2:45 pm

Lunch (catered by Shawerma Plus)

Eating Outcomes 

• eat some delicious food
• enjoy one another's company
• discuss the instructional technologies that were presented before lunch
• Regain energy for the afternoon workshop
   

2:45 to 4:15 pm

Course Design for Blended Learning, Part 2
Continued from above.

Facilitators: Monica Vesely, Christine Zaza, Samar Mohamed

​

8:30 am to 10:00 am

Housekeeping

• ​Make sure you sign the attendance form for the morning and afternoon, and complete the daily evaulation form.
• Presentation materials for yesterday's Course Design for Blended Learning workshop have been added to this web page.
• As of today, our lunch will be served in the dining hall of Conrad Grebel University College.
• Prayer and lunch will be 60 minutes in total, from 1:30 pm till 2:30 pm.
• On Wednesday evening, at 8:00 pm, we will have a formal dinner at the University Club. Here is a map showing the location of the University Club in relation to Conrad Grebel College.
• An example of Newfoundland English (just for interest's sake, following up on something I was saying yesterday)
• Feedback from yesterday
• A quick look at the aggregate results of yesterday's Instructional Challenges Survey. 

Concept Mapping Tools
Concept Mapping Tools allow a user to visually represent a complex system of interrelations. Studies have shown that concept maps can improve student learning outcomes. Online concept maps can include images and links to external resources. Some concept mapping platforms are dynamic: that is, branches of the concept map can be opened or closed with a click, in order to reveal or conceal parts of it. Some concept mapping platforms also include a feature that allows the concept map to be turned into a presentation that can viewed in several different sequences. This workshop will refer to four concept mapping tools by way of contradistinction, but will focus primarily on demonstrating the functionality of CmapTools. 

Learning Outcomes. After the session, participants will be able to:

• distinguish four different concept mapping tools
• create a sophisticated concept map using CmapTools
• explain how instructors can use concept maps as an effective presentation tool
• develop concept map assignments for students that will enhance their learning. 

Facilitators: Mark Morton, Samar Mohamed​, Monica Vesely. Presentation is here. 

 

10:00 am to 10:15 am

Break
 

10:15 am to 11:45 am

The Tools of Blackboard
After learning about strategies for creating blended courses, KSU faculty will learn about the actual tools that exist in the Blackboard Learning Management System. All Blackboard tools will be touched upon, but special emphasis will be given to six key learning tools: Tests, Surveys, and Pools; Peer Assessment; Blogs; Online Discussion Forums; Adaptive Release; and SafeAssign.

Learning Outcomes. After the session, participants will be able to:

• Identify six key learning tools that are found in Blackboard
• Create a Quiz and an Online Discussion Forum in Blackboard
• Locate further resources to learn more about the tools of Blackboard

Facilitators: Mark Morton. Presentation is here. 

​11:45 am to 12:00 pm
 

Break
 

12:00 pm to 1:30 pm

Peer Evaluation Tools: peerScholar
Peer Evaluation is a form of Peer Instruction in which students develop their critical and creative thinking skills by providing feedback on their classmates' work. One tool that facilitates Peer Review is peerScholar, which was developed at the University of Toronto by Steve Joordens and Dwayne Paré. The peerScholar tool guides the students through three phases: writing, evaluating, and reflecting. PeerScholar makes it possible to incorporate written assignments into classes of any size, and does so in a way that is pedagogically more effective than relying on traditional "expert markers" for assessment. 

Learning Outcomes: After the session, participants will be able to: 

• explain the pedagogy of Peer Instruction in general and Peer Evaluation in particular
• assess whether peerScholar is a tool they want to implement in their courses
• locate further resources to assist them in implementing peerScholar

Facilitators: Steve Joordens and Dwayne Paré, from peerScholar​​. Presentation is here. 

1:30 pm to 2:30 pm

Prayer and Lunch (catered by Shawerma Plus)

 

2:30 to 4:00 pm

Enhancing Learning with Assessment Tools
Assessment is traditionally thought of as a measure of learning; however, assessment can be a powerful tool to enhance learning. Research has shown that testing can improve subsequent recall, retention, and classroom performance. In this workshop we will examine some of the research literature on assessment as learning and then explore different tools for enhancing learning via assessment, including  mTuner, IF-AT cards, Quizlet, and MapleTA.

Learning Outcomes. After the session, participants will be able to:

• summarize research on using assessment as learning
• use assessment tools such as mTuner, IF-AT cards, and online quizzes to enhance students' learning

Facilitators: Mary Power, Paul Kates, Steve Joordens. Presentation is here. 

 

8:30 am to 10:00 am

Housekeeping items

• This evening at 8:00 pm, we would be pleased to have you as our guests for dinner at the University Club. Dinner will of course be halal and will not involve alcohol. Go the end of the Wednesday sessions to find out the location of the University Club. 
• Tomorrow (Thursday) we will meet in MC 2060 for the "Making Screencasts with Camtasia" workshop. Go to the beginning of the Thursday sessions to find out more about this location. Please note that beverages are not allowed into MC 2060 (because of the computer workstations), so make sure you have coffee before 8:30! Also, if you have rented a car, it will probably be easier for you to park at Conrad Grebel University College and then walk to MC 2060. 

Introduction to the Flipped Classroom, Part 1
The term "flipped classroom" refers to courses where the traditional components -- lectures and homework -- are reversed; that is, course content is delivered outside of class time (for example, via lectures delivered as podcasts or screencasts) leaving class time free for active learning activities (such as discussions, debates, demonstrations, and so on). This session will present examples of flipped courses and will identify how flipping a classroom can be part of a blended course design that increases students' engagement and learning. We will demonstrate some current tools that can be used to support the delivery of content outside of class. 

Learning Outcomes. After the session, participants will be able to:

• identify what makes a class a flipped class
• explain the advantages and challenges of teaching a flipped class 
• design a flipped class experience and identify relevant technologies, in-class learning activities, and assessments
• identify which course-related concepts could be taught more effectively in a flipped class 

Facilitators: Kyle Scholz, Christine Zaza​ Presentation is here. 

 

10:00 am to 10:15 am

Break

 

10:15 am to 11:45 am 

Introduction to the Flipped Classroom, Part 2
Continued from above.

Facilitators: Kyle Scholz, Christine Zaza
​
​

11:45 am to 12:00 pm

Break

 

12:00 pm to 1:30 pm

ePortfolios: Process and Product
ePortfolios are both a tool and a learning process for deepening student learning. In their ePortfolios, students select evidence of their learning, reflect on that learning, and make connections between their courses, and between their academic work and other learning experiences. In many programs, students also draw connections between their academic work and the specific competencies that the program has targeted. Administrators can also use student ePortfolios to assess the effectiveness of their curriculum. This session will explore the pedagogy behind ePortfolios by approaching them as both a process (that facilitates learning) and a product (that the student can showcase). 

Learning Outcomes. After the session, participants will be able to:

• explain how ePortfolios can enhance student learning
• describe how ePortfolios can contribute to a student's career success
• discover how ePortfolios might be be integrated into their courses and/or program 

Facilitators: Mark Morton, Kyle Scholz​ Presentation is here. 

1:30 pm to 2:30 pm

Prayer and Lunch (catered by Shawerma Plus)

 

2:30 to 4:00 pm

Presenting with an iPad
A tablet PC such as Apple's iPad, Microsoft's Surface, or Samsung's Galaxy can be used instead of an overhead projector, whiteboard, or smartboard to deliver presentations. PDFs, images, or slides are imported into an app -- such as 2Screens -- and displayed via the classroom's projector onto a screen. The instructor can then annotate or sketch on the PDFs, images, or slides in real time on the tablet PC. If the tablet PC is connected wirelessly, the instructor is free to walk around the classroom, with the tablet in hand, while delivering the presentation. This session will also cover several other apps that indirectly support this use of the iPad, including iAnnotate, Dropbox, Goodreader, iZip, Polaris Office, Cloud-On, and Notes Plus. 

Learning Outcomes. After the session, participants will be able to:

• use an iPad to annotate and deliver presentations to students
• identify a file management platform that meets their needs

Facilitator: Thorsten Dieckman, Department of Chemistry. Presentation is here. 
 

8:00 pm

Dinner hosted by CTE. Please join us at 8:00 pm for a halal dinner at the University Club.

A map showing how to drive from Conrad Grebel University College to the University Club is here.

A map showing how to walk from Conrad Grebel University College to the University Club is here. 
 

8:30 am to 10:00 am

Making Screencasts with Camtasia, Part 1 (Note: this workshop takes place in MC 2060)
A screencast is a video recording of whatever appears on your computer screen while you narrate it. Screencasts are an effective way to deliver certain kinds of content. This session will first cover best practices for screencasts, such as their optimal length, how much time to invest in editing, whether a script is necessary, and so on. The presenters will then demonstrate how to use the various features in Camtasia to create, edit, and produce a screencast. Participants will then be given time edit and produce a screencast with Camtasia under the guidance of the presenters. No prior knowledge of Camtasia or screencasts is required. Please note that MC 2060 contains 20 computer workstations, so some KSU instructors will need to work in pairs at a workstation. 

Learning Outcomes. After the session, participants will be able to:

• summarize best practices regarding the creation of screencasts
• use Camtasia to record, edit, and produce a screencast

Facilitators: Mark Morton, Kyle Scholz . Presentation is here. Handout 1. Handout 2. Handout 3. 

10:00 am to 10:15 am

Break

 

10:15 am to 11:45 am

Making Screencasts with Camtasia, Part 2 (Note: this workshop takes place in MC 2060)
As above.

Facilitators: Mark Morton, Kyle Scholz
​
 

11:45 am to 12:00 pm

Break (walk back to Conrad Grebel University College)

 

12:00 pm to 1:30 pm

Apps for Mobile Learning
This workshop will provide an overview of apps for mobile devices, specifically ones that can enhance teaching and learning. The workshop will focus on apps for the iPad and iPhone, but most of these apps also available for other platforms (such as Android devices). The kinds of apps included in the workshop are as follows: apps for making screencasts, apps for annotating documents, apps that provide content (text content, audio content, enhanced content, and interactive content), apps for managing information, apps for increasing productivity, augmented reality apps, and more.

Learning Outcomes. After the session, participants will be able to: 

• Describe the basic functionality of each app
• Identify which apps are most relevant to their own teaching practice 
• Locate resources that provide more information about using each app effectively

Facilitator: Mark Morton. Presentation is here. 

 

1:30 pm to 2:30 pm

Prayer and Lunch (catered by Shawerma Plus)

 

2:30 to 4:00 pm

Productivity Tools
This workshop is not about instructional technologies per se, but about productivity tools that can make you a better instructor by increasing your productivity and efficiency. 

Learning Outcomes. After the session, participants will be able to: 

• List which tools can most benefit their own unique circumstances. 

Facilitator: Mark Morton. Presentation is here. 
 

8:30 am to 10:30 am

1. Discouraging Plagiarism and other forms of Academic Dishonesty
In this mini-session, we will consider solutions to an instructional challenge that has not been sufficiently addressed over the past week. We will consider how careful assignment design can discourage plagiarism and academic dishonesty. 

2. On the Horizon
This session will explore instructional technologies that will be making an impact in the next five to fifteen years. Resource is here. 

10:30 am to 10:45 am

Break
 

10:45 am to 11:45 am

Closing Celebration and Presentation of Certificates​
Presenter of the certificates: Drew Knight, UWaterloo's Office of Global Alliances

 

11:45 pm to 12:45 pm

​​Lunch (catered by Shawerma Plus)
 

            Thank you, KSU friends, for a great week! Ma'a salaama, Mark

• The Waterloo Masjid is about an 18 minute walk (4-minute drive) from Conrad Grebel University College. Directions are here. 
• Things to do in and around Waterlo